Module title
Module code
Credit value
Level
Mark the box to the right of the appropriate level with an ‘X’
Child: Care of the Critically Ill Child (Advanced)
NA7160
20
Level 4
Level 0
Level 5
Entry criteria for registration on this module
Level 6
(for modules at foundation level)
Level 7 X Level 8
Pre-requisites
Specify in terms of module codes or equivalent
Normally 3 years experience in a specialist area of practice. Normally applicants will hold a first degree or be able to provide evidence of ability to study at Master’s level. Currently engaged in practice for a minimum of
15 hours per week within a level 1 or level 2 child critical care environment and have appropriate level of mentor to assess skills which are suitable for the development of advanced level of practice. Will have recent evidence of completing a European Paediatric Life Support (EPLS) or
Advanced Paediatric Life Support (APLS) course or similar.
Co-requisite modules
Specify in terms of module codes or equivalent
Module delivery
Mode of delivery
Pattern of delivery
When module is delivered
Taught
Other
Weekly
X
X
Semester 1 X
Distance
Block
Placement
Other
Semester 2 X
Online
Throughout year
Brief description of module
Other
The care of children and young people in either Level 1 or level 2 critical content and/ or aims
Overview (max 80 words) care environments requires the development of high quality skills for practitioners. In this module the student will develop advanced skills in the care and management of the critically ill or injured child
This module will have shared delivery with the Level 6 module: Child:
Care of the Critically ill Child.
Module team/ author/ coordinator(s)
Jill Durrant , Susanne Simmons, Alison Taylor, Janet lee, Rebecca
Wilkinson, Fran Draisey , Angela Glynn, Clinical experts from practice
School of Health Sciences
Falmer, Brighton
School
Site/ campus where delivered
Module descriptor template: updated Aug 2014

Course(s) for which module is appropriate and status on that course
Courses
Status (mandatory/ compulsory/ optional)
MSc Advanced Practice
MSc Clinical Studies
MSc Health
MSc Physiotherapy
O
O
O
O
Aims This module aims to develop the students:

Expert knowledge base and expanded clinical competencies in the delivery of high quality evidence based care for children who are critically ill

Ability to critically explore and analyse complex clinical situations using high levels of judgement and decision making skills

Ability to provide safe and effective evidence based care of children and their families
Learning outcomes On successful completion of the module the student will be able to:
( Adapted from the RCPCH 2014 document : High Dependency Care:
Time to move on)
1 Critically evaluate the nursing and allied professional’s management of the child in relation to the pathophysiological processes affecting acutely ill children including issues relating to working within the multidisciplinary team and in a variety of clinical settings.
2 Evaluate the assessment of an acutely ill child requiring basic and intermediate levels of critical care (level 1 and 2) using the
ABCDE assessment algorithm and critically reflect upon, synthesise and challenge integrated clinical decision making for optimal client outcomes.
3 Critically evaluate and integrate evidence and methologies into clinical management to safely and effectively care for the child and family requiring level 1 and 2 critical care interventions.
4 Critically examine and evaluate assessment tools, protocols, policies and guidelines which are applicable to the care and management of the critically ill or injured child.
Module descriptor template: updated Aug 2014

Content
5 Comprehensively analyse holistic approaches to care for the critically ill child and their family acknowledging key biopsychosocial, legal, ethical and professional issue
6 Demonstrate an increased awareness of the politics and policies surrounding children’s critical care and their relevance to practice
( Adapted from the RCPCH 2014 document : High Dependency Care:
Time to move on)

National policy initiatives and their implications on service development; health professional issues related to critical care and accountability and using evidence in critical care practice
 Meeting the child’s emotional and psychological needs and responses to illness and critical care interventions. Promotion of effective communication skills between children, parents and the multidisciplinary team using a variety of conceptual frameworks

ABCDE of assessment related to the critically ill child and relevant aspects of anatomy and physiology of body systems

Acute respiratory care including review of major respiratory illnesses, blood gas analysis ,physiotherapy , basic chest x-ray interpretation, chest drain management, basic mechanical ventilation , Long term ventilation ( LTV), Non invasive ventilation and tracheotomy care

Cardiovascular care including assessment of cardiovascular status, shock; causes and stages, implications in practice, identification and management of sepsis , pharmacology in critical care. ECG’s- the normal ECG and child arrhythmias, invasive pressure lines – central and arterial

Renal care including fluid and electrolyte management in children, causes of fluid loss, acute kidney injury in children i.e.
Haemolytic Uraemic Syndrome ( HUS)

Neurological care including neurological assessment tools, modified Glasgow Coma Scores, understanding and managing raised intracranial pressure, epilepsy, meningitis and head injuries and child having a seizure

Pain and sedation management including assessment and management of pain, use of pain assessment tools, pharmacological treatment of pain, and distraction therapies use of PCA, NCA, epidural analgesia ,inhalation analgesia.
Assessing and managing pain in critically ill children with special needs

Surgical care including pre and post operative care and
Module descriptor template: updated Aug 2014

Learning support management of the child requiring critical care interventions

Oncological emergencies including, specific childhood cancers –overview , oncology emergencies e.g. tumour lysis syndrome , severe infection , sepsis ad septic shock, ethical issues , palliative care and end of life ,challenges and issue

Metabolic and nutritional care including understanding the presentation and management of DKA, understanding the importance of nutrition in the critically ill child

Neonatal care including; incidence and aetiology of Congenital
Heart disease , common pathology and management of neonatal conditions

Burns care including definition, cause and incidence of major burns with ongoing treatment in the emergency department, fluid and pain assessment and management

Trauma care including incidence of major trauma , mechanism of injury relating to type of injury ( including NAI), initial management and monitoring including pre hospital in the first
24 hours following major trauma

Transport and transferral of critically ill children including pre hospital management, preparing the child for safe transfer, examining the referral and the retrieval team’s roles in transferring critically ill children ; supporting parents and carers
Textbooks
British Journal of Medicine. Advanced Paediatric Life Support – The
Practical Approach (5 th eds) B.M.J UK: Wiley- Blackwell
Cockell, A. H, Day. Children High Dependency Nursing.
London:Willey
–Blackwell
Dixon, M. D, Crawford. Paediatric Intensive Care
Nursing .London:Wiley-Blackwell
Fuchs M and D. Pante. Pediatric Education for Pre-hospital
Professionals. 3 rd Eds. Jones and Bartlett. Burlington
Glasper, E.G.McEwing.J, Richardson. Emergencies in Children and
Young Peop les’ Nursing. Oxford: Oxford University Press.
Hazinski, F. Nursing Care of the Critically ill Child . Elsevier
Macqueen, S.E.Bruce.F.Gibson..
The Great Ormond Street Manual of
Children’s Nursing Practices.
London: Wiley – Blackwell
Paediatric and Neonatal Safe transfer and Retrieval : The Practical
Approach. Wiley-Blackwell
Pryor, J.A. Physiotherapy for Respiratory and Cardiac Problems: Adults and Paediatrics 5 th edition Edinburgh: Churchill Livingstone Elsevier
Shaffner, H. G.Nicoles. Pediatric Intensive Care . (5 th eds) Lippincott
Module descriptor template: updated Aug 2014

Websites
Journals:
Archives of Diseases in Childhood
Journal of Child Health Care
Journal of Paediatric and Child Health
Paediatric Emergency Care
Paediatric Respiratory Review
Dimensions of Critical Care Nursing
Intensive and Critical Care Nursing
Journal of Paramedic Practice
Physiotherapy
International Journal of Physiotherapy
Teaching and learning activities
Details of teaching and learning activities
Shared delivery of teaching and learning strategies :

Enquiry based learning activities

Skills teaching

Practical based workshops

Clinical Scenario discussions

Reflective account activities

Lectures
 Use of DVD’s videos,

Simulation

Student led seminars/individual tutorials

Quizzes
Module descriptor template: updated Aug 2014

Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, and external visits.
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions.
PLACEMENT
Study hours
72
60
The placement is a specific type of learning away from the University.
It includes work-based learning and study that occurs overseas.
68
TOTAL STUDY HOURS 200
Assessment tasks
Details of assessment on this module
The assessment consists of two parts. Both parts must be passed in order to pass the module ( 50% pass mark)
Part one Theoretical element: 50% 2,000 word case study which investigates and critically analyses an area of advanced child critical care. The case study should include evidence of reflection and inclusion of relevant assessment frameworks and conceptual theories ( LOC 1,2,3,4,5)
Part two Clinical Skills and one OSCE : 50%
OSCE: assessed using the level 7 marking criteria ( LOC 1,2,3,5,6 )
Clinical skills Successful completion in practice of practice portfolio.
(LOC1,2,3,4,5,6)
Types of assessment task 1
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression.
WRITTEN
COURSEWORK
PRACTICAL
2,000 word assignment
One OSCE and practice portfolio
Area examination board Undergraduate CPE (Acute Clinical Practice) AEB
Refer to University for guidance in completing the following sections
% weighting
(or indicate if component is pass/fail)
50%
50%
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 2014

External examiners
Name Position and institution
Karen Currell Senior Lecturer University of
Huddersfield
Date of first approval
Only complete where this is not the first version
Date of last revision
Only complete where this is not the first version
Date of approval for this version September 2015
1 Version number
Modules replaced
Specify codes of modules for which this is a replacement
NH6139 and NH6140
Available as free-standing module?
Date appointed Date tenure ends
September 2013 August 2017
Yes X No
Module descriptor template: updated Aug 2014