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Course syllabus - Child Centered Care

Scope

7.5 credits

Course code

VAE213

Valid from

Autumn semester 2018

Education level

Second cycle

Progressive Specialisation

A1N (Second cycle, has only first-cycle course/s as entry requirements).

Main area(s)

Caring Science with Specialization in Nursing

School

School of Health, Care and Social Welfare

Ratified

2018-02-20

Literature lists

Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.

    • Ratified date: 2020-09-01
    • Latest update: 2020-09-01

    Articles

    Coyne I, Holmström I, Söderbäck M

    Centeredness in Healthcare: A Concept Synthesis of Family-centered Care, Person-centered Care and Child-centered Care.

    J Pediatr Nurs. 2018, Sep-Oct;,

    URL: Link

    Coyne I, Hallström I, Söderbäck M

    Reframing the focus from a family-centred care approach for children’s health care

    Journal of Child Health Care, 2016

    URL: Link

    Ford K, Dickinson A, Water T; Campbell S, Bray L, Carter B

    Child Centred Care: Challenging Assumptions and Repositioning Children and Young People

    Journal of Pediatric Nursing. 2018, e39–e43,

    URL: Link

    Foster M, Shields L

    Bridging the Child and Family Centered Care Gap: Therapeutic Conversations with Children and Families

    Comprehensive child and adolescent nursing. 2020, vol. 43, no. 2, 151–158,

    URL: Link

    Gullbrå F, Smith-Sivertsen T; Rortveit G, Anderssen N, Hafting M

    To give the invisible child priority: Children as next of kin in general practice. A qualitative study among general practitioners

    Scandinavian Journal of Primary Health Care. 2014, 32 (1):17-23,

    URL: Link

    Hughes JC, Bamford C, May C

    Types of centredness in health care: themes and concepts

    Med Health Care and Philos. 2008, 11:455–463,

    URL: Link

    Håkansson JH, Holmström IK, Kumlin T, Kaminsky E; Skoglund K, Höglander J, Sundler AJ, Condén E; Summer Meranius M

    Same or different? A review of reviews of person-centered and patient-centered care Patient Education and Counseling

    2019, Volume 102, Issue 1, January, Pages 3-11,

    URL: Link

    Larsson M, Eriksson I, Johansson K; Stigsson A-K, Svahn R, Wetterström J; Wilhelmsson M

    Individual parental conversations with non-birthing parents

    Primary Health Care Research & Development. 2020, 21(e25):1-8,

    URL: Link

    Laurent A, Leclerc P, Nguyen S, Capellier G

    The effect visiting relatives in the adult ICU has on children.

    Intensive Care Med. 2019, 45, 1490–1492,

    URL: Link

    Leemann T, Bergstraesser E, Cignacco E; Zimmerman K

    Differing needs of mothers and fathers during their child’s end-of-life care: secondary analysis of the “Paediatric end-of-life care needs” (PELICAN) study

    BMC Palliat Care. 2020, 19,118,

    URL: Link

    Marmot M

    Social determinants of health inequalities

    Lancet. 2005, 365: 1099–10,

    URL: Link

    Parikh R, Michelson D, Sapru M; Sahu R. Singh A, Cuijpers P, Patel V

    Priorities and preferences for school-based mental health services in India: a multi-stakeholder study with adolescents, parents, school staff, and mental health providers

    Global Mental Health. 2019, Volume 6, e18,

    URL: Link

    Raymond CW, Perry MD, Kayekjian KC; Braun RA, Cantu M, Sheoran B, Chung PJ.

    Adolescents' Perspectives on the Use of a Text Messaging Service for Preventive Sexual Health Promotion

    Journal of Adolescent Health. 2012, Volume 51, Issue 3, September, Pages 220-225,

    URL: Link

    Rested L, Benzein E, Persson C

    Families Living with Chronic Illness: Beliefs About Illness, Family, and Health Care

    Journal of Family Nursing. 2015, May 21: 206-231,

    URL: Link

    Ridgway L, Hackworth N, Nicholson JM, McKenna L

    Working with families: A systematic scoping review of family-centred care in universal, community-based maternal, child, and family health services

    Journal of Child Health Care. 2020, Vol. 0(0) 1–22,

    URL: Link

    Söderbäck M, Coyne I, Harder M

    The importance of including both a Child perspective and the Child's perspective within Health Care settings to provide truly Child centred care

    Journal of Child Health Care. 2011, 15(2): 99-106,

    URL: Link

    Wahlström E, Harder M, Granlund M; Holmström IK, Larm P, Golsäter M

    School nurses' self‐assessed cultural competence when encountering children of foreign origin: A cross‐sectional study

    Nursing & health sciences Nurs Health Sci. 2020, 22:226–234,

    URL: Link

    Web Addresses

    Convention on the Rights of the Child

    URL: Link

    Powerful films from 5 young people: What health inequality looks like in the US

    URL: Link

Objectives

The objective of the course is for students to acquire in-depth knowledge of the development, conditions of life, rights and health of children and young people. Another objective is for students to develop their competence and skills, as well as their judgement and approach, to promote an ethical and professional approach in care contexts with children and young people, and their families.
 

Learning outcomes

On completion of the course the student shall be able to:

1 Problematise similarities and differences between person-centred care and child-centred care, based on scientific points of departure
2 Identify, problematise and evaluate the conditions of life of children and young people from an ecological perspective, with particular regard to socioeconomic affiliation and discriminatory grounds
3 Identify, assess and evaluate the health, need of care and recovery of children and young people, based on scientific, societal and ethical aspects
4 Identify and problematise children’s and young people’s rights in care contexts in relation to development skills, family perspectives and autonomy
5 Problematise and evaluate family perspectives in child-centred care
6 Account for and evaluate knowledge of complex questions and care contexts with children and young people
7 Identify and problematise the need of further professional and organisational knowledge for the development, planning and management of child-centred care.

Course content

Child-centred care, child perspectives and the child’s perspectives
Children and young people in their context
The rights of children and young people
Children and young people as relatives
Ethical considerations of child-centred care
Family perspectives in care contexts with children and young people
Physical, mental and sexual health
Conditions of life
Norm awareness
Person-centred care
Support for the family
End of life care

Specific requirements

A Bachelor´s degree in Caring Sciences with specialisation in Nursing or the equivalent. In addition Swedish B/Swedish 3 and English B/English 6 are required. For courses given entirely in English exemption is made from the requirement for Swedish B/Swedish 3.

Examination

SEM1, Seminar, 2 credits, concerning learning outcomes 1, 4. Marks Fail (U) or Pass (G).
INL1, Written assignment. Individual written assignment, 5.5 credits, concerning learning objectives 2-3, 5-7. Marks Fail (U), Pass (G) or Pass with Distinction (VG).
 
For a Pass with Distinction (VG) on the course as a whole, a VG on INL1 and a G on SEM1 are required.
 

A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.

Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.

Grade

Pass with distinction, Pass, Fail

Interim Regulations and Other Regulations

Replaces part of VAE135