vcc.ca
NURS 1263: Developmental Transitions Older Adult
Effective date
September 2023
Department
Baccalaureate Nursing
School
Health Sciences
Description
This course focuses on the interrelationship between social determinants of health, transition to older adulthood and health promotion. Holistic assessment emphasizes normal growth and development processes of the older adult providing students with the tools to begin planning health promotion strategies. The concepts of relational inquiry, clinical reasoning, active aging, quality of life, cultural safety, and health promotion research are introduced and explored within the context of older adult.
Credits
2.0
Year of study
1st Year Post-secondary
Prerequisites
NURS 1150, NURS 1161, NURS 1162, NURS 1153, NURS 1164.
Corequisites
NURS 1260, NURS 1261, NURS 1262, NURS 1264.
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
- Analyze personal and societal beliefs on aging.
- Explain the development transitions of aging and the health promotion strategies to create positive health outcomes for older adults.
- Examine multiple contexts influencing the health of older adults.
- Evaluate theories for direction in healing and health promotion for older adults.
- Apply critical inquiry and evidence informed practice to the care of a family experiencing developmental transition of aging.
- Apply knowledge and skills of relational practice with a family experiencing transition.
- Demonstrates a professional presence with confidence, honesty, integrity, and respect in all interactions.
Prior Learning Assessment & Recognition (PLAR)
None
Hours
Lecture, Online, Seminar, Tutorial: 30
Total Hours: 30
Total Hours: 30
Instructional Strategies
This course uses the context-based learning (CBL) format. The purpose of structuring learning in a CBL format is to provide a professional context for application of learned knowledge and skills. This stimulates the learner to identify the client/family strengths and challenges, suggest a hypothesis, identify learning needs, search for information and then apply the information to the context. The overarching purpose of CBL is to acquire and apply new knowledge, apply previously learned knowledge, develop metacognitive skills, learn to question and challenge ideas, and develop clinical reasoning.
Grading System
Letter Grade (A-F)
Passing grade
C
Evaluation Plan
|
Type |
Percentage |
Assessment activity |
|
Assignments |
35 |
Research and Presentations |
|
Other |
25 |
Self-Reflections |
|
Project |
30 |
Final Paper |
|
Participation |
10 |
Group Skills |
Course topics
- • Inquiry - Clinical Reasoning - Contextual Theoretical Perspectives - Beliefs on aging • Health -Theories of aging -Transitions for older adults -Determinants of Health for older adults • Primary Health Care - Health Promotion for older adults
Notes:
- Course contents and descriptions, offerings and schedules are subject to change without notice.
- Students are required to follow all College policies including ones that govern their educational experience at VCC. Policies are available on the VCC website at:
https://www.vcc.ca/about/governance--policies/policies/. - To find out if there are existing transfer agreements for this course, visit the BC Transfer Guide at https://www.bctransferguide.ca.