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  • Publication
    Impact of COVID-19 on teaching an undergraduate children’s nursing module: Rapid Responses
    Innovative teaching practices are constantly developing within nurse education. The nursing curriculum does not exist in isolation and it must reflect the changing nature of health, health service delivery and society. Nursing curriculums must be dynamic, flexible, adaptable and subject to continuous review. As a result of continuous curriculum reviews, integrating blended learning and the promotion of critical thinking the students and lecturers in the School of Nursing and Midwifery in Trinity College Dublin were in a good position to respond to the situation caused by the COVID-19 pandemic which rapidly unfolded in March 2020. This paper outlines the delivery of a children’s nursing module using 100% online methods, instead of traditional face-to-face methods, due to the restrictions associated with COVID-19. Delivering a module 100% online was a new experience for lectures and students alike! While blended leaning was not new, the notion of delivering 100% of a module on a professional registration programme was certainly a new undertaking. However, in the course of the module it became apparent that the students were well attuned to digital interaction.
  • Publication
    Integrated care for children living with complex care needs: an evolutionary concept analysis
    Children with complex care needs (CCNs) are in need of improved access to healthcare services, communication, and support from healthcare professionals to ensure high-quality care is delivered to meet their needs. Integrated care is viewed as a key component of care delivery for children with CCNs, as it promotes the integration of healthcare systems to provide family and child-centred care across the entire health spectrum. There are many definitions and frameworks that support integrated care, but there is a lack of conceptual clarity around the term. Furthermore, it is often unclear how integrated care can be delivered to children with CCNs, therefore reinforcing the need for further clarification on how to define integrated care. An evolutionary concept analysis was conducted to clarify how integrated care for children with CCNs is defined within current literature. We found that integrated care for children with CCNs refers to highly specialised individualised care within or across services, that is co-produced by interdisciplinary teams, families, and children, supported by digital health technologies. Conclusion: Given the variation in terms of study design, outcomes, and patient populations this paper highlights the need for further research into methods to measure integrated care.
    Scopus© Citations 7  187