vcc.ca
NURS 2263: Childbearing Family Transition
Effective date
September 2020
Department
Baccalaureate Nursing
School
Health Sciences
Description
This course explores relational inquiry that considers context, culture and the lived experience of individuals and families. Emphasis is placed on developing assessment, planning and intervention skills with child bearing families that incorporates diversity and explores health promotion and prevention strategies. There is a strong emphasis on growth and development, social determinants of health and culturally appropriate healing-centered nursing care.
Credits
2.0
Year of study
2nd Year Post-secondary
Prerequisites
NURS 2160, NURS 2161, NURS 2162, NURS 2163, NURS 2164, NURS 2370.
Corequisites
NURS 2261, NURS 2264, NURS 2265, NURS 2266.
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
- Explore the transitions and implications of the transitions that occur from pre-pregnancy through to adolescence and the transitions evident in the CBL situation.
- Apply holistic assessment frameworks such as the VCC framework for healing & health promotion to consider the multitude of factors that impact an individual/family’s transition.
- Analyze variances in growth and development that arise for individuals and families from preconception through to adolescence.
- Examine the scope of maternal child nursing practice.
- Apply critical inquiry and evidence informed practice to promote health with a family experiencing transitions.
- Reflect on 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
60%
Evaluation Plan
|
Type |
Percentage |
Assessment activity |
|
Assignments |
35 |
Research and presentations |
|
Other |
25 |
Self-reflections |
|
Participation |
10 |
Group skills |
|
Project |
30 |
Knowledge paper |
Course topics
- - Growth and Development: preconception to adolescence - Social Determinants of Health - Health Promotion - Illness Prevention: gene-linked risk factors, communicable diseases, Rh incompatibility - Health Restoration: pertussis, neonatal jaundice - Transitions: developmental (family), health/illness (pertussis, neonatal jaundice), situational (homeland, refugee/immigrant, work)
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.