Syllabus and Student Guide 2016 07 30 01 28 22 Utc

Syllabus & Course Guide 1
Syllabus and Student Guide

Care of Infants and Children
Lori Schrenker, RN, BSN

MNE 615
Dr. Mohnkern
July 27, 2016
Course Number: NUR 330

Course Title: Nursing Care of Infants and Children
Course Facilitator: Lori Schrenker RN, BSN
Email:
Phone:
Credits: 3 (1.5 credits for classroom time and 1.5 credits for clinical time which equates to 1.5
clock hours (90 min.) per week of classroom seat time and 6 clock hours per week of clinical
time.
Course Structure: Classes are on Mondays and Wednesdays from 8:00am-8:45am. Clinical time
will generally be on Thursdays from 7:00am-1:00pm with post-conference following from
1:00pm-2:00pm. There will be two clinical simulation lab days as well that will be held from
8:00am-3:00pm, please see schedule for those dates.
Class: Classes will be held at the University for 14 weeks and clinical will be held at the
Arkansas Childrens Hospital once a week for the 14 week semester.
Course Prerequisites: Intro to Chemistry and biochemistry, intro to psychology and sociology,
English composition, anatomy and physiology I and II, microbiology, statistics, Intro to
Professional Nursing I&II, Fundamentals of nursing and Nursing Care of Adults & Geriatrics.
Course Purpose: This course is designed to prepare students to provide evidence based familycentered nursing care to infants and children. This course is situated with in the nursing program
the same semester as maternity nursing and before community health nursing. This course
follows the general medical surgical nursing courses; Nursing Care of Adults and Geriatrics and
the assessment class. The nursing courses taken prior to this course provide a foundation of
general nursing care that can be customized to the care of infants and children.
Course Description: Course content will include both health promotion and health problems in
the newborn, infant, toddler, school age and adolescent age groups. Care of children who are
hospitalized, those with special needs, and those with specific, chronic, and acute physiologic
conditions will be covered in this course. There will also be a clinical component at the Arkansas
Childrens Hospital on an inpatient unit. Two simulation lab clinical opportunities will also be
provided to cover key concepts.
Program Outcomes: Upon completion of this program the learner will be able to:
1. Practice theory-guided, evidence-based culturally competent nursing care representative
of the various ways of knowing.
2. Demonstrate clinical reasoning in the delivery and management of safe patient-centered
nursing care.
3. Provide respectful and holistic care in a diverse and changing society within the contexts
of individual, community and global health.
4. Organize and manage nursing interventions to ensure quality care and optimize patient
safety by identifying threats to safety and developing strategies to minimize risk of harm
to individuals and communities.
5. Communicate appropriately and effectively with clients, healthcare team members,
stakeholders, policy-makers and the community.
6. Advocate for clients, society and the nursing profession by applying principles of ethics,
legal frameworks, and social justice in the provision of healthcare.
7. Incorporate the values and standards of the nursing profession in practice.
8. Apply organizational, leadership, and management concepts in the provision of high
quality nursing care taking into consideration patient preferences and values.
9. Demonstrate scholarship through the utilization of information technology to access,
analyze and incorporate current evidence into practice.
10. Create a plan for achieving higher levels of education and sustaining a commitment to
life-long learning.
Course Outcomes:
By the end of the Care of Infants and Children course the student will be able to:
1.
Provide evidence-based, culturally sensitive care to children and families (EOPO

#1, #3, #8, & #9).
2.
Deliver safe patient/family centered nursing care to children and families (EOPO
#2, #3, & #4).
3.
Provide respectful, holistic nursing care to children and families (EOPO #3, #6,
& #8).
4.
Organize nursing care recognizing patient safety concerns (EOPO #2 & #4).
5. Utilize appropriate communication skills with clients (children), families and the
healthcare team (EOPO #5).
6. Recognize the role nurses play as an advocate for clients (children) and the
profession (#6 & #7).
7. Demonstrate the values and standards of the nursing profession (EOPO #6 & #7).
8. Understand the role organizational leadership and management play in
patient/family centered care (EOPO #2 & #8).
9. Utilize information technology to obtain relevant evidence (EOPO #9, & #10).
Topical Outline:
Week 1- Children, Their Families and the Nurse
Week 2- Childhood and Family Assessment
Week 3- Family-Centered Care of the Newborn
Week 4- Family-Centered Care of the Infant
Week 5- Family-Centered Care of the Toddler and Pre-Schooler
Week 6- Family-Centered Care of the School-Age Child
Week 7- Family-Centered Care of the Adolescent
Week 8- Family-Centered Care of the Child with Special Needs
Week 9- The Child Who is hospitalized
Week 10- Childhood Nutrition and Elimination Problems
Week 11- Childhood Oxygenation Problems
Week 12- Childhood Blood Production and Circulation Problems
Week 13- Childhood Regulatory Problems
Week 14- Childhood Mobility Problems
Learning Strategies:
Text & Additional Learning Resources:
Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S., & Stewart, R.W. (2015). Seidels Guide to
Physical Examination (8thed.). St. Louis, MO: Elsevier Mosby.
Hockenberry, M.J., Wilson, D. (2015). Wongs Nursing Care of Infants and Children (10thed.). St.
Louis, MO: Elsevier Mosby.
Online learning resource: http://evlolve.elsevier.com/Wong/ncic
Nursing Games: Childhood Diseases Game 1.11: http://learningnurse.org/games/trchildhood/game.html#
Nursing Games: Pediatric Nursing 1.54: http://learningnurse.org/games/tr-pediatric/game.html#
Evaluation and Grading: Evaluation and Methods of evaluation may include:
Exams/Tests
Group Projects
Homework
Papers
Quizzes
Simulation
Clinical Evaluation
Medication Administration Test
Description of Assignments: Students will be expected to read the text prior to class so that
class discussions, lecture and group work will be more meaningful. There will be three tests and
the final exam.
Policies and Expectations:
Communication
The assigned e-mail account at the University of Arkansas 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 schools and /or departments.
Late Work
All assignments and learning activities are due when stated unless otherwise negotiated with the
course facilitator. Work submitted after the stated deadline will be assessed a 5% penalty per day.
Students with Disabilities
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. If you require any documents in an alternative format, please let the instructor
know. All accommodations must be approved by the Coordinator of Services for Students with
Disabilities. The following accommodations are available upon request for students with
documented disabilities. You must know what help you will need and approach the correct
individual to ask for help. No one will ask you. You must take the initiative.
Accommodations for Reading Difficulties
Ask to have textbooks taped
Ask for a reader service (usually coordinated by disabled student service offices).
Ask to have tests and exams read aloud to you. Ask for study guides, such as outlines, so you
can focus your attention on essential information in textbooks.
Ask for extra time to complete reading assignments.

Underline or highlight the key points in your textbooks.
Let the teacher know before the class starts that you feel uncomfortable reading aloud.
Choose classes carefully so there is a mix of reading required (some heavy reading, some
lighter reading).
Participate in reading skills classes.
Request a peer tutor to go through and review important points of class discussion and
textbooks with you, to help highlight essential information.
Work in a quiet study area.
Accommodations for Writing Difficulties
Learn and use word processing with spelling, grammar, and editor checks.
Ask for proofreading help.
Dictate written work.
Ask for alternative assignments such as oral presentations or demonstrations.
Ask for a note taker in lecture classes.
Tape-record lectures.
Accommodations for Math Difficulties
Sit in the front of class.
Ask for explanation of symbols, steps if not sure.
In your notes, list steps to a process
Set up time to consult with teacher outside of class, if you have questions.
Work with a peer tutor.
Use graph paper to line up problems correctly.
Ask the teacher for concrete examples.
Ask for extra time.
Use a calculator.
Accommodations for Organizational Difficulties
Ask for a syllabus before the class begins.
Ask for a schedule of assignments for the semester at the beginning of class or before class
begins.
Ask for directions to be repeated when needed; dont leave class until you understand.
Set up time to see the teacher individually for clarification.
STUDENTS EXPERIENCING DIFFICULTY
The Mary Breckenridge School of Nursing has developed a number of mechanisms to respond to
students who experience academic or non-academic difficulties. Students who experience
academic difficulties are first encouraged to talk with the course instructor. Many issues may be
resolved at that level. The faculty member may encourage the student to seek additional help
including assistance from the Learning Center. Students also are encouraged to be in contact with
their advisor about both academic and non-academic concerns. When beneficial, several faculty
members may meet with students about academic or non-academic concerns in an informal
manner. Both students and faculty may request such a consultation.
Student Information Form:

1.
2.
3.
4.
5.
6.
Do you have any experience in pediatric nursing?

Do you have children or childcare experience?
What is your preferred style of learning (auditory, visual, or kinesthetic)?
What strengths do you have that will help you with this course?
What weaknesses do you have that you think may cause you difficulty in this course?
Is there any other information that you feel would be helpful for your clinical and course
instructor to know?
STUDENT GUIDE FOR NUR 330
Course Calendar/Schedule:
Week of January 23rd- Children, Their Families and the Nurse
Week of January 30th- Childhood and Family Assessment
Week of February 6th-Family-Centered Care of the Newborn
Week of February 13th-Family-Centered Care of the Infant, Test #1
Week of February 20th-Family-Centered Care of the Toddler and Preschooler
Week of February 27th-Family-Centered Care of the School-Age Child
Week of March 6th-Family-Centered Care of the Adolescent, Simulation Lab Clinical #1
Week of March 13th Spring break
Week of March 20th-Family-Centered Care of the Child with Special Needs, Test #2
Week of March 27th-The Child who is hospitalized
Week of April 3rd-Childhood Nutrition and Elimination Problems
Week of April 10th-Childhood Oxygen Problems, Test #3
Week of April 17th-Childhood Blood Production and Circulation Problems
Week of April 24th-Childhood Regulatory Problems
Week of May 1st-Childhood Physical Mobility Problems, Simulation Lab Clinical #2
Week of May 8th- Final Exam Week, see exam schedule for date and time of the final exam.
Week 1
Topic: Children, their Families and the Nurse
Students will explore the role of the pediatric nurse in the healthcare of children. Students will
learn how social, cultural, religious, and family influences effect child health promotion. In
addition hereditary influences on health promotion of the child and family will be presented.
Reading Assignments for class: Read Chapters 1, 2, &3 (pp.1-90) of Hochenberry & Wilson
(2015) Wongs Nursing Care of Infants and Children (10th ed). St. Louis, MO: Elsevier Mosby.
Reading Assignments for clinical:

Please access this website to see what the pediatric nurse does
http://www.graduatenursingedu.org/pediatric-nurse-practitioner/what-does-a-pediatric-nurse-do/
Please access the Arkansas Childrens Hospital web site, see if you can find the mission of the
hospital.
http://www.archildrens.org/
Journal entry question: What about this clinical rotation most concerns you?
Week 2
Topic: Childhood and Family Assessment
Students will review communication, physical and developmental assessment and relate it to the
examination of children. Students will also explore pain assessment and management strategies
in children. In addition childhood communicable and infectious diseases will be presented.
Classroom objectives:
1. Review the steps of taking a health history and relate it to children. (cognitive; EOCO #5)
2. List appropriate communication techniques to use with children and families. (cognitive;
EOCO #3, #5, & #7).
3. Recognize the importance of the head to toe assessment of infants and children
(cognitive; EOCO #3, #4 & #6).
4. Recognize the importance of age appropriate pain assessment in infants and children
(cognitive; EOCO #6 & #7).
5. List at least two pain scales that are commonly used in the infant or child (cognitive;
EOCO #3 & #6).
6. Create a nursing plan of care based on a patients level of pain (cognitive, EOCO #1 &
#3).
7. Understand the importance of infection control in infants and children (Cognitive; EOCO
#2, #3, #6 & #7)
8. Describe symptoms associated with communicable and infectious diseases children
acquire (cognitive; EOCO #2, #6 & #7).
Reading assignments for class: Read Chapters 4, 5, & 6 (pp. 91-240) of Hochenberry & Wilson
Teaching/learning Activities:
Classroom activities will include lecture/power point of topics to facilitate discussion. There will
be short video clips built into the lecture to demonstrate relevant points and to provide
opportunity for discussion. Students will work together in groups to create the plan of care based
on pain, each group will be given a different scenario to work with. There will be time for
students to discuss any experiences they have with the topics for the week.
Classroom Teaching Strategy: Imagine and remember when
Imagine and Remember when
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
Students will be asked to get into groups of two or three. They will
then be asked to remember a time when they were in pain as a child.
The instructor will ask what caused the pain, what helped to alleviate
pain and what if any fears were experienced as a result of the
experience. They will then share thoughts with their group. The goal
of this activity is to help students develop empathy and understanding
about how the child experiencing pain is feeling. In addition what
types of interventions will help the child to feel better and have
decreased sensation of pain.
Cognitive (identify level): Remembering, understanding, evaluate
Domain of Learning
(Blooms Taxonomy
Revised)
Affective: Receive, respond, internalize
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Describe how it feels to the child when they experience pain
Preparation Required by
Teacher/Facilitator and
Materials Needed
There is little preparation for this activity. The instructor will need to
help the students remember times when they were ill and
experiencing pain as a child. Some suggestions may include: broken
bones, sore throat, abdominal pain, sprains ect.
Time Allotted
20 min.
Learning Styles Addressed Information presentation: sound, listening

by Activity
Modality:
Approach: Active
Understanding: Holistic
How is content connected to The students build empathy by imagining what it would be like to be
prior learning?
a child in the hospital and experiencing pain. If they are able to

remember a situation in their own childhood that resembles the
hospitalized child they will have a better understanding about how
the child is feeling.
Reflective Debriefing with The students can share in their experiences with the small groups and
Learners (post-learning
perhaps the larger class if time allows.
activity) How will it be
accomplished?
Evaluation of Learning
(How will it be
accomplished?)
The instructor will visit each group to help guide discussion and to
prompt students as needed.
Teacher Reflection
This activity will help students to understand why it is important to

conduct a pain assessment as part of vital signs. Students will also be
able to better understand the nurses role in treating pain to provide
holistic care to the child during illness.
(justify choice of learning

activity and good fit for
the identified learning
objectives)
Post class assignment:

Go to the website and test your knowledge of childhood diseases. Nursing Games: Childhood
Diseases Game 1.11: http://learningnurse.org/games/tr-childhood/game.html#
Clinical objectives:
1. Review the admission health history on your patients (cognitive; EOCO #9).
2. Engage with patients and families using therapeutic communication skills (cognitive;
EOCO #5).
3. Perform a head to toe nursing assessment on your patients using the facilities EMR
(psychomotor; EOCO #2 & #3).
4. Familiarize yourself with the pain assessment tool that is used in the institution where
you are doing your clinical. (cognitive; EOCO #2, #3, #6 & #7).
5. Optimize patient safety by recognizing actual and potential threats to patient safety in the
clinical environment (affective, EOCO #2 & #6).
Reading assignments/preparation for clinical:
Review Box 22-6 on pages 870-871 in Hochenberry & Wilson (2015) Wongs Nursing Care of
Infants and Children (10th ed). St. Louis, MO: Elsevier Mosby.
Review the section on Infants and Children on pages 14-17 in Ball, J.W., Dains, J.E., Flynn, J.A.,
Solomon, B.S., & Stewart, R.W. (2015). Seidels Guide to Physical Examination (8thed.). St.
Clinical Teaching/learning activities:

This will be our first week caring for patients in the clinical setting as last week we had an
orientation to the environment and EMR. Students will be assigned one patient and will have a
check list of activities to be completed including locating the history and physical exam that was
done on admission in the EMR. In addition the pain scale used on the age patient they are caring
for will need to be identified; students will need guidance on how to use it from either the
instructor or the RN caring for their patient. Students should complete the shift nursing
assessment on the patient that they are caring for. Medications will be administered with the
instructor after verification of doses.
Clinical Teaching Strategy: One Minute Care Plan
TEACHING STRATEGIES PLAN
One minute care plan
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
This is a streamlined care plan for the care of the patient that the
student nurse has in clinical today. There will be a worksheet that the
clinical instructor will prepare ahead of time so that students are able
to quickly gather material and information essential to care for the
client that day.
Cognitive (identify level): understand, apply, analyze, evaluate
Domain of Learning
(Blooms Taxonomy
Revised)
Affective: receive, respond, value, organize

Psychomotor: imitate
Objective(s)
Materials Needed
The instructor will need to prepare the worksheet including

information that will be helpful such as allergies, diet, fluid
requirements, reason for hospitalization, other medical problems,
planned treatments, physiological status, labs, psychosocial status and
family involvement.
Time Allotted
About 20 minutes or however long report takes on this unit.
Learning Styles Addressed Information Presentation: site, text

by Activity
Modality: Visual
Approach: Active and reflective
How is content connected to This activity helps the students to obtain the information about the
prior learning?
client during report that will be needed to care for them. This will
build on the skills and tools previously used in clinical rotations.
Reflective Debriefing with
accomplished?
The students will be asked to share if they found the one minute
form helpful. Discussion to modify the form can be done in post
conference. This allows the student to see the value in writing
information down.
(How will it be
accomplished?)
Completing the One Minute Care Plan will provide the student
with a guide for care. The instructor can use this information as a
guide for clinical questioning.
Teacher Reflection
Students are often nervous when they change clinical sites, this
activity is being presented at the first clinical. It provides a base of
information for students to gather about the clients they are caring for
right at the start of the shift. The student then will have the
information needed to make decisions when guided by the instructor.

objectives)
Journal entry question: How do you feel clinical went this week? Elaborate on your experience,
be sure to include some information about the family you provided care to.
Evaluation Methods:
Evaluation of class outcomes will be based on observation of participation in class activities and
grade on group work. We will also have a test at the end of week three. Clinical evaluation will
be based on the schools clinical evaluation tool. Your clinical instructor will be reviewing your
journal entries.
Week 3
Topic: Family-Centered Care of the Newborn
Health promotion of the newborn and family and health problems of the newborn will be
presented. The high-risk newborn and family will be discussed. Nursing care and interventions
for newborns will be explored.
Classroom objectives:
1. Review the physiologic changes that take place in the Newborn immediately after birth
(cognitive, EOCO #3 & #4).
2. Recognize the Apgar scoring system (cognitive, EOCO #1 #2 & #6).
3. Discuss ways to promote parent-infant bonding (cognitive, EOCO #1, #2 & #3).
4. Discuss health problems that may occur in the Newborn (cognitive, EOCO #1, #2, #3, #4
& #6)
5. Describe nursing care and management of the Newborn with hyperbilirubinemia
(cognitive, EOCO #1, #2, #4, & #6).
6. Describe the nursing care and management of the Newborn with hypoglycemia
(cognitive, EOCO #1, #2, #4, & #6).
7. Describe the nursing care and management of the Newborn with a cleft lip and/or palate
(cognitive, EOCO #1, #2, #4 & #6).
8. State health problems associated with the High-Risk Newborn (Cognitive, EOCO #1 &
#6).
9. List maternal health conditions that affect the Newborn (cognitive, EOCO #2, #3, & #4).
Reading assignments for class: Read Chapters 7, 8, & 9 (pp. 243-405) of Hochenberry & Wilson
Teaching/learning activities:
Classroom activities will include lecture/power point of the topics to facilitate discussion. The
power point will include many pictures to help with visualization of problems Newborns may
experience. We will view a video of a newborn assessment immediately after birth to visualize
the Apgar score and a video of a head to toe newborn assessment. Group work will consist of
creating a nursing plan of care for an infant with jaundice, cleft lip/palate, or hypoglycemia.
Classroom Teaching Strategy: Using Mnemonics, APGAR Score

Using Mnemonics
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
Mnemonics help us to remember facts. The components of the

APGAR score stand for Appearance, Pulse, Grimace, Activity and
Respiration. This is a common mnemonic that is used to assess a
babys transition at birth.
Cognitive (identify level): remembering, understanding, apply
Domain of Learning
(Blooms Taxonomy
Revised)
Affective: Receive, respond, value

Psychomotor: Imitate, manipulate
Objective(s)
Recognize the components APGAR score
Materials Needed
The instructor can add slides to the power point explaining this
scoring system and add a video.
Time Allotted
10 minutes
Learning Styles Addressed Information Presentation: site, text

by Activity
Modality: visual
Approach: Active
Understanding: Sequential
How is content connected to Most people have heard of the APGAR score but do not know all of
prior learning?
the components and how to score the infant. This lesson will build on
prior information that students have learned.
Reflective Debriefing with Post activity discussion. Why is a low APGAR score concerning?
What congenital conditions may cause a low Apgar score and why?
accomplished?
Students can be given information in the form of scenarios to
(How will it be
accomplished?)
determine the APGAR score.
Teacher Reflection
Understanding this particular mnemonic will provide the students

with additional information about an infants transition to extra
uterine life. Many hospitalized children have chronic conditions or
congenital anomalies that effect the APGAR score at birth.

objectives)
Post class assignment:

Review the NCLEX review questions at the end of chapters 1-9 in the Wongs text, our first
exam will be during the first hour of the next class.
Clinical Objectives:
1.
2.
3.
4.
State the diagnosis for your patient and discuss (Cognitive, #1 & #9).
List the medications your patient is receiving ( Cognitive, #1 & #2)
Recognize the indications and side effects of those medications (cognitive, #1, #2, & #4).
Describe any difficulties your family may be experiencing related to this hospitalization
(financial, emotional, physical) (cognitive, EOCO #5, #6, & #7)
5. Describe the rationale behind nursing interventions on your patient (affective, EOCO #1,
#3 & #6).
Review table 7-3 Summary of Physical Assessment of the Newborn (pp.254-258) in
Hockenberry, M.J., Wilson, D. (2015). Wongs Nursing Care of Infants and Children (10thed.). St.
Read this article: Obeidat, H., Bond, E., & Callister, L. (2009). The parental experience of having
an infant in the newborn intensive care unit. Journal Of Perinatal Education, 18(3), 23-29 7p.
Clinical Teaching/learning activities:

This week you should receive your patient assignment the day prior to clinical so that you will
have the opportunity to familiarize yourself with the diagnosis. When you arrive please check for
medications that are due during clinical and check doses so that they can be administered with
the instructor. All other medications will need to be looked up as well. If there are any young
infants on the floor we may have the opportunity to do a group assessment. In post conference
we will be discussing how hospitalization of a child affects the family so try to explore with your
patients and families how they are coping.
Clinical Teaching Strategy: Clinical Questioning

Clinical Questioning
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
Domain of Learning
(Blooms Taxonomy
Revised)
Clinical questioning enables the instructor to determine students

strengths, areas for growth and safety in the clinical area. The
instructor can use predetermined questions to assess if students are
prepared, knowledgeable and safe in the clinical area. The instructor
askes these questions to help students problem solve and to stimulate
critical thinking.
Cognitive (identify level): Understand, apply, analyze, synthesize,
and evaluate
Affective: Respond, value , organize
Psychomotor: Articulate
Objective(s)
Describe rationale behind nursing interventions
Recognize indications and side effects of medications
Verbalize plan of care for client
Materials Needed
The instructor will have questions ready based on the types of

patients in the clinical area and key concepts students need to grasp.
Time Allotted
2-5 minutes per student
Learning Styles Addressed Information presentation: sound and site

by Activity
Modality: Verbal
Approach: Reflective
How is content connected to Students will be encouraged to share any questions they have. The
prior learning?
instructor can guide students toward critical thinking based on
information gained.
Reflective Debriefing with The instructor can get an idea if it is all or just some students that are
having difficulty grasping concepts or information and that can guide
post conference education/reflection
accomplished?
(How will it be
accomplished?)
The instructor will use clinical questioning to assess if students have

accomplished learning outcomes for that day.
Teacher Reflection
This teaching strategy provides the opportunity for the instructor to

get to know students individually. The instructor can then provide
learning assignments based on her evaluation. For example some
students may have more experience in the clinical area and need to be
challenged more.

objectives)
Journal Entry Question: How can the nurse make the childs hospitalization a positive experience
for the family? What have you experienced that demonstrates family-centered care this week?
Evaluation methods:
This week we will have the first exam. You will also be evaluated in class on participation in
group activities. Clinical will be evaluated using the schools clinical evaluation tool and your
instructors evaluation of your journal entry for this week.
Week 4
Topic: Family-Centered Care of the Infant
Health promotion of the infant and health problems of infants will be presented. Nursing care
and interventions for infants will be explored.
Reading assignments for class: Read chapters 10 & 11 (pp.413-482) of Hochenberry & Wilson
(2015) Wongs Nursing Care of Infants and Children (10th ed). St. Louis, MO: Elsevier Mosby
Review Table 10-2, chapter 10 in Hochenberry & Wilson (2015) Wongs Nursing Care of Infants
and Children (10th ed). St. Louis, MO: Elsevier Mosby
Review the case studies on Immunizations and Growth and Development at
http://evlolve.elsevier.com/Wong/ncic
Week 5
Topic: Family-Centered Care of the Toddler and Preschooler
Health promotion of the toddler and preschooler and their families will be presented. Health
problems of early childhood will discussed. Nursing care and interventions will be explored.
Reading assignments for class: Read chapters 12, 13, & 14 (pp.488-566) of Hochenberry &
Wilson (2015) Wongs Nursing Care of Infants and Children (10th ed). St. Louis, MO: Elsevier
Mosby.
Review the case study for chapter 12 Toilet Training/Toddler Development at:
Review Table 12-1 in Hochenberry & Wilson (2015) Wongs Nursing Care of Infants and
Children (10th ed). St. Louis, MO: Elsevier Mosby.
Week 6
Topic: Family-Centered Care of the School-Aged Child
Health promotion of the school-aged child and family will be presented. Health problems of
school-aged children will discussed. Nursing care and interventions will be explored.
Reading assignments for class: Read chapters 15 & 16 (pp. 569-648) of Hochenberry & Wilson
Reading assignments for clinical:
Read this article prior to clinical Kaminski, M., Pellino, T., & Wish, J. (2002). Play and pets: the
physical and emotional impact of child-life and pet therapy on hospitalized children. Children's
Health Care, 31(4), 321-335 15p.
Week 7
Topic: Family-Centered Care of the Adolescent
Health promotion of the adolescent and family will be presented. Health problems of the
adolescent will be discussed. Nursing care and interventions will be explored.
Reading assignments for class: Read Chapters 17 & 18 (pp. 651-753) of Hochenberry & Wilson
Please review the Communicating with Adolescents case study for chapter 17 at:
*The simulation lab will be available for Practice, please take advantage of this opportunity*
First Simulation Clinical will be this week
Week 8
Topic: Family-Centered Care of the Child with Special Needs
Family-centered care of the child with chronic illness or disability will be presented. Familycentered palliative care will be explored. Nursing care of the child with cognitive, sensory, or
communication impairment will be discussed.
Reading assignments for class: Read Chapters 19, 20, & 21 (pp. 761-860) of Hochenberry &
Mosby
Please read this article: Holland, K. (2006). Understanding the parent of the special needs
child. Exceptional Parent, 36(8), 60-62 3p.
Week 9
Topic: The Child Who is hospitalized
Family-centered care of the child during illness and hospitalization will be presented. Pediatric
nursing interventions and skills will be explored.
Reading assignments for class: Read chapters 22 & 23 (pp. 864-941) of Hochenberry & Wilson
Review Translating Evidence to Practice (pp. 885-887) in Hochenberry & Wilson (2015) Wongs
Nursing Care of Infants and Children (10th ed). St. Louis, MO: Elsevier Mosby Chapter 23.
Week 10
Topic: Childhood Nutrition and Elimination Problems
The child with fluid and electrolyte imbalance, renal dysfunction and gastrointestinal dysfunction
will be presented. Nursing interventions for these physiologic problems will be explored.
Readings for class: Read Chapters 24, 25, & 26 (pp. 945-1118) of Hochenberry & Wilson (2015)
Wongs Nursing Care of Infants and Children (10th ed). St. Louis, MO: Elsevier Mosby
Readings for clinical: Review the Case Studies for Chapter 24 Acute Diarrhea (Gastroenteritis),
Chapter 25 Urinary Tract Infection and Chapter 26 Appendicitis at
Week 11
Topic: Childhood Oxygenation Problems
An overview of oxygen and carbon dioxide exchange will be discussed. The child with
respiratory dysfunction will presented. Nursing interventions and care for these children will be
explored.
Readings for class: Read chapters 27 & 28 (pp. 1122-1246) of Hochenberry & Wilson (2015)
Readings for clinical:
Review box 28-1 and 28-2 in Hochenberry & Wilson (2015) Wongs Nursing Care of Infants and
Children (10th ed). St. Louis, MO: Elsevier Mosby.
Week 12
Topic: Childhood Blood Production and Circulation Problems
The child with cardiovascular dysfunction and the child with hematologic or immunologic
dysfunction will be presented. Nursing care and interventions for these children will be explored.
Readings for class: Read chapters 29 & 30 (pp. 1251-1374) of Hochenberry & Wilson (2015)
Please read Bergstrm, S., Carr, H., Petersson, G., Stephansson, O., Edstedt Bonamy, A.,
Dahlstrm, A., & ... Johansson, S. (2016). Trends in Congenital Heart Defects in Infants With
Down Syndrome. Pediatrics, 138(1), 1-8 9p. doi:10.1542/peds.2016-0123.
Review the case study for Chapter 30 Sickle Cell Anemia at
Week 13
Topic: Childhood Regulatory Problems
The child with cancer, the child with cerebral dysfunction and the child with endocrine
dysfunction will be presented. Nursing care and interventions will be explored.
Readings for class: Read chapters 31, 32, & 33 (pp. 1379-1539) of Hochenberry & Wilson
Review the Case Studies for Chapter 31, Acute Lymphoblastic Leukemia and Brain Tumor and
Chapter 32 Head Injury at http://evlolve.elsevier.com/Wong/ncic
Review the Nursing Care Plan Box on page 1391 on calculating the ANC.
Week 14
Topic: Childhood Physical Mobility Problems
The child with musculoskeletal or articular dysfunction will be presented as well as the child
with neuromuscular or muscular dysfunction. Nursing care and interventions for these children
will be explored. Course evaluations will be completed on the last day of class.
Reading assignments for class: Read chapters 34 & 35 (pp. 1543-1668) of Hochenberry &
Mosby
Reading assignments/activities for clinical:
Review the Case Study for Chapter 34 on Fractures and Chapter 35 on Cerebral Palsy at
*The simulation lab will be available for practice please take advantage of this opportunity*
Second Simulation Clinical will be this week
References
Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S., & Stewart, R.W. (2015). Seidels Guide to
Physical Examination (8thed.). St. Louis, MO: Elsevier Mosby.
Bergstrm, S., Carr, H., Petersson, G., Stephansson, O., Edstedt Bonamy, A., Dahlstrm, A., & ...
Johansson, S. (2016). Trends in Congenital Heart Defects in Infants With Down
Syndrome. Pediatrics, 138(1), 1-8 9p. doi:10.1542/peds.2016-0123.
Herrrman, J. W. (2016). Creative teaching strategies for the nurse educator (2n ed.).
Philadelphia, Pa. F. A. Davis Company.
Hochenberry & Wilson (2015) Wongs Nursing Care of Infants and Children (10th ed). St. Louis,
MO: Elsevier Mosby.
Holland, K. (2006). Understanding the parent of the special needs child. Exceptional
Parent, 36(8), 60-62 3p.
Kaminski, M., Pellino, T., & Wish, J. (2002). Play and pets: the physical and emotional impact of
child-life and pet therapy on hospitalized children. Children's Health Care, 31(4), 321335 15p.
Learning Nurse Resources Network: Educational Nursing Games (2016) Retrieved from
Nursing Games: http://learningnurse.org/games/tr-childhood/game.html#
Obeidat, H., Bond, E., & Callister, L. (2009). The parental experience of having an infant in the
newborn intensive care unit. Journal Of Perinatal Education, 18(3), 23-29 7p.
What does a pediatric nurse do? (2016) retrieved from
http://www.graduatenursingedu.org/pediatric-nurse-practitioner/what-does-a-pediatricnurse-do/

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Syllabus & Course Guide 1

Syllabus and Student Guide

Lori Schrenker, RN, BSN

Syllabus & Course Guide 2

Course Number: NUR 330

Syllabus & Course Guide 3

Provide evidence-based, culturally sensitive care to children and families (EOPO

Syllabus & Course Guide 4

Syllabus & Course Guide 5

Evaluation and Grading: Evaluation and Methods of evaluation may include:

Syllabus & Course Guide 6

Ask for extra time to complete reading assignments.

Syllabus & Course Guide 7

Student Information Form:

Do you have any experience in pediatric nursing?

Syllabus & Course Guide 8

STUDENT GUIDE FOR NUR 330

Syllabus & Course Guide 9

Reading Assignments for clinical:

Syllabus & Course Guide 10

Affective: Receive, respond, internalize

Learning Styles Addressed Information presentation: sound, listening

Syllabus & Course Guide 11

a child in the hospital and experiencing pain. If they are able to

This activity will help students to understand why it is important to

(justify choice of learning

Post class assignment:

Syllabus & Course Guide 12

Clinical Teaching/learning activities:

Affective: receive, respond, value, organize

The instructor will need to prepare the worksheet including

About 20 minutes or however long report takes on this unit.

Learning Styles Addressed Information Presentation: site, text

Syllabus & Course Guide 13

(justify choice of learning

Syllabus & Course Guide 14

Syllabus & Course Guide 15

Classroom Teaching Strategy: Using Mnemonics, APGAR Score

Mnemonics help us to remember facts. The components of the

Affective: Receive, respond, value

Learning Styles Addressed Information Presentation: site, text

Students can be given information in the form of scenarios to

Syllabus & Course Guide 16

determine the APGAR score.

Understanding this particular mnemonic will provide the students

(justify choice of learning

Post class assignment:

Clinical Teaching/learning activities:

Syllabus & Course Guide 17

Clinical Teaching Strategy: Clinical Questioning

Clinical questioning enables the instructor to determine students

The instructor will have questions ready based on the types of

2-5 minutes per student

Learning Styles Addressed Information presentation: sound and site

Syllabus & Course Guide 18

The instructor will use clinical questioning to assess if students have

This teaching strategy provides the opportunity for the instructor to

(justify choice of learning

Syllabus & Course Guide 19

Syllabus & Course Guide 20

Syllabus & Course Guide 21

Syllabus & Course Guide 22

Syllabus & Course Guide 23