Module: Wellbeing across the lifespan 1

Module Specifications.

Current Academic Year 2024 - 2025

All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).

As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.

Date posted: September 2024

Module Title	Wellbeing across the lifespan 1
Module Code	NS263 (ITS) / NUR1003 (Banner)
Faculty	Science & Health	School	Nursing, PsyT & Comm Health
Module Co-ordinator	Liz Hartnett
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
Array

Description

Over the course of this module the student will examine the biopsychosocial development of children and acquire an understanding of the factors that can adversely and positively affect that development. The student will be expected to identify and evaluate the range and type of services and interventions that support the development of a child/adolescent with intellectual disability.

Learning Outcomes

1. Describe the psycho-social and cognitive development of children and adolescents with intellectual disability drawing on the relevant theory from psychology, sociology and lifespan development.
2. Supporting the needs of the family of the individual with intellectual disability.
3. Recognise relevant legislation that underpins the provision of education, health and social supports to children with intellectual disabilities and their families.
4. Examine the delivery of nursing care and MDT interventions for the child with an intellectual disability including those with profound intellectual and multiple disability.
5. The use of educational and development interventions (including play) to support the child's development.
6. Supporting communication for the child and adolescent with intellectual disability.
7. Education for children with intellectual disability.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Seminars	2	Guest lecturer
Lecture	28	class lecture
Tutorial	4	Student Led
Seminars	2	Intellectual disability nursing in the community seminar
Independent Study	89	No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Safeguarding children
Exploring policy, legislation and research evidence in relation to the safeguarding of children with intellectual disability

Policy and Legislation
Awareness of policy and legislation relevant to the provision of support for the child with intellectual disability in Ireland

Lifespan theory
Lifespan development theory applied to the child with intellectual disability

MDT
Exploring how the MDT, including the RNID, can support the development of the child with an intellectual disability and his or her family

Early intervention
Examining early intervention research evidence, policy and service provision.

Childhood development
Exploration of typical and atypical childhood development drawing on theory from psychology, sociology and lifespan development.

Supporting the family
Supporting the family of a child with an intellectual disability, evidence and its application to practice.

Education
Supporting the child with an intellectual disability in mainstream and special education settings. Exploring the relevant policy, legislation and research evidence.

Syndromes and conditions and child development
Examining how syndromes and conditions such as Down syndrome, cerebral palsy or autism can impact on a a child's holistic development. The role of the RNID and the MDT in supporting the child's development will be explored.

Children with profound intellectual and multiple disability
The support needed by the child with PIMD by the RNID and the MDT will be explored. Relevant research evidence will be examined

Communication
Supports to assist the child with an intellectual disability with his or her communication will be examined. Relevant research evidence will be explored.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
Resit category for this module is temporarily unavailable

Indicative Reading List

Atherton, H and Crickmore, J: 2022, Learning disability towards inclusion, 5th,
Gates, B and Mafuba, K: 2015, Learning Disability Nursing, Modern Day Practice., Taylor and Francis, London,
Gates, B. and Barr, O.: 2019, Oxford Handbook of Learning and Intellectual Disability Nursing. UK: OUP Oxford.,
Sharma, A and Cockerill, H: 2014, Mary Sheriden's from birth to five years: child development progress, Routledge, New York,
Boettcher, L and Dammeyer, J: 2016, Development and learning of young children with disabilities, Springer, New York,

Other Resources

None