BNurs Children's Nursing

This is an optional Year 2 'Discovery Unit' aimed at enhancing students' knowledge and skills in the delivery of person-centred care for people who are living with dementia and their carers/supporters. The unit is equally valuable for nursing students from adult and mental health fields. The themes of empowering people who are living with dementia and practicing in a creative, person-centred way will feature throughout the unit. 

This unit will enable students to: 

• Further develop knowledge and skills that underpin 
  evidence-based, person-centred practice with people who are living with dementia and their carers/supporters 
• Critically reflect on the values that underpin empowering and inclusive practice with people who are living with dementia and their carers/supporters 
• Develop innovative and creative approaches to care practice with people who are living with dementia and their carers/supporters 
   

Each learning outcome is linked to the NMC (2018) Standards of proficiency for registered nurses. These outcomes are also met within the core part of the programme. 

• Critically evaluate, from a person-centred perspective, the bio-psycho-social factors that 
  can influence well-being and lived experience of people with dementia. 
• Understand how a creative, person-centred perspective can inform the assessment and care of people living with dementia 
• Consider the application of a range of arts-based approaches that may promote well-being 
• Consider best-practice in communication including some of the ethical challenges in communicating with people with different perceptions of reality
•  Understand the significance of family, carers and social networks in planning and providing care and the importance of partnership working 
   

• Critically apply a range of evidence including first person accounts of living with dementia, person-centred theory and research to inform an understanding of the lived experiences of a person(s) with dementia 
• Critically apply a range of evidence including lived experiences, person-centred theory and research to inform the holistic assessment of needs and care planning 

• Engage in partnership working via discussion, debate and shared learning 

• Communicate effectively and sensitively (verbal, non-verbal, written) 
• Develop and utilise IT skills 
• Demonstrate research and enquiry skills by accessing literature in order to inform practice 
• Reflect on - and utilise strategies to develop - practice 

Students will have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all undergraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced. 

Student feedback is obtained through open discussion forums on VLE, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit. 
 

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