AC6774 - Children & Young People Recognition & Emergency Care in Critical Illness

What will I learn on this module?

The overall aim of the module is to develop the knowledge and skills required for the safe care of critically ill children and young people. You will gain knowledge and understanding of specific physiological problems encountered in children and be able to recognise, respond and develop your care provision. This module will enable you to develop the knowledge and skills required to recognise and manage the deteriorating and critically ill child and young people. The module content closely follows the UK resuscitation council guidelines and policy.

The module uses a structured approach to systematically assess and manage deteriorating children and young people. You will apply this structure to understand how children of all ages deteriorate. You will learn the anatomical and physiological response to illness, prior to applying this knowledge in simulated sessions utilising high fidelity simulation in a clinical skills setting.

Content Overview
• Recognition of the critically ill patient
• Structured approach to assessment of critically ill children and young people.
• Anatomy and physiology of paediatric airways, respiratory system, circulatory system and paediatric neurology.
• Exploration of clinical conditions
• Clinical decision making
• Developing supportive care of critically ill patients

How will I learn on this module?

This module applies Universal Design for Learning (UDL) principles to remove barriers to learning and create an inclusive, flexible experience that accommodates diverse learning styles. By offering multiple ways to engage with content, varied formats for accessing and understanding material, and ample opportunities for diverse action and expression, you can develop and showcase key employability skills. Through a blend of online resources, and live seminars, the module ensures an active, authentic learning journey that supports your success in real-world contexts (La, Dyjur, & Bair, 2018). This means learning will be via a blended delivery using a combination asynchronous (20 hours of web-based resources), synchronous (10 hours of online seminars) learning followed by 6 hours of in-class activity to consolidate your learning. A ‘flipped classroom’ approach (Bergman & Sams, 2012), promotes the front loading of theoretical content as preparatory independent study provided via online supported learning (OSL) and reading, prior to the face-to-face online seminars and on-campus sessions where your understanding of concepts and application of theory will be explored. This module will also contain sessions that aim to consolidate learning in high fidelity simulation sessions, delivered on campus. This approach to module delivery promotes active learning as it works to accommodate your learning needs and abilities by offering flexibility and direction gained from the preparatory web-based materials which are then explored and applied during the live online seminars creating new knowledge. Offering multiple ways of learning helps you to engage along with giving you the opportunity to express your learning through action and/or expression. This encourages a positive learning environment where you are likely to feel more engaged and motivated in your learning. Authentic assessment means that any assessments throughout the module will mirror real life activities that you will be faced with in your professional practice. Authentic assessment will be an on-going key feature of the module, via tasks within the web-based materials and in high fidelity simulation. These will not only support your learning of the theory related to clinical practice but will also support assessment literacy through developing your skills and knowledge of the assessment process. All assessments within the programme will be operated in accordance with standard operating procedures and marked and moderated in accordance with the Assessment Regulations for Taught Awards (ARTA) ensuring the academic standards required for student awards are met.

Bergman, J., & Sams, A. (2012) Flip your classroom. Reach every student in every class every day. Washington D.C., International Science of Technology in Education.
La, H., Dyjur, P., & Bair, H. (2018). Universal design for learning in higher education. Taylor Institute for Teaching and Learning. Calgary University of Calgary

How will I be supported academically on this module?

You will be supported by the module lead who will guide your academic learning and assessment throughout the module. The module lead was involved in developing the e-learning materials, assessment exercises, and will provide some of your live online seminars, and feedback, supported by other staff. This module is supported by Blackboard Ultra and adheres to the university’s minimum standards. The site includes module information, assessment information, power-point presentations and e-learning packages, reading lists and relevant web links. Blackboard Collaborate will be used for the delivery of the live online seminars.

A discussion board is available to the cohort, through which students can post comments and ask questions of their peers throughout the duration of the module. You will have a live online group tutorial will help you prepare for the summative assessment. Your Programme Lead and Personal Tutor are also available to offer guidance on academic support throughout the programme.

The University Libraries offer an extensive collection of material, both hard copy and electronic, access to international databases and training in information retrieval. A variety of study-skills-related help sheets, and online videos can be found on the library Skills Plus site. You can also access a range of student support and wellbeing services via Student Central or by accessing the student support and wellbeing pages and Ask4Help via your electronic student portal.

You will also have an allocated personal/guidance teacher who will provide advice and support in relation to academic, procedural, and (where desired and appropriate) personal matters during the programme of study you have enrolled on. You will have access to 24/7 generic IT support and specific support from the programme team with any specific IT issues related to the e-learning package

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

Knowledge & Understanding:
1. You will have applied knowledge of child specific and developmental pathophysiology in relation to critically ill children and young people.

Intellectual / Professional skills & abilities:
2. You will have demonstrated the ability to rationalise clinical decisions in recognition and assessment of the critically ill child and young person in the emergency care.
3. You will have demonstrated the ability to provide safe and effective emergency care to children and young people.
4. You will have critically evaluated national and professional guidelines and practice accordingly.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
5. You will have demonstrated an understanding of the value base required for effective delivery of care; including themes such as safety, personal dignity, compassion, autonomy, family centred care, evidence-based practice, promotion of individuality, capacity, independence, rights and choice.

How will I be assessed?

Formative assessments
Formative assessment will include presentations of a critical illness case from students’ practice, the care involved and the underpinning theory. In addition to this the students will have the opportunity to engage in peer review of clinical assessment in simulation sessions. Formative tests and quizzes will also be embedded within e-learning materials.
(MLO’s 1, 2, 3, 4, & 5).

Summative Assessment
An Observed Structured Clinical Examination (OSCE) with multiple stations including opportunities for students to demonstrate knowledge and skills across all module learning outcomes (MLO’s 1, 2, 3, 4, & 5).

Pre-requisite(s)

To undertake this module, applicants must hold a valid current professional registration (i.e. NMC/GMC/HCPC)

Co-requisite(s)

N/A

Module abstract

This module aims to develop knowledge and skills in recognising, assessing and caring for children and young people who have the potential to, or have become acutely and/ or critically ill. Students will explore and build their knowledge relating to physiological problems encountered by acutely or seriously ill children and young people, as well as building the knowledge and skills necessary for assessment and safe management. Students will critically reflect upon the care given to seriously ill children and young people, reviewing the evidence base underpinning the care of children and young people in clinical practice.