Download CHILDREN & YOUNG PEOPLES’ CARDIAC CARE 6KNIF308

CHILDREN & YOUNG PEOPLES’
CARDIAC CARE
6KNIF308
Level:
6
Credits:
16
Module leader:
Matthew Norridge
Tel:
020 7848 3753
Email:
[email protected]
Academic support is offered by the module leader and teaching team.
Matthew Norridge
020 7848 3753
[email protected]
This handbook must be read in conjunction with module information provided on KEATS, the King’s ELearning And Teaching Service. You will be given access to KEATS on enrolment. Important information
relating to assessment and related regulations can be found in the Undergraduate Programme Handbook,
available on KEATS and via the Student Services Centre.
This handbook can also be provided in alternative formats (such as large print) upon request to
[email protected].
1
Contents
Module overview ............................................................................................................... 5
Module aim .................................................................................................................... 5
Learning outcomes ......................................................................................................... 5
Teaching arrangements .................................................................................................. 5
Support in Practice............................................................................................................. 6
Clinical Placements ............................................................................................................ 6
Timetable ........................................................................................................................... 7
Submitting coursework ...................................................................................................... 8
Assessment criteria ......................................................................................................... 8
Formative assessment ..................................................................................................... 8
Summative assessment.................................................................................................... 8
Submission date for course work: ................................................................................... 9
Results and re-submissions for course work .................................................................... 9
Re- submission date:....................................................................................................... 9
Resubmitted work available for download:..................................................................... 9
Session 1- Learning outcomes & indicative reading ....................................................... 10
Session 2 – Learning outcomes & indicative reading ...................................................... 10
Session 3 – Learning outcomes & indicative reading ...................................................... 11
Session 4 – Learning outcomes & indicative reading ...................................................... 11
Session 5 – Learning outcomes & indicative reading ...................................................... 12
Session 6 – Learning outcomes & indicative reading ...................................................... 12
Session 7 – Learning outcomes & indicative reading ...................................................... 13
Session 8 – Learning outcomes & indicative reading ...................................................... 13
Session 9 – Learning outcomes & indicative reading ...................................................... 13
Module evaluation.............................................................................................................. 15
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Module overview
The module can also be taken as a freestanding module.
Module aim
The aim of this module is to critically analyse and evaluate the practice of nursing infants, children and
young people with cardiac related health needs. You will have the opportunity to develop specialist skills;
critique your developing role; examine contextual issues; review current research in depth, enabling
evaluation and synthesis of your practice and develop knowledge to assist in the assessment and care of
children with congenital heart disease and their families.
Students will have the opportunity to:
 Take control for their own learning and professional development based upon individual learning needs.
 Develop and evaluate specialist skills.
 Critique their developing role.
 Examine contextual issues.
 Review current research in-depth enabling evaluation and synthesis in practice.
Students will be required to undertake pre-session preparation and work for the taught sessions of this
module to enable them to revise and develop their knowledge, to assist with achieving the learning outcomes
for this module.
Practitioners who successfully complete the module will be awarded 15 credits at Level 6.
Learning outcomes
 Examine the knowledge base and specialist skills required to effectively meet the changing needs of the
infant/child/young person with a cardiac related health problem and their family.
 Using contemporary knowledge, evidence and research, explore and evaluate the individual needs of
this client group and their family.
 Reflect upon and critically evaluate the impact of personal philosophies and beliefs in relation to
paediatric cardiac nursing.
 Critically evaluate the role of the nurse and inter-professional disciplines in providing a cost effective
high quality service.
 Critically examine the cultural, psychological and ethical impact of current medical and nursing
practices and technologies within the speciality of paediatric cardiac nursing.
 On completion of this module practitioners would be able to provide evidence based care, with an in
depth understanding of assessments and interventions for children with cardiac diseases
Teaching arrangements
 Lectures & discussions
 Directed reading
 Seminars
 Critical review and critique of research literature
 Critical incident analysis
 Case studies and discussion
 Reflection
 Personal and group tutorials
 Practice placements
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It is strongly recommended that practitioners have access to a current anatomy and physiology text and
critical care nursing text throughout the module.
Support in Practice
You will have the opportunity to negotiate individual learning needs for practice throughout the module by
means of the competency document.
Support will be provided by your mentors who undertake assessment of your competence. Support can also
be provided by the module leader if required.
Clinical Placements
Clinical placements run from Monday 27 April 2016 until Sunday 2 August 2016. Practitioners should be
working in a clinical area that regularly sees children / infants with cardiac-related health needs. Where
possible you will be encouraged to rotate to other relevant areas to broaden your learning experience
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Timetable
Children & Young Peoples' Cardiac Care Timetable
Teaching
mode
University
based Study
University
based Study
University
based Study
University
based Study
Date
Title
Time
Room
Lecturer
09:00 - 10:00
10:00 - 13:00
13:00 - 14:00
14:00 - 16:00
16:00 - 17:00
G72 FWB
Matt Norridge
10/05/2016
Tuesday
Introduction
Cardiac Anatomy & Physiology
Lunch
Cardiac Electrophysiology & Arrhythmias
Surgical Interventions
G72 FWB
Matt Norridge
Prof David Anderson
10:00 - 12:00
12:00 - 13:00
13:00 - 14:00
14:00 - 15:00
15:00 - 16:30
16:30 - 17:00
G72 FWB
Matt Norridge
24/05/2016
Tuesday
Overview of CHD
Assessment and Management of CHD
Lunch
Assessment and Management of CHD
Post-Operative Care
Assignment Tutorial
G72 FWB
Matt Norridge
10:00 - 11:00
11:00 - 12:00
12:00 - 13:00
13:00 - 14:00
14:00 - 16:00
16:00 - 17:00
G72 FWB
Hannah Bellsham-Revell
Matt Norridge
07/06/2016
Tuesday
ECHO
Acquired Heart Disease
Management of End Stage Heart Failure
Lunch
Management of End Stage Heart Failure
Formative: Journal Club
G72 FWB
Matt Norridge
Recap
A life with Heart Disease pt I: Fetal
A life with Heart Disease pt II
Lunch
A life with Heart Disease pt III: ACHD
Simulation
Evaluation
09:00 - 10:00
10:00 - 11:00
11:00 - 12:30
12:30 - 13:30
13:30 - 15:00
15:00 - 16:30
16:30 - 17:00
05/07/2016
Tuesday
Key
FWB – Franklin-Wilkins Building; Waterloo Campus
CSC – Clinical Skills Centre, Guy’s Campus
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G10a/G10 CSC
G10a/G10 CSC
Matt Norridge
Judy Tenenbaum
Matt Norridge
Linda Shaughnessy
Matt Norridge
Matt Norridge
Submitting coursework
For this module you are assessed by Matthew Norridge.
Assessment criteria
There is one theoretical assignment for this module and an assessment of practice. Both elements of the
strategy must be passed in order to successfully complete the module.
Formative assessment
Students will undertake a journal club looking at literature related to the nursing care of cardiac patients.
This will be a group activity allocated in the first week of the course.
Summative assessment
A Portfolio demonstrating your practice and theoretical achievements. Up to 2,500 words.
Details of this assignment are contained within the Portfolio document, found on the e-learning site.
The work should:
 Demonstrate theory–practice link,
 Strongly relate to the selected patient,
 Follow a structured essay format i.e. must include an introduction, a focused discussion with logical
lines of argument and a conclusion
 Confidentiality must be maintained, specific care areas, trusts, clients or staff must not be named in
the main body of the assignment or in appendices.
Please note any breach of confidentiality may result in a fail grade for the assignment.
The work should be supported throughout with up to date, relevant literature, which justifies and supports
your discussion. Throughout the essay literature sources must be cited correctly and the Harvard system of
referencing used accurately.
The assignment should be legible and grammatically correct, with accurate spelling.
Charts, tables and other raw data may be placed in the appendix, but must be referred to in the main text.
The appendix must not exceed the size of the main essay and must be referenced correctly. There must be
no features that could identify a trust or a ward on any appendix material.
Please note that any issue regarded as unsafe practice will constitute an automatic fail.
Course work submission/exam instructions are provided on the KEATS module page
It is essential that you use your candidate number on all assignments/examinations. Your candidate number,
which will begin with V for the academic year 2015/16, will be available on the Intranet in the student
record section approximately one month after you enrol.
Late submissions will be accepted for 24 hours following the submission date. All work submitted late will
be marked as normal but will be capped at the pass mark for the module. If your assignment is hard copy
please ensure you date stamp it and submit it to the submission room G15 JCMB. If your assignment is
submitted electronically through TurnItIn, information about how to submit late will be provided on
KEATS module sites under assessment information.
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Course work submission are provided on the KEATS module page.It is essential that you use your
candidate number on all assignments/examinations. Your candidate number, which will begin with W for
the academic year 2015/16, will be available via Student Records on the King’s Intranet approximately one
month after you enrol.
If you are unable to submit your work by the deadline please refer to the information in your programme
handbook on “mitigating circumstances”.
Submission date for course work:
Essay: Tuesday 19 July 2016
PAD: Tuesday 2 August 2016
Late submissions will be accepted for 24 hours following the submission date. All work submitted late will
be marked as normal but will be capped at the pass mark for the module. If your assignment is hard copy
please ensure you date stamp it and submit it to the submission room G15 JCMB. If your assignment is
submitted electronically through TurnItIn, information about how to submit late will be provided on
KEATS module sites under assessment information.
The external examiner for this module is Sian Bill. Students are not to make direct contact with external
examiners, in particular regarding their individual performance in assessments
Results and re-submissions for course work
Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission.
According to the method of submission as detailed on your KEATS site, if your work was submitted online
you will be able to download marked coursework from KEATS; alternatively, if you completed a hard-copy
submission you can collect your coursework and feedback from the Student Services Centre.
To collect a hard copy assignment, you must provide your candidate number. Alternatively, you may send a
stamped addressed envelope to the Student Services Centre ensuring that this is large enough to
accommodate your assignments and that you have applied sufficient postage. Hard copy assignments will be
retained for four weeks; if you have not collected your assignment by then, it will be destroyed.
Feedback will include the award of a numerical grade which remains provisional until ratified by the
examination boards. The dates for the examination boards are available on KEATS. Ratified marks can be
viewed via Student Records on the King’s Intranet, the Monday following the relevant examination board.
The marking criteria by which your work is judged are provided in full in your programme handbook.
Please also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a
query about how to refer to a specific piece of work please ask your module leader, your group leader or a
member of library staff for guidance.
The feedback you receive on your assignment will guide you towards how to do better next time or how to
maintain your existing high standard!
If you do not understand your mark or the feedback you receive please contact Matthew Norridge
If you are unsuccessful, it is recommended that you contact the module leader before submitting your
second attempt. This will enable the module leader to provide you with an appropriate level of support as
you prepare to re-submit your work.
Resubmitted work available for download:
Re- submission date:
Tuesday 15 November 2016
Tuesday 18 October 2016
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Session 1- Learning outcomes & indicative reading
Session: Cardiac Development, Anatomy and Physiology
*Pre-session work required*
By the end of the day students will be able to:




Discuss cardiac embryology and factors affecting normal development.
Analyse factors affecting cardiac output.
Understand normal cardiac electrophysiology
Critically analyse common paediatric arrhythmias
Indicative Reading:
Costello JM, Almodovar MC. (2007) Emergency Care for Infants and Children with Acute Cardiac
Disease. Clinical Pediatric Emergency Medicine 8(3) 145-155.
Meberg A, Brügmann-Pieper S, DueJr R, et al. (2008) First Day of Life Pulse Oximetry Screening to
Detect Congenital Heart Defects. The Journal of Pediatrics, 152(6) 761-765.
Park MK. (2010) The Pediatric Cardiology Handbook. 4th ed St. Louis: Mosby.
Park MK & Guntheroth WG. (2006) How to read pediatric ECGs. 4th ed. St. Louis: Mosby.
Yeung, F. (2007) Heart Embryology. Available at:
http://pie.med.utoronto.ca/htbg/HTBG_content/HTBG_heartEmbryologyApp.html (accessed 12 March
2015).
Additional e-learning resource regarding ECGs can be found on the KEATS Site
Session 2 – Learning outcomes & indicative reading
Session: Overview of Congenital Heart Defects
By the end of the day students will be able to:



Critically examine different congenital heart defects.
Critically analyse issues relating to antenatal screening for CHD
Critically analyse the assessment & management of a neonate with CHD.
Indicative Reading:
Bakiler AR, Ozer EA, Kanik A et al. (2007) Accuracy of prenatal diagnosis of congenital heart disease with
fetal echocardiography. Fetal Diagnosis & Therapy, 22(4) 241-244.
Jones K, Willis M, Uzark K. (2006) The Blues of Congenital Heart Disease. Newborn and Infant Nursing
Reviews, 6(3) 117-127.
Park M. K. (2010) The Paediatric Cardiology Handbook (4th Ed). Philadelphia: Mosby
Wren C, Reinhardt Z, Khawaja K. (2008) Twenty-year trends in diagnosis of life-threatening neonatal
cardiovascular malformations. Archives of Disease in Childhood Fetal & Neonatal Edition, 93(1) F33-35.
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Session 3 – Learning outcomes & indicative reading
Session: Surgical Interventions for Children with Congenital Heart Disease
By the end of the day students will be able to:




Critically analyse the management of cyanosis.
Explore the surgical interventions for CHD.
Critically analyse the risk and benefits of interventions
Critically discuss the post operative considerations from a nursing perspective
Indicative Reading:
Ahmad U, Fatimi SH, Naqvi I, et.al. (2008) Modified Blalock-Taussig Shunt: Immediate and Short-Term
Follow-Up Results in Neonates. Heart, Lung and Circulation, 17(1) 54-58.
Ascenzi JA & Kane PL. (2007) Update on Complications of Pediatric Cardiac Surgery. Critical Care
Nursing Clinics of North America, 19(4) 361-369.
Bronicki, R.A., Chang, A.C., (2011). Management of the postoperative pediatric cardiac surgical patient.
Critical Care Medicine 39: 1974–1984.
Session 4 – Learning outcomes & indicative reading
Session: Interventional aspects in the Care of the Child in Cardiac Failure
By the end of the day students will be able to:





Critically evaluate the use of ECHO in the assessment of the Child with Heart Disease
Understand the method of recording and the interpretation of ECHO findings
Explore the use on interventional catheterisation in the management of a child with heart disease
Critically discuss the care of a child requiring pacing.
Examine the pharmacological and mechanical support of the heart.
Indicative Reading:
Lee PC, Hwang B. Chen SA. Tai CG. Chen YJ. Chiang CE. Meng CC. (2007) The results of
radiofrequency catheter ablation of supraventricular tachycardia in children. Pacing & Clinical
Electrophysiology, 30(5) 655-661.
Paise F, Playfor SD (2008) Which Inotrope? Paediatrics and Child Health 19 (3): 142-144
Parissis JT, Farmakis D, Nieminen M. (2007) Classical inotropes and new cardiac enhancers. Heart Failure
Reviews, 12(2) 149-156.
Petersen JW & Felker GM. (2008) Inotropes in the management of acute heart failure. Critical Care
Medicine, 36(1) S106-S111.
Zeigler VL. (2005) Pediatric cardiac arrhythmias resulting in hemodynamic compromise. Critical Care
Nursing Clinics of North America, 17(1) 77- 95.
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Session 5 – Learning outcomes & indicative reading
Session: Acquired Heart Disease and Cardiac Failure
By the end of the day students will be able to:


Critically Analyse the pathophysiology of cardiac failure
Critically evaluate the cardiovascular assessment tools
Indicative Reading:
Barker J, Williams C, Tulloh R. (2009) Understanding and treatment of heart failure. Paediatrics and Child
Health, 19(1) 1-8.
Maron BJ, Towbin JA, Thiene G. (2006) Contemporary definitions and classification of the
cardiomyopathies: an American Heart Association Scientific Statement from the Council on Clinical
Cardiology, Heart Failure and Transplantation Committee; Quality of Care and Outcomes Research
and Functional Genomics and Translational Biology Interdisciplinary Working Groups; and Council on
Epidemiology and Prevention. Circulation 113: 1807–1816
Roberts P, Burch M. (2008) Cardiomyopathy in Childhood. Paediatrics and Child Health, 19(1) 15-24.
Simmonds J, Franklin O, Burch M. (2006) Understanding the pathophysiology of paediatric heart failure
and its treatment. Current Paediatrics, 16 398-405
Session 6 – Learning outcomes & indicative reading
Session: Management of End Stage Heart Failure
By the end of the day students will be able to:


Critically analyse mechanical support methods in the treatment and maintenance of the failing heart
Critically evaluate the role transplantation in Heart Disease
Indicative Reading:
Alkhaldi A, Chin C, Bernstein D. (2006) Pediatric Cardiac Transplantation. Seminars in Pediatric Surgery.
15(3): 188-198
Baldwin JT, Duncan BW. (2006) Ventricular assist devices for children. Progress in Pediatric Cardiology,
21(2) 173-184.
Carberry KE. (2007) Mechanical circulatory support for the pediatric patient. Critical Care Nursing
Quarterly, 30(2) 121-142.
http://www.elso.med.umich.edu/
Gaffney AM, Wildhirt SM, Griffin MJ, Annich GM & Radomski MW (2010) Extracorporeal life support.
Jaquiss RD & Bronicki RA (2013): An overview of mechanical circulatory support in children. Pediatr Crit
Care Med 14.
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Session 7 – Learning outcomes & indicative reading
e-learning Session: Pain Assessment & Management in the care of children
By the end of the day students will be able to:



Critically evaluate the use of pain assessment tools and their practicality
Critically analyse the use of analgesia
Demonstrate awareness of non-pharmacological interventions and potential benefits
Indicative Reading:
RCN. (2009) The Recognition and assessment of acute pain in children [online] UK. Available at:
http://www.rcn.org.uk/__data/assets/pdf_file/0004/269185/003542.pdf
(accessed 2nd November 2009)
Cury, M.R.J., Martinez, F.E., Carlotti, A.P.C.P. (2013) Pain assessment in neonates and infants in the postoperative period following cardiac surgery. Postgrad Med J 89: 63–67
Wood S. (2008) Anatomy and physiology of pain [online]. Available at:
http://www.nursingtimes.net/1860931.article (accessed 1st April 2016)
Session 8 – Learning outcomes & indicative reading
e-learning: Policy & Cardiac Care
 By the end of this session & completion of pre-session work / reading you should be able to:
 critically analyse the historical factors that impact present-day PICU provision
 Understand the policies related to the provision of PICU in the UK
Indicative Recourses:
http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Publicationsandstatistics/Publications/P
ublicationsPolicyAndGuidance/DH_4005620
https://nicor4.nicor.org.uk/CHD/an_paeds.nsf/vwContent/home
https://nicor4.nicor.org.uk/CHD/an_paeds.nsf/9791867eff401e0d8025716f004bb8f2/5983f27e0b3ff3b08
0257d5d005cec4a/$FILE/NCHDA%20Aggregate%20report%202012_15%20v1.1.pdf
https://www.england.nhs.uk/ourwork/qual-clin-lead/chd/
Session 9 – Learning outcomes & indicative reading
Session: Living with Congenital Heart Disease: From Birth to Adulthood
By the end of the day students will be able to:



Critically analyse the psychosocial considerations of the child and their family
Examine the role of support networks
Examine the care of patients with CHD and their families from diagnosis to adulthood
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Indicative Reading:
Fitzgerald DA and Sherwood M. (2007) Long-term cardio-respiratory consequences of heart disease in
childhood. Paediatric Respiratory Reviews, 8(4) 313-322.
Gurvitz M, Valente AM, Broberg C, Cook S, Stout K, Kay J, Ting J, Kuehl K, Earing M, Webb G, Houser
L, Opotowsky A, Harmon A, Graham D, Khairy P, Gianola A, Verstappen A & Landzberg M (2013):
Prevalence and Predictors of Gaps in Care Among Adult Congenital Heart Disease PatientsHEARTACHD (The Health, Education, and Access Research Trial). Journal of the American College of Cardiology
61, 2180-2184.
Small L, Mazurek Melnyk BM, & Sidora-Arcoleo K. (2009) The Effects of Gender on the Coping
Outcomes of Young Children Following an Unanticipated Critical Care Hospitalization. Journal for
Specialists in Paediatric Nursing, 14(2) 112-122.
Solberg O, Grønning Dale MT, Holmstrøm H, Eskedal LT, Landolt MA, &Vollrath ME. (2011) Emotional
reactivity in infants with congenital heart defects and maternal symptoms of postnatal depression. Archives of
Women's Mental Health, 14.
Spence MS, Balaratnam MS, Gatzoulis MA. (2007) Clinical update: Cyanotic adult congenital heart
disease. The Lancet, 370(9598) 1530-1532.
Uzark K, Jones K,Slusher J, Lmbers CA, Burwinkle TM, & Varni JM. (2008) Quality of Life in Children
with Heart Disease as Perceived by Children and Parents. Pediatrics, 121(5) 1060-1067.
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Module evaluation
At the end of the module you are requested to complete the short online evaluation which will be available
on your module KEATS site. Student evaluations are very important to us and are required by Health
Education England and the regional London Local Education and Training Boards.
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