Syllabus & Student Guide

Course Number: NUR 214

Course Title: Pediatric nursing
Course Facilitator: Hussah Bubshait
Contact information:
Phone: 5856623113
Email: Bubshait_hussah@roberts.edu
Credits/CEUs: 8 credits (3 credits in class, and 5 credits clinical).
Office hours: By Appointment
Course Structure: Mixed face to face class (traditional)- clinical
Class: in class 211 in nursing building
Class hours: 3 hours / week for 14 weeks.
Clinical 15 hours/ week .
Students need to submit their homework and assignments on (Blackboard) students page
in RCC website every Friday by 12 MN.
(all students should sign in to blackboard in the first week of school calendar).
Course Prerequisites: Second semester senior standing in the BSN program; must have
completed all clinical nursing courses. Co-requisites: NUR 111, NUR 112, NUR 211,
NUR 212
Course Purpose:
This course is developed to explore the physiological and psychological alteration on
children with acute and chronic health care needs of all ages. Based on the fundamentals
of previous nursing courses in the curriculum and the nursing care plan, students will
examine the impact of and plan nursing process for pediatric patients experiencing acute
and chronic alterations. It also helps students to provide care of children and their families
through the life span in a different healthcare setting.
Course Description:
Pediatric Nursing is a study of the main concepts of growth and development through the
life span. It is focused in identifying the physiological and pathological alteration in childs
health. It is also emphasized in utilizing the philosophical foundation and nursing process
to help students gain essential knowledge, skills, and attitudes to provide care for both
healthy and sick child.
Program Outcomes:
The program outcomes:
At the end of this program the student will be able to:
1 Integrate critical thinking and decision-making to improve the care of
clients.
2 Support inter-professional communication and collaboration for
enhancing clients health outcomes.
3 Incorporate liberal arts, sciences, and nursing courses to deliver
 holistic care to patient/families
4 Demonstrate skills in using patient care technologies, information
systems, and communication devices that support safety and
quality nursing practice.
5 Provide safe, competent, compassionate, ethical, culturally sensitive,
and evidence based on nursing care to patient/family.
6 Participate in the ongoing changes in the profession and actions that
promote safe quality patient care and engage in ongoing
preparation through continued learning and advance practice
educational that advanced the goals of the profession.
7
8
9
10 Course outcomes:
11
12 At the end of this course, nursing students will be able to;
1- Apply critical thinking to make decisions based on sound rationale to
facilitate the care of sick children and their
families. (cognitive application- EOCO #1)
2- Combine nursing process and concepts from the arts, sciences, and
humanities in helping childrearing families to promote, maintain,
or reach an optimal level of wellness. (cognitive- syntheses
EOCO# 3)
3- utilize assessment skills to determine the physiological, pathological,
and psychological needs of patients and their families.
(cognitive- application- EOCO# 3)
4- Apply communication skills to interact with children and their families
within the society that need health screening, health teaching,
routine, or complex health care. (cognitive apply EOCO# 2)
5- carry out appropriate holistic care of sick children in all ages.
(psychomotor- EOCO# 3)
6- Discuss the most common diseases in children world and their
influences on childbearing families. (cognitive- understanding
EOCO# 2)
7- Explore physiological effects of psychological, sociocultural,
 biological and spiritual subsystems on ill kids and their families.
(cognitive- apply EOCO# 3, 6)
8- limit infectious diseases in the care of children. (psychomotor, EOCO#
5)
9- Utilize evidence base practice and patients safety guidelines to
Promote health of well and sick children. (Cognitive- apply
EOCO# 5)
10- Demonstrate the ability to function within appropriate professional
nursing roles in working with patient care technologies and
information systems. (Cognitive- apply EOCO# 4)
11- Follow professional guidelines and standards of practice to perform
safe clinical practice in caring for childrearing families in
supervised clinical experiences. (Affective - receiving EOCO#
4,6)
12- Apply knowledge of nursing theoretical foundations to provide care
for patients and their families when they experience
legal/ethical challenges related to health problems.
(Cognitive- Apply EOCO# 5)
Topical Outline:
I. Introduction to Nursing care of children (Theory)
II. Growth and development: the child and the family
1 Family centered nursing care
2 Health promotion for the developing child
3 Health promotion for the infant, early childhood, school- age child, adolescent
III. Special consideration in caring for children
1 Physical assessment of children
2 Emergency care of the child
3 The child with chronic condition or terminal illnesses
4 Principles and procedures for nursing care of children
5 Medication administration and safety for infants and children
6 Pain management for children
IV. Caring for children with health problems
1 The child with fluid and electrolyte alternation
2 The child with an infectious disease
3 The child with immunologic alteration
4 The child with a gastrointestinal alteration
5 The child with gastro urinary alteration
6 The child with respiratory alteration
7 The child with cardiovascular alteration
8 The child with hematologic alteration
9 The child with cancer
10 The child with musculoskeletal alteration
11 The child with endocrine or metabolic alteration
12 The child with neurologic alteration
13 Psychological problems in children and families
14 The child with development disability
Learning Strategies:
1 Flipped classroom
2 Inquiry based critical self-reflection
3 Group activities simulation activities
4 Peer teaching and reciprocal learning
5 Team based learning
6 Unfolding case studies
Text & Additional Learning Resources:
Text book: Nursing care of children principles and practice
Citation: James, S. R., Nelson, K. A., & Ashwill, J. W. (2013). Nursing care of
children: principles and practice (4th ed.). Philadelphia, PA: Saunders.
Additional Learning Resources:
Rochester community college library
Multiple supplement reading websites could help students succeed in this course:

https://www.r2library.com/AlphaIndex#show=all

http://www.pediatricnursing.org/
http://www.pedsnurses.org/journal
Evaluation and Grading:
A. Exams- 1. 5 quizzes = ( each quiz 2% ) = 10 %
2. 2 midterm exams = 40%
3. Comprehensive final exam = 30%
B. Written Assignments-
1. 2 - Pediatric Case Study = (5% each)= 10 %
2- 2- pediatric nursing care plan = (5% each) = 10%
C. Clinical- Pass/fail = 100%
GRADING SYSTEM
The following numeric grading scale will be used:
A = 95-100 4.0
A- = 90-94 3.7
B+ = 87-89 3.3
B = 83-86 3.0
B- = 80-82 2.7
C = 70-79 2.0
F = < 70 0
Description of Assignments:
This Pediatric nursing course is developed to provide an introductory experience with well
and sick children and their families in a different setting. The course assignments will give
opportunities for students to work individually and with groups in class and in clinical
simulation activities. These activities will emphasize on specific topics that affect the
health and well-being of children and childrearing families within the context of
community. In the clinical settings, learners participate with nurses and health care
providers to provide nursing care to pediatric patients of all ages. Attendance in class and
in clinical setting are mandatory. Students must have at least a 70% average on
exams/quizzes/comprehensive final / written assignments combined in order to
successfully pass the course.
Policies and Expectations:
COURSE POLICIES:
RESPECTING DIVERSITY IN THE CLASSROOM:
At Rochester community College, Faculty and students alike are expected to contribute to
a classroom environment in which all individuals feel safe, welcomed, valued, and
respected, and diverse perspectives can be shared, heard, and examined critically
OFFICIAL COMMUNICATION: The Rochester community College, assigned e-mail
account shall be an official means of electronic communication within the College
community. Students are responsible for all information sent to them via their
College assigned e-mail account from faculty, administrative offices, and
academic departments.
STUDENTSWITHDISABILITIES:

Reasonable accommodations are available for students who have a documented

disability. If you are in need of academic accommodations for any course, please
notify the instructor and the Learning Center during the first week of classes. Later
notification may delay requested accommodations. All accommodations must be
approved by the Coordinator of Services for Students with Disabilities (x6444).

EXPECTED CLASSROOM BEHAVIORS

Educating students in professional values and behaviors occurs inside and outside the
classroom at Rochester community College. Examples of expected classroom behaviors
that exhibit professional behaviors and values include:
Respect for others, including other students, faculty, and staff, Personal integrity and
ethical behaviors such as honesty, trustworthiness and academic integrity *,
Personal responsibility exhibited by: attendance, punctuality, and dependability acting and
speaking appropriately coming prepared for class and course related activities participating
in classroom activities Commitment and ability to work collaboratively with others
Professional demean or Commitment to personal and professional growth Listening with
an open mind and learning from constructive feedback.
ACADEMIC INTEGRITY STATEMENT:
Rochester community College seek to promote personal and intellectual integrity within
the academic community. Honesty and trustworthiness are not only fundamental principles
are essential practices within academe.
The following behaviors are, therefore, unacceptable:
Cheating in its various forms: e.g.,
o Copying another students work
o Allowing work to be copied o Using unauthorized aids on an examination
o Obtaining any part of an examination prior to its administration
o Fabricating research data
o Submitting another persons work as ones own
o Receiving credit falsely for attendance at a required class or activity
Plagiarizing (i.e. presenting someone elses words or specific ideas as ones own,
including inadequate documentation of sources and excessive dependence on the language
of sources even when documented). All quoted material and ideas taken from published
material, electronic media, and format interviews must be cited: direct quotations must be
enclosed in quotation marks. Therefore, whether quoting or NAME OF COURSE Roberts
Wesleyan College paraphrasing, include an appropriate reference to the source (in-text
citation) and a Reference page. Refer to the APA Manual for proper citation formats;
consult the instructor regarding preferred citation style. (American Psychological
Association APA.).
Violating copyright laws and license agreements, including but not limited to:
o Making illegal single copies of music or other print materials
o Making and/or distributing multiple copies of printed, copyrighted materials without
written permission
o Making and/or distributing unauthorized copies of computer software and/or digital
information
Denying others appropriate access to information in the classroom, library or laboratory
including but not limited to:
o Removing pages from books or journals o Hiding or intentionally damaging materials
or electronic information
Destroying, altering, or tampering with someone elses work.
Submitting the same or similar work for more than one course or assignment without
prior approval from the professors.
Destroying, altering or tampering with academic or institutional records. Students who
violate the Academic Integrity Policy shall be subject to disciplinary action as outlined in
the Student Handbook.
LATE ASSIGNMENTS:
All assignments are to be submitted on or before the date they are due. Any assignment
submitted after 11:59 p.m. EST on that date will be considered a late submission. There
will be a 5% grade reduction for each day an assignment is late. Additionally, assignments
will not be accepted more than five (5) days late. If you know that you will be unavailable
to post your assignment on the date it is due, then please be sure to post the assignment
early on any day before the due date. If you feel you are falling behind in the course, it is
important to contact the professor to discuss your individual circumstances. No work will
be accepted after the last assignment due date. Please note that all assignment submissions
are FINAL. No paper may be resubmitted for
grade

RWC-
course 515 syllabus, 2017.
OTHER POLICIES:
If a student arrives late to class on the day of a quiz or exam, and the quiz or exam is
already in progress, that student will not be allowed to enter the classroom and
take the quiz or exam. In the event of illness or inability to attend class, the
instructor should be notified by the student prior to class time. This includes
clinical time. Make-up quizzes and exams are at the discretion of the instructor,
and must be taken within one week of the missed date.
The final grade for clinical experiences is determined on a pass/fail basis. A student
must pass 75% of clinical in order to pass the course, regardless of the theory
grade. Attendance at clinical experiences is mandatory, including orientation to
clinical. Students are expected to arrive on time at clinical appropriately attired,
with knowledge of the day's learning objectives and an understanding of nursing
theory and skills needed to care for clients and their families.
 Students guidelines
Course Calendar
Week Monday Tuesday Wednesday Thursday Friday
1 1/24/2018 1/25/2018 1/26/2018 1/27/2018 1/28/2018
class 9 10:
class 10:50 am clinical 8am to 12n
50am
2 1/31/2018 2/1/2018 2/2/2018 2/3/2018 2/4/2018
class 9 10:
class 9 10:50 am- Quiz1 clinical 8am to 12n
50am
3 2/7/2018 2/8/2018 2/9/2018 2/10/2018 2/11/2018
class 9 10: 50
class 9 10:50 am- Quiz 2 clinical 8am to 12n
am
4 2/14/2018 2/15/2018 2/16/2018 2/17/2018 2/18/2018
class 9 10:
class 9 10:50am clinical 8am to 12n-
50am
5 2/21/2018 2/22/2018 2/23/2018 2/24/2018 2/25/2018
class 9 10: class 9 10:50 am- mid-
clinical 8am to 12n
50am term exam 1
6 2/28/2018 3/1/2018 3/2/2018 3/3/2018 3/4/2018
class 9 10:
class 9 10:50 am clinical 8am to 12n-
50am
7 3/7/2018 3/8/2018 3/9/2018 3/10/2018 3/11/2018
class 9 10:
Class 9 10:50 am-Quiz 3 clinical 8am to 12n
50 am
8 3/14/2018 3/15/2018 3/16/2018 3/17/2018 3/18/2018
class 9 10:
class 9 10:50 am -Quiz 4 clinical 8am to 12n
50am
9 3/21/2018 3/22/2018 3/23/2018 3/24/2018 3/25/2018
class 9 10:
class 9 10:50 am clinical 8am to 12n
50 am
10 3/28/2018 3/29/2018 3/30/2018 3/31/2018 4/1/2018
class 9 10: 50 class 9 10:50am mid- clinical 8am to 12n, case
am term exam 2 study 1 due 12mn
11 4/4/2018 4/5/2018 4/6/2018 4/7/2018 4/8/2018
clinical 8am to 12n-
class 9 10:
class 9 10:50 am Nursing care plan 1
50 am
due 12 MN
12 4/11/2018 4/12/2018 4/13/2018 4/14/2018 4/15/2018
class 9 10: 50 clinical 8am to 12n-
class 9 10:50 am quiz 5
am case study 2 due
13 4/18/2018 4/19/2018 4/20/2018 4/21/2018 4/22/2018
clinical 8am to 12n,
class 9 10: 50
class 9 10:50 am nursing care plan 2
am
due 12 MN
14 4/25/2018 4/26/2018 4/27/2018 4/28/2018 4/29/2018
class 9 10: 50 class 9 10:50 am- Final
course- evaluation
am exam

Students schedule Each week/module of course:

Reading
Wee clinical
Date Topic assignmen Reading assignment for clinical
k topics
t for class
Read
chapter 1
in the text 1- Doing a family
1/24/201 class 1 - book assessment: http://www.euromedinfo.eu/
8 to Introduction to (Nursing Family doing-a-family-assessment.html/
1
1/28/201 Nursing care of care of assessment , 2- Read page 35 ( Nursing process
8 children children and the family)from the text book (Nursing
principles care of children principles and practice)
and
practice).
Read
class 2- II. chapters (
Growth and 2,3) in the
development: text book
the child and the (Nursing
family, 1- care of
Family children
centered nursing principles
care and
practice).
Read
class 3- Health 1- Read chapter 9 in the text book (Nursing
chapters ( Physical
1/31/201 promotion for care of children principles and
4,5,6,) in assessment
2 8 to the developing practice). Watch a you tube
the text for the
2/4/2018 child through video: https://www.youtube.com/watch?v
book child (1)
the life span.(1) =BDw6PPZmPUc
(Nursing
 care of
children
principles
and
practice).
Read
chapters (
class 4 - Health 7,8 ) in the
Read chapter 10 in the text book (Nursing
promotion for text book
care of children principles and
the developing (Nursing
practice). Watch you tube
child through care of
video: https://www.youtube.com/watch?v
the life span.(2) children
=6Rdk7btABCQ
+ Quiz 1 principles
and
practice).
Emergenc
y
assessmen
t of the
child,
Cardiopul
monary
resuscitati
on, the
Read
child in
chapters (
chock Read chapter 10 in the text book (Nursing
class 5 : 3. The 12) in the
nursing care of children principles and
2/7/2018 child with text book
care practice). Watch you tube video
to chronic (Nursing
3 of trauma https://www.youtube.com/watch?v=6Rdk7
2/11/201 condition or care of
and btABCQ. watch video:
8 terminal children
injuries, https://www.youtube.com/watch?v=MUbB
illnesses principles
nursing fy56588
and
care for
practice).
the child
who has
injected
toxic
substance,
environme
ntal
emergenci
es
class 6: caring Read
for children with chapters
fluid and (16) in the
electrolyte text book
 alternation+ (Nursing
Quiz 2 care of
children
principles
and
practice).
preparing
children
for
procedure
s, Holding
and
Read transporti
chapter 17 ng infants
in the text and
2/14/201 1. The child book children,
Read chapter 13 in the text book (Nursing
8 to with an (Nursing safety
4 care of children principles and practice).
2/18/201 infectious care of issues in
From page269- 275-
8 disease children hospital
principles setting
and Infection
practice). control
procedure
s, bathing
infant and
children,
oral
hygiene
Read
chapter 18
in the text
3. The child book
with (Nursing
immunologic care of
alteration children
principles
and
practice).
Read Feeding
chapter 19 children,
2/21/201 1. The child in the text taking
Read chapter 13 in the text book (Nursing
8 to with a book vital signs,
5 care of children principles and practice)
2/25/201 gastrointestinal (Nursing Fever
from 275-285,
8 alteration (1) care of reducing
children measures
principles specimen
 and collection
practice).
Midterm exam 1
gastrointe
stinal tube
and
internal
Read Read chapter 13 in the text book (Nursing
feeding,
chapter19 care of children principles and practice)
Enema,
in the text from 286-296, watch you tube videos
Ostomies
4. The child book https://www.youtube.com/watch?v=94Drd
2/28/201 Oxygen
with a (Nursing L55_Ds,
6 8 to therapy,
gastrointestinal care of https://www.youtube.com/watch?v=MGrsd
3/4/2018 chest
alteration (2) children LzhhvE
physiother
principles watch you tube video
apy,
and https://www.youtube.com/watch?v=BoVI7
tracheosto
practice). sxGxvo
my care,
surgical
procedure
s
Read
chapter 20
in the text
1. The child book
with gastro (Nursing
urinary care of
alteration children
principles
and
practice).
Medicatio
n
Read administr
chapter 21 ation
in the text procedure
3/7/2018 book s (oral,
6. The child Read chapter 14 in the text book (Nursing
to (Nursing rectal,
7 with respiratory care of children principles and practice)
3/11/201 care of vaginal,
alteration from 299-310
8 children ophthalmi
principles c, optic,
and nasal,
practice). topical,
inhalation
,
1- The child Read
with chapter22
 cardiovascular in the text
alteration+ Quiz book
3 (Nursing
care of
children
principles
and
practice).
intraveno
us
Read
therapy,
chapter23
dose Read chapter 14 in the text book (Nursing
in the text
calculatio care of children principles and practice)
3/14/201 8. The child book
n, from 2310-315please visit
8 to with (Nursing
8 administr https://www.drugguide.com/ddo/view/Davi
3/18/201 hematologic care of
ation of s-Drug-
8 alteration children
blood Guide/109514/all/Pediatric_Dosage_Calcul
principles
products ations
and
and
practice).
family
education
Read
chapter 24
in the text
book
1. The child
(Nursing
with cancer +
care of
Quiz 4
children
principles
and
practice).
Read
chapter 26
in the text
3/21/201 10. The child book pain
Read chapter 15 in the text book (Nursing
8 to with (Nursing managem
9 care of children principles and practice)
3/25/201 musculoskeletal care of ent for
page 316
8 alteration children children
principles
and
practice).
Read
1. The child
chapter 27
with endocrine
in the text -
or metabolic
book
alteration
(Nursing
 care of
children
principles
and
practice).
Practicum
Read
assignmen
chapter28
ts in
in the text
pediatric
book
3/28/201 12. The child units at review chapters 13,14, 15 in the text book
(Nursing
10 8 to with neurologic hospital, (Nursing care of children principles and
care of
4/1/2018 alteration clinical practice)
children
8am to
principles
12n, case
and
study 1
practice).
due 12mn
Midterm exam 2
Practicum
assignmen
Read
ts in
chapter29
pediatric
in the text
units at
1. Psychologi book
4/4/2018 hospital, review chapters 13,14, 15 in the text book
cal problems in (Nursing
11 to clinical (Nursing care of children principles and
children and care of
4/8/2018 8am to practice)
families (1) children
12n-
principles
Nursing
and
care plan
practice).
1 due 12
MN
Read
chapter 29
in the text
1. Psychological book
problems in (Nursing
children and care of
families (2) children
principles
and
practice).
Read Practicum
4/11/201 1. The child chapter30 assignmen
review chapters 13,14, 15 in the text book
8 to with in the text ts in
12 (Nursing care of children principles and
4/15/201 development book pediatric
practice)
8 disability (1) (Nursing units at
care of hospital,
 children clinical
principles 8am to
and 12n-
practice). case
study 2
due
Read
chapter 30
in the text
1. The child
book
with
(Nursing
development
care of
disability (2) +
children
quiz 5
principles
and
practice).
Read Practicum
chapter 31 assignmen
in the text ts in
book pediatric
The child with review chapters 13,14, 15 in the text book
4/18/201 (Nursing units at
13 sensory (Nursing care of children principles and
8 care of hospital,
alteration 2 practice)
children nursing
principles care plan
and 2 due 12
practice). MN
Read
chapter31
in the text
book
The child with
(Nursing
sensory
care of
alteration 2
children
principles
and
practice).
4/25/201
8 to Course -
14 Revision
4/29/201 evaluation
8
Final exam

Week one Objective and assignments:

Date: 1/24/2018 to 1/28/2018
Topics: class 1 - Introduction to Nursing care of children
class 2- II. Growth and development: the child and the family, 1- Family centered
nursing care.
Clinical topic: Family assessment.
This first class of this week will provide an overview on the contemporary child health
nursing and help students to understand the historical background, the
ethical, and legal issues around pediatric nursing care.
The second class will emphasize on Family- centered nursing care. In this class, the
students will learn about family structure, Types of families,
characteristics of healthy families, high risk families, parenting styles, and
family assessment.
First week learning objective:
At the end of this week, the students should be able to:
1 Describe essential concepts and process relating to the nursing care of children through
evidence based practice. (Cognitive- understanding- EOCO#6)
2 Apply theories and principles of ethics to ethical dilemma (Cognitive- application
EOCO# 5)
3 Describe the steps for the nursing process and relate them to nursing care of children
(Cognitive- understanding, EOCLO# 2)
4 Describe effective family- centered communication strategies. (cognitive-
understanding EOCLO# 2)
5 Integrate critical thinking and decision-making to improve the assessment of
childrearing families. (Cognitive- synthesis- EOCLO#1)
6 Incorporate the families effectively into care. (Cognitive# synthesis- EOCLO# 3)
7 Assess the structure and function of the family. (Cognitive- evaluation- EOCLO# 3)
8 Maintain safety and quality in providing care for the hospitalized children and their
families. (Psychomotor- EOCLO#2)
9 Create a safety environment for children and their families. (Cognitive- synthesis
EOCLO# 5)

Pre- class reading:

1 Read chapter (1,2,3) in the text book (Nursing care of children principles and practice).
b) Chapter 15 Pediatric Safety and Quality,
Lacey, Susan. "Pediatric Safety and Quality." Patient Safety and Quality: An Evidence-
Based Handbook for Nurses.U.S. National Library of Medicine, n.d. Web. 01
July 2017.

Teaching learning activities:

Face to face strategy:
Engage students with discussion; for example:
Discuss essential concepts and process relating to the nursing care of children through
evidence based practice. (1)
Discuss ethical perspectives in child health nursing (2)
 Discuss the nursing process and relate them to nursing care of children. (3)
Question and answer:
Ask students some questions about some effective family- centered communication
strategies applied in the hospitals. (4)
Provide the students with scenario about sick child and his family in the hospital and
ask them to use critical thinking in assessing and educating this family (5,6,7)

Simulation:
1 Incorporate a you tube video to show the students the implementation of safety and
quality in pediatric nursing. (8,9)

https://www.youtube.com/watch?v=ESBROYE6RIk

Evaluation methods:
Test open question: Ask the students what they learned from the class
Questions:
For example: ask students to list some communication strategies used with patients and
their families.
Clinical component:
Pre- clinical reading:
1- Doing a family assessment: http://www.euromedinfo.eu/doing-a-family-
assessment.html/ ,
2- Read page 35 (Nursing process and the family) from the text book (Nursing care of
children principles and practice).
Clinical learning activities:
Simulation; incorporate a presentation to discuss the main concepts of nursing process
with family.
Divide students into groups and allow them to practice family assessment with each
other.
Evaluation: Provide scenario for a child and his family at hospital and ask students to
write a complete nursing process for this family and submit it at the end of the class.
Week two Objective and assignments:
Date: 1/31/2018 to 2/4/2018
Topic: class 3- Health promotion for the developing child through the life span. (1)
class 4 - Health promotion for the developing child through the life span. (2) + Quiz 1
Clinical topic: Physical assessment for the child growth and development.
This week will cover the Health promotion for the developing child, the students will
study an overview of growth and development, Principles of growth and development,
theories of growth and language development, Genetic and genomic influences of growth
and development, health promotion for the child through the lifespan and physical
assessment for the child in all ages.
week two learning objectives:
At the end of this week, the students would be able to:
1 Integrate critical thinking and decision-making to promote the health of the developing
child. (EOCO#1)
2 Incorporate growth and development theories to deliver holistic care to children in all
ages. (EOCO#3).
3 Demonstrate skills in using methods to assess child growth and development.
(EOCO#4)
4 Support inter-professional communication and collaboration for promoting children
health outcomes. (EOCO#2)
5 Describe the child motor, psychological, language and cognitive development throw
the life span (EOCO#2).
6 Provide parents with anticipatory guidance for common concerns during infancy and
childhood, such as immunization, nutrition, elimination, dental care, sleep,
hygiene, safety and play. (EOCO#5)
7 Discuss anticipatory guidance related to various health and safety issues seen in the
school age child. (4)
8 Describe appropriate heath promoting behaviors for children in all ages.
9 Participate in the ongoing changes in the profession and actions that promote safe
quality patient care for children in all ages (F).
Pre- class reading:
Read chapters ( 2,3,4,5,6) in the text book (Nursing care of children principles and
practice).
Teaching learning activities:
Face to face strategy:
1 Engage students with discussion; for example:
Discuss with students some ideas and methods to promote child health development.
(1)
Discuss the following theories ideas about growth and development: Piaget, Frued,
Erikson, and kholberg. (2,3)
Discuss ideas to Support inter-professional communication and collaboration for
promoting children health outcomes. (4)
Discuss the child motor, psychological, language and cognitive development throw the
life span (5).

Questions and answers

Ask students to list some tips for parents to release their health and safety concerns
during infancy and childhood. (6)
Ask students to list some safety issues affect children through the life span. (7,9)

Simulation;

Incorporate a video or presentation shows appropriate heath promoting behaviors for

 children in all ages. (8)

Quiz1:
This quiz helps to evaluate the students understanding for first and
Clinical component:
Clinical topic: Physical assessment for the child through the life span
Pre- clinical reading:
1 Read chapter 9 in the text book (Nursing care of children principles and practice).
2 Watch a you tube video: https://www.youtube.com/watch?v=BDw6PPZmPUc
3 Clinical learning activities:
4
5 Simulation:
6
7 Incorporate a video or presentation that shows appropriate physical assessment for
children in all ages. (8)
Evaluation: Divide students into five groups and provide five mannequins of sick
children and ask students to write a complete physical assessment for these children and
submit the assignments at the end of the classs.

References:
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: a guide for faculty. St.
Louis, MO:
Elsevier.
"Doing a family assessment." EuroMed Info. N.p., n.d. Web. 30 June 2017.
James, S. R., Nelson, K. A., & Ashwill, J. W. (2013). Nursing care of children:
pPrinciples and practice.
Philadelphia, PA: Saunders.
Head to Toe Physical Assessment of a Child. (2016, December 11). Retrieved July 02,
2017, from
https://www.youtube.com/watch?v=BDw6PPZmPUc
Lacey, Susan. "Pediatric Safety and Quality." Patient Safety and Quality: An Evidence-
Based Handbook
for Nurses.U.S. National Library of Medicine, n.d. Web. 01 July 2017.
RWC- course 515 syllabi (2017), retrieved on 7/1/2017 from
https://cms-age.roberts.edu/moodle/course/view.php?id=2029