Pediatrics Nursing Care: 1 Month - 19 Years

General Course Information

Course Lecturer Name(s):  Jennifer Solomon PhD

Course Director Name:  Jennifer Solomon PhD

Course Lecturer(s) Contact Information: ext. 3758

Course Director Contact Information: ext. 3758 

Course Lecturer(s) Office Hours:  Mondays & Wednesdays 9 am – 1 pm & Tuesdays – 1 pm – 3 pm 

Course Director Office Hours: Mondays & Wednesdays 9 am – 1 pm & Tuesdays – 1 pm – 3 pm

Course Lecturer(s) Office Location:  Leeward Hall, downstairs

Course Director Office Location:  Leeward Hall, downstairs

Course Management tool: To learn to use Sakai, the Course management tool, access the link

Course Curriculum Information

Course Description: 

This course focuses on infants', children's and adolescents' health and illness within the context of their families and relevant environments. Students will be challenged to think and respond critically and comprehensively regarding a variety of infant, child and adolescent health and illness situations from health promotion through end of life care. Course content will build on foundational knowledge from the basic and social sciences, humanities and previous clinical courses. Students will use family systems theory in the development of comprehensive plans of care for the newborn through adolescent with an emphasis on disease and injury prevention, nutrition, assessment and treatment of common pathologic conditions and disorders of development. Learning will be supplemented in the simulation lab and other settings.

Course Objectives: 

  1. To develop skills in providing nursing care to the child along the health/illness continuum, including psychosocial development and physical health promotion, risk reduction and illness care.
  2. To begin to develop a personal philosophy of nursing and an understanding of the nursing process which provides a context for the care of children and their families.

Student Learning Outcomes:

  1. Integrate theoretical knowledge from physical, behavioral and nursing sciences with nursing care for children and their families.
  2. Demonstrate ability to understand the challenges of children with special needs in the community.
  3. Assess children and adolescent for appropriate developmental and psychosocial functions.
  4. List evidenced based therapeutic approaches and pharmaco-therapeutic regiments into the nursing plan of care for children with minor illnesses. 

Program Outcomes Met By This Course:

NPO - 1. Integrates nursing and health care knowledge, skills and attitudes to provide safe, ethical and effective patient centered nursing care, representing the patients’ preferences, values, and needs within the context of their families, communities and the health care delivery system. (Nursing practice)

NPO – 2. Demonstrate a level of professionalism that is congruent with the inherent values, ethics and behaviors of the discipline of nursing. (Professional conduct)

NPO - 6. Utilizes appropriate communication and interpersonal skills to engage in, develop and disengage from therapeutic relationships with individuals and groups. (Communication)

NPO – 7. Utilizes critical thinking skills and professional judgment to inform decision-making in the delivery of health care. (Clinical decision making and intervention)

NPO - 8. Identifies one’s own professional development needs by engaging in reflective practice in the context of lifelong learning and to participate in processes to shape the health care delivery systems and advance the profession. (Professional reflection and visioning)

SAS Grading Scale: Grades will be assigned as follows:

A  = 89.5% or better

B+ = 84.5 - 89.4%

B  = 79.5 - 84.4%

C+ = 74.5 - 79.4%

C = 69.5 - 74.4%

D = 64.5 - 69.4%

F = 64.4% or less 

Course Materials:

Text: Flag, J. (2017) Maternal and Child Health Nursing: Care of the Childbearing and Childrearing Family.

Ball, J. (2017) Principles of Pediatric Nursing Pearson

Course Grading Requirement:

  • Clinical reasoning = 15%
  • Scholarly Essay = 5%
  • Presentations = 5%
  • In class quiz = 15%
  • Mid Term Exam = 20%
  • End Term Exam = 40%  

Course Requirements:

Students must complete all pre-reading, assignments, engage during class through discussion,  attend both classroom and clinical labs.

Course Schedule:







Family-Centered Care and Cultural Considerations



Genetic and Genomic Influences

Describe key concepts of family centered care.

2.2 Compare the characteristics of different types of families. 2.3 Contrast four different parenting styles and analyze their impact on child personality development.

2.4 Explain the effects of major family changes on children.

2.5 List the categories of family strengths that help families develop and cope with stressors.

2.6 Summarize the advantages of using a family or cultural assessment tool.

2.7 Develop a family-centered nursing care plan for the child and family.

2.8 Describe cultural influences on the family’s beliefs about health, illness, and treatments.

2.9 Discuss nursing  interventions for providing culturally sensitive and competent care to the child and family. Explain the role of genetic and genomic concepts in health promotion, disease prevention, screening, diagnostics, selection of treatment, and monitoring of treatment effectiveness.

3.2 Elicit a family health history and construct a genetic pedigree.

3.3 Incorporate knowledge of genetic and genomic influences and risk factors into assessment, planning, and implementation of nursing care. 3.4 Integrate basic genetic and genomic concepts into child and family education. 3.5 Understand implications of genome science on the nursing role with particular attention to ethical, legal, and social issues.

3.6 Discuss the significance of recent advances in human genetics and genomics and their impact on healthcare delivery.

Chapter two and three

Clinical reasoning

 Complete questions 2 and 3 on pg 65


Growth and Development


Pediatric Assessment

Describe the major theories of development as formulated by Freud, Erikson, Piaget, Kohlberg, social learning theorists, and behaviorists.

4.2 Recognize risks to developmental progression and factors that protect against those risks.

4.3 Plan nursing interventions for children that are appropriate for each child’s developmental state based on theoretical frameworks.

4.4 Explain contemporary developmental approaches such as temperament theory, ecologic theory, and the resilience framework.

4.5 Identify major developmental milestones for infants, toddlers, preschoolers, school-age children, and adolescents.

4.6 Synthesize information from several theoretical approaches to plan assessments of the child’s physical growth and developmental milestones.

4.7 Describe the role of play in the growth and development of children.

4.8 Use data collected during developmental assessments to implement activities that promote development of children and adolescents.


Describe the elements of a health history for infants and children of different ages.

5.2 Apply communication strategies to improve the quality of historical data collected.

5.3 Demonstrate strategies to gain cooperation of a young child for assessment.

5.4 Describe the differences in sequence of the physical assessment for infants, children, and adolescents.

5.5 Modify physical assessment techniques for the age and developmental stage of the child.

5.6 List five normal variations in pediatric physical findings (such as breast budding in a girl) found during a physical assessment.

5.7 Evaluate the growth pattern of an infant or child.

5.8 Distinguish between expected and unexpected physical signs to identify at least five signs that require urgent nursing intervention.

Chapter 4 and 5

Clinical reasoning Pg 97 answer the three questions



Pg 143 answer the five questions


Health Promotion and Maintenance for the Toddler and Preschooler



Health Promotion and Maintenance for the School age and adolescent 

Describe the areas of assessment and intervention for health supervision visits for toddler and preschool children: growth and developmental surveillance, nutrition, physical activity, oral health, mental and spiritual health, family and social relations, disease prevention strategies, and injury prevention strategies.

8.2 State components of selfconcept for preschool children. 8.3 Plan health promotion and health maintenance strategies employed during health supervision visits of toddlers and preschoolers.

8.4 Discuss the importance of family in child health care, and include family assessment in each health supervision visit.

8.5 Integrate pertinent mental health care into health supervision visits for toddlers and preschoolers.

8.6 Examine data about the family and other social relationships to prioritize interventions and to maintain health of toddlers and preschoolers.

9.1 Identify the major health concerns of the school-age and adolescent years.

9.2 Describe the general observations made of schoolage children, adolescents, and families as they come to the “pediatric healthcare home” for health supervision visits.

9.3 Apply communication skills in interactions with school-age children and adolescents.

9.4 Apply assessment skills to plan data-gathering methods for nutrition, physical activity, oral health, and mental health status of youth.

9.5 Synthesize data from history and examination of the schoolage child and adolescent with knowledge of development to plan interventions appropriate during health supervision visits.

9.6  Plan with school-age children and adolescents to help them integrate activities to promote health and to prevent disease and injury.

Chapter 8 and 9 Quiz



Nursing Considerations for the Hospitalized Child


The Child With a Chronic Condition

11.1 Compare and contrast the child’s understanding of health and illness according to the child’s developmental level. 11.2 Explain the effect of hospitalization on the child and family.

11.3 Describe the child’s and family’s adaption to hospitalization.

11.4 Apply family-centered care 

principles to the hospital setting.

11.5 Identify nursing strategies to minimize the stressors related to hospitalization.

11.6 Integrate the concept of family presence during procedures and nursing strategies used to prepare the family.

11.7 Summarize strategies for preparing children and families

12.1 Explain the causes of chronic conditions in children. 12.2 Identify the categories of chronic conditions in children.

12.3 Describe the nurse’s role in caring for a child with a chronic condition.

12.4 Assess the family of a child with a chronic condition.

12.5 Prepare the family of a child with a chronic condition to effectively care for the child in the home.

12.6 Summarize nursing management for the child with a chronic condition to support transition to school and adult living.

12.7 Discuss the family’s role in care coordination

Chapter 11 and 12

Clinical reasoning pg 230


The Child With a Life-Threatening Condition and End-of-Life Care

 Pain Assessment and Management in Children

13.1 Summarize the effects of a life-threatening illness or injury on children.

13.2 Examine the family’s experience and reactions to having a child with a life threatening illness or injury. 13.3 Identify the coping mechanisms used by the child and family in response to stress.

13.4 Develop a nursing care plan for the child with a life threatening illness or injury.

13.5 Apply assessment skills to identify the physiologic changes that occur in the dying child. 13.6 Develop a nursing care plan to provide family centered care for the dying child and family.

13.7 Plan bereavement support for the parents and siblings after the death of a child.


13.8 Evaluate strategies to support nurses who care for children who die. 

15.1 Summarize the physiologic and behavioral consequences of pain in infants and children.

15.2 Analyze the behaviors of an infant or a child to assess for pain.

15.3 Assess the developmental abilities of children to perform a self-assessment of pain intensity.

15.4 Plan the nursing care for a child receiving an opioid analgesic.

15.5 Examine the role of nonpharmacologic

(complementary) interventions in effective pain management. 15.6 Plan nursing care for a child in acute pain that integrates pharmacologic interventions and developmentally appropriate nonpharmacologic (complementary) therapies.

15.7 Develop a nursing care plan for the child with a chronic painful condition.

15.8 Develop a nursing care plan for assessing and monitoring the child having sedation and analgesia for a medical procedure.

Chapter 13 and 15


Complete clinical reasoning questions on pg 326


Immunizations and Communicable Diseases

Student presentation

16.1 Compare the vulnerability of young children and adults to communicable diseases.

16.2 Propose strategies to control the spread of infection in healthcare and community settings and the home.

16.3 Examine the role that vaccines play in reducing and eliminating communicable diseases.

16.4 Select the appropriate vaccines to administer to an infant, a toddler, a child entering kindergarten, an older school-age child, and an adolescent.

16.5 Plan the nursing care for children of all ages needing immunizations.


16.6 Outline a plan to maintain the potency of vaccines.

16.7 Create a parent education session that focuses on the care of infants and children with a fever.

16.8 Recognize common infectious and communicable diseases.

16.9 Develop a nursing care plan for the child with a common communicable disease.














Clinical reasoning questions on page 47


Alterations         in         Respiratory Function


Alterations in Cardiovascular Function

20.1 Describe unique characteristics of the pediatric respiratory system anatomy and physiology and apply that information to the care of children with respiratory conditions.

20.2 Contrast the different respiratory medical conditions that can cause respiratory distress in infants and children. 20.3 Explain the visual and auditory observations made to assess a child’s respiratory effort or work of breathing. 20.4 Assess the child’s respiratory status and analyze the need for oxygen supplementation.

20.5 Distinguish between conditions of the lower respiratory tract that cause illness in children.

20.6 Create a nursing care plan for a child with a common acute respiratory condition.

20.7 Develop a school-based nursing care plan for the child with asthma.

20.8 Develop a home nursing care plan for the child with cystic fibrosis.

20.9 Contrast the signs of different injuries to the respiratory system.

21.1 Describe the anatomy and physiology of the cardiovascular system, focusing on the flow of blood and the action of heart valves.

21.2 Describe the pathophysiology associated with congenital heart defects with increased pulmonary circulation, decreased pulmonary circulation, mixed defects, and obstructed systemic blood flow.

21.3 Develop a nursing care plan for the infant with a congenital heart defect cared for at home prior to corrective surgery.

21.4 Create a nursing care plan for the child undergoing open heart surgery.

21.5 Recognize the signs and symptoms of congestive heart failure in an infant and child. 21.6 Develop a nursing care plan for a child with congestive heart failure.

21.7 Differentiate among the heart diseases that are acquired or begin development during childhood.

21.8 Develop a nursing care plan for a child with Kawasaki syndrome.

21.9 List strategies to reduce a child’s risk of adult onset cardiovascular disease. 21.10 Plan the nursing management of hypovolemic shock.

Chapter 20 and 21

Clinical reasoning pg 561


Mid Term





The Child With Cancer



Alterations            in                Gastrointestinal Function

24.1 Describe the incidence, known etiologies, and common clinical manifestations of cancer.

24.2 Synthesize information about diagnostic tests and clinical therapy for cancer to plan comprehensive care for children undergoing these procedures.

24.3 Integrate information about oncologic emergencies into plans for monitoring all children with cancer.

24.4 Recognize the most common solid tumors in children, describe their treatment, and plan comprehensive nursing care. 24.5 Plan care for children and adolescents of all ages who have a diagnosis of leukemia. 24.6 Prioritize elements of comprehensive care planning for children with softtissue tumors.

24.7 Analyze the impact of cancer survival on children and use this information to plan for ongoing physiologic and psychosocial care in the children’s futures.

25.1 Describe the general function of the gastrointestinal system.

25.2 Discuss the pathophysiologic processes associated with specific gastrointestinal disorders in the pediatric population.

25.3 Identify signs and symptoms that may indicate a disorder of the gastrointestinal system. 25.4 Contrast nursing management and plan care for disorders of the gastrointestinal system for the child needing abdominal surgery versus the child needing nonoperative management.

25.5 Analyze developmentally appropriate approaches for nursing management of gastrointestinal disorders in the pediatric population.

25.6 Plan nursing care for the child with an injury to the gastrointestinal system.

Chapter 24 and 25

Clinical Reasoning pg 697


Alterations       in       Genitourinary Function


Alterations in Neurologic Function

26.1 Describe the pathophysiologic processes associated with genitourinary disorders in the pediatric population.

26.2 Develop a nursing care plan for the child with a urinary tract infection. 26.3 Discuss the nursing management of a child with a structural defect of the genitourinary system.

26.4 Outline a plan to meet the fluid and dietary restrictions for the child with a renal disorder.

26.5 Identify growth and developmental issues for the child with chronic renal failure.

26.6 Plan nursing care for the child with acute and chronic renal failure.

26.7 Summarize psychosocial issues for the child requiring surgery on the genitourinary system.

27.1 Describe the pediatric differences associated with the anatomy and physiology of the neurologic system.

27.2 Choose the appropriate assessment guidelines and tools to examine infants and children with altered levels of consciousness and other neurologic conditions.

27.3 Differentiate between the signs of a seizure and status epilepticus in infants and children, and describe appropriate nursing management for each condition.

27.4 Differentiate between signs of bacterial meningitis, viral meningitis, encephalitis, and Guillain-Barré syndrome in infants and children.

27.5 Develop a plan of nursing care for the child hospitalized with an acute neurologic condition.

27.6 Develop a nursing care plan for the infant with hydrocephalus and spina bifida. 27.7 Plan family-centered nursing care for the child with cerebral palsy in a community setting.

27.8 Contrast the appropriate initial nursing management for mild versus severe traumatic brain injury.

27.9 Discuss initiatives to prevent drowning in children.

Chapter 26 and 27


reasoning pg 78


Guest Lecture

Alterations in Musculoskeletal Function






29.1 Describe pediatric variations in the musculoskeletal system.

29.2Plan nursing care for children with structural deformities of the foot, leg, hip, and spine.

29.3 Recognize signs and symptoms of infectious musculoskeletal disorders and refer for appropriate care.

29.4 Partner with families to plan care for children with musculoskeletal conditions that are chronic or require longterm care.

29.5 Prioritize nursing interventions to promote safety and developmental progression in children who require braces, casts, traction, and surgery.

29.6 Develop a nursing care plan for fractures, including teaching for injury prevention and nursing implementations for the child who has sustained a fracture..




Alterations in Endocrine Function


Student presentations Alterations in Skin Integrity




Compare skin conditions that have a  hereditary             cause or predisposition.

Prepare an education plan for adolescents with acne to promote self-care.

Summarize the      process to measure the extent of burns and burn severity in children.

Contrast preventive strategies to reduce the risk of injury from burns, hypothermia, bites, and stings.

31.1 Classify the characteristics of skin lesions caused by irritants, drug reactions, mites, infection, and injury.

31.2 Differentiate among the stages of wound healing.

31.3 Compare skin conditions that have a hereditary cause or predisposition.

31.4 Plan the nursing care for the child with alterations in skin integrity, including dermatitis, infectious disorders, and infestations.

31.5 Prepare an education plan for adolescents with acne to promote self-care.

31.6 Summarize the process to measure the extent of burns and burn severity in children.

31.7 Develop a nursing care plan for the child with a full thickness burn injury.

31.8 Contrast preventive strategies to reduce the risk of injury from burns, hypothermia, bites, and stings.


Clinical reasoning pg 897


Alterations in Immune Function Alterations  in Hematologic Function

22.1 Describe the structure and function of the immune system and apply that knowledge to the care of children with immunologic disorders.

22.2 Summarize infection control measures needed for children with an immunodeficiency.

22.3 Develop a nursing care plan in partnership with the family for a child with human immunodeficiency virus (HIV infection).

22.4 Plan nursing care for the child with an autoimmune condition such as systemic lupus erythematosus or juvenile arthritis.

22.5 Identify exposure prevention measures for the child with latex allergy. 22.6 Determine nursing interventions and prevention measures for the child experiencing hypersensitivity reactions.

23.1 Describe the function of red blood cells, white blood cells, and platelets.

23.2 Discuss the pathophysiology and clinical manifestations of the major disorders of red blood cells affecting the pediatric population.

23.3 Discuss the pathophysiology and clinical manifestations of the selected disorders of white blood cells affecting the pediatric population.

23.4 Discuss the pathophysiology and clinical manifestations of the major bleeding disorders affecting the pediatric population.

23.5 Plan the nursing management and collaborative care of a child with a hematologic disorder. 23.6 Prioritize nursing interventions for a child receiving hematopoietic stem cell transplantation (HSCT).


Clinical reasoning pg 608


Alterations in Eye, Ear, Nose, and Throat Function

Guest Lecture

19.1 Identify anatomy, physiology, and pediatric differences in the eye, ear, nose, and throat of children and adolescents.

19.2 Describe abnormalities of the eyes, ears, nose, throat, and mouth in children.

19.3 Carry out screening programs to identify children with vision and hearing abnormalities.

19.4 Plan nursing care for children with vision or hearing impairments.

19.5 Select and apply latest recommendations when implementing care and teaching for children with abnormalities of eyes, ears, nose, throat, and mouth.

19.6 Integrate preventive and treatment principles when implementing health promotion for children related to eyes, ears, nose, and throat.




Alterations in Mental Health and Cognitive Function





28.1 Define mental health and describe major mental health alterations in childhood. 28.2 Discuss the clinical manifestations of the major mental health alterations of childhood and adolescence. 28.3 Plan for the nursing management of children and adolescents with mental health alterations in the hospital and community settings.

28.4 Describe characteristics of common cognitive alterations of childhood.

28.5 Use evidence-based practice to plan nursing management for children with cognitive alterations.

28.6 Establish and evaluate expected outcomes of care for the child with a cognitive alteration




End of term




School of Arts and Sciences Master Syllabi — Info for All Sections

Plagiarism Policy

Academic Integrity

The St. George’s University Student Manual (2019/2020) states as follows:

Plagiarism is regarded as a cardinal offense in academia because it constitutes theft of the work of someone else, which is then purported as the original work of the plagiarist. Plagiarism draws into disrepute the credibility of the Institution, its faculty, and students; therefore, it is not tolerated” (p. 48).

Plagiarism also includes the unintentional copying or false accreditation of work, so double check your assignments BEFORE you hand them in.

Be sure to do good, honest work, credit your sources and reference accordingly and adhere to the University’s Honor Code. Plagiarism and cheating will be dealt with very seriously following the university’s policies on Plagiarism as outlined in the Student Manual.

Your work may be subject to submission to plagiarism detection software, submission to this system means that your work automatically becomes part of that database and can be compared with the work of your classmates.

Attendance Requirement

The St. George’s University Student Manual (2019/2020) states as follows:

Students are expected to attend all classes and or clinical rotations for which they have registered. Although attendance may not be recorded at every academic activity, attendance may be taken randomly. Students’ absence may adversely affect their academic status as specified in the grading policy. If absence from individual classes, examinations, and activities, or from the University itself is anticipated, or occurs spontaneously due to illness or other extenuating circumstances, proper notification procedures must be followed. A particular course may define additional policies regarding specific attendance or participation” (p. 9).

Examination Attendance

The St. George’s University Student Manual (2019/2020) states as follows:

All matriculated students are expected to attend all assigned academic activities for each course currently registered. Medical excuses will be based on self-reporting by students. Students who feel they are too sick to take an examination or other required activity on a specific day must submit the online SAS medical excuse, which is available on Carenage. Students are only allowed two such excuses a year. Upon consultation with the Director of University Health Service, the third excuse will result in a mandatory medical leave of absence. The policies regarding make-up examinations are at the option of the Course Director” (p.46).

For additional specific examination policies and procedures, refer to the St. George’s University Student Manual (2019/2020), pages 31 through 37.

Student Accessibility and Accommodation Services Policy

The St. George’s University Student Manual (2019/2020) states as follows:

A student with a disability or disabling condition that affects one or more major life activities, who would like to request an accommodation, must submit a completed application form and supporting documentation to the Student Accessibility and Accommodation Services (SAAS) located in the Dean of Students Office. It is highly recommended that students applying for accommodations do so at least one month before classes begin to allow for a more efficient and timely consideration of the request. If a fully completed application is not submitted in a timely fashion, an eligibility determination may not be made, and accommodations, where applicable, may not be granted prior to the commencement of classes and/or examinations” (p. 8).


It is the responsibility of the student to read and understand the policies, laws, rules and procedures that while they could affect your grade for a course, have not been specifically outlined in the course syllabus. These are contained in the St. George’s University Student Manual.