92615 Child and Family Health Nursing 2
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 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 92614 Child and Family Health Nursing 1
There are course requisites for this subject. See access conditions.
Recommended studies: 92614 Child and Family Health Nursing 1
Description
This second clinically focused subject extends on the essential skills for working with families of infants addressed in 92614 Child and Family Health Nursing 1, to extend the skills required to work with families of young children up to five years of age. It includes the identification of common or potential problems amenable to early intervention, and the nursing management to support parents to care for the health and safety of their children. The subject assists the nurse to provide social support and education to parents and to foster the integration of the family in the community. The subject requires the successful completion of a clinical experience program of 80 hours, taken as a two-week block in child and family health nursing facilities at a Tresillian Family Care Centre. In this placement, students have the opportunity to explore and assess growth and development, and practice health assessment, communication skills and provide nursing care under the supervision of child and family health nurses and in partnership with families and other health care professionals.
Subject learning objectives (SLOs)
| A. | Understand the range of normal and challenging behaviour of toddlers and pre-schoolers and support parents to choose and implement management strategies that are specific to the child and family’s needs |
|---|---|
| B. | Collaborate with parents to competently perform comprehensive developmental, physical and socio-emotional health assessments and interventions of toddlers and pre-schoolers, to identify health and developmental problems using a range of evidence based assessment tools in partnership with families and caregivers. |
| C. | Communicate a respectful approach to working in partnership with families that values world view differences. |
| D. | Demonstrate competence in the use of anticipatory guidance when working with parents of toddlers and pre-schoolers. |
| E. | Utilise high level clinical judgement to assess, plan and implement care in collaboration with parents for minor ailments in well children. |
| F. | Critically appraise own learning outcomes and future learning needs in relation to current standards in child and family health nursing. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Explain the centrality of the infant/young child within the family to the practice of Child and Family Health Nursing (1.1)
- Understand and demonstrate the ability to work within a family-partnership model (1.4)
- A graduate of this course demonstrates cognitive flexibility and reflective functioning when working with families and young children (2.0)
- Respond with practices that are appropriate to the needs of the infant, young child and family and are respectful of the individual family's values, beliefs and ways of doing things (2.2)
- A graduate of this course exhibits specialist nursing knowledge and skills in the care of young children, parents and families at beginning practitioner level (4.0)
- Communicate effectively using spoken, written and non-verbal language across a range of contexts and to diverse audiences (4.3)
- Practice within a framework that encompasses primary health care, population health, working in partnership with families, ethical and legal practice, and legislative and policy requirements (4.4)
- 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)
- Integrate strategies for ongoing personal and professional development (5.3)
Teaching and learning strategies
This subject utilizes a range of teaching and learning strategies, including:
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 also provides students with an opportunity to meet and interact with peers.
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
Workshops will provide opportunities for group activities and discussion, self-assessment, peer review and formative feedback from the subject coordinator.
Feedback
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: Growth and development of toddlers and preschoolers
- Review theories and principles of growth and development in toddlerhood and preschool age children
- Initiation of management strategies where variation from normal are identified
- Heath assessment for toddlers and preschoolers
- Identification of health problems through health screening and child surveillance
- Early identification of social and environmental factors that affect growth and development
- Appropriate referral networks to assist the parents to access necessary and appropriate health care or community agencies and other support services
Unit 2: Child health in the early years
- Nursing management of common health problems in early childhood
- Child safety in infancy
- Health promotion and anticipatory guidance
Proposed activity sets/ key skils addressed in this subject
- Physical assessment of toddlers and preschoolers
- Nurse-parent interview
- Recognition of the sick child
Assessment
Assessment task 1: Critical review: The toddler's perspective
| Intent: | The intent of this assessment item is to assist students to develop a deeper understanding of the theories of growth and development, the toddler’s perspective and explore parenting strategies that support healthy toddler development. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.1, 1.4, 2.2 and 4.4 |
| Weight: | 50% |
| Length: | 2,000 words |
Assessment task 2: Clinical portfolio
| Intent: | The intent of this assessment is to assist students to complete a range of clinical learning experiences aimed at enhancing their clinical development, whilst also meeting professional requirements and demonstrating graduate attributes. It will also encourage students to reflect on their development as a child and family health nurse. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, C, D, E and F This assessment task contributes to the development of graduate attribute(s): 1.4, 2.0, 2.2, 4.0, 4.3 and 5.3 |
| Weight: | 50% |
| Length: | There is no word limit for this assessment item. |
Assessment task 3: Clinical placement
| Intent: | Participation in a clinical placement provides an opportunity to explore the application of theoretical concepts and the development of skills relevant to child and family health nursing practice. The major focus of placement in this subject is to develop confidence and competence in the health assessments of infants and children and infant nutrition (including breastfeeding). |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and F This assessment task contributes to the development of graduate attribute(s): 4.0, 4.3 and 5.0 |
| Weight: | Mandatory task that does not contribute to subject mark |
| Criteria: | Students develop clinical learning objectives in collaboration with teaching staff as part of their preparation for the placement. Students will be assessed as satisfactory or unsatisfactory against these objectives and completion of clinical assessment tasks . |
Required texts
There are no required texts for this subject. Required readings are available in Subject Resources online in the UTS Library.
References
Mares, S. Newman, L. & Warren, B. (2011). Clinical skills in infant mental health: the first three years. (2nd edn.). ACER Press.
Sheridan, M. Sharma, A. & Cockerill, H. (2014). From Birth to Five Years: children’s developmental progress. (4th edn.). Routledge.
Please refer to Canvas for a full list of recommended readings.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: https://www.uts.edu.au/current-students/contacts/uts-student-centre
For other resources/information refer to the Faculty of Health website (https://www.uts.edu.au/about/faculty-health) and
Canvas at: https://canvas.uts.edu.au/
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: lib.uts.edu.au, 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 (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.