FIELD NAME
/ Comments/notesTITLE / Advanced Practice in Promoting Childhood Continence
CODE / NA383
LEVEL / 6
CREDIT RATING / 20
PRE-REQUISITES / Entry requirements of the Professional Practice Framework apply.Participants should be on parts 1,2,8,10,12 or 15 of the NMC register eg HV, school nurse children’s nurse.
TYPE OF MODULE / Extensive
AIMS / This module aims to provide practitioners with the knowledge and skills to enable them to develop proficiency in their practice of promoting childhood continence.
LEARNING OUTCOMES / On succesful completion of the module the student will be able to:
Critically reflect on values and attitudes concerning childhood continence within a children’s rights and best practice framework.
Examine and critically review child development theories in relation to the development of continence in children.
Investigate and critically analyse the child and young person’s perspective together with the emotional impact regarding childhood continence issues.
Investigate, critically analyse and discuss the family’s perspective regarding childhood continence issues.
Identify the pathophysiology associated with childhood incontinence.
Critically evaluate assessment tools and care programmes applicable to the child with bladder incontinence in order to plan for the delivery of care.
Critically evaluate assessment tools and care programmes applicable to the child with bowel incontinence in order to plan for the delivery of care.
Identify and differentiate the approaches to promoting continence in children and young people with physical, learning and emotional impairments.
Critically evaluate the assessment, teaching and care management of a child who requires intermittent catheterization.
Identify local and national service provision for children with continence needs and critically review best practice guidance.
After successful completion of the module the students will also meet the following Standards for Specialist Practice as approved by the Nursing and Midwifery Council:
11.1; 11.3; 11.4; 11.5; 11.7; 11.8; 11.9; 11.10; 11.11; 11.14; 11.15; 11.16a; 11.16b; 11.17.
CONTENT OF THE MODULE / Children’s rights and consent issues.
How positive values and attitudes can reduce created vulnerability in children and young people with continence needs.
Child development in relation to bladder and bowel continence
The child and young person’s view of having continence needs.
The family’s views of having a child young person who has continence needs.
Child Protection
Enuresis, soiling, constipation and encopresis
Children and young people with physical impairments and continence issues (bladder and bowel).
Children and young people with learning disability and continence needs (bladder and bowel)
Children and young people with emotional impairments and continence needs (bladder and bowel)
Assessment: bladder incontinence
Assessment: bowel incontinence
Planning and evaluation: bladder incontinence
Planning and evaluation: bowel incontinence
Intermittent (self) catheterization
Care pathways, benchmarking and local service provision.
Connecting promoting childhood continence with national policy
Reflective practice
TEACHING AND
LEARNING STRATEGIES / Module hours 200:
60 hours taught
70 student directed learning
70 hours clinical linked learning activities
Teaching and learning strategies will include keynote delivery from specialists in practice, small group discussions and seminar presentations in the education setting.
In the practice setting, teaching and learning strategies will include mentorship and critical reflection applied to clinical linked learning activities.
A plenary session will be arranged so that students can discuss their Clinical Linked Learning Activities in the educational setting.
LEARNING SUPPORT / Each participant will have an educational mentor (normally the module coordinator).
A detailed indicative reading list is available to support this module.
Butler R.J: 1998 Night Wetting in Children: Psychological Aspects. Journal of Child Psychology and Psychiatry - Vol. 39, No.4 p.453 – 463
Department of Health: 2000 Good Practice in Continence Services
ERIC 1996: Guidelines on Minimum standards of Practice in the Treatment of Enuresis. Enuresis Resources & Information Centre
LEARNING SUPPORT` cont… / ERIC 2001: Childhood Soiling: Minimum Standards of Practice for Treatment & Service Delivery: Benchmarking Guidelines. Enuresis Resources & Information Centre.
Redsell, S.A., Collier, J.2001 Bedwetting, Behaviour and Self Esteem: a review of the literature. Child: care, health & development 27(2)149-162
Rogers J: 2000 Promoting Continence – The Child with Special Needs. Paedatric Nursing 12, 4, 37 – 43.
Webb sites:
Association for Continence Advice
www.aca.uk.com
The Continence Foundation
www.continence-foundation.org.uk
Enuresis Resource Information Centre
www.eric.org.uk
PromoCon- promoting continence and product awareness
ASSESSMENT TASKS / Theory 50%
Clinical Linked Learning Activities 50%
Theory:
Assignment 50%
Using a Case Study approach, critically analyse and evaluate a continence programme you have delivered. The assignment should include critical reflection on practice development.
Word limit for assignment is 2000 (+10%) words.Practice:
Clinical Linked Learning Activities 50%
1. Make critical reflective notes on a child with continence needs you have been involved with. Include the assessment, planning, implementation and evaluation processes.2. Make critical reflective notes on the child/young person’s perspective, together with the emotional impact regarding childhood continence needs.
3. Listen and discuss with two families their perspectives regarding their child/young person’s continence needs, and then make critical notes.
4. Make critical notes on working within a multi-agency and multi-disciplinary framework when meeting childhood continence needs.
Word limit for Clinical Linked Learning Activities is 2000 (+10%) words in total.
A 40% pass must be achieved in each assessment part to achieve an overall pass for module.
BRIEF DESCRIPTION OF MODULE CONTENT AND/OR AIMS / All children and young people potentially have health needs related to continence. Children with physical, learning and emotional impairments may particularly present with bladder and/ or bowel continence needs, and as such health care professionals from primary, secondary and tertiary services may need to respond effectively to this aspect of health need.
The Department of Health (2000) and the Enuresis Resource and Information Centre (1996 & 2001) have emphasised the need for health care professionals to be appropriately trained and informed to meet the needs of children with continence needs. This module also links with Essence of Care benchmarking (DoH 2001)
This module aims to enable School Nurses, Health Visitors, Child Health Nurses working in all health care settings to respond effectively to children and young people with bladder and/or bowel continence health needs within a child focused, family centered, multidisciplinary and multiagency approach.
AREA EXAMINATION BOARD TO WHICH MODULE RELATES / Undergraduate Continuing Professional Development Area Examination Board
MODULE TEAM/AUTHORS/ COORDINATOR / Trudy Ward Practice Educator INAM/Chailey Heritage Clinical Services South Downs Health NHS Trust (SDH): Module Co-ordinator.
Lizzie Batton User Representataive aMaze
Louise Loadsman School Nurse Disabled Children SDH
Annie Swann School Nurse SDH
Tracey Young Health Visitor SDH
Sheena McClure Community Children’s Nurse Brighton and Sussex University Hospitals NHS Trust (BSUH)
Helene Smith Senior Sister BSUH
SEMESTER OFFERED, WHERE APPROPRIATE / Semester 1
DATE OF FIRST APPROVAL / 2003
DATE OF LAST REVISION
DATE OF APPROVAL OF THIS VERSION
VERSION NUMBER / 1
REPLACEMENT FOR PREVIOUS MODULE / NA374 (promoting Childhood Continence
FIELD FOR WHICH MODULE IS ACCEPTABLE AND STATUS IN THAT FIELD / Nursing :Optional/compulsory
COURSE(S) FOR WHICH MODULE IS ACCEPTABLE AND STATUS IN COURSE / BSc(Hons) in Professional Practice: optional/compulsory
BSc (Hons) Nurse Practitioner: optional
SCHOOL HOME / Institute of Nursing and Midwifery
EXTERNAL EXAMINER / Lynda Smith, appointed March 2001