PN Program

Judy Martin, R.N., BHScN, MScN

Practical Nurse, Year 2 Coordinator
judy.martin@humber.ca

COURSE OUTLINE ACADEMIC YEAR 2015/2016

Course Title: Complex Issues and Patient Safety

Course Code:
NURS252 (466)

Schedule Type
Code: N/A

Program: Practical Nursing

Credit Value: 3
Pre-Requisite(s):
ANAT100
WRIT121
NURS103
NURS101
NURS104
PSYC110
PHYS150
NURS150
NURS151
NURS152
PSYC210
NURS200
NURS209
NURS202
NURS204
SOCI110
NURS153

Class Hours: 3

Co-requisite(s):
NURS250

Pre-requisite for: NURS 253

Restrictions: Practical Nursing Students Only
This course builds toward meeting and is in partial completion of the following:

Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2014)

www.cno.org
Examination Blueprint 2012-2016, www.cpnre.ca
Practical Nursing Program Standard, www.tcu.gov.on.ca
Approved By:
Dean/Associate Dean:

Signature:
Date: January 4, 2016
Course Description
Students gain competence in providing holistic evidence and theory based care for clients with
multiple physical and psychosocial concerns by expanding their critical-thinking, problemsolving and decision-making skills. Using unique scenarios, students identify key aspects of
care and use concept maps and mind mapping tools to create and prioritize autonomous and

collaborative interventions that maximize client outcomes. Their skills are built through in-class,
on-line, self-directed and collaborative group learning. Students learn about sentinel events in
health care systems and build the competencies needed to ensure client safety through specific
interpersonal, professional, and health care team communication strategies. Students focus on
clients needs and preferences, clinical settings and circumstance, resources available, and
evidence informed practice to create realistic plans of care that respect client diversity and
maximize client outcomes.
Course Rationale
As they prepare to enter the nursing profession, students must develop the required critical
thinking, decision-making, and problem-solving skills and commit to being accountable to
protect and promote the best interests of the public. Students explore the causative factors
of sentinel events in healthcare and the interpersonal and team communication strategies
needed to overcome these factors. Students learn strategies and tools to prioritize interventions
to resolve multiple client and system concerns and needs to become a valuable member of the
health care team.
Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Develop concept maps and other tools for organizing and prioritizing information to
enhance problem-solving and decision making skills. (ETP# 4, 18, 28 d, 36)
2. Collaborate with the interprofessional health care team to interpret the health status and
circumstances of clients to identify and prioritize additional assessments and critical
aspects of care required. (ETP#19, 20, 26, 27 a, b)
3. Synthesize relevant research and knowledge to devise a theory-based approach to
nursing interventions that address the priority needs of clients with multiple physical
and/or psychosocial concerns. (ETP# 5, 10, 19, 28 b, 31 a-e, 32)
4. Seek out assistance and incorporate the expertise of different health care team
members to create a plan of care that maximizes client outcomes. (ETP # 10, 80, 85,
106 b)
5. Formulate collaborative and autonomous interventions that respond appropriately to
rapidly changing client situations. (ETP# 19, 28 d, 31 a-e, 32, 89, 106 b)
6. Create a client-centered discharge education plan using relevant teaching and learning
principles and frameworks. (ETP# 14, 28 f, 49)
7. Analyze the connection between unsafe or disorganized nursing work processes and the
risk to client safety. (ETP# 21, 102)
8. Relate communicator self-awareness, beliefs and values, self-concept and self-esteem
to the effectiveness of communication. (ETP# 64, 65)
9. Evaluate high reliability communication strategies that overcome the risks to client safety
connected to the flaws and latent conditions in health care work systems. (ETP #19)
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

10. Select and use communication techniques that can overcome work system and client
risk factors that are impeding the ability of the nurse, team members, and client to
collaborate effectively.
11. Develop communication strategies that prevent errors and sentinel events in a variety of
circumstances and practice settings. (ETP# 23, 47, 60)
12. Respond to rapidly changing client situations by using communication techniques that
promote information sharing and support consultation and collaboration. (ETP# 10, 19,
23, 47, 56, 60, 89)
13. Use internet-based technology and informatics to validate evidence-informed practice,
develop strategies to incorporate changes to the health care environment, and work
collaboratively with colleagues at a distance. (ETP #110 d, 117 d, 120, 121)
Client: Individuals, families, groups or entire communities across the lifespan who require nursing
expertise. In some clinical settings, the client may be referred to as a patient or resident. (See Glossary,
Entry-to-Practice Competencies for Ontario Registered Practical Nurses, 2014).
Note: The learning outcomes and their indicators have been numbered as a point of reference;
numbering does notimply prioritization, sequencing, or weighting of significance. Learning outcomes are
inter-related and interactive with each other. The indicators describe the learning outcomes, are interrelated, and incorporate the Entry-to-Practice Competencies for Ontario Registered Practical Nurses
(2014).

Essential Employability Skills

Essential Employability Skills are transferable skills that provide the foundation for a students
academic, vocational, and personal success.
x Communication
Numeracy

X
X

Critical Thinking and

Problem Solving
Information
Management

Interpersonal

Personal

Learning Resources
Canadian Aids Society: www.cdnaids.ca
Canadian Alliance on Mental Illness and Mental Health: www.camimh.ca/
Canadian Association for Suicide Prevention: www.suicideprevention.ca
Canadian Diabetes Association: www.diabetes.ca
Canadian Nurses Association. (CNA). (2005). CNA Backgrounder: Social determinants of health
and nursing. Retrieved August 12, 2013 from: www.cna-aiic.ca
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

Canadian Stroke Network: Tools. www.canadianstrokenetwork.ca

Canadian Heart and Stroke: www.heartandstroke.on.ca
Canadian Patient Safety Institute: Tools and Resources. www.patientsafetyinstitute.ca
Centre for Addiction and Mental Health: www.camh.ca
College of Nurses of Ontario (2009). Professional Standards. Retrieved from www.cno.org
Hendry, C. and Walker, A. (2004). Priority setting in clinical nursing practice: A Literature review.
Journal of Advanced Nursing, 47(4), 427-436.
Jarvis, C. (current ed.). In Browne, A., MacDonald-Jenkins, J., & Lucktkar-Flude, M. (Eds.),
Physical
Examination and Health Assessment: Canadian Edition (current ed). Toronto: Elsevier.
Kelly, P. and Crawford, H. (current ed.). Nursing Leadership and Management: Current Edition.
Toronto: Nelson Education Ltd.
Klossner, N.J. and Hatfield N.T. (current ed.). Introductory Maternity and Paediatric Nursing.
Philadelphia: Lippincott Williams and Wilkins.
Lewis, S., Heitkemper, M., Dirksen, S., and OBrien, P. (current ed.). Medical-Surgical Nursing in
Canada. Assessment and Management of Clinical Problems (current ed). Toronto: Elsevier.

Lilley L., Harrington, S, Snyder, J., and Swart, B. (current ed.). Pharmacology for Canadian
Health Care Practice (current Ed.). Toronto: Elsevier
Mental Health association of Canada: www.cmha.ca
Mosby. (current ed.). Mosbys Dictionary of Medicine, Nursing, and Health Professions. Toronto:
Elsevier Mosby.
McHugh Schuster, P., and Nykolyn, L. (current ed.). Communication for Nurses: How to prevent
harmful events and promote patient safety. Philadelphia: F.A. Davis
NURS252 course on Blackboard. learn.humber.ca
Ontario Network of Sexual Assault/Domestic Violence Treatment Centres.
www.satcontario.com

Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

Potter, P., & Perry, A. G. (current ed.). Canadian Fundamentals of Nursing. (current ed). Toronto:
Esliever.
Registered Nurses Association of Ontario. (2002) Nursing Best Practice Guideline: Crisis
Intervention, Revised 2006. Retrieved from www.rnao.org
Registered Nurses Association of Ontario. (2004). Reducing Foot Complications for People with
Diabetes. Retrieved from www.rnao.org
Registered Nurses Association of Ontario. (2009) Nursing Best Practice Guideline: Assessment
and Care of Adults at Risk for Suicidal Ideation and Behaviour. Retrieved from www.rnao.org
Safer Healthcare Now!: Interventions. www.saferhealthcarenow.ca
Schizophrenia Society of Ontario. www.schizophrenia.on.ca
Skidmore-Roth, L. (current ed.). 2011 Mosbys 2011 Nursing Drug Reference (current ed). St.
Louis,
Missouri: Mosby Elsevier.
Townsend, M.C. (current ed.). Psychiatric Mental Health Nursing: Concepts of care in evidencebased
practice. Philadelphia. F.A. Davis.
Supplemental Resources:
American Psychological Association. (current ed.). Publication Manual of the American
Psychological
Association, (current ed). Washington, DC: American Psychological Association.
Registered Nurses Association of Ontario. (RNAO). Nursing Best Practice Guidelines
www.rnao.org
Registered Nurses Association of Ontario (2006). Nursing Best Practice Guideline: Client
Centred Care. www.rnao.org
Registered Nurses Association of Ontario (2006). Nursing Best Practice Guideline:
Embracing cultural diversity in health care: Developing competence. www.rnao.org
Registered Nurses Association of Ontario (2006). Nursing Best Practice Guideline:
Recommendations of the prevention and treatment of venous leg ulcers. www.rnao.org
Registered Nurses Association of Ontario (2006). Nursing Best Practice Guideline:
Recommendations for the prevention and treatment of pressure ulcers. www.rnao.org

Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

Registered Nurses Association of Ontario (2006). Nursing Best Practice Guideline: Supporting
and strengthening families through expected and unexpected life events. www.rnao.org
Copyright
Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute
his/her work. All members of the Humber community are required to comply with Canadian
copyright law which governs the reproduction, use and distribution of copyrighted materials.
This means that the copying, use and distribution of copyright- protected materials, regardless
of format, is subject to certain limits and restrictions. For example, photocopying or scanning an
entire textbook is not allowed, nor is distributing a scanned book.
See the Humber Libraries website (http://library.humber.ca) for additional information regarding
copyright and for details on allowable limits.
Learning Delivery Format
In-class lecture and discussion, multi-media
Case studies; Concept Mapping
Online assigned readings, activities, and multiple choice and true/false quizzes
Teacher and peer feedback activities
Please note topics covered in class, online, group work, textbooks, and other course related
materials are testable and are the responsibility of the student.
Professional Portfolio
QA Requirements
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two
components: Reflective Practice and Practice Review.

Reflective Practice self-assessment, peer feedback and create, implement and

evaluate a learning plan.
Practice Review: are randomly selected by CNO to complete this review (this occurs
after graduation and registration as a practice nurse).

Of these, as a student you are responsible for the reflective practice.

At Humber College, all students have a professional responsibility to keep their written
records of self-assessment, peer feedback and learning plans and peer feedback while enrolled
in the Practical Nursing program. These are part of the Professional Portfolio that will be
submitted in NURS250 and will be the foundation for continuing competence after graduation.
NOTE: You are required to keep evidence of your progress through the program; these include
essays, reflective practice journals, article reviews, care plans, online submissions, and other
scholarly assignments and transcripts. You select examples of these to comprise part of the
professional portfolio that is submitted in NURS250.
Course Content
*Students are expected to utilize the Learning Framework taught in the following pre-requisite
courses for all self-directed and collaborative learning:
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

NURS103; NURS150; NURS209

UNIT
UNIT 1
6
hours
In-Class
LO#
1, 2, 3,
4, 5
ETP#
4, 5, 10,
18, 19,
20, 26,
27a, b,
28 b, d,
31 a-e,
32, 36,
80, 89,
106 b

UNIT 2
In-Class
3 hrs
Online
3
hours
LO#
6, 7, 8,
9, 10,
11, 12,
13

TOPICS
Introduction to NURS 252
Hybrid in-class/Online format

Course outline
Course content
Evaluations
Learning technology

Decision-making and problem-solving

Introduction to concept maps
Prioritization and critical thinking
o
o
o

ASSESSMENTS

Content will be
evaluated on:
Online quiz
Concept Map
Assignment
Final Exam

RESOURCES
Self-Directed Learning
Blackboard Online: NURS
252 Content
http://learn.humber.ca
Primary Resources:
McHugh Schuster, P., and
Nykolyn, L. (current ed.).
Hendry, C. & Walker, A.
(2004).

Interpretation of client health

status and circumstance
Identify actual or potential
serious problems
Key (critical, non-negotiable)
aspects of nursing care

Secondary Text
CNA (2005). www.cnaaiic.ca
Kelly, P. and Crawford, H.
(current ed.).
Lewis, S., Heitkemper, M.,
Dirksen, S., and OBrien,
P. (current ed.).
Potter, P. & Perry, A.G.
(current ed.).
RNAO-Best Practice
Guidelines www.rnao.org

In Class:

Content will be
evaluated on:

Patient Safety Communication Risk

Factors in Nursing Work Systems:
Communication breakdown and
sentinel events
Accident causation theory
Latent conditions in the work
system that affect client safety
Primary accountabilities of the
nurse: Client safety
Nursing actions, behaviours, and

Online Quiz
Final Exam

Supplemental Text
Jarvis, C. (current ed.)
Klossner, N.J. and Hatfield
N.T. (current ed.).
Self-Directed Learning
Blackboard Online: NURS
252 Content
http://learn.humber.ca
Primary Resources:
McHugh Schuster, P., and
Nykolyn, L. (current ed.).
Hendry, C. & Walker, A.
(2004).

Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

ETP#
10, 14,
19, 21,
23, 28f,
47, 49,
56, 60,
64, 65,
89, 102,
110d,
117 d,
120, 121

communication techniques that

promote client safety
The Patient-Safe Transformational
Model of Communication
Patient-safe Transformational
Model of Communication
o
o
o
o

Transformation
Patient-safe communication
strategies
Work related system and client
risk factors
Context

Communicator Perception, SelfConcept, and Self Esteem Within the

Core of Transformational Model
High level communication
competence to promote client
safety
o
o
o

CNO Professional
Standards (2009).
www.cno.org
Canadian Patient Safety
Institute: Tools and
Resources.
www.patientsafetyinstitute.
ca
Safer Healthcare Now!:
Interventions
www.saferhealthcarenow.c
a
Secondary Text
Lewis, S., Heitkemper, M.,
Dirksen, S., and OBrien,
P. (current ed.).
Potter, P., & Perry, A. G.
(current ed.).

Communicator self-awareness
Values and beliefs
Self-concept and Self-esteem

Creating Common Meaning to Attain

Transformational Outcomes
Communication techniques to
create common meaning
o
o

Verbal, Non-verbal language

Listening and responding

Part Two (online):

Introduction to Nurse-Patient
Relationship
Client risk factors that can cause
ineffective communication
o Stress in the nurse-client
relationship
o Understanding client and
nurse responses to stress
o Assertive communication
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

techniques
Management of professional
identity
Work related system risk factors
that can cause ineffective
communication

o
o
o

Impact of client illness on the

work climate
Transforming negative
communication climates
The nurses emotions

Patient Safe Communication and

Patient Education
Client Education
o
o
o
o

Nurse as educator
Key information for all clients
Teaching-learning principles
Components of a teaching
plan

Health care team Collaborative Patient

Safe Communication Strategies
Standards for team
Communication
Effective team communication
strategies for critical or rapidly
changing situations
High reliability strategies
Brief
Huddle
Debrief
Feedback
Two-challenge rule
Concern; Uncomfortable;
Safety Issue (CUS)
o Describe; Express; Suggest;
Consequences (DESC)
o Readback/Hearback
o Situation, Background,
Assessment,
Recommendation (SBAR)
Decision making and priority setting
for clients who have diabetes
o
o
o
o
o
o
o

UNIT 3
On-Line

Content will be
evaluated on:

Primary Resources:
Blackboard Online: NURS

Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

LO#
1, 2, 3,
4, 5, 6,
11, 13
ETP#
4, 5, 10,
14, 18,
19,
20,26,
27 a, b,
23, 47,
28 b, d,
f, 31 ae, 32,
36, 49,
60, 80,
89, 106
b, 110 d,
117 d,
120, 121

Management of acute
complications
o Hyperglycemia
o Hypoglycemia
o Diabetic Ketoacidosis
(DKA)
o Septic shock
Nursing Process
Treatments
Drug therapy
Surveillance and monitoring of the
client
Tertiary prevention
Management of chronic
complications
o Retinopathy
o Nephropathy
o Neuropathy
o Cardiovascular disease
o Foot and Skin problems

Final Exam

252 Content
http://learn.humber.ca
McHugh Schuster, P., and
Nykolyn, L. (current ed.).
Self-Directed Learning
Blackboard Online: NURS
252 Content
http://learn.humber.ca
Review:
ANAT 100
PHYS 150
NURS 103
NURS 104
NURS 150
NURS 152
NURS 209
NURS 217
NURS 218
Canadian Diabetes
Association:
www.diabetes.ca
Lewis, S., Heitkemper, M.,
Dirksen, S., and OBrien,
P. (current ed.).
Secondary Text
Lilley L., Harrington, S,
Snyder, J., and Swart, B.
(current ed.).
RNAO. Reducing Foot
Complications for People
with Diabetes. (2004).
www.rnao.org

UNIT 4
On-Line

Decision making and priority setting

for clients who have experienced a
brain attack (Cerebrovascular
Accident, CVA)

Content will be
evaluated on:
Final Exam

Skidmore-Roth, L. (current
ed.).
Self-Directed Learning
Blackboard Online: NURS
252 Content

Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

10

LO#
1, 2, 3,
4, 5, 6,
11, 13
ETP#
4, 5, 10,
14, 18,
19, 20,
23, 26,
27 a, b,
28 b, d,
f, 31 ae, 32,
36, 47,
49,
60,80,
89, 106
b, 110d,
117d,
120, 121

http://learn.humber.ca
Review:
ANAT 100
PHYS 150
NURS 103
NURS 104
NURS 150
NURS 152
NURS 209
NURS 217
NURS 218

Management of acute
complications
o Respiratory distress
o Neurological decline
o Decreased cardiac efficacy
o Altered communication
o Difficulty coping
Nursing process
Drug therapy
Treatments
Surveillance and monitoring of the
client
Tertiary prevention
Management of chronic
complications
o Mood disorders
o Nutritional deficits
o Skin breakdown
o Communication
impairments
o Self-care difficulties

Primary Text
Canadian Heart and
Stroke:
www.heartandstroke.on.ca
Canadian Stroke Network:
Tools.
www.canadianstrokenetwo
rk.ca
Lewis, S., Heitkemper, M.,
Dirksen, S., and OBrien,
P. (current ed.).

UNIT 5
Online
LO # 2,
4, 5
ETP #
10, 19,
20, 26,
27a,
27b, 28,
31 a-e,
32, 80,
85, 89,

Decision Making and Priority Setting

for clients with Wounds & Infection

Management of acute/chronic
wounds and infection
Definitions
Etiology
Risk factors
Pathophysiology
Nursing Process
Treatments
Drug therapy
Tertiary prevention

Content will be
evaluated on:
Final Exam

Secondary Text
Lilley L., Harrington, S,
Snyder, J., and Swart, B.
(current ed.).
Skidmore-Roth, L. (current
ed.).
Self-Directed Learning
Blackboard Online: NURS
252 Content
http://learn.humber.ca
Review:
ANAT 100
PHYS 150
NURS 103
NURS 104
NURS 150
NURS 152
NURS 209

Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

11

106b

NURS 217
NURS 218

Surveillance and monitoring of the

client
Clinical manifestations
Nursing responsibilities

Primary Text
Canadian Heart and
Stroke:
www.heartandstroke.on.ca
Canadian Stroke Network:
Tools.
www.canadianstrokenetwo
rk.ca
Lewis, S., Heitkemper, M.,
Dirksen, S., and OBrien,
P. (current ed.).

UNIT 6
Online
LO#
1, 2, 3,
4, 5, 6,
11, 13
ETP#
4, 5, 10,
14, 18,
19, 20,
23, 26,
27 a, b,
28 b, d,
f, 31 ae, 32,
36, 47,
49, 60,
80, 89,
106 b,
110d,
117 d,
120, 121

Decision making and priority setting

for clients who have Chronic Stable
Angina and Acute Coronary Syndrome
(Unstable Angina and Myocardial
Infarction)

Management of acute
complications
o Respiratory distress
o Cardiac ischemia
o Chest pain
o Anxiety
Nursing Process
Treatments
Drug therapy
Tertiary prevention
Surveillance and monitoring of the
client
Management of chronic
complications
o Mood disorders
o Decreased activity
tolerance

Content will be
evaluated on:
Final Exam

Secondary Text
Lilley L., Harrington, S,
Snyder, J., and Swart, B.
(current ed.).
Skidmore-Roth, L. (current
ed.).
Self-Directed Learning
Blackboard Online: NURS
252 Content
http://learn.humber.ca
Review:
ANAT 100
PHYS 150
NURS 103
NURS 104
NURS 150
NURS 152
NURS 209
NURS 217
NURS 218
Primary Text
Canadian Heart and
Stroke:
www.heartandstroke.on.ca
Lewis, S., Heitkemper, M.,

Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available
in alternate format upon request.

12

o
o

Dysrhythmias
Heart failure

Dirksen, S., and OBrien,

P. (current ed.).
Secondary Text
Blackboard Online: NURS
252 Content
http://learn.humber.ca
Lilley L., Harrington, S,
Snyder, J., and Swart, B.
(current ed.).

Skidmore-Roth, L. (current
ed.).
Please note: this course schedule may change as resources and circumstances require.
Evaluations
TYPE OF ASSESSMENT

DUE DATE

WEIGHT

Unit 1 Online Quiz Available on NURS 252

Blackboard site.

Friday of Week 2 (January 22,

2016)

15%

Unit 2 Online Quiz Available on NURS 252

Blackboard site.

Friday of Week 3 (January 29,

2016)

15%

Concept Map Assignment Part A draft

Draft copy due Friday of Week

4 by 1200 hours (noon) in M200
Drop box (February 5, 2016)

15%

Concept Map Assignment Final PART B

Final Copy due Monday of

Week 9 by 1200 hours (noon)
hours in M200 Drop box (March
14, 2016)

Final Exam

Week 15 Exam Week (April 2529, 2016)

Total

30%

25%
100%

Concept Map Assignment

In this assignment students develop a concept map that is a visual organization of interventions,
and an accompanying scholarly paper that provides a written defense with evidence and theory
based rationale. (Details at end of the course outline.)
On-Line Quizzes

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in alternate format upon request.

13

NURS 252 in a hybrid course with the unit 1 and part of unit 2 in class, and the remaining units
are delivered online. Units 1 & 2 have on-line quizzes to encourage self-directed learning and
provide feedback to students on their understanding, application, and critical thinking with
regards to unit content. The following is posted on Blackboard regarding the quizzes:

The specific time that the quiz will be available following which the quiz will be closed.
The time permitted to complete the quiz (start-finish time allotment)
The conditions under which the quiz may be taken, e.g. closed book, open book,
supervision
The quizzes are comprised of multiple choice questions.
It is highly recommended that students come into the Humber College computer lab to
complete the quizzes. Students experiencing technical problems during the quiz while
using a Humber College computer must immediately notify the technical services help
desk. An analysis of the technical problem occurs and the student and professor will
negotiate a resolution students are encouraged not to deliberately time-out during the
quiz, suspicion of such behaviour is investigated as breaking the code of conduct and if
proven is reported to the appropriate administrator.
If a student chooses to use their own personal computer and internet connection,
then the college assumes no responsibility for technical difficulties during the
quiz; the final grade on the quiz will be based on the questions already completed.

Attendance
Students are expected to attend and participate in all classes scheduled on campus. All material
covered remains the responsibility of the student to pursue and investigate.
Diploma Students
In addition to meeting all program specific course and credit requirements, students must have
a
Cumulative Program Grade Point Average (CPGPA) of 60 in order to be eligible for
graduation.
Feedback Methodology
Feedback can be given in the following ways: grades, verbal/written comments, individual/group
consultation, and online comments.
Policies and Procedures
It is the students responsibility to be aware of the College Academic Regulations which can be
found on the following website:
Humber College Institute of Technology and Advanced Learning Policies and Procedures can
be found on http://www.humber.ca/policies-and-procedures.
In addition, the School of Health Sciences Practical Nursing Program has a Handbook that
outlines program-specific policies and procedures. This Handbook can be found on the following
websites: www.humber.ca and course site https://learn.humber.ca.
Research Activity
This course does not include any research activities that involve human participants. Students
will gather data ONLY from publicly available sources.
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14

Academic Integrity
Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires
that students avoid all forms of academic misconduct or dishonesty, including plagiarism,
cheating on tests or exams or any misrepresentation of academic accomplishment.
Academic Complaint
If a student has questions or concerns regarding a grade on an assignment, test, or final
examination, the student should discuss the matter with the faculty member. The Program Coordinator and/or the Associate Dean may be asked to assist if the faculty member and student
are unable to resolve issues. For relevant forms and a brief description, please refer to the
Academic Regulations, Academic Compliant (Category 1, Category 2) or Academic Appeal at:
http://www.humber.ca/academic-regulations. For further information see Section 13 of the
Admission Requirements and Academic Regulations for Degree, Diploma and Certificate
Studies.
Program Specific Policies:
Refer to the Humber College Institute of Technology and Advanced Learning (HITAL) Practical
Nursing Diploma Program Student Handbook and Educational Policies.
The Humber ITAL Practical Nursing Diploma Program Student Handbook and Educational
Policies contains the following program policies for which students are held accountable:
Educational Polices
Program Related Policies
Student Health Policies
Note: At the start of Year 1 and again at the start of Year 2 students are required to read and
sign that they have read and will comply with all relevant Humber College Institute of
Technology and Advanced Learning policies and all Practical Nursing Diploma Program policies
outlined in the Handbook and other documents, and that they will uphold all professional
standards including confidentiality.
Prior Learning Assessment Recognition (PLAR)
Course credits may be granted in recognition of prior learning, and that Application for
Consideration is made through the Office of the Registrar at
http://www.humber.ca/plar/docs/pla.pdf.
Each course outline must indicate method(s) of assessment.
Accessible Learning Services
Humber strives to create a welcoming environment for all students where equity, diversity and
inclusion are paramount. Accessible Learning Services facilitates equal access for students with
disabilities by coordinating academic accommodations and services. Staff in Accessible
Learning Services are available by appointment to assess specific needs, provide referrals and
arrange appropriate accommodations. If you require academic accommodations, contact:
Accessible Learning Services: http://www.humber.ca/student-life/swac/accessible-learning
North Campus: (416) 675-6622 X5090
Lakeshore Campus: (416) 675-6622 X3331
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15

Disclaimer
While every effort is made by the professor/faculty to cover all material listed in the outline, the
order, content, and/or evaluation may change in the event of special circumstances (e.g. time
constraints due to inclement weather, sickness, college closure, technology/equipment
problems or changes, etc.). In any such case, students will be given appropriate notification in
writing, with approval from the Dean (or designate) of the School.

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in alternate format upon request.

16

ESSENTIAL EMPLOYABILITY SKILLS

Essential Employability Skills
(MTCU Requirements)

Graduates of the program reliably demonstrate the

ability to:

Communication
Reading

1. communicate clearly, concisely and correctly in the

written, spoken and visual form that fulfills the purpose and
meets the needs of the audience

Writing
Speaking

2. respond to written, spoken, or visual messages in a

manner that ensures effective communication

Listening
Presenting
Numeracy
Understanding and Applying
Mathematical Concepts and
Reasoning

3. execute mathematical operations accurately

Analysing and using Numerical Data

Conceptualizing
Critical Thinking and Problem Solving
Analysing

4. apply a systematic approach to solve problems

Synthesising

5. use a variety of thinking skills to anticipate and solve

problems

Evaluating
Decision-Making
Creative and Innovative Thinking
Information Management
Gathering and managing information
Selecting and using appropriate tools
and technology for a task or project
Computer literacy

6. locate, select, organize and document information using

appropriate technology and information systems
7. analyze, evaluate and apply relevant information from a
variety of sources

Internet skills
Interpersonal
Teamwork
Relationship management

8. show respect for the diverse opinions, values, belief

systems and contributions of others
9. interact with others in groups or teams in ways that
contribute to the effect working relationships and the
achievement of goals

Conflict resolution
Leadership
Networking
Personal
Managing self
Managing change and being flexible
and adaptable
Engaging in reflective practice

10. manage the use of time and other resources to complete

projects
11. take responsibility for ones actions, decisions, and
consequences

Demonstrating personal responsibility

SCHOLARLY ASSIGNMENT: CONCEPT MAP AND PAPER

Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate
format upon request.

In this assignment students develop a concept map that is a visual organization of interventions, and an
accompanying scholarly paper that provides a written defense with evidence and theory based rationale.
Purpose:
This assignment is designed to enhance:
i.
Interpretation of client health status and circumstances to identify key aspects of care required by
clients with multiple physical and/or psychosocial concerns.
ii.
Ability to prioritize autonomous and collaborative interventions directed toward maximizing client
outcomes.
iii.
Critical-thinking, problem-solving and decision-making skills drawn from multiple resources.
Requirements:
Each student receives a unique case scenario; it is required that both Part A and B of this assignment address
the specific needs and concerns of the client in the scenario.
Due Dates:
Part A: Concept Map (visual connection of information)
Part B: Scholarly Paper (written defense of conceptual connections in Concept Map)
A Draft Copy (Part A) of the assignment is due by Week 4, Friday, February 5, 2016, no later than 1200
hours (noon) in the M200 drop box (must be time stamped). This is to facilitate a process of teacher feedback
to improve student success with the assignment.
A Final Copy (Part B) is due by Week 9, Monday, March 14, 2016, no later than 1200 hours (noon) in the
M200 drop box (Must be time stamped).
Part A: Draft Concept Map
Maximum length: 1 page (250 words)
1. Using a standard size (8.5 x 11) document, develop a concept map that includes:
The relevant details from the case study.
2 Identified priorities, which could be comprised of one of the following combinations:
o One pathophysiological priority and One psychosocial priority; OR
o Two pathophysiological priorities; OR
o Two psychosocial priorities.
Minimum of three (3) clinical manifestations and/or complications (priority) for EACH
pathophysiological or psychosocial that is related to the case study assigned.
Identification of a minimum of five (5) treatment and/or illness prevention strategies (priority) must
be related to each clinical manifestation or complication AND related to the case study assigned.
o Identified treatment/prevention strategies MUST be Specific, Measurable, Attainable and
Realistic to the case study assigned.
Please note: Treatment or illness prevention strategies must include a wide range of care plan
activities: I.e. health teaching; drug therapy; nutritional planning; other nursing care interventions,
etc.
Collaborative practice must be included to demonstrate knowledge of roles/responsibilities of the
health care team members.
All treatment or prevention strategies should be specific and client centered (relate back to client
and context identified in the case study)
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate
format upon request.

2. APA Requirement: Students must adhere to APA 6th edition. The concept map (Part A) must include a
title page (professors name required) and a reference page. A minimum of three (3) credible
references must be providedtwo (2) must be from credible sources and one (1) textbook reference is
allowed. Non-credited references must not be used and will not be considered for grading.
3. Once the visual concept map is complete:
a. Identify the highest priority pathway from the concept map based on the case study.
b. Highlight the pathway identified above in a different color leading from relevant case study
details to treatment or prevention strategies. (See example below).
Sample Concept Map
Relevant Case Study
Details

Pathophysiological

Psychosocial

(Risk or Actual)

(Risk or Actual)

Clinical
Manifestation
or

Clinical
Manifestatio
n or
Complication

Clinical
Manifestatio
n or
Complication

Clinical
Manifestation
or

Clinical
Manifestation
or

Clinical
Manifestation
or

Complication
(Risk or

(Risk or

(Risk or

Complication
(Risk or

Complication
(Risk or

Complication
(Risk or

(1A)

(1B)

(1C)

(2A)

(2B)

(2C)

-Treatment/
for actual or
prevention
for risk

-Treatment/
for actual or
prevention
for risk

-Treatment/
for actual or
prevention
for risk

-Treatment/
for actual or
prevention
for risk

-Treatment/
for actual or
prevention
for risk

-Treatment/
for actual or
prevention
for risk

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

-Treatment/
prevention

Format: Concept Map; Draft Part A

Due: Week 4, Friday, February 5, 2016
A hardcopy to be submitted in M200 Drop off box by 1200hrs/noon. The penalty for late submission of
concept map is a deduction of 5% per day from your original concept map mark (weekends count as 2
days).
Value: 15%
Part B: Scholarly Written Paper
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate
format upon request.

**Note-before submission of Final Assignment:

i) You will need to pick up your concept map once feedback is given.
ii) Your final submission of the concept map must incorporate revisions based on the feedback
given by the instructor.
iii) Your scholarly paper submission (final) must include a final copy of the concept map, and the
draft concept map previously submitted (week 4). A copy of the case study must also be
included.
1. After reviewing the feedback provided on your draft Concept Map, revise your concept map based on
feedback received.
2. Include introduction and a conclusion.
3. Provide an evidence-based rationale (written paper) to defend the links you made in the concept map
according to the pathway you selected.
a) Provide an evidence based rationale defending the path that you have chosen.
b) The document should include rationale that will satisfy the following guiding questions as you DEFEND
your chosen PATHWAY:
i.
Chosen pathophysiological/psychosocial priority:
Provide evidence based rationale to support your selection of the highest
Pathophysiology/Psychosocial priority from your case scenario.
Use peer reviewed articles to support your rationale.
ii.

Clinical Manifestation OR Complication:

Provide evidence based rationale to support your selection of the Complication/Clinical
Manifestation from your case scenario and HOW it relates to your highest priority
(pathophysiological/psychosocial).
Use peer reviewed articles to support your rationale.

iii.

Nursing Interventions:
Discuss the rationale as to why these were your chosen priority intervention/prevention
based on your chosen highest priority and related clinical manifestation/complication.
Use peer reviewed articles to support your rationale.

Note: It is suggested that students use headings to clearly identify in each of the above (three) areas.
4. Part B, required minimum of:
A minimum of 3 pages, maximum of 4 pages for your discussion paper.
APA current edition utilized/applied
A required minimum of 3 peer reviewed-credible references (text book can count as 1
reference). No use of online websites.
(Grading Rubrics following)
Format for submission:
1. Only hardcopy submissions are accepted.
2. Assignments are submitted at the date and time requested, unless otherwise negotiated with the
Professor.
3. The penalty for late submission of assignment is a deduction of 5% per day late from your original
assignment mark (weekends count as 2 days). Assignment to be submitted in the Health Science drop
box outside M200 by 1200hrs/noon on the due date.
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate
format upon request.

4. Receipts for Turnitin.com must be included with the assignment for the assignment to be accepted.
Assignments submitted without the correct turnitin.com receipts will be considered incomplete. If
turnitin.com receipts are submitted for assignments following the due date, the above stated penalty for
late submissions applies.
5. Adhere to APA current edition. It is recommended that you follow the APA must haves for PN
document.
Must include:
- Title page and reference page: APA current edition.
- Part A draft assignment with feedback, AND revised new concept map (new copy with revisions
included).
- Copy of case study assigned.
- Part B - minimum of three (3) pages and a maximum of four (4) pages.
- Minimum of three (3) credible citations/references.
- A copy of the Rubric.
Due:
Value:

Week 9, Monday, March 14, 2016 by 1200hrs/noon in the M200 drop off box.
30%

Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate
format upon request.