Recommended Study Sequence

Child and family health nursing is a diverse speciality area with child and family health nurses required to work autonomously across a variety of clinical settings. This unit will focus on the scope and standards of practice of child and family health nursing exploring; historical beginnings and current models of care, appropriate legal and ethical issues and government policies and initiatives that influence practice. Informed by the principles of Primary Health Care, the student will gain skills in supporting families and children within the context of a strengths based partnership model. Health promotion, public health, health surveillance and cultural competence are introduced in this unit. The various strategies for the appropriate support of child and family health nurses will be addressed. In this unit emphasis is also placed on critical thinking and the developmetn of scholarly writing.

This unit provides the student with knowledge of the theories of child development and the foundational knowledge and skills to be applied in the screening, surveillance and promotion of health and well-being of young children and families. This includes current immunisation schedules and use of evidence-based developmental screening tools. Content will focus on the normal physical, social and emotional growth and development of young children (0-5 years). The importance of the early years in brain development including infant-parent attachment will be linked to an exploration of child behaviour, sleep and settling, play and safety, issues. The child and family health nurses’ role in supporting families experiencing infant sleep and settling difficulties and behaviour problems will be addressed. The application of knowledge gained in this unit will be applied through a 40 hr clinical placement negotiated by the student in a primary level child and family health facility

This unit builds upon the unit Child and Family Health Nursing Practice: Supporting Child Growth and Development and focuses on infant feeding including breast feeding as a significant social and cultural process not just an issue of physiology and nutrition. The theoretical component of this unit will focus on the age-appropriate nutrition of infants and young children linked to developmental stages and the role the child and family health nurse in supporting families manage associated issues. All areas of early nutrition will be covered including breastfeeding, use of breast-milk substitutes, introduction of solids and toddler nutrition. The knowlerdge gained in this unit will be consolidated through an 80 hour clinical placement negotiated by the student in a primary, secondary or tertiary child and family health facility.

This unit explores the diversity and complexity of families and communities by examining differing cultural and social values, beliefs and practices relating to family structure, functioning and parenting practices. Students will be encouraged to reflect on their own cultural values and beliefs and how these influence practice when working with children and families. The unit will provide an introduction to community needs, assessment and principles of community development. Focusing on contemporary issues, content includes transition to parenthood, father inclusive practice, parenting children with disabilities, the changing role of gradnparents and carers in Australian society and how neighbourhood and communities influence outcomes for children. This unit will provide students with foundational knowledge in identifying and supporting families with vulnerabilities and fostering resilience. Child protection issues will be addressed.

Health services across Australia have demonstrated commitment to the roll-out of Family Parternship Training to all health professionals who support families with young children. This unit will provide an overview of the Family Partnership Model through completion of the core Family Partnership Training (30 hours face to face interactive, experiential learning). Students will examine the theoretical framework underlying the model which emphasises the need for highly skilled professional communication to develop supportive and effective relationships with families. Facilitating groups for parents is a key skill of the child and family health nurse. In this unit participants will also study how adults learn and key skills in group process and facilitation. Working in partnership extends to other professionals and agencies. Knowledge and skill enabling professional collaboration will be gained in this unit.

Drawing on a socio-ecological model of child health and development, students will gain knowledge of the risk factors that influences outcomes for infants, children and families. Students will explore issues related to parental mental health including antenatal and postnatal depression and anxiety, substance misuse, domestic violence and the impact of isolation and lack of support. In this unit, students will gain skills in psychosocial screening for risk factors, vulnerabilities and protective factors and identifying related developmental issues in children. Topics studied will increase child and family health nurses' knowledge of targeted and specialist intervention for children and families. The unit will also address effective early intervention strategies and programs delivered in the home or in community settings to promote family emotional well being, positive parent child relationships and social support. The unit has a 40 hour clinical placement that is negotiated by the student in a secondary or tertiary level child and family health service.

This unit is designed to develop students’ knowledge of the principles and processes necessary for evidence-based clinical practice. General concepts associated with evidence-based nursing are explored. In addition students are assisted to formulate focussed clinical questions and conduct a comprehensive literature search for research evidence that may assist in answering such questions. Issues and techniques involved in the rigorous appraisal of research reports are addressed. The importance of clinical significance and individual patient preferences when making clinical judgments about the implementation of research findings are also explored.