92871 Perinatal Development
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2018 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject aims to assist students in understanding the influence of developmental origins of disease, adverse perinatal factors and prematurity which impact on the adaptation of the neonate to the extrauterine environment. These developmental origins have potential long-term health consequences for the neonate. Students consider genetics and embryological development in the context of altered embryological development, its impact on the newborn, and the psychological and emotional responses of the family. The ethical issues associated with perinatal care are explored. Furthermore, consideration is given to the initial assessment and management of the compromised neonate and the neonate at risk. While this subject critically explores the health team's response to prematurity and adverse birth outcomes, the nurse's role is highlighted. Throughout this subject, the importance of the family is emphasised, and the neonate is also recognised as an individual and as an important family member.
Subject learning objectives (SLOs)
| A. | Consider normal embryological development in the context of altered embryological development, its impact on the newborn, and the psychological and emotional responses of the family |
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| B. | Critically reflect upon the effect of the maternal health state (physical, social, cultural and emotional) on the developing foetus, and understand the influence of perinatal factors on neonatal outcomes |
| C. | Examine the impact of genetic disorders or structural abnormalities on the baby, parents and family, the role of genetic counselling and optimal communication |
| D. | Investigate how ethical and moral dilemmas are addressed in the context of altered embryological development and other abnormalities |
| E. | Appraise the developmental origins of non-communicable diseases influencing foetal and neonatal wellbeing and the consequences for childhood and adult health |
| F. | Evaluate and contribute to the development of neonatal nursing as a specialty and the current professional issues in neonatal nursing practice, including evidence based practice and professional standards |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective critical thinkers who contribute to practice, policy, and research to enhance health care and health outcomes (1.0)
- Are effective, collaborative and responsive leaders (2.0)
- Are socially, culturally and ethically accountable and consider health care in a global context (3.0)
- Communicate appropriately and consistently in diverse situations (4.0)
- Embody the professional qualities appropriate to the scope of their role (5.0)
- Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (6.0)
Teaching and learning strategies
This subject is designed to help students understand the complexities associated with prenatal development, including genetics, altered foetal development and the impact on the foetus, baby and mother. Many of the maternal conditions such as hypertension and diabetes can make a pregnancy high risk, and necessitate urgent delivery and admission to a neonatal intensive care unit.
This subject is undertaken in a blended approach with students attending three days during the semester accompanied by integrated learning in the online environment. This approach to teaching and learning is responsive to the needs of postgraduate students who need to balance study with their professional and personal commitments.
Lectures and online learning materials
This subject benefits from both the real time delivery of content and access to resources via UTSOnline, including podcasts, videos and learning modules. Face to face lectures enable students to engage with experts within the field of contemporary perinatal and neonatal nursing, and the guest lecturers will help students put theory into practice by sharing their professional clinical journey. The guest lecturers will prompt research inspired group discussion of contemporary neonatal practice and extend students’ reflection on practice to include national and international perspectives. Class sessions help students to quickly clarify complex descriptions and terminology, and engage with topics such as the developmental consequences of disease states, where a baby’s risk factor for adult disease states is predetermined in the uterine environment.
Case based scenarios and collaboration
Students are introduced to a range of case scenarios, including legal and ethical cases based on prenatal development such as viability, genetic and structural abnormalities, termination of pregnancy and foetal surgery. Cases depict clinical situations and will explore issues related to the baby, family and society, and students will collaborate and use these scenarios to consider legal and ethical concepts, interpret information, form clinical judgements and develop solutions. Critical thinking is developed through analysis, interpretation of and reflection on issues or situations. Self, peer and teacher feedback is provided to develop students' judgement.
Flexibility with assessment choices
Students create their own plans for learning, developed via feedback and self-reflection thus helping students recognise the connections between their prior knowledge and experiences and new information. Students will be encouraged to publish their written assessment.
Collaboration on assessment tasks
Students collaborate in group assessments and continue this communication through discussion boards in the online environment. They also engage in collaborative group activities culminating in a group presentation. Students will be giving feedback to, and receiving feedback from their peers.
Creativity and the incorporation of arts and humanities
The experience of grief and loss is explored through the arts and humanities; particularly the work of Frida Kahlo who has painted her own experience of perinatal loss. Students are encouraged to think outside the square and incorporate a range of strategies such as art, drama, photography and poetry to help them understand perinatal loss and grief.
Pre-session learning
Students access online learning resources such as podcasts, videos and literature prior to attending face-to face sessions to facilitate discussion in class resulting in shared learning, experiences and reflections.
The specific sessions will be detailed in the session grid and all resources will be located on UTSOnline.
Content (topics)
This subject covers a range of topics and issues relevant for neonatal nurses to meet the developmental, physiological, and behavioural needs of sick newborns and their families in the health care system. This includes embryological disruption of body systems, maternal issues and illnesses leading to sickness in the neonate, maternal and infant mental health issues and technological advances such as foetal surgery.
Assessment
Assessment task 1: Evidence review
| Intent: | This contributes to student learning by assisting students to develop a deeper understanding of some of the embryological, genetic, structural abnormalities,maternal health problems and teratogens that impact on the development of the foetus and the subsequent neonatal outcome. Students will receive feedback on written work in accordance with the following criteria:
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, E and F This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 4.0 and 5.0 | ||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||
| Length: | 2000 - 2500 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Online Discussion
| Intent: | This contributes to student learning by assisting students to consider important aspects of current and emerging trends in neonatal nursing care. It also develops their capacity for critical judgement in relationship to those trends. It will also enhance their capacity for critical self reflection and peer feedback. Students will receive feedback on their contribution to the discussion board in accordance with the following criteria:
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| Objective(s): | This assessment task addresses subject learning objective(s): B, C, D and F This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0, 4.0, 5.0 and 6.0 | ||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Working together and sharing knowledge
| Intent: | This contributes to student learning by assisting the student to develop their capacity to present information effectively. Students and groups will receive feedback on the content of their presentation and their presentation skills in accordance with the following criteria:
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| Objective(s): | This assessment task addresses subject learning objective(s): F This assessment task contributes to the development of graduate attribute(s): 1.0, 4.0 and 5.0 | ||||||||||||||||
| Weight: | 20% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
All assessment tasks must be completed and submitted to meet the requirements of this subject.
Recommended texts
AWOHNN, NANN, AACN. 2014, AACN Core Curriculum for Neonatal Intensive Care Nursing, eds M. T. Verklan & M. Walden, 5th edn, Elsevier/ Saunders. Missouri USA.
Blackburn, S. 2012, Maternal, fetal and neonatal physiology, 4th edn, Elsevier, Philadelphia
Gardner, S.L., Carter, B., Enzman-Hines, M.I., & Hernandez, J.A. 2010, Merenstein and Gardner's handbook of neonatal intensive care, 7th edn, Mosby / Elsevier, St Louis.
Moore, K.L., Persaud, T.V.N., & Torchia, M.G. 2012, The developing human: Clinically orientated embryology, 9th edn, W.B. Saunders, Philadelphia.
- Further reading and resources are available on UTS online.
References
A comprehensive list of references has been included in eReadings accessible through the UTS Library. However, this list is not intended to be exhaustive and students are expected to search the literature independently and to read widely.
Additional material will be available through the library eReadings - this can be accessed via UTSOnline
Websites
Students are encouraged to browse websites, and many resources are available online, including hotlinks through Mosby and library services, allowing access to journals through online databases.
- Australian Bureau of Statistics: www.abs.gov.au/
- Australian Institute of Health and Welfare: www.aihw.gov.au
- Australia’s Health: www.australiahealth.com
- NSW Health: www.health.nsw.gov.au
- Commonwealth Department of Health and Ageing: www.health.gov.au
- Australian Institute of Aboriginal and Torres Strait Islanders Studies: www.aiaatsis.gov.au
- Australian Institute of Family Studies: www.aifs.org.au
- Commonwealth Department of Family and Community Services: www.facs.gov.au
- NSW Government, Department of Community Services: www.community.nsw.gov.au
- NSW Commission for Children and Young People: www.kids.nsw.gov.au
Other resources
UTS Student Centres
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and UTSOnline at: https://online.uts.edu.au/webapps/login/
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions.
W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
