Outline

Overview

This unit of study introduces students to children and young peoples' nursing. Essential skills and knowledge required for paediatric, child and youth health nursing across a variety of clinical and community settings will prepare students for critical thinking and problem solving within this field. The content of the unit focuses on contemporary issues impacting the health of children, young people, and their families. In doing so, students will be provided with the opportunity to examine interventions and strategies aimed at improving health outcomes.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	48 credit points of 1000 level units and 36 credit points of 2000 level units including NURS2011 or NURS2005
Corequisites ?	None
Prohibitions ?	NURS2002
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Clare Davies, clare.davies@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam	Assessment 2: Final Exam Short Answer Questions	45%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Peer or expert observation or supervision	Assessment 3: Clinical Placement Placement in a Paediatric setting	0%	Multiple weeks	2 weeks	AI prohibited
Outcomes assessed:
Written work	Assessment 1a: Clinical Resource Document Plan Plan for the Clinical Resource Document (Assessment 1b).	10%	Week 05 Due date: 25 Mar 2026 at 23:59	500 words	AI allowed
Outcomes assessed:
Written work	Assessment 1b: Clinical Resource Document Written Assignment	45%	Week 08 Due date: 26 Apr 2026 at 23:59	Equivalent of 2000 words	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Assessment 1A: Clinical Resource Document Plan - This written assessment will require the student to identify a relevant topic for the Clinical Resource Document (CRD) and five (5) sources of evidence-based information that will be used to develop the CRD.

Assessment 1B: Clinical Resource Document -The written assessment will be a 2000 (max) word Clinical Resource Document (CRD). The purpose of the CRD is to develop an education/information resource for a newly graduated registered nurse working in a paediatric or child health nursing setting. The CRD should include current evidence-based resources and information that would enhance the registered nurses’ understanding of a particular health issue and develop relevant skills with a focus on evidence-based nursing practice.

Assessment 2: Formal exam

Assessment 3: Clinical placement

Please note: Each student is required to submit all assessment items in order to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Grade	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

*Where an assignment is submitted late without an approved extension, a late penalty will apply. For every calendar day up to and including ten calendar days after the due date a penalty of 5% of the maximum awardable marks will be applied to late work. For work submitted more than ten calendar days after the due date a mark of zero marks will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the Unit & Professional Practice Issues	Lecture (2 hr)
Week 01	Models of Care (Family Centred Care/Child Centred Care)	Tutorial (2 hr)
Week 02	Child Health and development	Lecture (2 hr)
Week 02	Child growth, maturation and development	Tutorial (2 hr)
Week 03	Common childhood illnesses and presentations	Lecture (2 hr)
	Communicating with children, young people and families	Tutorial (2 hr)
	Practical Paediatrics 1	Practical (2 hr)
Week 04	Practical Paediatrics 2	Practical (2 hr)
	Recognition of the sick and deteriorating child	Lecture (2 hr)
	Paediatric fluid and drug calculations	Tutorial (2 hr)
Week 05	Paediatric pain management	Lecture (2 hr)
	Paediatric pain management	Tutorial (2 hr)
	Paediatric resuscitation	Practical (2 hr)
Week 06	Chronic Conditions in Childhood and Adolescence	Lecture (2 hr)
Week 06	Paediatric assessment - case studies	Practical (2 hr)
Week 07	Child and Adolescent Mental Health	Lecture (2 hr)
Week 07	Psychosocial assessment of young people - HEEADSSS	Tutorial (2 hr)
Week 08	Screening and early intervention in child health	Tutorial (2 hr)
	Nursing care of the Neonate	Lecture (2 hr)
	Screening and Early Intervention in Child Health	Self-directed learning (2 hr)
Week 09	Child protection	Lecture (2 hr)
Week 09	Simulation with baby SIM	Practical (2 hr)

Attendance and class requirements

Attendance: Attendance and participation are monitored. Students are expected to attend, engage and participate in scheduled classes and required learning activities. Students must notify the School if they are, or will be, unable to attend a required learning activity; and apply for special consideration or special arrangements; or have an academic plan with relevant adjustments, where appropriate.

Specified Attendance and Participation Requirements

(a) Students who fail to attend a required learning activity will be recorded as absent.

(b) Students must attend/participate in minimum 90% of all tutorial classes scheduled per unit of study.

(c) At the discretion of the Unit of Study Coordinator, where relevant, an alternative (catch-up) learning activity may be approved and provided to students absent from tutorials due to unforeseen circumstances or with an approved planned absence:

(i) maximum two tutorial absences permitted per unit of study where an approved alternative (catch-up) learning activity is completed.

(ii) where a student satisfactorily completes an approved alternative learning activity, this will be recorded.

(d) Students must attend/participate in all practical classes (simulation labs and/or workshops) scheduled per unit of study.

(e) At the discretion of the Unit of Study Coordinator, where relevant, an alternative (catch-up) learning activity may be approved and provided to students absent from practical classes due to unforeseen circumstances or with an approved planned absence:

(i) maximum two practical class absences permitted per unit of study where an approved alternative (catch-up) learning activity is completed.

(ii) where a student satisfactorily completes an approved alternative learning activity, this will be recorded.

(f) Students must attend/participate in any live/synchronous lectures, and view any recorded lectures, specified as compulsory per unit of study.

Note: Students must apply for Special Consideration for absence from any scheduled required learning activity which includes an assessment.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Fraser, J., Waters, D., Forster, E., and Brown, N. (2022). Paediatric Nursing in Australia and New Zealand (3rd edition). Port Melbourne, VIC : Cambridge University Press
OR Fraser, J., Waters, D., Forster, E., and Brown, N. (2017). Paediatric Nursing in Australia: Principles for Practice (2nd edition). Port Melbourne, VIC : Cambridge University Press
AND Forster, E., and Fraser, J. (2018). Paediatric Nursing Skills for Australian Nurses. Port Melbourne, VIC : Cambridge University Press

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. apply models of paediatric, child and youth health nursing to nursing practice.
LO2. demonstrate the application of child health and development theory to nursing practice.
LO3. demonstrate knowledge and skills in undertaking comprehensive assessment of a child or young person and their family to plan nursing interventions for health maintenance/or improvement.
LO4. demonstrate effective interpersonal and communication skills in the practice of child and youth health nursing, including developmentally appropriate communication and deep listening skills.
LO5. apply knowledge of primary healthcare, health promotion and child/family centered care to nursing practice.
LO6. demonstrate how to support children, young people and families to access adequate, accessible services in order to meet identified health needs and to facilitate partnership in their health care.
LO7. identify the clinical governance requirements including legal and ethical parameters of nursing practice and specific legislative requirements relating to paediatrics and child health.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing practice 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 2. Standard 2: Engages in therapeutic and professional relationships 2.3. Recognises that people are the experts in the experience of their life 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 4. Standard 4: Comprehensively conducts assessments 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 7. Standard 7: Evaluates outcomes to inform nursing practice
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 3. Standard 3: Maintains the capability for practice 3.1. Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice 3.2. Provides the information and education required to enhance people’s control over health 4. Standard 4: Comprehensively conducts assessments 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 4.4. Assesses the resources available to inform planning. 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 7. Standard 7: Evaluates outcomes to inform nursing practice 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing practice 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 1.7. Contributes to quality improvement and relevant research 2. Standard 2: Engages in therapeutic and professional relationships 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 4. Standard 4: Comprehensively conducts assessments 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 4.4. Assesses the resources available to inform planning. 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 6.2. Practises within their scope of practice 7. Standard 7: Evaluates outcomes to inform nursing practice 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 2. Standard 2: Engages in therapeutic and professional relationships 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.4. Provides support and directs people to resources to optimise health related decisions 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 2.6. Uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 2.8. Participates in and/or leads collaborative practice 2.9. Reports notifiable conduct of health professionals, health workers and others
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing practice 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.7. Contributes to quality improvement and relevant research 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.3. Appropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or nonclinical roles 6.4. Provides effective timely direction and supervision to ensure that delegated practice is safe and correct 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 6.6. Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards 7. Standard 7: Evaluates outcomes to inform nursing practice 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing practice 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 1.7. Contributes to quality improvement and relevant research 2. Standard 2: Engages in therapeutic and professional relationships 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.4. Provides support and directs people to resources to optimise health related decisions 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 2.6. Uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 2.8. Participates in and/or leads collaborative practice 2.9. Reports notifiable conduct of health professionals, health workers and others 3. Standard 3: Maintains the capability for practice 4. Standard 4: Comprehensively conducts assessments 5. Standard 5: Develops a plan for nursing practice 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 7. Standard 7: Evaluates outcomes to inform nursing practice
	Registered Nurses Standards for Practice - 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.7. Contributes to quality improvement and relevant research 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice
1.2		Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3		Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
1.4		Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
1.5		Uses ethical frameworks when making decisions
1.6		Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations
1.7		Contributes to quality improvement and relevant research
2.1		Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
2.2		Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3		Recognises that people are the experts in the experience of their life
2.4		Provides support and directs people to resources to optimise health related decisions
2.5		Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
2.6		Uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes
2.7		Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care
2.8		Participates in and/or leads collaborative practice
2.9		Reports notifiable conduct of health professionals, health workers and others
3.1		Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice
3.2		Provides the information and education required to enhance people’s control over health
4.1		Conducts assessments that are holistic as well as culturally appropriate
4.2		Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
4.3		Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
4.4		Assesses the resources available to inform planning.
5.1		Uses assessment data and best available evidence to develop a plan
5.2		Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
5.3		Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
5.4		Plans and negotiates how practice will be evaluated and the time frame of engagement
5.5		Coordinates resources effectively and efficiently for planned actions
6.1		Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
6.2		Practises within their scope of practice
6.3		Appropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or nonclinical roles
6.4		Provides effective timely direction and supervision to ensure that delegated practice is safe and correct
6.5		Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
6.6		Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards
7.1		Evaluates and monitors progress towards the expected goals and outcomes
7.2		Revises the plan based on the evaluation
7.3		Determines, documents and communicates further priorities, goals and outcomes with the relevant persons

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Changes to assessment information to be incorporated into Canvas page

Additional information

Sensitive materials in teaching:

Please note that in this Unit of Study sensitive and potentially distressing or disturbing content might be presented and/or discussed from time to time. This will include reference to for example, child protection issues, family and domestic violence, mental health problems and suicide, racism and culturally sensitive issues. These topics are relevant to your learning in NURS3018 and your knowledge and skill development for nursing practice.

You will be advised before the information/topic is presented. If you are participating in the teaching session/activity online, you are advised to use headphones and ensure that anyone not participating in the session cannot see images that you may be watching on your device. If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss this with them.

Work, health and safety

Refer to the Clinical Assessment Canvas page

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

NURS3018: Paediatric, Child and Youth Nursing

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links