vcc.ca
NURS 3263: Multiple 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 multiple transitions. Examination of the acutely ill adult and their family beyond the diseases and individual health issues to consider the impact of social determinants of health (SDOH) on transitions.
Health promotion focuses on advocating for the principles of primary health care to facilitate hope, coping, resilience, social justice and empowerment for individuals and families living with multiple transitions.
Credits
2.0
Year of study
3rd Year Post-secondary
Prerequisites
NURS 3160, NURS 3163, NURS 3164, MATH 1111 or equivalent, NURS 3265.
Corequisites
NURS 3262, NURS 3264, NURS 3266.
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
- Analyze the use of complementary and alternative therapies in managing complex symptoms with individuals and families experiencing transitions.
- Apply critical inquiry and evidence informed practice to the care of individuals and families experiencing multiple transitions.
- Apply knowledge and skills of relational practice with individuals and families in regards to transitions
- Describe legal and ethical issues in relation to populations experiencing multiple transitions.
- Discuss the relationship between the determinants of health, choice and the process of health promotion for people experiencing transitions.
- Explore collaboration in relation to community service providers and health care professionals that provide support for individuals and families with complex health challenges.
- Critically reflect on the impact of culture, diversity and choice in managing individuals and families experiencing transitions
- 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 |
|
Project |
25 |
Knowledge Paper |
|
Participation |
10 |
Group Skills |
|
Assignments |
35 |
Research presentations challenges |
|
Other |
30 |
Self reflections |
Course topics
- Clinical Reasoning & Relational Inquiry: application to a family case study with multiple transitions Multiple Transitions theory (managing complexity) Multiple Transitions: Situational, Organizational, Developmental and Health illness Social Determinates of Health: Social connectedness, Housing, Food security Social Determinates of Health: Social Safety Net, Health Services, Disability Health promotion: Empowerment and Social justice Health Promotion: Spirituality, Complementary and Alternative therapies.
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.