Class Notes for Principles of Pediatric Nursing Caring for Children, 6th Edition

Name: Class Notes for Principles of Pediatric Nursing Caring for Children, 6th Edition
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Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
CHAPTER 1: NURSE’S ROLE IN CARE OF THE CHILD:
HOSPITAL, COMMUNITY, AND HOME
Learning Outcome 1
Describe the continuum of pediatric health care.
Concepts for Lecture
1. The continuum of care includes a variety of settings and complexities of care for
children and their families.
Suggestions for Classroom Activities
 Have students describe locations where nurses might encounter children and their
families.
Suggestions for Clinical Activities
 Have students identify the level of care provided by nurses in various clinical
settings where nurses encounter children and families.
Learning Outcome 2
Compare the roles of nurses in child health care.
Concepts for Lecture
1. Pediatric nurses have many roles beyond direct patient care.
2. Pediatric nurses apply special knowledge and skills to care for children.
3. Pediatric nurses use the nursing process to identify and solve problems and to
plan patient care.
Suggestions for Classroom Activities
 Ask students to describe an example of a nurse's acting as a patient advocate for
a pediatric patient.
 Have students do a literature search to find examples of pediatric nursing
research of a nursing procedure. Discuss how the study could contribute to
evidence-based practice.
Suggestions for Clinical Activities
 Have students interview a nurse in a pediatric setting about patient education,

Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
patient advocacy, case management, and research experiences. How does the
nurse use evidence-based practice to inform patient education and advocacy?
Learning Outcome 3
Analyze the current societal influences on pediatric health care and nursing practice.
Concepts for Lecture
1. Current pediatric nursing is culturally sensitive.
2. Current pediatric nursing is family-centered.
Suggestions for Classroom Activities
 Ask students to describe an example of a nurse's acting as a patient advocate for
a pediatric patient.
 Have students do a literature search to find examples of pediatric nursing
research of a nursing procedure. Discuss how the study could contribute to
evidence-based practice.
Suggestions for Clinical Activities
Have students interview a nurse in a pediatric setting about patient education, patient
advocacy, case management, and research experiences.
Learning Outcome 4
Report the most common causes of child mortality by age group and reasons for
hospitalization.
Concepts for Lecture
1. Unintentional injury is the leading cause of death throughout childhood.
2. Intentional injury is a major cause of death of children in the United States.
3. Access and financing of health care for children is not consistent across the
United States.
4. Research and technology allow many children with congenital anomalies and low
birth weights to survive.

Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
Suggestions for Classroom Activities
 Discuss the role of nurses in preventing the leading causes of death in infants,
children, and pre-teenagers.
Suggestions for Clinical Activities
 Discuss how access and financing of health care affect the clinical setting.
 Discuss how technology in the clinical setting changes the lives of children and
their families.
Learning Outcome 5
Contrast the policies for obtaining informed consent of minors to policies for adults.
Concepts for Lecture
1. The parent or legal guardian must give informed consent prior to treatment or
research participation.
2. In some cases, a parent might not have legal authority to give consent.
3. Adolescents can legally give informed consent in certain circumstances.
4. Children may be involved in decision making, but the parents make final
decisions regarding treatment or research participation.
Suggestions for Classroom Activities
 Conduct a role-playing scenario. Have one student be a nurse and another be a
parent of a child who is reluctant to agree to surgery for her child.
Suggestions for Clinical Activities
 Have students find an informed consent form from a patient’s chart. Discuss what
was included or is missing from the form.
Learning Outcome 6
Examine three unique pediatric legal and ethical issues in pediatric nursing practice.
Concepts for Lecture
1. State laws vary regarding what information about an adolescent’s health care may
be withheld from the parent.

Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
2. Pediatric nurses might face ethical dilemmas when providing care to children and
their families.
3. Pediatric nurses should be aware of the ethical issues and legal responsibilities
surrounding the withholding or withdrawing of medical treatment, genetic testing,
and organ transplantation for children.
Suggestions for Classroom Activities
 Conduct a role-playing scenario. The students are nurses on a pediatric hospital
unit. A pregnant 15-year-old has been diagnosed with cancer, and must receive
chemotherapy that will put her fetus at risk. Ask students to identify the ethical
dilemmas in this situation and to discuss how nurses should respond.
Suggestions for Clinical Activities
 Have students investigate the policies for addressing ethical dilemmas involving
children at the clinical site.
GENERAL CHAPTER CONSIDERATIONS
1. Have students study and learn key terms listed at the beginning of the chapter.
2. Have students complete end-of-chapter Clinical Reasoning in Action questions and
check their answers against the suggested responses provided at
www.pearsonhighered.com/nursingresources.
3. Use the Classroom Response Questions provided in PowerPoint to assess
students prior to lecture.

Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
CHAPTER 2: FAMILY-CENTERED CARE AND CULTURAL
CONSIDERATIONS
Learning Outcome 1
Describe key concepts of family-centered care.
Concepts for Lecture
1. Family-centered care is a philosophy of health care in which a mutually beneficial
partnership develops between families and the nurse, and also other health
professionals.
2. Collaborating with families helps promote the best outcomes for children.
Suggestions for Classroom Activities
 Ask students for examples of the differences between family-centered and family-
focused care for a specific situation. For example, differentiate the types of care
when a child is reluctant to take his medicine.
Suggestions for Clinical Activities
 Have students describe how they see family-centered care provided in their
clinical setting.
 Have students interview a nurse at a clinical setting for examples of how family-
centered care is implemented.
Learning Outcome 2
Identify characteristics of different types of families.
Concepts for Lecture
1. A family can be a self-identified group of two or more persons joined together by
shared resources and emotional closeness, regardless of whether they are related
or living in the same household.
2. Pediatric nurses work with children from many different types of families.
3.

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Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
 Have students divide into pairs and diagram the structure of their partner’s family
and then discuss the differences.
Suggestions for Clinical Activities
 Have students identify the types of families seen at the clinical setting. Discuss
how they identified the types.
Learning Outcome 3
Contrast four different parenting styles and analyze their impact on child personality
development.
Concepts for Lecture
1. The manner in which children are parented influences their developmental
outcomes.
2. Families generally exhibit one general style of parenting (authoritarian,
authoritative, permissive, or indifferent), but might vary their style for certain
situations.
Suggestions for Classroom Activities
 Ask students to label their own parents’ parenting styles. Discuss what evidence
they have for the label they assigned.
 Discuss which parenting style is likely to have the best influence on child
personality development. How can nurses encourage parents to use this style of
parenting?
 Have students role-play each style of parenting in different parenting situations
(e.g., a teenager misses curfew; a 10-year-old wants to bike five miles to the
mall by himself).
Suggestions for Clinical Activities
 Have students conduct a literature review of parenting styles and nursing
practice. What does research indicate about how knowledge of parenting styles
can affect nursing care?
Learning Outcome 4
Explain the effects of major family changes on children.

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Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
Concepts for Lecture
1. Changes in family dynamics or functioning (e.g., parental divorce, the addition of
a stepparent, foster care placement, or adoption) can impact children in a variety
of ways.
2. Nurses can assist families experiencing change by inquiring about the
circumstances and the changes the child is experiencing.
Suggestions for Classroom Activities
 Have students divide into pairs. Have students briefly assess the family
functioning influences on their family, then share that assessment with another
student.
Suggestions for Clinical Activities
 Discuss how the agency addresses the nursing needs of families who are affected
by divorce, foster parenting, and stepparenting. Who makes the healthcare
decisions in these families? How are nurses involved in these situations?
 Have students review the literature on how family functioning is affected by
changes such as divorce, stepparenting, foster parenting, or adoption. What
should the nurse’s role be when working with families experiencing these
changes?
Learning Outcome 5
List the categories of family strengths that help families develop and cope with stressors.
Concepts for Lecture
1. A child’s illness or injury affects every member of the family.
2. Pediatric nurses need to be able to assess family strengths and support
mechanisms to identify strategies for coping and to determine when families have
overextended their resources and need additional support.
3. Family strengths are the positive relationships and processes that support and
protect families and family members during times of adversity and change.
4. Four types of strengths help families develop, adapt to change, and overcome
challenges.
Suggestions for Classroom Activities
 In pairs, have students interview their partners for family strengths in the four

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Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
categories (resilience, assets, capabilities, and motivations). Discuss how
students assessed each category.
Suggestions for Clinical Activities
 Have students identify ways in which they can use the nursing history used in the
clinical setting to assess a family’s strengths.
 Assign students to conduct a family strengths assessment on a family in the
clinical setting. In class, discuss how information obtained from the assessment
could be used in planning nursing care with the family.
Learning Outcome 6
Summarize the advantages of using a family or cultural assessment tool.
Concepts for Lecture
1. Family and cultural assessment tools help the nurse gather information about
families, their members, their relationships with each other, and their values and
beliefs.
2. Knowing how a family nurtures its members, solves problems, and communicates
can help the nurse identify more effective strategies for managing the child’s
health care.
Suggestions for Classroom Activities
 In pairs, have students draw a family ecomap of their partners’ families. Discuss
how this assessment could be used to help the family identify and plan
supportive services in the community.
 Review the case study for this chapter. Have students identify resources in your
community that would be helpful for a client such as Casey and his family. Of
these resources, how many of them employ staff who speak English and
Spanish? How many of them do not employ bilingual staff but hire contracted
interpreters when needed? Are there services available in your community to
meet the needs of Casey and his family? Where are the gaps?
Suggestions for Clinical Activities
 Discuss how to determine which assessment tools to use with clients in the
clinical setting. Discuss the advantages and disadvantages of using each tool with
a selected family.
 Have students find a nursing research study that incorporates the use of a family
or cultural assessment tool in the study. Lead a discussion in class about how the
tools were used and what strengths and weaknesses were determined by the
research.

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Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
Learning Outcome 7
Develop a family-centered nursing care plan for the child and family.
Concepts for Lecture
1. The goal of culturally competent family-centered nursing management is to assess
and help families recognize their strengths and resources. This information then
can be used in collaboratively planning the nursing care plan with the child and
family.
2. Determine the affect the child’s condition has on family functioning.
3. Establishing a therapeutic relationship with the family is an essential intervention.
Suggestions for Classroom Activities
 In pairs, discuss different strengths that might help a family cope with a child’s
illness or injury. Discuss how an absence of these strengths might impact a
family and how the nurse could best help the family make gains in these areas.
Suggestions for Clinical Activities
 Have students discuss with nurses at the clinical facility how the nurses identify
family strengths and resiliency, and what challenges they face in helping identify
families’ strengths and needs.
Learning Outcome 8
Describe cultural influences on the family’s beliefs about health, illness, and treatments.
Concepts for Lecture
1. Culture can determine which member of the household is the primary decision
maker for the child and family.
2. Culture determines family goals, member roles, and childbearing practices and
beliefs.
3. Communication and language skills can impact ability to understand and follow
treatment recommendations.
4. Cultural practices can include diet and family eating patterns which can contribute
to a health problem or impede recommended treatment.
5. Many cultures practice alternative therapies that can impact the plan of care.

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Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
Suggestions for Classroom Activities
 Ask students to divide into pairs and choose a common childhood illness or
injury (e.g., asthma, influenza, strep throat, eye injury, arm or leg fracture).
Partners will identify alternative therapies that might be beneficial or harmful to
a child with that condition and then report their findings to the class, explaining
their reasoning.
Suggestions for Clinical Activities
 Have students interview a nurse in a pediatric setting about the influences of
culture on family beliefs that the nurse sees in that setting.
Learning Outcome 9
Discuss nursing interventions for providing culturally sensitive and competent care to the
child and family.
Concepts for Lecture
1. Nurses provide culturally sensitive and competent interventions by collaborating
with the family to design the plan of care and by assisting the family in
determining how they can incorporate prescribed therapies with healthcare
practices.
2. Nurses also provide culturally sensitive and competent interventions by
collaborating with the family to identify and select resources that will support
them in maintaining ongoing appropriate care for the child.
Suggestions for Classroom Activities
 Discuss techniques for establishing a therapeutic relationship with a family who
speak a different language.
 Have students identify and discuss resources available in your community for
families from different cultures.
 Have students discuss ways to help families identify and select community
resources.
Suggestions for Clinical Activities
 Assign students to interview a pediatric nurse to determine what strategies she
uses to provide culturally sensitive and competent nursing interventions to
families.

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Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
GENERAL CHAPTER CONSIDERATIONS
1. Have students study and learn key terms listed at the beginning of the chapter.
2. Have students complete end-of-chapter Clinical Reasoning in Action questions and
check their answers against the suggested responses provided at
www.pearsonhighered.com/nursingresources.
3. Use the Classroom Response Questions provided in PowerPoint to assess
students prior to lecture.

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Ball/Bindler/Cowen, Instructor's Resource Manual for Principles of Pediatric Nursing: Caring for Children 6e
Learning Outcome 4
Integrate basic genetic and genomic concepts into child and family education.
Concepts for Lecture
1. Pediatric nurses integrate basic genetic and genomic concepts into care planning
by providing referrals to genetic specialists and by informing children and
families of what to expect from a genetic referral.
2. Pediatric nurses integrate basic genetic and genomic concepts into family
education by providing information about genetic disorders and by clarifying and
reinforcing information obtained from a genetic referral or test.
3. Pediatric nurses working with families whose child might have a genetic disorder
should assess the family’s coping mechanisms and support systems, and might
need to assist the family in finding and obtaining support services.
Suggestions for Classroom Activities
 Divide students into small groups. Have each group pick a genetic disorder and
conduct a literature review to determine what information about the disorder to
provide during a family teaching session. Have each group develop a family
teaching session and present it to the class.
Suggestions for Clinical Activities
 Interview a social worker or mental health professional who works with children
and families with genetic disorders to learn more about the psychosocial needs of
these families and how the professional assists families in meeting those needs.
Learning Outcome 5
Understand implications of genome science on the nursing role, with particular attention
to ethical, legal, and social issues.
Concepts for Lecture
1. By maintaining a basic knowledge of genetics and genomics concepts, nurses are
able to maintain a professional standard of care.
2. Nurses who understand the ethical, legal, and social issues associated with
genetics and genomics concepts are able to provide essential information to
children and families.
Suggestions for Classroom Activities

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