University of Windsor
Faculty of Nursing
Collaborative Bachelor of Science in Nursing Program
(University of Windsor, Lambton College, St. Clair College)
63-277
Winter 2008
Course Outline
Nursing Care of Children and Youth with Episodic Illness and
Long-Term Health Needs
University of Windsor
Dr. Sharon McMahon
Lead Teacher
St. Clair College – Windsor
C. Bissonnette
S. Sheets
St. Clair College – Chatham
L. Compton
Lambton College
S. Harrison
©Faculty of Nursing Collaborative Nursing Program 2002
ALL RIGHTS RESERVED
Revised for 2008
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63-277 - Alterations in Health II
Nursing Care of Children and Youth with Episodic and Long Term Health Needs
Course Description
This is the second course in a four-course sequence focusing on health, maturation and
adaptation. The course examines the interaction of growth and development, environment and
nursing on the maturation and adaptation of children and youth with episodic illnesses and long term health needs with predictable outcomes. Critical thinking, the nursing process,
communication, caring and teaching/learning along with assessment, intervention and evaluation
skills in health and illness are emphasized. Prerequisites: 63-271, 63-272, and 63-273.
Course Intent
63-277 will continue the exploration of health, maturation and adaptation in the family context in
relation to growth and development for children and parents in child rearing activities. Healthy
lifestyles, risks, episodic and long term health concerns will be discussed. The nursing process,
communication, caring, teaching and learning, interventions, cultural considerations, along with
assessment and intervention skills as they relate to wellness, health risk amelioration, and illness
within a family context.
Program Competency Outcomes
By the end of the program, graduating students will be able to:
1
Implement behaviours to promote personal and professional self-development.
2
Integrate the ethical, legal, professional and regulatory parameters into nursing practice.
3
Formulate clinical judgments that are based on critical inquiry an analytical reasoning.
4
Integrate nursing and multi disciplinary knowledge into nursing practice.
5
Integrate research findings into clinical practice, education and management.
6
Implement the nursing process to promote, maintain and restore the health of individual,
families, groups and communities.
7
Use the teaching/learning process to promote the health of individuals, families, groups and
communities.
8
Collaborate with clients, their families, communities, members of the health team and other
organizations for the promotion, achievement and restoration optimal health.
9
Integrate leadership and management roles into the delivery of health care.
10 Engage in activities to promote the development of the profession of nursing.
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Course Competency Outcomes
By the end of this course, the student will be able to:
1.
Articulate their personal evolving philosophy/values of nursing in the care of children
and child rearing families.
a.
Use a reflective exercise to record personal values toward childcare and family centered care. (Exam) (CPA #1)
b.
Integrate discussions with others to set goals that enhance child-rearing family
care in health, episodic and long-term care situations. (Exam)
c.
Relate personal learning needs, readiness and style to health care needs and
family development. (Classroom discussion & CPA #1)
2.
Maintain standards of professional nursing practice as they relate to family-centred care
of children in episodic and long term illness, developmental and health maintenance
issues.
a.
Advocate for legal and ethical rights of children and families. (CPA #1 & Exam)
b.
Use CNO Standards of Practice and selected RNAO best practice guidelines to
provide appropriate care plans for children and child-rearing families (within the
role of the S.N.) (Exam)
c.
Adhere continuously to policies for class conduct, the collaborative nursing
program, the educational setting, and participating agencies. (Exam)
d.
Analyze, with assistance, ethical principles and dilemmas encountered in the care
of children and child-rearing families. (Exam)
e.
Document health states and care of children and families. (Exam)
3.
Formulate professional judgments on the health needs of children and child rearing
families.
a.
Use inductive and deductive reasoning to assess and diagnose the needs of
children and child-rearing families. (Exam)
b.
Use critical analysis and problem-solving skills to prioritize and solve health care
issues/needs of children and child rearing families in episodic and long term
illness and health situations. (Exam)
c.
Apply evidence-based practice data/findings validate pediatric care. (CPA #1 &
Exam)
d.
Generate strategies to promote child and family-centred care. (CPA #1 & Exam)
4.
Integrate multi-disciplinary theories to promote the health, communication, maturation
and adaptation of children and child-rearing families.
a.
Integrate multi-disciplinary theories as a basis for practice. (Exam)
b.
Analyze the relationship between a family’s health, maturation and adaptation.
(Exam)
c.
Apply selected theories and knowledge in performing child and family
assessments. (Exam)
d.
Apply theories of parenting in the promotion of health, adaptation and maturation
in child-rearing families during episodic and long-term health concerns and
developmental crises. (Exam)
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e.
f.
Apply theories of conflict resolution and crisis intervention in care of children and
families. (Exam)
Provide theoretical rationale for all actions taken to promote the health of children
and families. (Exam)
5.
Utilize principles of evidence-based practice to promote optimal child growth,
development, health maintenance and family development, adaptation, coping and
maturation.
a.
Apply research findings and references that are relevant to the age and stage of
children and families. (Exam & CPA #1)
b.
Formulate researchable questions to promote the health of children and childrearing families. (Exam & CPA #1)
6.
Apply the nursing process to promote health, prevent illness/injury/risk, stress
management, needs resolution, family development, adaptation and integrity.
a.
“Compare” pediatric history and physical assessments to norms. (Exam)
b.
Generate diagnoses that logically follow data collection. (Exam)
c.
Describe collaborative strategies with children and families. (Exam)
d.
Construct interventions to meet family and child needs for health promotion,
illness/injury prevention, illness care in episodic and stable long-term care
conditions. (Exam & CPA #1)
e.
Evaluate family outcomes and child-centred, modified plans as required. (Exam)
7.
Implement teaching/learning plans to assist child-rearing families as they strive to
promote health, illness prevention, growth, development, adaptation and maturation.
a.
Determine learning needs of children and parents. (Exam)
b.
Identify learning needs of children and parents anticipating developmental
changes and needs. (Exam)
c.
Compare and contrast readiness to learn with the adaptive and change processes.
(Exam)
d.
Construct appropriate teaching strategies for children and families. (Exam)
e.
Create therapeutic play, music and recreational art activities that promote
teaching, learning, stress management and coping therapeutic plans. (Exam)
8.
Collaborate and consult with children, families and health team to develop child-focused
strategies to achieve optimal health, adaptation and maturation.
a.
Use therapeutic and professional communication techniques with children and
families to promote health, adaptation and maturation. (Exam)
b.
Apply the principles of a helping relationship throughout various ages and stages.
(Exam)
c.
Demonstrate respect for family care plans, cultural beliefs and practices of childrearing and family responses to illness. (Exam)
d.
Protect children from danger, violence and abuse. (Exam)
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9. Analyze the student nurse’s roles in leadership and management of health promotion,
illness/injury prevention and illness care of the child in a child-rearing family.
a.
Articulate SN role when family conflict, child abuse, peer conflict, bullying are
identified and suspected. (CPA #1 & Exam)
b.
Describe collaborative strategies and SN roles, leadership activities and
management styles. (CPA #1 & Exam)
c.
Demonstrate time management and resource development in the care of children
and child-rearing families. (Exam)
d.
Discusses child-rearing family health issues. (CPA #1 & Exam)
e.
Demonstrates leadership and management strategies as a SN to address
discrepancies between ideal/simulated/and real childcare goals, facilities and
plans. (Exam)
10.
Relate nursing roles, therapeutic strategies and activities appropriate for children to
promote to child growth, development and health, adjustment to illness plus prevention of
injury and illness within a family-centred care context.
a.
Create strategies that enhance child and family care and roles of nursing in the
promotion of health, injury/illness prevention, illness care, health maintenance,
developmental and family care strategies. (CPA #1)
Evaluation Methods
Competency Performance Assessments (CPA’s)
% age
Date/Time
Week of Feb 11th 1 Hour
Wed, February 12, 2008
Week of March 17th 1 Hour
Wed, March 19th, 2008
April 14, 2008 8:30-11:30 3 hours
Test #1
(Weeks1-4)
20%
Test #2
(Weeks 5-9)
20%
Final Exam* cumulative
35%
CPA #1 -Paper
20%
Unscheduled in-class
quizzes
TOTAL
5%
Due week of February18th
In class February 20th, 2008
Best 5 out of 6, in class randomized
across the semester
All must be completed to receive
course grade
100%
Grading Scheme
Grades will be computed as follows:
A+ = 93 – 100
B+ = 77 - 79.9
A = 87 - 92.9
B =
73 - 76.9
A- = 80 - 86.9
B- = 70 - 72.9
C+ =
C =
C- =
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67 - 69.9
63 - 66.9
60 - 62.9
D+ =
D =
D- =
F
=
F- =
57 - 59.9
53 - 56.9
50 - 52.9
49.9 - 35
34.9 or less
A minimal cumulative grade of C- (60%) must be achieved on Tests 1, 2 and final exam in order
to pass the course. An overall C- is required when all elements are calculated in order to pass the
course
Break week
University of Windsor Campus
St. Clair College - Windsor Campus
St. Clair College – Thames Campus
Lambton College
February 25th
February 25th
February 25th
March 3rd
Faculty of Nursing Policies
1.
Students of the Collaborative Nursing Program are required to demonstrate behaviours
consistent with the College of Nurses of Ontario “Professional Standards” and “Practice
Standard: Ethics” Failure of any nursing student to conform to the principles of these documents
may result in dismissal from the Faculty of Nursing Collaborative BSc.N program.
2.
The final exam is cumulative. No supplemental examinations or assignments will be
offered in this course.
3a.
Students missing tests, without informing the professor in writing via e-mail, 24 hours in
advance of the start time of the test and without valid reason **, will not be permitted to write
the test at a later date and will receive a grade of “0” on the exam and may be in jeopardy of
failing the course as not all segments will have been completed. Any student who is away from
class on the days that the unscheduled randomized inclass quizzes are administered, will be
considered absent. No makeup or supplemental quizzes will be provided under any
circumstances.
**Acceptable valid reasons may include:
 religious holidays as per those identified on accepted list on-line and in the calendar and in
keeping with human rights and bylaws of the campus at which the student is enrolled
 medical illness – stating that student was not able to write the test on the specific date preset, and stating a designated date (in writing) when the student will be considered wellenough for test-sitting as declared by the health-care practitioner,
 intimate family member’s death when accompanied with documentation of relationship and
attendance, responsibilities, requirements as supported by a clergy or funeral director
 documented conflict with a registered course in which the student is registered .
Unacceptable reasons for missing tests or paper deadlines include (but are not limited to):
employment demands, family crises, travel options, personal disorganization, failure to bring
correct student ID, sleeping in, and car problems or lack of transportation.
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For all tests and unscheduled in-class quizzes, students are expected to conduct themselves in
accordance with the expectations of the Senate / governing body for your setting, and code of
behaviour during all testing activities. Professors and proctors have the right and responsibility to
remove students who do not have the proper ID, who arrive late, and who are cheating, and/or
who use the aid of unofficial technological devices or strategies/tools. There is zero tolerance for
cheating or plagiarism. Students may expect to receive a disciplinary hearing and may be liable
to an academic-related penalty associated with any infraction of any rules or expectations
associated with the conduct of this course as established in the Bylaws and CNO guidelines for
students.
No technological transmission devices will be allowed in any testing activity: finding the use of
same will result in expulsion from the test and a “0” grade and further follow up.
3b.
Students writing at a different time may be assessed an administration fee and may write
another variation of the test. Students are expected to keep the content and answers they gave as
“confidential” until all sites have completed the testing process. Each site will offer variations of
tests to minimize cross - referencing and relating of content information to others.
4.
All exams/tests/assignments must be submitted to receive a grade in the course, except
when a formal application is made with complete and time-sensitive documentation for
aggregate standing. See the official process on each site.
5.
Late submission of assignments (e.g. papers), without the professor’s consent in writing
will result in 5% per day reduction. After five days, the paper will receive a mark of zero. The
paper must be submitted to complete the course expectations and to receive a grade.
6.
Assignment: A penalty of 2 marks per page will be deducted for anything beyond 10
pages of body. The content after 12 pages will not be marked.
7.
All written assignments must follow current APA format from cover page to appendices
and references. Follow site-specific requirements for submission – e.g. envelope format.
8.
An appendix may be used to present related materials and supportive data.
9.
Anyone demonstrating dishonesty, cheating or plagiarism in relation to any aspect of this
course will receive an “F” grade, and must meet first with the level co-ordinator or site
representative and may appear before the academic performance committee which may ascribe a
penalty in keeping with the infraction.
10. A Turnitin© submission form and originality report must be submitted with the paper
maintaining the standards begun in 63-271 and 273 from Fall semester (07).
11.
The use of recording devices of any kind is not allowed without permission of the
professor.
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12.
Decorum in the school setting and on the web must be safe, respectful and professional
toward peers, staff and professoriate, the public and must comply with CNO standards, nursing
professional codes of conduct, and institutional expectations. Failure to do so will be investigated
and followed up.
Unscheduled Randominized In-class Quizzes
Clicker technology will be required for six randomized class quizzes (10 marks each) to be
administered at any time during class and across the semester covering the self-prep items
outlined in the reading guide. The best 5 out of 6 marks will be selected and converted to 5% of
the total grade. Tests that have not been entered/written will receive a “0” and this will be
included in the overall average if the number of tests to be averaged goes beyond dropping the
lowest mark. Each student must have their own clicker ID and will need to inform professor of
their clicker ID number at the start of the semester. Tests may not be done by any other student
other than the owner of the clicker. Students are responsible for their own clickers. Some
personal identification should be placed on the clicker to differentiate it from the others that
appear identical. Students must keep their clickers in a secure, safe place. Loss of clicker should
be reported to administration, but will not be grounds to be excused from the testing component
of the course. There will be no other opportunities to participate in the unscheduled randomized
in-class quiz other than the time at which it is presented. Students should expect that they will be
using their own device across other courses and in future years.
Where Clicker technology is not available, alternate forms of quiz administration will be
implemented.
Students are welcome to attend office hours as provided at each campus. To respect the access of
many students to few faculty, a limit of 15 minutes is booked for each appointment and students
will be asked to log in when they come for counseling. Teachers will not be explaining or
reviewing the total content of classes at one sitting. Test reviews are also to be timely and to
acknowledge the need of the whole class to have access to the professor. When office hours are
over, the professor has the right to close the hours and to postpone those students who have not
been seen to the next office hours. Please be respectful of the needs of others. Professors will not
be available regularly outside office hours. Students requesting to meet with the professor at a
different time outside office hours must e-mail ahead of time (at least 48 hours) and request a
mutually convenient appointment at the discretion of the professor.
Review of tests will be permitted in the presence of the professor, or delegate. No notes or
records of any kind are to be made of the content of the tests or the answers, or gaps in areas to
study. Students who question the correct answer must provide validation and reference for their
proposed answers. There will be no arguing about what answer is better than another just based
on opinions. Tests will be available for review on a first-come, first seen, sign- up basis in the
hours provided and in 10 -15 minute blocks of time in private or small groups.
Course content will not be taught privately to fill in missed classes. Professors may reserve the
privilege to limit review of tests to one test per visit up to two weeks after each test has been
written. Appointments will need to be made for each test a student wishes to review.
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Professors will be taking attendance in class and during office hours to assist in the monitoring of
student services and requests for help. There will be no direct marks for class attendance but
participation is expected and professors may reserve the right to deny students the opportunity to
inquire about class content missed without a validated reason or permission.
Required Texts/Resources
Hockenberry, M.J., Wilson, D., Winkelstein, M.L., Kline, N.E. (2006). Wong’s nursing care of
infants and children. (8th ed.). St. Louis: Mosby
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: Author.
Mosby’s DVD/CD, Nursing Care of Infants and Children. Elsevier.
ASQ Developmental Screening Ages & Stages Questionnaire, Nipissing Assessment
Questionnaires, Denver II and other approved developmental tools (available in Resource Centre
- lab).
Texts from previous and concurrent courses are to be used as needed.
Handouts as posted on the Web, Blackboard, Or CLEW- or in the Resource Centre or lab. Other
Videos and CD ROM and other resources accompanying the Hockenberry text and Internet links
to be viewed and integrated to class and labs as suggested.
Recommended
References to texts from first semester courses will be necessary to facilitate family care and
nursing knowledge to 63-277 content integration.
RNAO Student Membership. Students are invited to become RNAO members for this course.
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Major Paper 63-277
Focus: Environmental Impact on the Health of Children
CPA Outline and Grading Scheme
ESSAY GUIDELINES
 The body of the essay (excluding title page, appendix, and reference list) should be 8-10 pages in
length. Marks will be deducted for excessive length (2 marks per page) beyond 10 pages. Content
beyond 12 pages will not be marked.
 Grammar and spelling are important – deductions will be made (see mark sheet). Over 10 different
spelling errors may be grounds to fail the paper.
 Your essay must meet APA standards.
 Marks will be deducted for errors in APA elements. (see mark sheet)
 Failure to attach full appendices (full version of articles) or Part A will result in a drop of one full
letter grade from the total of marks earned.
 Paper must be screened through “Turnitin” and documentation provided. If documentation from
Turnitin is not provided, it will result in a 5% per day deduction up to a maximum of 25% of the final
grade. Turnitin originality report and submission form must be attached to the final paper at time of
submission in order for the student to receive a grade on the paper.
PART A:
1.
Reflect on your interests and topics/issues associated with child health. Select one
issue/topic/question you would like to explore from the topics listed in the course outline. Submit
the topic form to your professor no later than the week of January 14, 2008.

State why you have chosen this subject, linking your reasons to the “purpose” of this course
and evidence indicating the documentation of the need/knowledge base for your question.

Develop a question of importance to yourself about the subject you have identified. State it
as a clear question that you can research.

Create a form (in duplicate) indicating your question supported by a data/evidence base &
rationale to support your research question. Submit your question to your professor for
approval by the week of January 28, 2008. Attach this to the final paper. *See rubric(p.12)
Failure to submit Part A by the due date will result in a 2% per day deduction from the final
grade of the paper.
GUIDELINES FOR PAPER:
2.
Create an introduction (500 words), that includes a statement of why you have chosen this topic.
Provide evidence, statistics and rationale for your topic choice and research question. Discuss the
significance and importance to yourself, the profession, clients and families. How will your
information influence nursing practice/client care? **Utilize Health Canada website, WHO website,
and other government websites to collect data on your topic.
3.
Select 2 peer reviewed or scientific based articles that provided evidence for the answer to your
question. One of the articles must be scholarly research. Articles may be found through various
databases from multiple disciplines. Articles do not necessarily have to be nursing. Articles must
be published less than 5 years ago. (Make copies of the selected materials and include in appendix
at end of paper and remember to cite these in the Reference page in APA style.) One of your 2
articles MUST BE RESEARCH BASED. (ie. meeting the criteria: purpose, sample, methods, data,
results, discussion)
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4.
Locate and discuss current resources (committees, legislation, support groups, etc. ) in Ontario,
Canada or globally which currently address your selected health problem.
5.
Utilize research findings and statistics to discuss the impact of the problem on children’s health.
6.
State how nurses can collaborate with families to address the health challenge and/or how nurses can
become involved, influence and advocate for changes related to your selected health problem.
Consider local, provincial, federal actions.
7.
State how you were able to meet the CPA’s #1a, c, #2a, #3c, d, #5a, b, #6d, #9a, b, d, #10a
TOPICS:
Social Health











Physical Health














Impact of video games
Lack of exercise/physical activity
Effects of divorce
Sibling Rivalry
Poverty
Homelessness
Use of cellphones
Internet safety
Latchkey and aloneness
Challenges of immigration
Cultural minority challenges







Lead content of toys
Playground safety
Toy safety
Water contamination
Nutrition
Farm Safety
Bicycling safety
Water safety
2nd hand smoke
Outdoor Air pollution
Indoor Air pollution
Safety in sports
Effects of radiation
Effects of polyvinyl chloride plastics
(PVC’s)
Effects of bisphenols
Effects of noise
Effects of pesticides
Lack of dental care
HPV immunizations
Environmental hypersensitivities
Animal safety
Emotional Health









Effects of divorce
Bullying
Sexual Abuse
Effects of Spanking
Effects of body image in the media
Media impact on violent behaviour
Parental modeling
Substance abuse
De-streaming of special needs children in
school
**Topics not listed above may be used with professor’s permission.
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MARKING SCHEME
Introduction
Incorporation of Part A into Introduction
(
/ 5)
Evidence Based (Use of references & statistics)
(
/5)
Importance/Significance of health problem
(
/10)
Analysis of the Problem
Impact of the Problem
(
/15)

(
/7)
Description of current legislation, committees,
research, etc. (Local, Provincial, Federal and/or global)
(
/10)
Nursing Actions/Interventions
(
/15)
(
(
/2)
/2)
Discussion of articles & statistics
Articles (Article Name, non-medical, <5 yrs, 1 research, cited, relevance)
Article #1 - Research
Article #2 - General
CONCLUSION:
How CPA’s were met
Recommendations
Research Question Answered
Synthesis of paper
APPENDICES:
Copies of articles
Part A
Turn It In Report
(
(
(
(
/4)
/5)
/2)
/5)
No marks
No marks
No marks
STYLE:
Grammar, spelling, sentence structure, etc.
(
APA:
TOTAL:
(
_________
100
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/10)
/5)
WEEKLY TOPICS, PREPARATORY READINGS, CRITICAL THINKING
QUESTIONS AND LEARNING ACTIVITIES
Winter 2008
While the topics and readings have been given to enhance your focus for learning and studying,
it is intended to be a beginning reference and not meant to limit the discussion and topics that
may arise from the topics associated with this course. It is to be understood that new topics may
be added, changed or deleted during this course at any time and students will be notified of the
changes.
Week One
Let’s Begin Exploring the Nursing Care of Children and Youth with Episodic and Needs
WEEK 1
January 7, 2008
Course outline
Course expectations
Bevis Review – Nursing Care Plan
READINGS
Course Outline for 63 277
Review on-line, references
Preparatory readings
Pediatric nursing
Philosophy and Principles of pediatric nursing
Culture and childhood
Rights of children
Chapter 1
Chapter 2
Chapter 3
Class topics
Pediatric Assessment Overview
20 differences
History Taking
Advocacy
Atraumatic Care
Episodic care
Long Term Care/ Rehabilitation
Mortality and Morbidity
Determinants of Health
Anticipatory Guidance
Injuries
Chapter 6
p.14
Chapter 1,2,3,4,
Chapter 3 p. 55 -71
552-561, 660
Preparatory reading: focus topics for all weeks as outlined in preparatory readings and learning
questions/ activities are to be used for the unscheduled, randomized in-class quizzes. The Class
topics will be the major foci for the classroom and activities. Exam content may be derived from
both sources of assigned reading.
Mosby’s Care of Infants and Children DVD content will be elaborated on in class for personal
viewing at a separate time. Students may watch any or all of the DVD at any time throughout the
semester. Content of the DVD may help with answering exam items.
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Learning Activities: Week 1


What is expected of you regarding grade requirements, class participation, behaviour and
conduct?
What text: DVD/CD, and how to use additional resources?
Preparatory Focus:
 What is pediatrics (paediatrics)? What are the various age groups called and why is there a
division by age groups?
 When does a child become a youth and when does a youth become emancipated?
 What global rights and responsibilities influence child care in Ontario?
 What contributes to priorities for care giving and comprehensive philosophy of pediatric
care?
 What qualities are essential for a pediatric nurse?
 What values, qualities and roles are essential to quality pediatric care?
 What other professionals participate on a care team for children in health and with complex
care needs?
 How does the CNO view the student’s role and responsibilities (in pediatric settings)?
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Week Two
Families, Stress of illness, and Children with fluid and electrolyte imbalances
WEEK 2
January 14, 2008
READINGS
Preparatory readings
Communication, crying and cues to needs
Chapter 6 p 141 – 151 + DVD content, p 162,
188, 524-525, 739-740
Assessment of norms of fluids and electrolytes in
children
Classroom topics
Family Centered Care
RNAO Best Practices
Child friendly environments / Emergency Room
Parenting/ Child rearing
Foster Care, Blended Families
Disciplining, Spanking
Stress in the ill and hospitalized child
Episodic and Long term
The child with fluid and electrolyte disturbances:
rotavirus, diarrhea, gastroenteritis, vomiting ,
dehydration, shock, IV and ORS therapy
Chapter 28
P 13
See BPG (Family)(Atraumatic Care)
Chapter 3 p. 71- 90
Debate – position on spanking in Ontario
Chapter 26
p 1054 - 1056
Chapter 22
1150-1177, 631t, 636-637
1143-1149, 1143, 1182, 1183t,
Chapter 28 + 29 –[ not burns ]
Learning Activities: Week 2
Preparatory Focus:
 How do children communicate?
 What are the meanings and types of cries and how should the adult respond? (DVD)
 What considerations must nurses make when communicating with children and families of
various ages, stages, cultural backgrounds, etc?
 What are the developmental tasks of this age group? How do these impact on care giving?
 Describe the norms of growth and development as they relate to fluid and electrolyte
variations, and dehydration.
 How are family relationships, tasks, roles, and functions influenced by a child’s illness? Who
/ how? (Calgary Model )
 What indicators of stress may be seen in families with sick children? (Family Health course.)
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Weeks Three and Four
Babies and Beginnings –So much change in a short time:
First episodic health alterations and threats to thriving
WEEK 3 & 4
January 21 & 28, 2008
Preparatory Readings
Growth & Development
Normal adaptations and variations (review)
Milestones
Personality and temperament
Teething / Dental health
Overview of Developmental theorists:
Erikson (see other age groups for other
stages), Sibling Adjustments / Rivalry
Piaget ( see other groups for cognitive
maturation),
Freud ( Oral phase )
Kohlberg, Gilligan (moral developmentinfants too young for conscience, see
preschooler, school-ager, adolescent)
Health Promotion
Play, Toys (remember to include play in other
age groups as well )
Fever and heat mechanisms
READINGS
Classroom topics
Chapter 12, 13
Feeding /nutrition / dental / weaning and solid
foods
Iron / anemia
p 289-298, 353-362, 525-531,533,566-590
p 502, 526, 575, 578, 1883, 1869, 684,
1510, 1516-1519 , Canada’s guides for
infants and children
p 586, special formulas/ diets, 1421-1423
p 586-590, 106
p.552, 630 640, Automotive standards
p 534-552,
543
Lactose intolerance or celiac - malabsorption
Colic and eating disorders: enzyme deficits
Injury prevention, car transportation and seating
Immunizations: meningitis, varicella, rubella,
Episodic variations
Talipes (clubfeet)
Pyloric stenosis
Failure to Thrive
Fever (heat control mechanisms)
Febrile Seizures
Shaken Baby ( Infant/Child) Syndrome and SIDS
Birth Traumas- Cerebral Palsy, Hydrocephalus
Chapter 8, 9 p 258-287, 310-326
p 362, 377-378, 516-521, 528-529
p 513-523
p 262- 263, 369, 531-533
p.533, 626
Chapter 12, 14, p 506-508
p 508-509
p 621-622
p 646, 718, 820
p 149-151, 186, 509,513- 514, 1090-1092
RNAO BEST PRACTICES- FAMILY
p 589-593
p 455-457
p.1418-1419
p 589-593
p 1103-1105 thermoregulation therapeutics
p 1104, 1669
p.597, 702. on-line , pamphlet
p. 1806-1816, 441-448
Learning Activities Weeks 3 and 4
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Preparatory Focus:
 Normal development as identified in readings.
 Describe the nutritional needs, patterns, threats to growth and development and nutritional
content for ages
 How would you measure a child and plot growth for age? (DVD). How would you explain
the findings to parents and develop a teaching plan based on the findings? When would you
make a referral?
 Define: pyrexia, fever, hyperpyrexia.
 Describe the principles of heat loss, transfer, radiation, evaporation conduction, convection.
Test #1 – Week of February 11, 2008 , 1 hour – Weeks 1 - 4
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Week Five
Toddler Transitions: Catching our breath, asserting our ID
WEEK 5
February 4, 2008
Preparatory Readings
Growth & Development
Normal variations- respiratory system
Milestones
Common Fears
Toilet Training
Sleep. Dental,
Play/Toys
Health Promotion
Injury Prevention
Poisoning
Falls
Aspiration / Choking
Water safety and Drowning
Common Injuries
Dental health and caries
Nutritional requirements and challenges
Classroom Focus
Lead Poisoning, PICA
Anaphylaxis
Episodic Variations
Children with respiratory threats and variations
Asthma (Diagnostic tests, common medications)
Epiglottitis, Croup, RSV
Lower Respiratory Pneumonias, Bronchitis
Cystic fibrosis
READINGS
173,189,192,1279-1281, 1301 (arrest)
618-619, 609-613
624
618-620
626-30
616t, 617, 639
630-640
637, 638t, 684
637-638
638-639
635-636, 1640-1641
626-630
p 624-626
694, 1393-1394
1199-1201, 583, 1568+(Legislation)
Chapters 31 & 32
1355-1373 , RNAO BEST PRACTICES
Asthma
1330-1334
1348-49, 1334-1337
120, 1371-1382
Learning Activities Week 5
Preparatory Focus
 Describe the variations and changes in toddlers that increase their risk of injury, infection and
anoxia.
 What aspects of care must be implemented to facilitate an uneventful recuperation from
episodic respiratory illness, trauma and conditions.
 Why are toddlers at risk of drowning and poisoning-related injuries? Why are these threats to
life?
 What impacts do poisons and drowning have on the fluid, electrolytes, neurological, renal,
and respiratory systems? How do they interact and create a cascade of effects?
 What is the nursing protocol and health teaching for poisoning, allergies and anaphylaxis ?
 State topics, local resources and strategies to help teach parents to keep toddlers safe.
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Weeks Six and Seven
Preschooler: Moving into the World: Day Surgery, and Pain Management
WEEKS 6 & 7 February 11 and 18, 2008
Preparatory Focus
Growth & Development
Normal variations (review) of the urinary tract
Milestones, Autism
Aggression and Bullying
Play/Toys
Sexual curiosity
Health Promotion
Nutritional Requirements
Daycare. School adjustment
Farm safety
Haddon Matrix
Adaptation to Preschool
Communication Impairments (visual,
auditory, speech)
Classroom Focus
Day Surgery
Episodic Variations
Ear infections: otitis media, pressure-equalizing
tubes, myringotomy Tonsillitis/tonsillectomy,
adenoidectomy
Urinary tract
Infections
Enuresis
Encopresis, pinworms, constipation
Nephritis
Nephrosis
Hernias
Pain in infants and children (all)
Readings
Chapter 6
1228-1238
655, 721, 1018-1022
648-650, 659
647 - 654, (handout)
Chapter 15 p 643- 660
89, 584, 621, 656-657,804-805 , 1011, 651
Web reference, 747
Handout, article
643-661, 165, 1023
1005-1018
1091-1096 RNAO BEST PRACTICES Surgery
1321 -1328, 1087
1337-1349, 690-696, 1421 – 1423
Chapter 30
1237-1242
793-795, 1689, 794
795-796, 1391,681-682,1395-1397,
1242-1247
1247-1251
194, 480-483,
205-256, 1048-52, 287-289 525, 1238,
Learning Activities Weeks 6 and 7
Preparatory Focus
 Describe the major biological, psychosocial, cognitive, moral and spiritual changes that occur
during the preschool years.
 Discuss Erikson’s developmental stage of initiative vs. guilt
 State aspects of preschoolers’ social development including use of language and personal
social behaviour. What are some aspects of autism that can be assessed with regard to speech
and self?
 Describe play and preferences for the normal preschooler and a child with autism.
 Outline a plan for anticipatory guidance for parents to enhance social development and
creativity via play. What can parents do to facilitate interventions for a child with autism?
 Identify 2 strategies for handling sexual curiosity
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







Identify characteristics of gifted children and relate to growth and developmental findings.
What strategies would a nurse suggest to handle preschooler aggression, and frustration?
Identify strategies to handle speech dysfluency
What are common sources of stress for children age 3, 4, & 5
What are nutritional needs and strategies for promoting healthy food?
How would you promote oral health?
When is a home a work place? When is a farm a workplace – State 10 risks of the farm
setting for/to children/youth?
What special precautions should be taken to prevent child/youth trauma and death on farms?
How can we apply the Haddon Matrix?
Paper due: Week of February 18, 2008 in class (or before)
BREAK WEEK
FEBRUARY 25TH – MARCH 2ND, 2008
Note that some sites will take Break Week in conjunction with their setting’s calendar schedule.
Note that readings and quiz schedule may be adjusted to reflect this for the different settings.
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Week Eight
School-agers – Frogs and Barbie Dolls!
Week 8: March 3, 2008
Preparatory Focus
Growth & Development
Normal variations (review) neurological system,
and musculosketal
Play/Toys
Milestones
School relationships
Health Promotion
Nutritional requirements, obesity
Common injuries
School phobia
Latchkey children
Immobilization syndrome
Classroom Focus
Episodic Variations
Neurological System Overview
Review Neurological Assessment
Head Injury (coup/contrecoup), IICP
First Aid for Head Injury
Epilepsy (Diagnostic tests, medications)
Care of the unconscious child
Group A / Beta Hemolytic Streptococci and
sequelae
Rheumatic fever
St. Vitus Dance
C-reactive protein,
RNAO BEST PRACTICES School health
734-743,
94, 734, 837, 881- 890,1838, 1487-1488
1735-1748
1617-1631
1631-1640, 1616
1652-1669
1625-1631
1237-1241
Communicable Infections
(Incubation, manifestations, control measures)
Varicella, fifth disease, roseola, rubeola, rubella,
conjunctivitis, scarlet fever, etc.
ADD/ADHD
Spinal cord injuries and infections, muscular
dystrophy
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*Chapter 17 – pages 713-749
1613-1625, 1804 - 1806,
1479-1481, 1701-1800
664-677
796-801
796-801, - 1819-1824, 1825-1835
1819-, 1791-1796, 1836-1840
737-738, 1732
Learning Activities Week 8
Preparatory Focus
 Discuss growth and development patterns and findings for school age children.
 What are the most common injuries to school age children? What anticipatory guidance can
be given?
 What are common social issues associated with schooling? What about homeless children?
 List six proven factors contributing to the increase in the BMI of school children.
 What dietary modifications need to be made with regard to the increasing BMI of children?
 Describe and relate the aftermath of immobilization and state how the negative effects can be
prevented.
 State six ways in which the pediatric neurological and musculoskeletal system vary from the
adult and state how this is considered in nursing care.
Week 9
The Unique Challenges of Adolescence
WEEK 9
March 10, 2008
Preparatory Focus
Growth & Development
Normal variations (review)
Milestones - physical, emotional, cognitive
Health Promotion
Positive Body Image
Workplace health
READINGS
RNAO BEST PRACTICES Adolescence
812-817
817-818, 820-824, 825-828, 818-820
828-830
821-822
Web search
Classroom Focus
Addictive behaviour, gambling, alcohol use,
designer drugs
“Ripple Effects”
Sexual health
Episodic Variations
Meningitis - bacterial, nonbacterial
Encephalitis
Eating disorders
Bulimia and anorexia
Diabetes mellitus and other hormonal alterationsPitutary, thyroid, adrenal gland,
Acne (use of retinA)
Scoliosis, lordosis, kyphosis
Mononucleosis
Sports safety and injuries, Legg Perthes, bone
healing, body image
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839-899, Handout, 903-905, 899-910
CD
871-876, 838-839, 1073
1643-1647, 1647-1648
1649-1650, 1670t, 899, 905-910
890-899
1705-1727, 885, 1675-1681
Chapter 38
849-852
197, 1781-1787,1780-1781
1323-1324
Chapter 39
1778-1779, 1748-1766, 1758-1762, 17661778,
Learning Activities Week 9
Preparatory Focus
 Describe the alternations and stages of physical maturation in adolescence.
 What are the top normative growth and developmental crises of adolescence?
 Describe the RNAO guidelines for adolescents’ care. What are essential recommendations?
How would you use them to guide your practice?
 How can nurses promote wellness and healthy lifestyles for adolescents?
 Why workplace health and safety training is so vital to teen’s health?
 Why are pre teens and teens at risk for trauma and risks to health?
 What community resources promote positive approaches to adolescence? (e.g. acne, tattoos,
sexual activity, weight, friends and gang, wisdom teeth, orthodontics, drug experimentation,
driving, school, alcohol)
 How can teen health care centres achieve their goals of care?
 What must the nurses change in their approach to the teen client?
 What is a paradoxical medication reaction? Why is this reaction of concern in the puberty
phase?
 What are the mortality and morbidity causes of an adolescent compared with other age
groups? How can “life lost” statistics be reduced-eliminated during adolescence?
Test #2 – Week of March 17, 2008, 1 hour – Weeks 5-9
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WEEK 10
Care of the Pediatric Client undergoing Surgery
WEEK 10
March 17, 2008
READINGS
Preparatory Focus
Review Chapters 26 & 27, plus
Hospitalization
p. 1046-1082. 1091-1099
Day surgery
p.458-465
Class Focus
Family-centred Home Care
Chapter 25
Spina Bifida
p.431-440
Cleft lip / palate
p.458--465, .1094-1096
Hydrocephalus
p.441-448, 1637, 1670,
Fractures, traction & casting
p.1748-1766
Appendectomy, intussusception, Hirschsprung’s
p.1404-1409, 194, 1419-1421, 1397-1400
disease
Shock, blood products
p. 1194-1202, p.1514-1516
Consents
p.1512
Latex allergies
p. 440-442
Learning Activities Week 10
Preparatory Focus
 Review the readings of hospitalization and day surgery, including Chapters 26 & 27. Be
prepared to answer the critical thinking questions and to cite the nurse alerts posted in these
sections.
 What are the common reasons for (day) surgery in children?
 Describe the teaching content for children and parents concerning the operating room sights, sounds, smells.
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Week 11
Care of the Paediatric Client with Special Needs
Associated with Genetic Variations
Week 11
March 24, 2008
Preparatory Readings
Abnormal sexual development
Obesity
Hyperlipidemia
Metabolic Syndrome
Readings
491-494, 815-816, 1687-1689
94,734,881-890,1487-1488
1488-1493
1705-1727
Classroom Focus
Osteogenesis imperfecta
Down syndrome
Fragile X
Autism
Foetal alcohol syndrome
Arthritis
Juvenile rheumatoid arthritis
Metabolic errors
Hemophilia and sickle cell
Hypo/hyperthyroidism
Muscular Dystrophy
And others as listed below
1790-1791
110-111,131,339, 142 999-1004,1560
108,127,1004-1005
1018-1025, 545
410-411
1781-1786
333-340,1690-1696
127t, 1536-1540
121t, 1690-1691, 1692-1694
1835-1840
Web resources
Preparatory readings as above focusing on the wholistic components and metabolic
considerations outlined in the readings.
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WEEK 12
Care of the Paediatric Client and Family with Special Needs
Cardiopulmonary Anomalies
Week 12
March 31, 2008
Readings
Preparatory Focus
Chapter 34, evolve CD and
Review cardiopulmonary assessment, anatomy and
website
physiology
Cardiac diagnostic tests
Cardiac catheterization
Serum lab tests, EKG, ultrasound
Class Focus
Cyanotic and acyanotic cardiac defects: atrial septal
defect, atrioventricular septal defects, ventricular
septal defects, coarctation of the aorta, stenosis
defects, tetrallogy of Fallot, transposition of the great
vessels, tricuspid atresia, totally anomalous
pulmonary venous connection, truncus arteriosus,
hypoplastic left heart syndrome, patent ductus
arteriosus
Congestive heart failure (right and left)
Cardiac medications
Systemic hypertension
Hyperlipidemia and hypercholesterolemia
Endocarditis, rheumatic fever, Kawasaki disease
Learning Activities Week 12
Preparatory Focus
Describe the normative changes in the cardiac structure and function that take place at birth,
postnatally and during various stages of growth.
State the types and statistical proportions of Congenital Cardiovascular Defects. Compare
statistics for Canadian and American populations.
Describe assessment / diagnostic procedures and findings related to cardiac placement and
cardiac function. State the nursing care of the child during the various procedures( do critical
thinking question – Cardiac Catheterization and Care Plan for same ).
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Week 13
Camp Nursing: An opportunity for leadership,
holistic health and workplace/recreational safety
Week 13
April 7 , 2007
Preparatory Focus
Review of Pediatric CPR
CNO Guidelines
Class Focus
Safety kits in the nurse’s cabin
Sunburn/prevention and care
Cuts/scratches /abrasions
Poison ivy
Homesickness and bedwetting
Heat exhaustion, heat stroke,
hyponatremia
Epistaxis
Bee stings, anaphylaxis (causes,
treatment)
Irritable bowel syndrome
West Nile virus (DEET)
Common skin conditions
Headaches
Scabies, lice
Diabetic Emergencies (hypo &
hyperglycemia)
Readings
1303-1313
http://www.cno.org/docs/prac/41044_fsCampnursing.pdf
779-781, 558, 637, 361
777
778-779
1772-1773, 1777, 1257, 1256t, 1144t, 1146
1541
786, 1199-1201, 1206
1403-1404
777, 787-788
755-757, 763-771
1669-1672
771-774
1713-1716
Learning Activities Week 13
Preparatory Focus
 State the CNO document content about camp nursing.
 What are the duties of the camp nurse?
 What documentation is expected from the camp nurse?
 What are the newest standards for CPR in children?
FINAL EXAM is CUMULATIVE
Scheduled for April 14th 8:30 – 11:30
YOU MUST HAVE STUDENT ID and BE ON TIME
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