vcc.ca
NURS 3163: Situational Transitions
Effective date
September 2020
Department
Baccalaureate Nursing
School
Health Sciences
Description
This course uses health promotion and population health frameworks to inform an understanding of mental health that goes beyond diseases and individual behaviors to consider the social determinants of mental health (SDMH). Situational transitions that are layered onto the SDMH create further health challenges. Health promotion focuses on advocating for the principles of primary health care to achieve resilience, justice and empowerment for individuals and families living with addictions and mental health challenges.
Credits
3.0
Year of study
3rd Year Post-secondary
Prerequisites
(NURS 2261, NURS 2263, NURS 2264, NURS 2265, NURS 2266), or, (NURS 1357, NURS 1358, NURS 1359, NURS 1399).
Corequisites
NURS 3160, NURS 3164, NURS 3265.
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
- Investigate clinical reasoning and relational inquiry in mental health nursing.
- Apply the transitions framework to people and families experiencing mental health challenges.
- Explore the Social Determinants of Mental Health (SDMH).
- Integrate theories of hope, empowerment, resilience and coping to create health promotion within the context of psychiatric and mental health nursing
- Examine advocacy and policy changes needed to establish the principles of primary health care in mental health nursing
- Demonstrates a professional presence with confidence, honesty, integrity, and respect in all interactions.
Prior Learning Assessment & Recognition (PLAR)
None
Hours
Lecture, Online, Seminar, Tutorial: 45
Total Hours: 45
Total Hours: 45
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, Presentations & Challenges |
|
Other |
25 |
Self-reflection |
|
Participation |
10 |
Group skills |
|
Project |
30 |
Final Paper |
Course topics
- Clinical reasoning and Relational Inquiry - Theoretical perspectives, Culture, Ways of Knowing Transitions: Transitions Theory, Situational Transitions Framework and processes in Mental Health Social Determinants of Mental Health (SDMH) Primary Health Care – Principles & Mental Health Promotion Promoting Mental Health - Building Recovery: Hope, Identify and Meaning Promoting Mental Health - Empowerment and Social Justice
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.