vcc.ca
NURS 2163: Health Illness Transitions
Effective date
September 2020
Department
Baccalaureate Nursing
School
Health Sciences
Description
This course builds on prior knowledge of health, social determinants of health, health promotion and transition theory to focus on young to middle adults in acute care. The course explores health-illness transitions by assessing “where the person is situated” in terms of health, developmental stage and transitions to understand their readiness for learning tailored to the individual and their family. Emphasis is on principles of adult teaching and learning and the design of health promotion strategies that are tailored to the individual and their family.
Credits
2.0
Year of study
2nd Year Post-secondary
Prerequisites
NURS 1260, NURS 1261, NURS 1262, NURS 1263, NURS 1264.
Corequisites
NURS 2160, NURS 2161, NURS 2162, NURS 2164.
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
- Examine the transitions from health to illness, hospitalization and return to health.
- Explore the application of Primary Care principles in health and illness transitions
- Develop an understanding of the impact of the determinants of health on health- illness transitions.
- Apply the VCC BScN Framework for Healing and Health Promotion to young and middle adults.
- Apply adult learning theories to patient education
- Review self management frameworks that sustain and promote health and well being
- 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
60%
Evaluation Plan
|
Type |
Percentage |
Assessment activity |
|
Assignments |
34 |
Research & presentations |
|
Other |
26 |
Self reflections |
|
Participation |
10 |
Group skills |
|
Project |
30 |
Teaching presentation |
Course topics
- - Introduction to Health Illness Transitions - Critical Reasoning - Relational Inquiry: Theoretical Perspectives & Ways of Knowing - Uncertainty, Resilience, Hope and Shifting Perspectives - Health Promotion Teaching & Learning: Adult Learning Theory, Assessing the Learner and Learning Environment - Social Determinants of Health and Determinants of Inequities: Income & Social Status, Education & Literacy, Housing and Food Security - Primary Health Care Principles: Advocacy and Social Justice as Health Promotion - Transitions: Growth & Development: Young and Middle-age adult and Health Risks - Simulations & teaching demonstrations - Harm Reduction - Substance Abuse - Teaching and Learning presentations
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.