MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Enhancing Practice: Principles of Working with Children and Young
People
NI614
20
Level
Level 4
Level 5
Mark the box to the right of the Level 0 (foundation level)
appropriate level with an ‘X’
Level 6
x
Level 7
Level 8
Entry criteria for registration on this module
Pre-requisites
Specify in terms of module
codes or equivalent
Co-requisite modules
Specify in terms of module
codes or equivalent
Registered professional
N/A
Module delivery
Mode of delivery
Taught
Other
x
Distance
Placement
Pattern of delivery
Weekly
x
Block
Other
Online
When module is delivered
Semester 1
Semester 2
x
Throughout year
Other
Brief description of module The module is only available to be undertaken by registered professionals
content and/ or aims
pursuing further study in child health. The module provides child field
Overview (max 80 words)
nursing students with the research-based evidence and knowledge
required to explore and analyse the legal, ethical, and professional
principles involved in working with children and young people and their
families and carers. The student will appreciate the role of the nurse as
part of the children’s workforce. The effectiveness of interprofessional and
multiagency working will be explored, highlighting the need for the child or
young person to remain at the centre of their care.
Module team/ author/
Nina Dunne (deputy module lead), Kris Fernandes and Alison Taylor
coordinator(s)
(module lead)
Plus Clinical Practitioners
School
School of Health Sciences
Site/ campus where
Falmer
delivered
Course(s) for which module is appropriate and status on that course
Course
BSc (Hons) degree
Module descriptor template: updated Aug 2012
Status (mandatory/ compulsory/
optional)
Mandatory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
The module aims to enable the child field nursing student to explore
and analyse the legal, ethical and professional principles involved in
working with children and young people and their families and carers.
Learning outcomes
On successful completion of the module, the student will be able to:
1) Appraise the legal, ethical and professional frameworks related
to working with children and young people and their families and
carers
2) Analyse different ways of hearing and representing children
and young people’s voices and perspectives on their health
3) Critically reflect on effective ways of working in
interprofessional teams, including working in partnership with
families and carers
4) Analyse the diverse issues when caring for children and young
people and their families and carers
Content
Content such as
 Rights of children and young people
 Advocacy and the role of the nurse
 Ethical principles of working with children and young people
 Confidentiality and consent
 Safeguarding and child protection
 Adoption, fostering and looked after children
 Supporting disadvantaged children e.g. refugee families,
asylum seekers
 Young carers
 Communication with children and young people and their
families and carers
 Interprofessional and multi-agency working
 Philosophy of family centred care
 Children and young people’s concepts and understanding of
their bodies, health and illness
Learning support
Current resources available via online reading list.
Reference books and articles:
Department of Health. 1989. Children Act. Available from:
http://www.legislation.gov.uk/ukpga/1989/41/contents Accessed
10/12/14
Department of Health. 2004. Children Act. Available from:
http://www.legislation.gov.uk/ukpga/2004/31/contents Accessed
10/12/14
Department of Health/Department for Education and Skills. 2004.
National Service Framework for Children, Young People and Maternity
Services. London: DoH.
Dimond, B. 2011. Legal Aspects of Nursing. 6th ed. Harlow: Pearson.
Franklin, B. ed. 2002. The New Handbook of Children’s Rights.
London: Routledge.
Hendrick, J. 2010. Law and Ethics in Children’s Nursing. London:
Module descriptor template: updated Aug 2012
Wiley-Blackwell.
Royal College of Nursing. 2003. Children and Young People’s Nursing:
a philosophy of care. London: RCN.
Smyth, L. and V. Coleman, eds. 2010. Child and Family-Centred
Healthcare: Concept, Theory and Practice. 2nd ed. Basingstoke:
Palgrave Macmillan.
Unicef. 1990. The United Nations Convention on the Rights of the
Child. Available from: http://www.unicef.org.uk/UNICEFs-Work/UNConvention/ Accessed 10/12/14
Journals:
Nursing Children and Young People
Neonatal, Paediatric and Child Health Nursing
Paediatrics and Child Health
Websites:
National Society for the Prevention of Cruelty to Children:
http://www.nspcc.org.uk/
Action For Children: http://www.actionforchildren.org.uk/
Action For Sick Children: http://www.actionforsickchildren.org.uk/
Youth Health Talk: http://www.healthtalk.org/young-peoplesexperiences
Teaching and learning activities
Details of teaching and
learning activities



Keynote lecture
Group work
Online guided study
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
SCHEDULED
Lectures
GUIDED INDEPENDENT
STUDY
Independent study
PLACEMENT
N/A
Study hours
30
170
TOTAL STUDY HOURS
200
Assessment tasks
Details of assessment for
this module
The student will deliver a timed individual presentation. The
presentation content will be a critical analysis of one key principle
involved in working with children and young people and their families
and carers.
Module descriptor template: updated Aug 2012
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit or
which are required for progression.
WRITTEN
N/A
COURSEWORK
N/A
PRACTICAL
Presentation
% weighting
(or indicate if
component is
pass/fail)
100%
EXAMINATION INFORMATION
Area examination board
Continuous Professional Education Programme
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Date appointed
Date tenure
ends
QUALITY ASSURANCE
Date of first approval
Only complete where this is
not the first version
6th April 2011
Date of last revision
Only complete where this is
not the first version
N/A
Date of approval for this
version
5th May 2015
Version number
2
Modules replaced
Specify codes of modules for
which this is a replacement
N/A
Available as free-standing module?
Yes
x
No
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
Module descriptor template: updated Aug 2012