Pediatric Nursing: From Infancy to Adolescence
The course developed lies within a traditional land-based Bachelor of Science in Nursing program. It was
designed for the senior year of the program in its final semester.
Classroom instruction will take place on campus to enable face-to-face interaction between
students and faculty. Simulation lab will also take place in the on-campus
facility. Clinical will take place in area hospitals and community-based sites.
Both a regional medical center and a community hospital will be utilized as
clinical sites to enable students to gain various experiences within the
healthcare system. For the course, the
philosophical approach that will be taken is a combination of the Cognitive
Constructivism and Learner-Centered theories. The cognitive constructivist view
sees learning as a process by which the learner builds upon previous knowledge
to create a new knowledge base to further build upon (Iwasiw & Goldenberg,
2015). The class takes the framework that the student has already acquired from
previous courses taken and builds upon that framework new knowledge on care of
the pediatric patient. Cognitive constructivism is an active learning theory
that allows the student to engage directly with the material (Iwasiw &
Goldenberg, 2015).
Adding
to the cognitive constructivist view, the learner-centered view sees the
learner as the pilot in education. The learner becomes active in gaining
knowledge (Colley, 2012). The learner is not left alone, but guided by the
teacher in learning (Ubbes, Black, & Ausherman, 1999; Colley, 2012),
however the student is allowed options as to how their education will progress.
It is a collaboration between the faculty and the student (Ubbes, Black, &
Ausherman, 1999). For both theories, experiences, discussion, and creating
learning are important (Iwasiw & Goldenberg, 2015; Ubbes, Black, &
Ausherman, 1999; Colley, 2012).
Course Outcomes
Course outcomes as presented in the syllabus:
At the completion of the course, the student will be able to
1. Care holistically for a pediatric patient with a variety of diseases or health issues and care for their family (psychomotor, cognitive)
2. Produce accurate documentation on a pediatric patient (cognitive)
3. Evaluate and analyze data in preparation to care for a pediatric patient (cognitive)
4. Assess a pediatric patient and appropriately notify or take action when needed to (psychomotor)
5. Describe disease processes as they affect the pediatric population (cognitive)
6. Apply current research to the pediatric patient population (cognitive)
7. Collaborate with the interdisciplinary team to care for a pediatric patient (cognitive)
8. Demonstrate writing in a professional manner (cognitive)
9. Recognize the value of holistic care and the importance of parents and family as it relates to the pediatric patient (affective)
10. Identify the signs and symptoms of maltreatment of children (affective)
At the completion of the course, the student will be able to
1. Care holistically for a pediatric patient with a variety of diseases or health issues and care for their family (psychomotor, cognitive)
2. Produce accurate documentation on a pediatric patient (cognitive)
3. Evaluate and analyze data in preparation to care for a pediatric patient (cognitive)
4. Assess a pediatric patient and appropriately notify or take action when needed to (psychomotor)
5. Describe disease processes as they affect the pediatric population (cognitive)
6. Apply current research to the pediatric patient population (cognitive)
7. Collaborate with the interdisciplinary team to care for a pediatric patient (cognitive)
8. Demonstrate writing in a professional manner (cognitive)
9. Recognize the value of holistic care and the importance of parents and family as it relates to the pediatric patient (affective)
10. Identify the signs and symptoms of maltreatment of children (affective)
Developed Module 1
Module developed for week 11 of class and clinical as outlined in the student guide:
Week 11 – Unit 9 - The child with problems related to the transfer of oxygen and nutrients.
The students will be exposed to general assessment of the respiratory and gastrointestinal systems as it relates to pediatric patients from age 0 -18. Specific topics explored will be tonsillitis, respiratory syncytial virus, influenza, asthma, cystic fibrosis, pertussis, and acute respiratory distress syndrome. Gastrointestinal disorders such as abdominal pain, appendicitis, diverticulitis, intussusception, cleft lip/palate, small bowel obstruction, and celiac disease will also be explored. Issues will be discussed as they relate to nursing care in the PCP setting as well as the emergency department and the inpatient hospital unit settings. In-class and online discussion will enable the students to make a connection between topics learned in lecture and nursing practice. Case studies will be given to further the students understanding of theory as it is related to practice.
Class/Lecture
End-of-class outcomes:
At the end of lecture the student will be able to:
I. Identify specific respiratory and gastrointestinal diseases as related to their symptoms in a pediatric patient.
II. Analyze the severity of respiratory and gastrointestinal symptoms
III. Prioritize actions to take when presented with a case study exhibiting respiratory and/or gastrointestinal diseases
Clinical
Clinical will take place at the Children’s Hospital on the inpatient units.
End-of-clinical outcomes:
The student will be able to:
I. Reflect on the clinical setting, patient, and procedures
II. Discuss best practice as related to readings assigned
III. Holistically care for a pediatric patient with a respiratory or gastrointestinal related illness
Week 11 – Unit 9 - The child with problems related to the transfer of oxygen and nutrients.
The students will be exposed to general assessment of the respiratory and gastrointestinal systems as it relates to pediatric patients from age 0 -18. Specific topics explored will be tonsillitis, respiratory syncytial virus, influenza, asthma, cystic fibrosis, pertussis, and acute respiratory distress syndrome. Gastrointestinal disorders such as abdominal pain, appendicitis, diverticulitis, intussusception, cleft lip/palate, small bowel obstruction, and celiac disease will also be explored. Issues will be discussed as they relate to nursing care in the PCP setting as well as the emergency department and the inpatient hospital unit settings. In-class and online discussion will enable the students to make a connection between topics learned in lecture and nursing practice. Case studies will be given to further the students understanding of theory as it is related to practice.
Class/Lecture
End-of-class outcomes:
At the end of lecture the student will be able to:
I. Identify specific respiratory and gastrointestinal diseases as related to their symptoms in a pediatric patient.
II. Analyze the severity of respiratory and gastrointestinal symptoms
III. Prioritize actions to take when presented with a case study exhibiting respiratory and/or gastrointestinal diseases
Clinical
Clinical will take place at the Children’s Hospital on the inpatient units.
End-of-clinical outcomes:
The student will be able to:
I. Reflect on the clinical setting, patient, and procedures
II. Discuss best practice as related to readings assigned
III. Holistically care for a pediatric patient with a respiratory or gastrointestinal related illness
Teaching Strategy for Classroom - Developed Module 1
NAME OF LEARNING ACTIVITY |
Keep Em’ Awake Quiz |
Learning Activity Summary
|
In the middle of class the students are asked a series of 3-8 questions based on the topic being presented.
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Domain of Learning
|
Cognitive: Remembering
|
Student-centered Learning Objectives
|
At the completion of this learning activity, the learner will: identify specific respiratory and gastrointestinal diseases as related to their symptoms in a pediatric patient.
|
Preparation Required by Teacher/Facilitator and Materials Needed
|
Prepare 3-8 questions based on material presented. Iclickers and computer program.
|
Time Allotted
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10 minutes
|
Learning Styles Addressed by Activity
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Visual-spatial
Auditory-musical Logical-mathematical |
How is content connected to prior learning?
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Questions can range from topics covered in previous classes to current topics being covered.
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Reflective Debriefing with Learners
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As a group we will go over the questions, what the correct answers are, and what the thought process is behind the correct answers.
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Evaluation of Learning
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Student will answer anonymously by using clickers. Student answers will be projected on the screen in form of a percentage.
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Teacher Reflection
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The goal of this exercise is for students to recall previous knowledge. Answering a series of short answers on topics currently being discussed allows the teacher to gauge whether learning is taking place.
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Teaching Strategy for Clinical - Developed Module 2
NAME OF LEARNING ACTIVITY |
Pass the Problem |
Learning Activity Summary
|
The students are asked to write the name, age, sex, medical diagnosis, and pertinent information for current admission on a piece of paper. They are then asked to write out the most important nursing diagnosis to this patient. The paper is then passed around to each of the students to write out a different nursing diagnosis unit all of the patient’s care plans have been passed to each student and returned to the original student.
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Domain of Learning
|
Cognitive: Understanding and comprehension
Affective: Valuing and responding |
Student-centered Learning Objectives
|
At the completion of this learning activity, the learner will:
Be able to holistically care for a pediatric patient with a respiratory or gastrointestinal related illness and reflect on the clinical setting, patient, and procedures. |
Preparation Required by Teacher/Facilitator and Materials Needed
|
Prepare a handout for students to fill in.
|
Time Allotted
|
15-20 mintues
|
Learning Styles Addressed by Activity
|
Interpersonal
Verbal-linguistic Logical-mathematical |
How is content connected to prior learning?
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Students will draw on previous knowledge of appropriate nursing diagnoses and experiences.
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Reflective Debriefing with Learners
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After completing the care plan the students will read aloud their nursing diagnoses and client goals
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Evaluation of Learning
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The students will take home their care plan and write it up to be submitted prior to their next clinical for grading.
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Teacher Reflection
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The goal of the exercise is for the students to reflect upon their clinical experience and to create multiple goals for client care.
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Developed Module 2
Module developed for week 12 of class and clinical as outlined in the student guide:
Week 12 – Unit 10 – The child with problems related to the production and circulation of blood.
This week in class we will be taking a look at the cardiovascular and circulatory system, and the pediatric patient with a dysfunction of the blood or immune system. Particularly, the student will learn how to assess the cardiovascular system of the child. Specific congenital heart defects and disease, heart failure, bacterial endocarditis, rheumatic fever, cardiomyopathy, heart transplant, Kawasaki disease, anaphylaxis, septic shock, and toxic shock syndrome will be examined. Anemias, hemophilia, thrombocytopenia, disseminated intravascular coagulation, epistaxis, leukemias, lymphomas, HIV/AIDS, blood transfusions, and bone marrow transplant will be explored in relation to the pediatric patient. Class discussion will center on hematological malignancies in pediatrics where the students will be experiencing clinical this week.
Class/Lecture
End-of-class outcomes:
At the end of the class the student will be able to:
I. Assess the cardiovascular system of the pediatric patient
II. Define diseases that disrupt the function of the circulatory system
III. Discuss complications related to hematological malignancies in the pediatric patient population and prevention thereof
Clinical
Clinical will take place at the Children’s Hospital on the Oncology Unit and the Bone Marrow Transplant Unit.
End-of-clinical outcomes:
The student will be able to:
I. Create a nursing plan of care for the pediatric patient undergoing chemotherapy treatment of bone marrow transplantation
II. Assess the pediatric patient for any complications related to chemotherapy treatment or bone marrow transplantation
III. Discuss the quality of life for pediatric patients undergoing chemotherapy treatment or bone marrow transplantation
Week 12 – Unit 10 – The child with problems related to the production and circulation of blood.
This week in class we will be taking a look at the cardiovascular and circulatory system, and the pediatric patient with a dysfunction of the blood or immune system. Particularly, the student will learn how to assess the cardiovascular system of the child. Specific congenital heart defects and disease, heart failure, bacterial endocarditis, rheumatic fever, cardiomyopathy, heart transplant, Kawasaki disease, anaphylaxis, septic shock, and toxic shock syndrome will be examined. Anemias, hemophilia, thrombocytopenia, disseminated intravascular coagulation, epistaxis, leukemias, lymphomas, HIV/AIDS, blood transfusions, and bone marrow transplant will be explored in relation to the pediatric patient. Class discussion will center on hematological malignancies in pediatrics where the students will be experiencing clinical this week.
Class/Lecture
End-of-class outcomes:
At the end of the class the student will be able to:
I. Assess the cardiovascular system of the pediatric patient
II. Define diseases that disrupt the function of the circulatory system
III. Discuss complications related to hematological malignancies in the pediatric patient population and prevention thereof
Clinical
Clinical will take place at the Children’s Hospital on the Oncology Unit and the Bone Marrow Transplant Unit.
End-of-clinical outcomes:
The student will be able to:
I. Create a nursing plan of care for the pediatric patient undergoing chemotherapy treatment of bone marrow transplantation
II. Assess the pediatric patient for any complications related to chemotherapy treatment or bone marrow transplantation
III. Discuss the quality of life for pediatric patients undergoing chemotherapy treatment or bone marrow transplantation
Teaching Strategy for Classroom - Developed Module 2
NAME OF LEARNING ACTIVITY |
Continuing Case Study |
Learning Activity Summary
|
A case study is presented and expounded upon as the lecture progresses. As new information is given, it is applied to the patient until a holistic picture is presented.
|
Domain of Learning
|
Cognitive: Remembering, understanding, applying
Affective: Valuing, organizing |
Student-centered Learning Objectives
|
At the completion of this learning activity, the learner will:
-assess the cardiovascular system of the pediatric patient -define diseases that disrupt the function of the circulatory system -discuss complications related to hematological malignancies in the pediatric patient population and prevention thereof |
Preparation Required by Teacher/Facilitator and Materials Needed
|
The case study must be written and incorporated into the lecture. The lecture must be prepared prior to the case study. Slides or handouts can be utilized.
|
Time Allotted
|
Time allotted for lecture
|
Learning Styles Addressed by Activity
|
Interpersonal
Intrapersonal Linguistic Logical-mathematical Visual-spatial |
How is content connected to prior learning?
|
The students must use prior knowledge to apply what they know to the case study.
|
Reflective Debriefing with Learners
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There is a weekly online discussion question that the students must answer with an initial reply and then respond to their classmates. The content of the discussion question will be based upon the case study.
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Evaluation of Learning
|
There is a weekly online discussion question that the students must answer with an initial reply and then respond to their classmates. The content of the discussion question will be based upon the case study.
|
Teacher Reflection
|
The goal of this exercise is for students to recall previous knowledge and integrate that into their knowledge of what is being presented in the case study. As the students give their input the instructor is able to guide the thought process of the class.
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Teaching Strategy for Clinical - Developed Module 2
NAME OF LEARNING ACTIVITY |
One Minute Care Plan |
Learning Activity Summary
|
The one-minute care plan is presented to the student during preconference. The student is to use it as a guide for planning care of the patient they are caring for on a particular clinical day. Information gathered can be discussed during post conference and then be compiled into a plan of care to be submitted for grading.
|
Domain of Learning
|
Cognitive: Remembering, understanding, applying, analyzing, creating
Affective: Valuing, organizing, awareness |
Student-centered Learning Objectives
|
At the completion of this learning activity, the learner will:
-create a nursing plan of care for the pediatric patient undergoing chemotherapy treatment or bone marrow transplantation -assess the pediatric patient for any complications related to chemotherapy treatment or bone marrow transplantation |
Preparation Required by Teacher/Facilitator and Materials Needed
|
Prepare a form with specific instructions
|
Time Allotted
|
Length of clinical day
|
Learning Styles Addressed by Activity
|
Interpersonal
Linguistic |
How is content connected to prior learning?
|
Students must utilize prior knowledge gained to construct a plan of care for the individual client.
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Reflective Debriefing with Learners
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During post conference students will discuss their patient case with their classmates.
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Evaluation of Learning
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The student will develop a complete plan of care to be submitted prior to next clinical day.
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Teacher Reflection
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The goal of the exercise is for the students to utilize a tool, reflect upon their clinical experience and to create a plan of care for their individual client.
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