Beth Sepion 17 th June 2013

 Bed making  Risk assessment of the clinical environment  Feeding: nutrition and fluid assessment and documentation  Observations: recording and documentation  Measuring, recording and documenting babies height and weight  Communicating with children, young people and adults

 Moving and handling will encourage the students to reflect on practice regarding the application of these principles. For example picking up toddlers either from the floor, their cot, transferring child from bed to x-ray trolley  Positioning of self when carrying out procedures- e.g. administering an injection or inserting nasal gastric tube or securely holding a child for a procedure (child sitting on parent lap)  Key aspect is risk assessment regarding child's ability to co-operate  Appropriate sling size

 In addition for child field –choking  And recognition that AED’s are not for use in children

 Application of practice to child field issues  Developmental assessment- ability to comply  Past experiences  Requirement for distraction or sedation  Decision of place for procedure  Child involvement  Parental involvement/presence

 KEY MESSAGE: AVOID injections if at all possible- Role of nurse as patients advocate  Key issues about assessing patient as per previous slide  Choice of sites for babies, children and young people  Choice of equipment in relation to above  Involvement of parent/carer

 ROPE:  Utilising toddler with asthma to guide assessment

 Systematic Assessment:  ABC  Pain  Nutrition/hydration  Safeguarding

 Communication: face to face  Child  Teenager  Parent  Grandparent  Via the telephone  MDT -SBAR

 Deteriorating Child  Assessment  Documentation-PEWS  Medicine management

 Neonate oxygen dependant  Oncology patient in PICU  Muscular dystrophy