University of Technology Sydney

92613 Principles of Child and Family Health Nursing

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:


Result type: Grade and marks


This subject is designed to introduce students to the clinical specialty of child and family health nursing. It covers a range of topics that provide an essential grounding for child and family health beginning practitioners, while developing students' understanding of evidence-based practice and its application within child and family health nursing practice. The subject aims to develop the student's understanding of primary health care as the philosophical basis for well children and their families, and enhance the importance of health promotion within child and family health nursing.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Differentiate the underlying theories, models and standards informing Child and Family Health Nursing practice
B. Describe the theoretical concepts and practice principles of the Family Partnership Model as applied to Child and Family Health Nursing
C. Distinguish the theoretical concepts and practice principles of strengths-based and relationship-focused approaches when working with families
D. Apply cognitive, technical and innovative skills to evaluate complex concepts and information that would enhance outcomes for infants, children and their family’s wellbeing
E. Appraise and evaluate their construct of their world view in particular that of Indigenous Australians “ways, knowing and doing”
F. Differentiate and illustrate current strengths and learning needs informing professional practice standards

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • A graduate of this course practices within a strengths-based, relationship-focused, family-partnership wellness model (1.0)
  • A graduate of this course demonstrates cognitive flexibility and reflective functioning when working with families and young children (2.0)
  • A graduate of this course promotes the primacy of early childhood and the importance of first relationships in relation to health and wellbeing outcomes throughout the lifespan (3.0)
  • A graduate of this course is a critical thinker who is able to assess a body of evidence and integrate it into practice (5.0)
  • Graduates have professional competency, which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (6.0)

Teaching and learning strategies

This subject is designed to provide you with the opportunity to participate in a range of teaching and learning strategies to develop and promote best practice of knowledge and skills as a Child and Family Health nursing practitioner.

Orientation Activities
Preparation for the session-students are expected to undertake activities prior to the first week. These activities include online readings, videos, interaction with peers, and are important in helping students prepare for the subject's Assessment tasks. This provides students with the opportunity to meet and interact with peers. Students will learn through independent learning activities, group work, peer review, and participation in workshops.

Independent learning Activities
Relevant readings, videos and activities will be made available online relevant to the topic of the week. Students are expected to come to workshops prepared. This will enhance the students’ ability to progress successfully throughout the subject and complete assessment items effectively. The online material aims to enhance students’ understanding of the topic or delve deeper into a more specific area, compare experiences and ideas with others, and gain feedback. Information and links to all these learning activities can be accessed via Canvas as well as the subject outline.

Workshops will provide opportunities for group activities and discussion, self-assessment, peer review and formative feedback from the subject coordinator. Students are strongly encouraged to attend the workshops in Week 3 and week 9 as these prepare students for the subject’s Assessment Tasks.

Feedback will be frequent and takes several forms including self-assessment, peer review, automatic feedback from interactive activities e.g. quizzes, and from the subject coordinator. Formative feedback throughout the subject aims to increase student performance at summative assessments.

Content (topics)

Unit 1: Professional practice in child and family health

  • Historical perspectives and contemporary practice in child and family health nursing
  • Scope of practice
  • Professional practice
  • Professional development
  • NSW Department of Health Child Family Health Nursing Practice Development Framework
  • Working in a multidisciplinary team
  • Stress in nursing – counteracting burnout
  • Vicarious trauma and stress in nursing - counteracting burnout.

Unit 2: Communication and counselling

  • Communication and the counselling process
  • Family partnership training
  • Strengths-based practice
  • Preparation for the workshop.

Unit 3: Primary health care and health promotion

  • Primary health care
  • Health promotion
  • Program planning
  • Health education.


Assessment task 1: Portfolio plan


In this course, the portfolio will be used to structure learning and to measure the student’s learning outcomes across the subjects within the course. The portfolio is aimed at enabling students to plan, achieve and meet personal goals and professional standards as well as demonstrating graduate attributes. A planned approach to a portfolio can assist students to identify their learning goals and to plan and complete a range of learning experiences. Students are encouraged to reflect on their current professional strengths, areas for growth and their approach to learning. This in turn will foster a life-long approach to learning and professional development,


This assessment task addresses subject learning objective(s):

A, C, E and F

This assessment task contributes to the development of graduate attribute(s):

1.0, 2.0, 5.0 and 6.0

Type: Portfolio
Groupwork: Individual
Weight: 40%

1500 words maximum +/- 10% (excluding references and appendices.


Please see UTSOnline for details.

Assessment task 2: Critical Review of Topics (Discussion Board Postings)


Key concepts central to Child and Family Health Nursing practice are families in partnership, and perinatal and infant mental health and wellbeing. The ability to communicate well with families is an inherent skill required for Child and Family Health Nursing. The discussion board will allow students to explore these concepts and share knowledge and resources with each other, prior to submitting a summary of their review on the article to UTS Online Discussion Board.


This assessment task addresses subject learning objective(s):

A, B, C, D and F

This assessment task contributes to the development of graduate attribute(s):

1.0, 3.0 and 5.0

Type: Report
Groupwork: Individual
Weight: 30%
  • Discussion Board - Families and partnership : 400 words
  • Discussion Board - Perinatal and infant mental health : 400 words
  • Discussion Board Posting responding to 2 other student's review: 100 words each

Please see UTSOnline for details.

Assessment task 3: Health Promotion Website Critique


We now as a society live in the digital age whereby we all search and read information on the world wide web (www). Parents/carers are utilising this source of information more and more. This Assessment, is to support student's learning of health promotion in the context of primary health care and to develop an understanding of how website information can influence health outcomes either positively or negatively.


This assessment task addresses subject learning objective(s):

A, C, D, E and F

This assessment task contributes to the development of graduate attribute(s):

1.0, 3.0 and 5.0

Type: Report
Groupwork: Individual
Weight: 30%

Website critique 400 words
Rationale: 200 words
Total length: 600 words

Minimum requirements

To pass this subject, students must meet the attendance requirements, submit all required assessment items and achieve a minimum mark of 50 after all assessment marks are combined.

Required texts

There are no set texts for this subject. Students will be directed to readings.

Recommended texts

Davis, H., Day, C., & Bidmead, C.(2010). Working in Partnership: The Family Partnership Model, Psychological Corporation. London.

Hayley, C. (Ed). (2015). Child and Family Health Australia and New Zealand. (2nd ed). Lippincott Williams and Wilkins Publishers

Lomax, A. (Ed). (2011). Examination of the Newborn. Wiley & Blackwell

Sharma, A., & Cockerill, H. (2014). Mary Sheridan- From Birth to Five Years: Children's Developmental Progress. Routledge UK.

Sharma, A., & Cockerill, H. (2014) Mary Sheridan Professional Development Examination. Routledge UK.

Wilson- Clay, B., & Hoover K. (Ed). (2017). The BreastFeeding Atlas. (6th Ed). Caper, USA


Refer to UTSOnline for access to references for this subject.

Other resources

UTS Student Centres
Building 10

Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres:

For other resources/ information refer to the Faculty of Health website (, the Health Student Guide ( and UTSOnline at:

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W:, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.

Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS ( HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.

Please see for additional information on other resources provided to students by UTS.