Program Type: BSN

Course Name: NSG 313: Nursing Wholeness: Pediatric Nursing

Placement within Program: Second semester of Junior year

Course Description: With a major focus on patient and family-centered care, this course
explores health promotion and education, acute and chronic health conditions, and care for the
pediatric patient while addressing developmental, physiological, psychosocial, cultural, and
spiritual needs. Students will utilize the nursing process as well as nursing theory to guide
decisions that promote and maintain optimal functioning for patients and strengthens the family
unit.

Course Outcomes:

Upon completion of this course, the student will be able to:

1. Demonstrate effective and appropriate communication skills with the health care team.
(EOPO 1)
2. Use critical thinking to provide age-appropriate care to pediatric patients and their
families. (EOPO 2)
3. Identify different cultures, values, traditions of patients and their families, and provide
culturally sensitive care to children with diverse backgrounds. (EOPO 3)
4. Describe situations from the clinical setting that may require leadership or managerial
input. (EOPO 4)
5. Utilize evidence-based practice within the context of pediatric nursing education and
promotion of health. (EOPO 5)
6. Demonstrate the ability to creatively adjust to pediatric patients changing needs. (EOPO
6)
7. Exhibit professionalism both within the classroom and clinical setting. (EOPO 7)
8. Recognize the need to advocate for patients and their families, and exhibit ethical
behaviors of a pediatric nurse. (EOPO 8)
9. Identify and report basic safety issues to primary nurse in a pediatric clinical setting.
(EOPO 9)
10. Identify ways in which changes to healthcare policies are affecting pediatric patients and
families. (EOPO 10)
11. Differentiate ways in which patient education and health promotion might be different in
a pediatric, rather than adult setting. (EOPO 11)

Topic #1- Childhood and family assessment

End of class learner objectives- The student will be able to:

1. Describe recommended childhood immunizations and be able to address key teaching

points related to immunizations. (cognitive, EOCO 11)
2. Navigate the CDC website for relevant, up-to-date information on the current
childhood immunization schedule. (affective, EOCO 5)
3. Identify primary prevention measures for childhood communicable diseases.
(psychomotor, EOCO 11)
 Classroom Teaching Strategies Plan

NAME OF LEARNING Group Work and oral presentation

ACTIVITY
Learning Activity Students will be given a sample patient of varying ages. Working in
Summary groups of 2, students will go to the CDC immunization schedule,
and find what immunizations their patient should have already
had, and what immunization they will be due for. They will create
educational talking points, and then present these to the class, as
though they were talking to a parent of the patient.

Cognitive (identify level): remember (1), apply (3), create (6)

Domain of Learning Affective: receive (1), respond (2), value (3)

(Blooms Taxonomy
Revised) Psychomotor: imitate (1) , articulate (4)

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Demonstrate how to perform patient and family
teaching with knowledge gained from the CDC
immunization schedule
2. Articulate the importance of immunizations and
discuss strategies to persuade parents of the
importance of immunizations for their childs health.

Preparation Required The teacher should assign reading for the week that allows
by Teacher/Facilitator students to gain a foundational knowledge of childhood
and Materials Needed infectious diseases, immunizations. The teacher should have
an updated version of the CDC immunization schedule,
especially if the textbook is outdated. Students should be
reminded to bring laptops to class.
Time Allotted 20 minutes to prepare talking points with partner, 25
minutes for the class to take turns presenting, 5 minutes to
have a final discussion at the end of class
Learning Styles Information presentation: _sight _sound Xtext
Addressed by Activity
Modality: _visual Xverbal

Approach: Xactive _reflective

Understanding: Xsequential _holistic

How is content connected Students will do the reading prior to class which includes
 to prior learning? information of childhood infectious diseases and how
immunizations work. There is also an article in the pre-class
reading that discusses why some parents are refusing
vaccinations for their children. This will put into context the
class work. Having these practice discussions with parents
will practice for when students are in the clinical setting and
have to do teaching with parents either related to vaccinations
or other content.
Reflective Debriefing There will be a brief discussion at the end of class. Students
with Learners (post- will be asked to discuss overall understanding, challenges
learning activity) How with presenting the information, what they thought went well
will it be accomplished? with presenting the information, and what other resources
could have been helpful when presenting information to
parents.
Evaluation of Students will be able to be evaluated during their presentation
Learning (How will it of the material for both acquisition of knowledge and
be accomplished?) understanding of how to provide family education. In
addition, content related to vaccinations will be tested on
exam 1.
Teacher Reflection This learning activity is a good choice because it allows
students to take knowledge from the reading and
(justify choice of learning standardized content and apply it to a relevant issue, that is
activity and good fit for parental refusal of vaccinations. In addition, students have
the identified learning the opportunity to explore the CDC website, where they will
objectives) undoubtedly visit again, and practice providing education to
parents and families.

End of clinical learner objectives: The student will be able to:

1. Obtain a basic health history on a pediatric patient while involving both the
patient and reliable family member in the questioning when applicable.
(psychomotor, EOCO 3)
2. Identify safety concerns through an environment of care assessment in a
pediatric patients room. (psychomotor, EOCO 9)
3. Perform a Denver II developmental screening test on a pediatric patient.
(psychomotor, EOCO 2)

Clinical Teaching Strategies Plan

NAME OF LEARNING Developmental assessment on a pediatric patient

ACTIVITY
Learning Activity Students will assess their assigned patient using a Denver II
Summary developmental screening test (DDST). Students will complete
a discussion post based on the findings from the
 developmental assessment on the course Moodle site, and
include both the assessment, as well as a reflection of their
assessment in the discussion post.

Cognitive (identify level): apply (3), analyze (4), create (6)

Domain of Learning Affective: respond (2), organize (4)

(Blooms Taxonomy
Revised) Psychomotor: imitate (1), articulate (4)

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Apply the DDST to a pediatric patient and score them
appropriately based on this scale
2. Interpret what the DDST score means for the pediatric
patient and reflect on the significance of this score.

Preparation Required The Denver Developmental screening test must be presented

by Teacher/Facilitator to students ahead of time so they have time to review the
and Materials Needed screening test and what needs to be asked of the patient.
Showing a video of a sample screening in pre-conference will
help students to see obtain the information in a different way.
In addition, the test requires many small supplies including:
red yarn pom-pom raisins or O shaped cereal rattle with
narrow handle ten 1-inch square colored wooden blocks
small, clear plastic bottle with 5/8"opening small bell small
plastic doll small plastic feeding bottle for doll red pencil
plastic cup with handle blank paper tennis ball. Copies of
the DDST forms should be handed out as well.
Time Allotted The video in pre-conference will take about 15 minutes to
view, the screening test should take about 30 minutes for the
student to complete, the discussion post will take about 1 hour
to complete.
Learning Styles Information presentation: Xsight Xsound Xtext
Addressed by Activity
Modality: Xvisual Xverbal

Approach: Xactive Xreflective

Understanding: _sequential Xholistic

How is content connected The students first read about developmental stages
to prior learning? throughout the early part of the semester. They have some
exposure to pediatric patients already in week 1 clinical. They
then read about the DDST, and view a video on how to
perform the assessment before they are expected to perform
the screening themselves.
Reflective Debriefing Reflection will take place online where students will be asked
 with Learners (post- to not only post their assessment and findings, but also what
learning activity) How they discovered about the patient during the assessment, and
will it be accomplished? how they can apply this to other pediatric patient situations.
Evaluation of Students learning will be able to be evaluated by looking at
Learning (How will it the discussion posts and seeing if students correctly used the
be accomplished?) Denver developmental screening tool. More importantly, the
reflection piece can be utilized to see if they gained a deeper
understanding of caring for pediatric patients from this
learning activity. The next clinical pre-conference can be
used to address any additional questions that may have
surfaced after completing this learning activity.
Teacher Reflection This learning activity helps students have an objective way to
evaluate developmental level, which can be helpful for
(justify choice of learning students who do not have experience with children and their
activity and good fit for developmental levels. This will be helpful throughout the
the identified learning remainder of the semester when they are able to apply this
objectives) knowledge in clinical.

Topic #2- Care of a child during hospitalization or illness

End of class learner objectives- The student will be able to:

1. Describe barriers to normal development in pediatric patients with chronic

illness or disabilities. (cognitive, EOCO 8)
2. Identify ways to promote normal development in chronically ill children.
(psychomotor, EOCO 2)
3. Discuss various methods to help pediatric patients cope with hospitalization.
(cognitive, EOCO 6)

Classroom Teaching Strategies Plan

NAME OF LEARNING Standardized handoff report applied to case studies

ACTIVITY
Learning Activity In groups of two, we will use our standardized handoff
Summary approach that we have become familiar with from the clinical
setting to give report on a complex patient, particularly
addressing family supports, coping mechanisms and how we
help them to cope, if they are meeting developmental
milestones, and resources that we are using during their
hospitalization. This will help us to develop the mentality of a
nurse when caring for patients with complex needs and a
myriad of medical conditions.
Cognitive (identify level): remember (1), apply (3), analyze (4)

Domain of Learning Affective: respond (2), organize (4)

(Blooms Taxonomy
Psychomotor: imitate (1), manipulate (2)
 Revised)

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Be able to organize crucial patient information in a
way that provides context to the receiver
2. Apply the standardized handoff tool to their specific
patient to be able to give an efficient report.

Preparation Required The teacher will need to prepare multiple case studies of
by Teacher/Facilitator complex pediatric patients so that the students have a variety
and Materials Needed of patients to practice giving nursing handoff on. In addition,
the teacher should have blank forms of the standardized
handoff report even though the students are already familiar
with the form.
Time Allotted 10 minutes to prepare report, 1o minutes to practice giving
nursing handoff, 20 minutes for discussion
Learning Styles Information presentation: _sight Xsound Xtext
Addressed by Activity
Modality: _visual Xverbal

Approach: Xactive _reflective

Understanding: _sequential Xholistic

How is content connected Students should be familiar with the standardized nursing
to prior learning? handoff form from other nursing classes and from the clinical
setting. They will continue to build on using it, especially as it
pertains to the complex pediatric patient.
Reflective Debriefing After the activity is complete, there will be a discussion led by
with Learners (post- the instructor about what specific information was pulled out
learning activity) How of the case studies, and how certain diagnoses and conditions
will it be accomplished? relate to other conditions, and how this should be relayed in a
nursing handoff. Students will be asked to share on their
specific scenarios.
Evaluation of Students can be asked to reflect on what new concepts or
Learning (How will it changes to their thinking occurred during class, during the
be accomplished?) reflective debriefing segment of class.
Teacher Reflection Even in the clinical setting, students do not always have an
opportunity to give a standardized handoff report, which is a
(justify choice of learning gap in knowledge when the move into practice. Especially for
activity and good fit for more complex patients, organizing their report and pulling
the identified learning out the important data can be a challenge. This learning
objectives) activity allows students to practice their skills in a safe setting,
and gain practice in organizing patient information.

End of clinical learner objectives- The student will be able to:

 1. Name specific factors that should be evaluated prior to providing education to
families. (cognitive, EOCO 11)
2. Assess family specific barriers to healthcare compliance for families of
pediatric patients. (affective, EOCO 3, 8)
3. Identify missed opportunities during nursing handoff to address patient and
family teaching needs (psychomotor, EOCO 1, 4, 8, 9)

Clinical Teaching Strategies Plan

NAME OF LEARNING Creating a visual aid to help with family teaching

ACTIVITY
Learning Activity Identify a teaching need from Hockenberry & Wilson chapter
Summary 23, to be used with that family. Students will develop a flow
diagram that would be helpful to their teaching. A flow
diagram is a diagram that visually displays interrelated
information such as events or steps in a process in an
organized fashion, such as sequentially or chronologically.
The diagram may involve pictures or words and should meet
the learning needs of the patients family. This diagram will
be part of the larger in-depth care plan paper.

Cognitive (identify level): apply (3), analyze (4), create (6)

Domain of Learning Affective: organize (4)

(Blooms Taxonomy
Revised) Psychomotor: manipulate (2), articulate (4)

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
1. Identify and articulate a learning need for a
pediatric patient and their family
2. Develop a diagram to help organize important
teaching information for the family

Preparation Required The teacher needs to give students ample time to be able to
by Teacher/Facilitator identify and assess learning needs of a patients family. This
and Materials Needed learning activity should be introduced early-on in the
semester so students have a variety of patients to choose
from. The teacher should also provide a sample diagram for
students to view as this concept may not come easily to all
types of learners.
Time Allotted 30-60 minutes in the clinical setting, 2 hours of homework
 time outside of the classroom and clinical setting
Learning Styles Information presentation: Xsight Xsound Xtext
Addressed by Activity
Modality: Xvisual _verbal

Approach: Xactive _reflective

Understanding: _sequential Xholistic

How is content connected Students should already be familiar with assessing learning
to prior learning? needs of patients from other clinical settings, and from
activities in class. This activity allows students to use a higher
level of thinking as they develop a tool that will be helpful for
families.
Reflective Debriefing Students will be asked to share the developments of their
with Learners (post- diagram along the way during post-conference, including
learning activity) How when theyve identified their patient family and teaching
will it be accomplished? need, and as they proceed with creating their visual aid.
Evaluation of Students are submitting their diagram within their in-depth
Learning (How will it care plan paper for a grade at the end of the semester.
be accomplished?) However, formative assessments of learning will take place
throughout the semester as they discuss their progress.
Teacher Reflection This activity allows students with a variety of learning styles
to create a visual aid for patients and their families. It also
(justify choice of learning allows nursing students to use critical thinking as they assess
activity and good fit for needs, and plan an intervention. Finally, it highlights one of
the identified learning the factors that make up a huge piece of pediatric nursing,
objectives) which is patient and family education.