NURS 115 Course Syllabus 201910 DML

NURS 115
Health Teaching and Learning
Fall, 2018
November 12, 2018 – January 25, 2019
Instructor: Debb Vandewater

Email: dvandewa@stfx.ca
Continuing and Distance Education

NURS 115: Health Teaching & Learning
Course Syllabus
Course Overview
Health promotion is a broad and holistic concept that includes health education. The Ottawa
Charter for Health Promotion (1986) states that “in order to be healthy, an individual or group
must be able to identify and to realize aspirations, to satisfy needs, and to change or cope with
the environment.” Our Charter reflects the World Health Organization’s simple definition of
health: “a state of complete physical, mental, and social well-being, and not merely the absence
of disease or infirmity”. This course explores the concepts of health promotion, health education,
and disease prevention across the human lifespan all of which are included within the definition
of health. For more information you may find the Ottawa Charter at:
https://www.canada.ca/en/public-health/services/health-promotion/population-
health/ottawa-charter-health-promotion-international-conference-on-health-promotion.html
The focus of this course is the application of new theory and concepts in nursing practice with
individuals and families, to build on the student’s/registered nurse’s understanding of the socio-
cultural, economic, and political factors that influence health and behaviour. As a Bachelor of
Science in Nursing/post RN student, you will be challenged to reflect on your individual
experiences, to articulate a values and evidenced-informed foundation for your nursing practice,
and to demonstrate your understanding of the nurse’s role in health education–promotion
through critical thinking questions, reflective practice, assignments, and exams. Through Moodle
you will share your learning with your peers, to further expand your reflections on experiences.
Course Objectives
Upon the successful completion of this course, you will have been able to:
1. Review perspectives of ‘health’, health promotion, and the determinants of health.
2. Demonstrate understanding of the theory and concepts of health promotion.
3. Gain insight into the complexities of health promotion.
4. Review legislation and standards that regulate professional nursing practice.
5. Be aware of the ethical values in nursing practice that relate to health promotion, health
education and health counseling.
6. Describe and use the nursing process (assessment, nursing diagnosis, planning,
implementation, and evaluation) in promoting health/wellness lifestyles and preventing
illness, through the education of individuals and families.
© Continuing & Distance Education, St. Francis Xavier University (2018) 1

Course Syllabus
7. Demonstrate understanding of the theory and concepts of education (health

education/client education, education process).
8. Demonstrate understanding of the nursing role in health education and health promotion
through the human lifespan in a Health Education assignment.
9. Demonstrate an understanding of risk factors in chronic diseases and the nurse’s roles in
interventions and health education for clients and families across the lifespan.
10. Identify strategies for the application of health promotion that can be used across the
lifespan.
11. Fulfill the requirements of the preceding ten objectives by completing all readings,
lessons, and assignments contained within the four modules that comprise this course.
Requirements and Policies
1. As adult learners, students are expected to take responsibility for their own learning,
seeking guidance from others when necessary. Students are expected to meet deadlines
for completion of the course. Students must familiarize themselves with the library, the
computer (word processing programs, internet resources, e-mail, MOODLE, etc.) and
student support resources available through StFX and/or in local communities. Please
seek appropriate assistance and support from the course professor for issues related to
course content.
For problems with getting online or accessing Moodle, please contact:
Moodle Support:
Email – cdesupport@stfx.ca
2. The APA (American Psychological Association), 6th edition format is required in all written
academic papers in Nursing and the social sciences.
3. Required assignments must be submitted on or before the due date. Marks will be
deducted at a rate of 5% per weekday for late assignments, unless an extension is
negotiated with the professor ahead of the due date. Extensions may be negotiated in
exceptional circumstances such as illness or bereavement.

Course Syllabus
4. Students must achieve a grade of at least 60% for successful completion of the course. A
failure results in the student being placed on academic probation. Repeated failures can
result in the student’s dismissal from the program. See your student handbook for further
explanation.
5. You are encouraged to seek appropriate guidance and support from your professor. My
email is dvandewa@stfx.ca
6. If you are struggling with academic writing and APA formatting, please access the
resources and support available to you at a distance from the StFX Writing Centre. Note
that they are not an editing service. Their mandate is to help you improve your writing.
For more information, please see: www.sites.stfx.ca/ssc StFX Continuing and Distance
Education offers the course “Writing for Academic Purposes” once or twice a year.
Remember to save a copy of your efforts in more than one place: on your
computer and on a jump drive (USB stick, thumb drive), or “in the cloud”,
for example. You can also email your work to yourself.
Required Textbooks
Edleman, C. L. & Kudzma, E. C. (2018). Health promotion throughout the lifespan

(9th ed.). St. Louis, MO: Elsevier.
ISBN: 978-0-323-56910-1
eBook ISBN: 9780323416757
eBook ISBN: 9780323416740
Paperback ISBN: 9780323569101
American Psychological Association. (2010). Publication manual of the

American Psychological Association (6th ed.). Washington, DC: Author.
A really good online source for APA formatting is Purdue Owl, found at:
https://owl.english.purdue.edu/owl/resource/560/01

Course Syllabus
Additional Required Readings (found at the beginning of each Lesson).
As mentioned already, you are also required to read a selection of readings to supplement the
textbook content. The URLs are provided. If you have difficulty when clicking on the blue-colored
URL and the article does not open, there are a couple of tricks I have learned:
1. Copy the whole URL and paste it into your Firefox or Explorer URL window. But – be VERY
careful to ensure that you don’t put any extra spaces in the URL, such as after a hyphen
(-) or a period (.). Even one space will prevent the URL from opening.
2. If the item will not open that way, type the title or title and lead author into your URL
window and see if it will search and find the article/video, etc. that way.
3. Contact the StFX Library for help.
4. If all else fails, you may email me and I’ll try to find a solution. Sometimes, since the time
the course was prepared, URL’s have changed, been discontinued, or just plain
disappeared into cyberspace.
From time to time there may be a reading required which is to be obtained through Medscape.
If you haven’t already signed up for this free website, please do so. The URL for a required reading
will look something like this:
Kowalska, J., Bojko, E., Szczepańska-Gieracha, J., Rymaszewska, J., & Rożek-Piechura, K.
(2016). Occurrence of depressive symptoms among older adults after a stroke in the
nursing home facility, Rehabilitation Nursing, 41(2), 112-119. Retrieved from
https://www.medscape.com/medline/abstract/25772117
You can “unsubscribe” to the site after the course is finished if you don’t wish to
continue to receive notifications. Personally, I have continued receiving Medscape
articles but I have ‘customized’ the topics so that I receive only certain articles on
health promotion, geriatrics, etc.

Course Syllabus
Course Organization
N115 is organized into four modules of study, with course content consisting of twelve (12) lessons
that must be completed within the 10-week period. Each lesson has required readings and
learning activities that help to support and expand the content within the lesson.
Module 1 Health Promotion, Learning and Nursing Practice

Lesson 1.1 The Evolution of Health Promotion, Determinants of Health, and
Population Health Promotion in Canada
Lesson 1.2 Nursing Practice
Lesson 1.3 Ethical Issues in Health Promotion
Module 2 Health Promotion/Health Education

Lesson 2.1 Health Promotion/Health Education
Lesson 2.2 Health promotion Issues in the 21st Century
Module 3 Health Promotion Throughout the Lifespan

Lesson 3.1 Health Promotion Concepts Across the Lifespan
Lesson 3.2 Health Promotion Concepts for Prenatal, Infant and Toddler
Lesson 3.3 Health Promotion Concepts for the Pre-school, School-Age Child
and Adolescent
Lesson 3.4 Health Promotion Concepts for the Young Adult, Adult, and Older
Adult
Module 4 Issues in Health Promotion and Learning

Lesson 4.1 The Natural History of Disease and Levels of Disease
Prevention
Lesson 4.2 Chronic Diseases
Lesson 4.3 Interventions for Health Promotion
Note that Lesson Objectives and Module Summaries provide a helpful overview of key points
discussed in each chapter of the course text. Your readings may be useful in completing course
assignments. In addition, however you are to do you own library searches, internet searches,
and request assistance from the distance librarian in searching on-line library resources if
needed.

Course Syllabus
Beginning a new course is exciting, yet you may feel concerned about the workload. To gain
confidence, try to get off to a good start. Employ helpful study skills right from the beginning.
Here are some thoughts that, in my and other past professors’ experiences, we have noted that
students have found helpful on how to get started in a new course.
 You will be best able to learn the course material if you structure and reinforce your
learning.
 Start by reading the assigned Lesson and readings.
 Read through the Lesson objectives and content. Doing so will help you to focus on the
new terms, concepts and ideas featured in the lesson.
 Once you have read the lesson and readings, go back and take notes to help you
summarize new information.
 Try to summarize the material in your own words. If you can explain the material in your
own words, you demonstrate an understanding of the material and it will help you to
remember its key points. You integrate the information into your way of thinking and
thereby avoid the pitfalls of using memorization to learn.
 Another way to reinforce your learning is to do the learning activities provided at the end
of the lesson. You may find these activities helpful for assessing your learning.
 If you find the learning activities too difficult, review the lesson and chapter or required
readings. Perhaps you will want to revise your chapter notes.
 Once you have reviewed the material, try to do the learning activities again.
Feel free to email me with any and all of your questions. When you prepare your questions for
me, it is helpful if you note the page number in the manual or textbook you wish to discuss so
that I can quickly orient myself to where you are in the course. All of your questions are welcome.
My email is: dvandewa@stfx.ca

Course Syllabus
The following schedule is designed to help you pace yourself as you progress through this course.
There are 12 lessons in a 10-week period and it is recommended that you try to follow this
outline. You are certainly welcome, however, to work ahead of the suggested dates!
November 12, 2018 – January 25, 2019
DATE LESSONS ASSIGNMENT/POSTING

Week of Post your “Hello” message by Sunday November
Lesson 1.1
November 12 18, 2018 to earn 2 points towards your final mark
Lesson 1.2 & 1.3 By November 23, decide the roles within the
Week of Nov. 19
Group: Global Postees and Editors.
Online Discussion Posting #1 due Dec. 02/18
Week of Nov. 26 Lesson 2.1

Week of Dec. 3 Lesson 2.2

Week of Dec. 10 Lesson 3.1 & 3.2
Week of Dec. 17 Lesson 3.3

HAPPY HOLIDAYS!!
Week of Dec. 23 Take Home Assignment (14%) due Sunday

December 30, 2018 (uploaded via Moodle)
Week of Dec. 30
Lesson 3.4 Online discussion Posting #4 due Jan. 06, 2019
Week of Jan. 07,

2019 Lesson 4.1
Health Promotion/Learning Project Due (24%) on or before: Tuesday January 15, 2019
(Upload via Moodle)
Lesson 4.2 & 4.3
Week of Jan. 14
Final Exam (40%) Date: January 23 or 25, 2019

Week of Jan. 21 Online examination – Proctor required

Course Syllabus
Course Evaluation
ASSIGNMENT/EVALUATION DUE DATES

Hello! Introduction (2%) Complete by Sunday November 18, 2018
Online Discussions (20%) December 02, 09, 16 & January 06, 2019
Take Home Assignment (14%) Sunday December 30, 2018 by 15:00 AST
Submitted via Moodle
Health Promotion/Learning Project (24%) Tuesday January 15, 2019, 15:00 AST
Submitted via Moodle
Final Proctored Exam (40%) January 23 (Wednesday) or January 25

(Friday), 2019
Now the next section deals with your assignments. The first assignment is the online discussions.
I know some of you may never have participated in one, using a computer and “talking” back and
forth. I am here to help you, as is CDE support (whom I strongly recommend) and there are
several students who have already completed a course with a similar format regarding group
discussions.
Email – cdesupport@stfx.ca
Once you “Get the hang of online communication” (and believe me you shall within a couple of
weeks), you will be a WHIZ!

Course Syllabus
1. Group Online Discussions (value = 17 + 5% - participation)
This portion of the course will assist in the development of critical thinking skills and will facilitate
both the synthesis and understanding of the material in the required readings, augmented by
ideas and information from your peers. Additional material from the suggested readings or from
sources you have identified yourself, are excellent discussion content. Your grade in this section
will depend upon how you participate in the online question(s).
You can “practice” by first sending a Hello message to your fellow classmates. Use the Icon in
Moodle at the beginning of the course under “Click here to introduce yourself”. You will earn 2
points if you complete the “Hello” message process (strongly recommended) if completed by
November 18, 2018!
Here is how the Online Group Discussion Boards work on Moodle:
Each topic for discussion has a separate Discussion Board in a different week of the course. Each
of the discussion board activities has the Discussion Board icon in front of it. When you click on
the discussion icon, you can:
1) Click on someone’s name to read her/his post and then click on the reply button to respond
to or add to that post.
2) Or, by clicking on the “Add a new discussion topic”, type your answer, and if required, attach
a document.
In order to keep up with the discussions with your group it is vitally important that you participate
in each discussion. Thus you must converse via Moodle with your assigned group-mates
throughout the week…not just on Saturdays, the day before the assignment is due.
You will find the link to the assigned group discussions located in the Moodle block for that
content. For example, the first Discussion Forum is based on Lesson 2.1, so you will find the link
at the END of that material on Lesson 2.1. (Nov 19 – 25 on Moodle)
Participation in the online discussions is MANDATORY. If a student misses any posting

WITHOUT the prior ‘OK’ from the professor, s/he may lose all points for the missed posting.

Course Syllabus
Online Posting Dates to Professor Due By Sundays at MIDNIGHT (your time):
DUE DATE REQUIREMENTS POINTS

 Say “Hello” to your Classmates by
“Hello”
message
November 18 November 18 – strongly recommended! (More 2
information in the Schedule at a Glance)
Posting #1 December 02 End of Lesson 2.1 3
Posting #4 January 06, 2019 End of Lesson 3.4 4
Individual participation 5
TOTAL 22
In order to facilitate the discussions, you will be assigned to small groups of 4-6 students for your
online discussion work. This participation means that you must interact at least once per lesson
through Moodle (not your STFX email) with your group, responding to questions and sharing
reflections while maintaining online etiquette. Participation is NOT merely saying “I agree” or
“Here is my Posting Contribution”. Think of this interchange as a face-to-face conversation in a
classroom where you are expected to talk back and forth. If you do not participate in the
Discussion thread as well as submitting your word document for the Global Response, you will
receive a zero (0) for that week.
As you “talk”, strive to integrate the new knowledge you are gaining in this course into the
discussion such as websites or links you think might be interesting for your classmates to know
about. Expect a variety of views to be expressed and feel free to express your own view.
Expressing differences of opinion can be done in a respectful way that keeps people exchanging
views and seeking to understand different opinions. Although stating a strong opinion succinctly
in the spirit of debate is welcome, try to avoid diatribes and one-sided conversations.
Remember that this online discussion is not a chat room. Simply writing off the top of your head
will not yield discussion points. Providing synthesis and critical thinking insights from course

Course Syllabus
content, your professional context, outside resources (cited), and other sources will earn you
extra points. Incorporate the language used in the readings where possible (use of specific
references is expected where appropriate), and note how your perspective has been influenced
by what you read in relation to this course.
Please note that the instructor will not respond to each point added to the discussion board.
Instead, the instructor will read and evaluate the posts on the discussion board, will add
comments when appropriate such as when the discussion has gone astray, to steer the students
back on track.
THE PROCESS:
After completing the assigned readings for the lesson, you are expected to submit a response to
the online question on the lesson’s Group Discussion Board as presented at the end of each of
four (4) particular lessons. (You will find the question in a colored box at the end of Lessons: 2.1,
2.2, 3.1 and 3.4) Within your group you are required to react to some of the ideas discussed in
the assigned readings and relate them to real-life circumstances or experiences (not necessarily
your own). This arrangement will enable you to have discussions among your peers. Here is how
you do it:
1. Once you know the group to which you are assigned (which you will know by Monday
November 19 at the latest, via a NOTE from me on Moodle), click on the “Discuss your
Group Roles HERE by FRIDAY November 23” icon found in Moodle November 19 – 25.
Here you can either start a thread or look for your group number and click on the person’s
name on the left side of the post area. You can talk back and forth and get organized.
2. To make it simpler about who is responsible for each week’s posting, may I suggest that
you decide by November 23 which member of your group will be responsible for posting
each of the four Global Responses. Depending upon the size of your group each person
will have 1 posting responsibility or be an Editor.
So assign a Global Postee for -

December 02
December 09
December 16
January 06
And………
Editor

Course Syllabus
If there are 6 people in a group then Editor (1) postings are December 02 & 16; and Editor
(2) December 09 & January 06
3. Role of the GLOBAL POSTEE:
3.1 In the appropriate Group Discussion Board (The first one is found in the week of
November 26), for the posting question, set up ONE thread in the section called “Posting
Discussion Group X” (put in your Group number). This thread is where the Group
members talk back and forth about the topic. Remember, only your own group members
can see and respond to what you have written.
3.2 Set up a SECOND thread called “Global Response Contribution Group X’. In this
thread each Group member submits her/his post to the Global Postee. Because it is very
difficult and time consuming for the Global Postee to cut and paste comments directly
from the Moodle screen, the contribution is to be posted as an attachment in word (.doc
or docx) The Global Postee doesn’t have to post her/his contribution if s/he so chooses
as s/he is writing the Global Response. If the Global Postee chooses not to post a
contribution, s/he still needs to be part of the discussion conversation so the Group
members know your thoughts.
3.3 The Global Postee can request what day s/he wants the individual word attachment
contributions posted to her/him. Thursday or Friday is usually a reasonable time period
by which the designated Global Postee can merge all the individual group thoughts,
connect with the Editor, and then post by Sunday midnight to the Online Global Response
Board.
3.4 Finally, would the Global Postee please list the members who participated in the
Group’s discussion to ensure that those students who have worked on the post will
receive the mark.
Please note: If you type in the "Weekly Global Response Board", everyone in the course
will "see" your comments, not just your own group members. So only the Global Postee
should be using this area. The post should be posted on the Weekly Global Response
board as an ATTACHMENT in .doc or .docx. Please, do not post the response as an .ODT
or Excel or any other type of extension.

Course Syllabus
4. Role of the EDITOR:
The editor works with the Global Postee to make sure the grammar, the APA format, the
needed references, and the length (maximum 400-600 word in 12 font) are accurate for
all the postings. However, it is the Global Postee's responsibility to post the Group's
Weekly Global Response. So once the editing is complete, the Editor sends it back to the
Global Postee to either send out to the Group (if there is time for a final review), or for
the Global Postee to post it on the Weekly Global Response board.
5. Role of the GROUP MEMBERS:
It is important that there is real discussion and debate of thoughts among the Group
members. As each member in the group will receive the same mark, it is really a “team”
effort to ensure the posted response is your best effort. In past courses, some students
have merely posted their contribution, I guess thinking that having put words to paper,
that that was their "discussion" with their Group mates; sorry, but no. I want to be able
to read what you are thinking about, the exchange of ideas, or suggestions towards the
content of the Global post. It is also not sufficient to just say "I agree with what you said”
or “Here is my contribution". This process is how you will earn up to 5 extra marks. (see
below). I truly do read almost all the posts from every student.
Each student’s individual post contribution (the attached word document) should also not
be longer than 400-600 words in 12 font. Just think what it would be like if you were
faced with condensing 4 or 5 posts of a couple of pages each, into 400-600? If you have
used references, they must also be included in proper APA format, [but are not part of
the 40 line count]. It is not the Editor or Global Postee’s responsibility to locate your
references. You must provide the correct information in APA format. The word document
that you post as an attachment must be ONLY in word – not a PDF, not .odt or any other
version.
And finally:
6. It is ‘point-worthy’ if some of the students’ comments and ideas are quoted in the Global
response as well as from your readings. E.g. Susie said that “…………..”, but Tim countered
with “……….”

Course Syllabus
7. Your mark will be based on the use of proper English. Use abbreviations sparingly, and
remember that you will be marked on spelling, paragraph and sentence structure, use of
appropriate citations, (APA format) content, and succinct writing.
8. When using ideas from your readings be sure to reference the author(s) as per APA
formatting guidelines. (The use of a few references is always point-worthy). It is neither
the Global Postee or Editor’s responsibility to find your references and provide the
source information.
INDIVIDUAL PARTICIPATION (i.e. up to 5 additional points)
In order to acknowledge those students who are demonstrating more engagement in the process
of the online discussions, (those who answer with a single response to each week’s posting, to
those who communicate back and forth with their other Group members throughout the week
in preparation for the Sunday posting), additional points will be given. Zero to Five additional
points will be awarded by the Professor after the final discussion posting.
Thus, while Group scores will be the same, students will each receive an individualized total mark
to reflect their efforts during the course. You can find out your mark for the Group Discussion
postings and for Individual Participation by clicking on the “grades” section on the left side of the
homepage on Moodle.
Zero – Five (0.0 – 5.0) points will be awarded at the discretion of the professor based
upon the following criteria:
 Helping to organize the group’s assignments as Global Postee, or Editor
 Sharing of information, experiences, useful readings, etc.
 Timing of comments (towards the beginning of the posting discussion period, not
24 or less hours before the post is supposed to be finalized)
 Number of postings per question
 Offering of opinions and comments in response to other Group mates’ ideas
 Number of interactions with Group-mates
 Depth of content of the student’s posting (inclusion of references, spelling,
incorporation of lesson content, etc.)
 Observed support and encouragement of fellow group mate efforts through
postings
Rubric for Marking Online Discussion Posts

Course Syllabus
Exceeds Meets Standards Minimally Meets Insufficient/Belo

Standards Standards w Standards
Commendable Minor errors in Some errors in Frequent errors in
spelling/grammar. grammar. Satisfactory grammar. Some grammar.
Writing Excellent use of use of structure and/or ineffective Ineffective
words. Clear wording. Used structure and/or mechanics, structure
meaning. Accurate references in some wording. A few and/or wording.
use of references. fashion. items were References not
referenced. apparent.
Deep thought is Some deep thinking is Some Basic knowledge is
apparent and there apparent. Organization knowledge is used. Lack of
is a logical flow in is logical. Most ideas apparent. organization.
Thinking the writing. Ideas are clearly expressed. Organization is Deeper explanation
are clearly and somewhat of thinking is
Skills
insightfully lacking. lacking.
expressed. Minimal
explanation of
thinking.
Astute insights Timely post with Post was timely Post was late and
provided to further contributions but simply did not provide for
promote ongoing expressed on the expressed interaction.
Interactions discussion on the topic. agreement with Disrespectful of
topic. Asks no further others' ideas.
inquisitive, contribution to
productive topic.
questions.
Class Student group Some student group Sporadic reference No references to
references members are member names to group member student members or
identified and their mentioned; ideas used. names and /or use of their ideas.
ideas incorporated their ideas
into post.

Course Syllabus
2. Take-Home Assignment (value = 14%) DUE Sunday, December 30,

2018, by 2300 hours your time.
The purpose of this assignment is to evaluate your knowledge about various concepts of nursing,
health and health care in Canada. There are four (4) essay questions related to Modules One,
Two, and Three. Pick two questions and develop a different answer for each. There is a 500-word
limit using a 12 font for each essay response. The four questions appear below, followed by the
marking criteria.
 Articles used as references should be no more than five (5) years old (i.e., 2013) from the
date of publication. You should have at least three references for each answer.
 Only one cover sheet and one reference list is needed for the assignment. Please indicate
on your cover sheet which questions you are answering. A Table of Contents is not
required.
 Running Head: e.g. SHORT VERSION (50 CHARACTERS OR LESS) in Capitals
e.g. “Take Home Assignment N 115 (50 CHARACTERS OR LESS).” You can find out how to put
this heading in your paper by looking in “Headers and Footers” in your MS Word or Word
Perfect computer program at the very top of your screen (On a Mac, it is under ‘Insert”,
“Header”)
 Numbering pages: Start your numbering on the title page and continue throughout your
assignment. (On a Mac, it is under “Insert”).
 Page Break: This very necessary feature is used so that you can start a ‘clean’ page for the
Introduction, the two answers, and the Reference portions of your paper. In the Mac
program it is under “Insert” at the top of the MS Word menu.
 Please refer to the SAMPLE PAPER in your Syllabus for examples of APA formatting for your
References.
PLEASE DO NOT USE ANY TEMPLATES TO ORGANIZE YOUR INPAPER CITATIONS, OR the
REFERENCE LIST (APA TEMPLATE ON THE COMPUTER) OR PROGRAMS SUCH AS MICROSOFT
MANAGER. It is very difficult to mark within the confines of these pre-constructed outlines.

Course Syllabus
Take Home Assignment Questions: Select TWO of the following four questions to complete.
Question #1:
Discuss the pros and cons of a two-tiered versus universal health care system for all
Canadians.
Question #2:
What do climate change and health have to do with the nursing role?
Question #3:
Discuss the state of health literacy in Canada today.
Question #4:
How would a nurse help a new mom with the decision to breastfeed her infant, or not?
What points should be considered?

Course Syllabus
DNUR 115 Evaluation Criteria for Take-home Assignment

Correct Format Used and APA Style Paper includes: Actual
Requirements Followed (4 pts) 1. Title page with title of paper, name of student, student ID,
professor’s name, university, course, the numbers of the
questions answered, date due, date submitted.
2. 12pt font, typed with 1’’ margin on all sides, right side unjustified,
double spaced, numbered pages, running head on title page and
on each subsequent page, and appropriate use of PAGE BREAK.
3. Typed discussion is 500 words PER QUESTION, including an
introduction and conclusion per question.
4. Accurate sentence and paragraph structure, use of punctuation,
spelling, correct grammar usage; no slang, jargon or clichés.
5. APA style citation of references as appropriate in the text of paper
and in construction of the reference list (References).
1. Introduction to each question contains a basic overview of the Actual
written discussion and how it is organized.
2. Conclusion includes succinct summary of relevant points in each
answer.
3. All aspects of the questions with a focus on hospice palliative care
content are addressed in the body of the paper.
Content (10pts)
4. Questions are answered comprehensively with logical

development of the response and a clear focus on hospice
palliative care issues appropriate to that question.
5. There is adequate depth of current information presented.
6. Evidence of connecting ideas from the literature and course
content.
7. Discussion demonstrates personal understanding of the topic,
with examples of critical thinking as appropriate.
8. Adequate number and pertinent references to support discussion
and arguments. (At least three references per answer)
All sources of information used are cited using APA guidelines. Papers Yes
Academic
Honesty
that are not original, plagiarized, or falsely cited will receive “0”. See
No
Academic calendar re: academic honesty.
Assignment is submitted on or before the date required. Marks will be

deducted at a rate of 5% per weekday for late assignments,
Timeliness
unless an extension is negotiated with the professor ahead of the

due date. Extensions may be negotiated in exceptional
circumstances such as illness or bereavement.
Total: /14

Course Syllabus
Take-Home Assignment Submission Guidelines
The Take-Home Assignment is to be sent directly to the Professor via Moodle:
1. It would be very helpful if your last name is in the Subject Heading of your upload.
2. Upload your assignment by looking for a button or link on the Moodle Course home page and
clicking on it. Follow the instructions to attach your document. Make sure you hit the SUBMIT
button or it will be uploaded as a draft. I cannot mark a draft.
3. The document must be in Microsoft Word format (.doc or .docx). Please do not send as a PDF,
RTF, ODT or any other format as I am unable to open those, or to mark them. Assignments
should be e-mailed no later than 2300 hours (your time) on the day it is due.
4. Written assignments must be received via email by the Professor by the due date so they can
be marked and returned to you in a timely manner. Extensions may be granted in
extenuating circumstances in direct negotiation with the course professor. (Don’t contact
the Program Office). You are encouraged to seek appropriate guidance and support from
your professor.
5. Please note the appropriate university penalties that apply for late assignments.

Course Syllabus
3. Health Promotion/Learning Project (value = 24%) DUE on or before

Tuesday, January 15, 2019 by 2300 hours your time.
The Health Promotion/Learning Project involves doing something you’ve always done as a
Registered Nurse or nursing student — providing client teaching, in other words, promoting
health education. In whatever area you work, you have been assessing patients/clients,
identifying important issues (in most health care environments this means ‘problems’), planning
care, completing interventions, and determining whether anything you did, helped.
What this project involves is different only in setting and focus. In this project, I would like you
to select an individual from the community. With your client, and using Gordon’s Functional
Health Patterns, assess his/her health holistically. Then develop a health promotion/learning
plan based on the individual’s expressed desire to learn something about health, wellness, illness,
or an anticipated developmental change such as growing up or growing older. The person may
be of any age from a child to an older adult. For many of you who have spent your careers to date
working with ill populations in hospitals, this Project may constitute a departure from illness-
focused assessments and care. Remember to refer to the involved Functional Health patterns
(FHPs) – only the ones applicable to your client. What interventions/actions can be identified
that will improve the client’s health?
Be sure to support the Health Promotion/Learning Project with references. For example: perhaps
you and your client decide to teach the client how to inject insulin into her/himself. How would
you go about it? What tools or ‘props’ would you use? What journal articles or other references
would you use in the preparation of your education process with the client? This Project is about
your client and their identified her/his need – not about the diagnosis or the medications the
client is taking.

Course Syllabus
General Description of the Health Promotion/Learning Project:

(Please refer to the evaluation Marking Criteria for more specific information in constructing
your paper…at the end of the Syllabus)
 You will need to gather articles/literature on the topic in addition to your course readings and
incorporate them into your paper (at least 8 references need to be used). These references
MUST be from peer-reviewed sources such as articles in nursing journals or publications by
professional organizations such as the Canadian Nurses Association, Health Canada, and the
Public Health Agency of Canada, for example. You have access to thousands of journal articles
via your StFX on-line library that you can access from anywhere, and you may have access to
print-based journals in hospital libraries, community health centers, etc. in your home
community. Also, unless you are writing from a historical perspective, use references that
are no more than 5 years since publication (2013). Your course text is not to be considered
as one of your references, but you may certainly put it in your list of references.
 Do not use sources that are not peer-reviewed. Websites such as Wikipedia and WebMD, for
example, have not been subjected to review by a panel of experts and are not appropriate
for academic papers. Similarly, newspaper clippings and popular literature such as
Chatelaine magazine are also not usually peer-reviewed and are therefore not appropriate.
 APA 6th edition (2010) format and referencing is required.
 The following link is also helpful for reference purposes on writing and using APA style
essentials and guidelines. http://psychology.vanguard.edu/faculty/douglas-degelman/apa-
style
 The paper should be 13 pages maximum in length, INCLUDING the title page, table of
contents, introduction, conclusion, 6-7 pages of text, and reference page(s).
PLEASE DO NOT USE ANY TEMPLATES FOR THE TABLE OF CONTENTS TO ORGANIZE
YOUR INPAPER CITATIONS, OR the REFERENCE LIST (APA TEMPLATE ON THE
COMPUTER) OR PROGRAMS SUCH AS MICROSOFT MANAGER.
It is very difficult to mark within the confines of these pre-constructed outlines.

Course Syllabus
Health Promotion/Learning Project:
Title Page (1 page) USE PAGE BREAK HERE
Table of Contents (1 page) USE PAGE BREAK HERE
1. Introduction: (half to one page) The paper should begin with an introduction to the topic that
outlines the purpose and scope of your paper. In outlining the scope, you will identify what
your paper will include. Provide a brief description of your client and why the particular topic
was MUTUALLY selected by you both. In other words, discuss why your client has the
particular issue or concern and why s/he would like some education about it. Plan about 2-4
paragraphs for your introduction.
For example:
Ms. S. is a 14-year old adolescent recently diagnosed with unstable juvenile diabetes.
(JD) Ms. S. must learn how to inject insulin. However she is very reluctant to do so but
doesn’t want her parents involved either. In the introduction you might talk about
JD, its implications on the future health of the young person, and outline potential
problems the young lady may incur over the years.
2. Body of the paper: (6-7 pages) Give this section a title (not ‘body of paper’) that will reflect
what you are going to talk about. Identify a health promotion or learning topic that you
either want to learn about (through your readings), or that has relevance to you in your
current practice. In this example, you would locate articles on the teaching of insulin
injection, or how to approach a 14-year old who feels she is “invincible” and doesn’t need
insulin…especially to have needles or to check her glucose several times a day.
2a) Conduct a literature review about the topic, using readings provided with this course,
your course textbook, journal articles from a library search, and websites. As a StFX
student, you have access electronically via the StFX library. You may also be able to access
journals via hospital libraries in your community. Give yourself sufficient time to gather
literature, read it, and reflect upon it.
2b) Using material from your readings and literature search, and in the 6-7 pages discuss your
points using some of the authors’ works to support your ideas. As such, you must indicate
the author(s) by putting the last name(s) and publication year in brackets ( ). Remember
that you want to emphasize the role of the nurse in health promotion/learning. Include a

Course Syllabus
discussion about the resources and opportunities you have identified, as well as problems
and challenges in assisting your client. Incorporate highlights from what you have read
into the body of the paper to support your discussion.
3. Conclusion: (half to one page) Evaluate how your client responds to the information presented. Was
the information helpful? (met her/his needs; was rejected and if so…why?). Do you feel you were able
to satisfy the client’s need for learning and health promotion or do you feel there was still some aspect
of information that you could not cover with the client or could not identify? Plan about 2-4 paragraphs
for your conclusion. What did your client think about the Health Promotion/Learning Project you
developed? Use PAGE BREAK here
The client and the nurse met to review how Ms. S. was managing her self-insulin injections a
week after discharge. You brought additional health learning information on how to dispose of
sharps, that had not been available to you when you undertook the initial teaching.
4. References: (probably about 2 pages)

Make sure to provide References at the end of the paper starting on a new page using PAGE
BREAK.
Check your grammar, spelling and referencing prior to submitting. Remember to include a Title
page, Table of Contents, Section Headings, and References as required, and check your spelling
and grammar. Use APA 6th ed. for format (1” margins; double-spacing throughout; 12
character/inch font, use of headings, numbering the pages), etc. Chapters 2 and 3 of the APA
2010 text provide a useful review of how to write clearly. Be sure to include your references in
APA format in a Bibliography (References). You can also refer to Purdue University’s website:
https://owl.english.purdue.edu/owl/resource/560/01 

Course Syllabus
SAMPLE PAPER



Course Syllabus
SHORT TITLE OF PAPER (50 CHARACTERS OR LESS)
Project Title
Your name and Student ID number
Institutional Affiliation
Course Number
Professor’s Name (watch the spelling – no extra “r’s” in my last name)
Due Date: January 15, 2019
Date Submitted:

Course Syllabus
SHORT TITLE OF PROJECT (50 CHARACTERS OR LESS)
Table of Contents
PAGE
1. Introduction
2. Body of Project* (Title this section to reflect the topic of your project as you see
fit)
3. Conclusion
4. References
* If the body of your project needs sub-sections to make it flow better and thus be easier
to read, you may use the following format:
2. Body of Paper (Substitute your own title)
2.1 Subsection 1 with a heading
2.2 Subsection 2 with another heading
2.3 Subsection 3 with another heading….
etc.
Be sure to carry this numbering throughout your paper as well.
Please do NOT use pre-formulated layouts for the Title page, the Table of Contents, or
the References. They are very difficult to correct online.

Course Syllabus
YOUR SHORT TITLE OF PROJECT (50 CHARACTERS OR LESS)
Title of Project
The introduction of the project begins here. Double-space throughout the project,
including the title page, table of contents, body of the document, and references. The body
of the project begins on a new page after the Table of Contents. USE PAGE BREAK to
separate these two sections. Subsections of the body of the project do not begin on a new
page. The title of the project (in uppercase and lowercase letters) is centered on the first
line below the running head. The introduction (which is not labeled) begins on the line
following the project title. Headings are used to organize the document and reflect the
relative importance of sections. Main headings (when the project has either one or two
levels of headings) use centered, boldface, uppercase and lowercase letters (e.g., Method,
Results). Subheadings (when the project has two levels of headings) use flush left,
boldface, uppercase and lowercase letters (e.g., Participants, Apparatus). Main headings
and subheadings are numbered accordingly.
Text citations: Source material must be documented in the body of the project by
citing the author(s) and date(s) of the sources surrounded by brackets ( ). This information
is to give proper credit to the ideas and words of others. The reader can obtain the full
source citation from the list of references that you have that follows the body of the project.
When the names of the authors of a source are part of the formal structure of the sentence,
the year of the publication appears in parenthesis following the identification of the
authors, e.g., Eby (2015). When the authors of a source are not part of the formal structure
of the sentence, both the authors and years of publication appear in parentheses, separated
by semicolons, e.g. (Eby & Mitchell, 2016; Passerallo, Pearson, & Brock, 2014). When a

Course Syllabus
source that has three, four, or five authors is cited, all authors are included the first time the
source is cited, plus the year. When that source is cited again, the first author’s surname
and “et al.” are used, plus the year.
When a source that has two authors is cited, both authors are cited every time. If
there are six or more authors to be cited, use the first author’’ surname and “et al.” the first
and each subsequent time it is cited. When a direct quotation is used, always include the
author, year, and page number as part of the citation. A quotation of fewer than 40 words
should be enclosed in double quotation marks and should be incorporated into the formal
structure of the sentence. A longer quote of 40 or more words should appear (without
quotes) in block format with each line indented five spaces from the left margin.
The references section begins on a new page. USE PAGE BREAK. The heading is
centered on the first line below the manuscript page header. The references (with hanging
indent) begin on the line following the references heading. Entries are organized
alphabetically by surnames of first authors. Most reference entries have three components:
1. Authors: Authors are listed alphabetically, using surnames and initials. Commas
separate all authors. Do not include degrees, or other formal titles.
2. Year of Publication: In parentheses following authors, with a period following the
closing parenthesis. If no publication date is identified, use “n.d.” in parentheses
following the authors.
3. Source Reference: Includes title, journal, volume, pages (for journal article) or title,
city of publication, publisher (for book). If you have the URL or internet link, or
doi., please use it instead of city and publisher.

Course Syllabus
4. Use of italics. Titles of textbooks and journals are in italics as well as the volume
numbers of journals.
5. The first letter of a Title and after a colon (:) are capitalized as well as the major
words of a journal title. (do not capitalize: ‘of’, ‘in’, ‘to’, ‘and’etc.)

Course Syllabus
SHORT TITLE OF PAPER (50 CHARACTERS OR LESS)
References (examples)
American Psychiatric Association. (2010). Diagnostic and statistical manual of mental
disorders (4th ed., text rev.). Washington, DC: Author.
Degelman, D. (2009). APA style essentials. Degelman, D. (2009). APA style essentials.
Retrieved from
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
Garrity, K., & Degelman, D. (1990). Effect of server introduction on restaurant tipping.
Journal of Applied Social Psychology, 20, 168-172. doi:10.1111/j.1559-
1816.1990.tb00405.x
Hien, D., & Honeyman, T. (2010). A closer look at the drug abuse-maternal aggression link.
Journal of Interpersonal Violence, 15, 503-522. Retrieved from http://jiv.sagepub.com
Hooper, D.R., Lemon, R.R., Albert, A., Connors, A.A., Fields, T.I., Walker, B.I….Darryl, D.D.
(2014). The weathering of the world, 33-39. Retrieved from www.xyz.net
Murzynski, J., & Degelman, D. (1996). Body language of women and judgments of
vulnerability to sexual assault. Journal of Applied Social Psychology, 26, 1617-1626.
doi:10.1111/j.1559-1816.1996.tb00088.x
Nielsen, M. E. (n.d.). Notable people in psychology of religion. Retrieved from
http://www.psywww.com/psyrelig/psyrelpr.htm
Paloutzian, R. F. (2011). Invitation to the psychology of religion (2nd ed.). Boston: Allyn and
Bacon.
Shea, J. D. (2012). Religion and sexual adjustment. In J. F. Schumaker (Ed.), Religion and
mental health (pp. 70-84). New York: Oxford University Press.

Course Syllabus
A few formatting points to help you in the layout of your paper:
 Running Head: e.g. SHORT VERSION (50 CHARACTERS OR LESS) in Capitals e.g. “Scholarly
paper N 115 (50 CHARACTERS OR LESS).” You can find out how to put this heading in your
paper by looking in “Headers and Footers” in your MS Word or Word Perfect computer
program at the very top of your screen (On a Mac, it is under ‘Insert”, “Header”)
 Numbering pages: Start your numbering on the title page and continue throughout your
paper. (On a Mac, it is under “Insert”).
 Page Break - This very necessary feature is used so that you can start a ‘clean’ page for the
Introduction and Reference portions of your paper. In a Mac program it is under ‘Insert’ at the top of
your computer screen.
Assignment Submission
The Scholarly paper should be sent directly to the Professor via Moodle:
1. Upload your paper by clicking on the “Topic Paper” and cursor down to the bottom of the
page where you will see a button saying “UPLOAD”. Click on this button, select your paper
and attach it. Remember to hit the SUBMIT button, because if the document is only
uploaded as DRAFT, I cannot mark it.
3. The document must be in Microsoft Word format (.doc or .docx). Please do not send as
a PDF, RTF, ODT or any other format as I am unable to open those and thus they will NOT
be marked. Assignments should be e-mailed no later than 5:00 p.m. your time, on the
day it is due.
3. Written assignments must be received via Moodle by the due date so they can be marked
and returned to you in a timely manner. Extensions may be granted with extenuating
circumstances in negotiation directly with the course professor. You are encouraged to
seek appropriate guidance and support from your professor. Please note the appropriate
university penalties apply for late assignments.

Course Syllabus
Please keep the following policies in mind when completing assignments:
1. Students are expected to save a copy of course assignments, in the rare event that a paper
is lost in “e-transit”.
2. Students are expected to familiarize themselves with the library, computer, and student
support services available to the distance students through St. F.X.
3. Students are expected to familiarize themselves with and use the American Psychological
Association (APA) 2010 (6th ed.) format for writing papers in nursing.
4. Required assignments must be uploaded directly to Moodle. Do not e-mail assignments

directly to the course professor or to the Program Office. Assignments must be sent via e-
mail as a Word or Word-Perfect attachment, but not as a PDF or RTF, or any other
derivative which I cannot open on my computer. The paper should be uploaded to Moodle
by no later than 2300 hours your time, on January 15, 2019.
5. Plagiarism and term paper fraud are strictly prohibited and if detected will be dealt with
according to university policy (see Academic Calendar Section 3.8).
*Always back up your assignments jump drive or in “the Cloud” to

ensure another copy can be made available if necessary*

Course Syllabus
Marking Criteria for N115 Health Promotion/Learning Project (24 points)

Correct Format Used and APA Style Requirements Followed Value Actual
Paper Includes:
1. Title page: title of paper, name of student, student ID#, professor’s name, 2.5
university, course, date due/date submitted
2. Paper includes table of contents, introduction, main body, and conclusion 2.5
3. Length of paper is 13 pages total, maximum in length INCLUDING the title 2.5
page, table of contents, introduction, 6-7 pages of text, conclusion, and
reference page(s)
4. Appropriate headings and sub-headings in body of paper, and numbering 2.5
of the sections throughout the paper
5. Standard typeface (12) point font, typed with 1’’ margin on all sides, 5.0
unjustified, double-spaced, pages all numbered, running head on title page
and on each subsequent page, appropriate use of PAGE BREAK.
6. Accurate sentence and paragraph structure, use of punctuation, spelling, 5.0
correct grammar usage; no slang, jargon, or cliché s.
Content Value Actual
7. Introduction includes a basic overview of the purpose and scope of the 5.0
paper, and how it is organized
8. The body of the paper highlights the issue and provides a clear example of 10.0
why the issue is important
9. Focus of paper is on a nursing or health care issue 5.0
10. There is adequate depth of information presented 10.0
11. The paper flows coherently from topic to topic, connections are clearly 10.0
expressed, and there is clarity of thought. There is integration of the
student’s own insights
12. Conclusion demonstrates personal understanding of the topic as an issue, 10.0
with examples of critical thinking/analysis included; logical arguments, no
repetition of ideas, presentation of relevant facts and information.
New Information/Research Value Actual
13. At least 8 references were used and referenced within the paper sourced 10.0
from a mix of scholarly journals and reputable Internet sources – with at
least five being current (last 5 years, unless writing from a historical
perspective) (The course text is not part of the 8 references.)

Course Syllabus
14. APA style citation of references in text of paper and in construction of the 10.0
reference list.
15. Selected references are integrated into the paper and are used to support 10.0
statements and observations.
Academic Honesty Value Actual
16. All sources of information used are cited. Papers that are not original, Pass
plagiarized, or
or falsely cited will receive “0”. See Academic calendar re: academic Fail
honesty.
Total out of 24pts: /24 Total out of 100pts:

Course Syllabus
4. Course Final Examination (value = 40%) January 23 or 25, 2019
The online course exam will consist of approximately eighty (80) multiple-choice questions
covering the whole course. TWO and ONE-HALF hours (150 minutes) will be allotted for
completion of the multiple-choice examination. The questions will consist of true/false, mix and
match, and selecting the correct answer amongst 4–5 choices. You will require a Proctor.
The final exam is comprehensive in nature, which means it covers the whole course. In order to
help you study for the examination, consider that because the exam will be based on the entire
course content, the focus of your study should be on more general, overall information, rather
than very minute, detailed items. For example, a question asking for the color of Florence
Nightingale’s eyes would be considered very detailed information. However, if you were asked
what one of her main concerns regarding nursing care was, you would answer:
a) The process for washing dishes

b) Sanitation
c) Exercise regimen of soldiers
d) Color of the bed linens
(b) Is the answer
Signing up for the Final Examination
Under “General Course Materials” on the Moodle Homepage, click on the question mark (?) and
select your preferred date (January 23 or 25, 2019). The deadline by which time you must select
your preferred exam date is Monday, January 14, 2019. If you do not select a date by January
14th, a date will be assigned to you.
If you have a conflict that prevents you from writing in either of those 24–hour periods, YOU
MUST CONTACT THE COURSE PROFESSOR (that’s Debb – not the Distance Office) AS SOON AS
POSSIBLE. Documentation may be requested to support your request. As these dates have been
provided since the beginning of the course, you are expected to arrange your work schedule
accordingly.

Course Syllabus
However, if your question is one about your proctor, please contact Donna: dmaclell@stfx.ca
If your question is technical in nature (I cannot get into the exam. for example), please contact:
cdesupport@stfx.ca
How to Navigate Moodle
As the course is delivered via Moodle, the expectation is that you log on to the course website
frequently, checking for news updates (see “Latest News” on the right side of the Home page),
queries from peers (see “In the Break Room”), additional resources, activities and assignment
details.
Submission of Assignments
Assignments will be submitted through Moodle and returned to your STFX email by the Professor.
All the assignment drop boxes have the “Submit” icon in front of them. Click on the appropriate
assignment link and click on the “upload file” button. Then click on “add” button and browse in
your computer and attach the appropriate assignment. Finally click on “save changes”. Make sure
your file is in MS Word format (.doc or .docx). Submit no later than the due date. If you have any
technical problems, please contact cedsupport@stfx.ca
Communication 
It is StFX University policy to use StFX email accounts to communicate with its personnel
and students. Important notices will be posted on Moodle and sent to your StFX email
address only, so you should check on that account regularly to ensure that it is not full.
You cannot use your personal email address such as gmail or Hotmail. For security
reasons I will communicate ONLY through your StFX email account.
If you need to re-set your password, go to

https://stfx.teamdynamix.com/TDClient/KB/ArticleDet?ID=33429 and click on the
“Reset Password” link. Follow the instructions there.
Appropriate Email Communication
Writing to a course instructor is not the same as writing to a friend. Although the communication
is not on paper, email still means that you are communicating with others who deserve
consideration and respect. In addition, you may be expected to use email in future employment

Course Syllabus
situations, and it might be helpful to develop good habits now. The guidelines below are NOT
listed in order of priority, but in the order in which you would need the information while writing
an email or other electronic message.
1. Please do not email questions about the course that could easily be answered by referring
to the syllabus or other course materials. Did you check the “In the Break Room” forum
or “Latest News” for an answer first?
2. When writing an email, please write something in the “subject” line. If your e-mail is about
a specific topic, write the name of it (e.g., “Question about Take-home Question #3”). We
are likely to assume that an email without a subject line is spam and consequently may
delete it. Provide the page number as well.
3. Begin the communication with a salutation such as “Dear Debb”
4. Use proper English! Write complete sentences. RE-READ the message before sending it
and check for spelling errors, poor grammar, and unclear sentences. A poorly written and
misspelled message reflects badly on the author.
5. Sign the communication with your name and the course in which you are enrolled. It is
helpful (though optional) to have your e-mail address and ID number underneath your
name.
6. Politeness is important even in e-mail. Demands such as “write back” are unnecessary
and even rude. If your message requires a response, I will try to respond within 24 hours.

Course Syllabus
References
Aboriginal Nurses Association of Canada, Canadian Association of Schools of Nursing, & Canadian
Nurses Association. (2009). Cultural competence and cultural safety in nursing education:
A framework for First Nations, Inuit and Métis Nursing. Ottawa, Canada: Authors.
Retrieved from http://casn.ca/wp-
content/uploads/2014/12/FINALReviewofLiterature.pdf
Association of Faculties of Medicine in Canada. (n.d.) Primer on population health: A virtual

textbook on public health concepts for clinicians. Retrieved from
http://phprimer.afmc.ca/node/35
Canadian Nurses Association (2015). Framework for the practice of registered nurses in Canada.
Retrieved from https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/framework-
for-the-pracice-of-registered-nurses-in-canada.pdf?la=en
Canadian Nurses Association. (2017). Code of ethics for registered nurses. Retrieved from
https://www.cna-aiic.ca/~/media/cna/files/en/codeofethics.pdf
Carpenito, L.J. (2013). Nursing diagnosis: Application to clinical practice. (14th ed.) (p. 31).
Retrieved from
http://www.rhc.ac.ir/Files/Download/pdf/nursingbooks/Nursing%20Diagnosis%20Appli
cation%20to%20Clinical%20Practice-2013-cd.pdf
College of Registered Nurses of Nova Scotia. (2017). Standards of practice for registered nurses.
Retrieved from https://crnns.ca/wpcontent/uploads/2015/02/RNStandards.pdf
College of Registered Nurses of Nova Scotia. (2013). Entry-level competencies for registered
nurses in Nova Scotia. Retrieved from http://crnns.ca/wp-
content/uploads/2015/02/Entry-LevelCompetenciesRNs.pdf
Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the lifespan
(8th ed.). St. Louis, MO: Elsevier.
Edelman, C. L. & Kudzma, E. C. (2018). Health promotion throughout the lifespan (9th ed.). St.
Louis, MO: Elsevier.

Course Syllabus
International Council of Nurses. (2015). Definition of nursing. Retrieved from

http://www.icn.ch/about-icn/icn-definition-of-nursing
Loppie Reading, C. & Wien, F. (2009). Health inequalities and social determinants of
Aboriginal peoples’ health. National Collaborating Centre for Aboriginal Health. Retrieved
from http://www.nccah-ccnsa.ca/docs/social%20determinates/NCCAH-Loppie-
Wien_Report.pdf
Mikkonen, J., & Raphael, D. (2010). The Social determinants of health: The Canadian facts.
Retrieved from http://www.thecanadianfacts.org/The_Canadian_Facts.pdf
Potter, P. A., Perry, A. G., Ross-Kerr, J. C., Wood, M. J., Astle, B. J., & Duggleby, W. (2014).
Canadian fundamentals of nursing (5th ed.). Toronto, Canada: Elsevier Mosby.
Public Health Agency of Canada. (1986). The Ottawa charter for health promotion. Retrieved from
http://www.phac-aspc.gc.ca/ph-sp/docs/charter-chartre/index-eng.php
Public Health Agency of Canada. (2011). What determines health? Retrieved from
http://www.phac-aspc.gc.ca/ph-sp/determinants
Public Health Agency of Canada. (2013). Population health approach: The organizing framework.
Retrieved from http://cbpp-pcpe.phac-aspc.gc.ca/population-health-approach-
organizing-framework
Public Health Agency of Canada. (2013). Preventing chronic disease strategic plan, 2013–2016
retrieved from http://publications.gc.ca/collections/collection_2014/aspc-phac/HP35-
39-2013-eng.pdf
Public Health Agency of Canada. (2016). Diabetes. Canadian best practices portal: Diabetes.
Retrieved from http://cbpp-pcpe.phac-aspc.gc.ca/chronic-diseases/diabetes
Public Health Agency of Canada. (2016). Strengthening the practice of public health. Public health
practice. Retrieved from http://www.phac-aspc.gc.ca/php-psp/index-eng.php
Raphael, D., & Bryant, T. (2002). Strengthening the social determinants of health: The Toronto
Charter for a healthy Canada. Retrieved from
http://depts.washington.edu/ccph/pdf_files/Toronto%20Charter%20Final.pdf

Course Syllabus
Registered Nurses Association of Ontario. (n.d.). Clinical best practice guideline. Strategies
to support self-management in chronic conditions: Collaboration with clients. Retrieved
from http://rnao.ca/bpg/guidelines/clinical-guidelines
Ronson, B., & Rootman, I. (2012). Literacy and health: Implications for health and education
professionals. In L. English (Ed), Adult education and health (pp. 107–122). Toronto,
Canada: University of Toronto Press.
Rootman, I. Dupéré, S., Pederson, A, & O’Neill, M. (2012). Health promotion in Canada (3rd ed.).
Toronto: Canadian Scholars Press. Retrieved from
http://genethics.ca/personal/papers/Masse-WJ.pdf
Stanhope, M., Lancaster, J., Jessup-Falcioni, H., & Viverais-Dresler, G. A. (2011). Community
health nursing in Canada (2nd ed.). Toronto, Canada: Elsevier.
The Canadian Diabetes Association. (2009). Economic tsunami, the cost of diabetes in Canada.
Retrieved from http://www.diabetes.ca/publications-newsletters/advocacy-
reports/economic-tsunami-the-cost-of-diabetes-in-canada
Wielgosz, A. (2011). Non-communicable diseases – finally on the global agenda. Chronic Diseases
and Injuries in Canada, 31(3), 95–96. Retrieved from http://www.phac-
aspc.gc.ca/publicat/hpcdp-pspmc/31-3/pdf/v313ar02-eng.pdf
World Health Organization. (2011). Noncommunicable disease country profiles 2014.

Noncommunicable diseases and mental health. Retrieved from
http://www.who.int/nmh/publications/ncd-profiles-2014/e

NURS 115 Course Syllabus 201910 DML

Uploaded by

Copyright:

Available Formats

NURS 115 Course Syllabus 201910 DML

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NURS 115 Course Syllabus 201910 DML

Uploaded by

Copyright:

Available Formats

NURS 115

Health Teaching and Learning

Instructor: Debb Vandewater

Continuing and Distance Education

© Continuing & Distance Education, St. Francis Xavier University (2018) 1

7. Demonstrate understanding of the theory and concepts of education (health

Requirements and Policies

For problems with getting online or accessing Moodle, please contact:

© Continuing & Distance Education, St. Francis Xavier University (2018) 2

Edleman, C. L. & Kudzma, E. C. (2018). Health promotion throughout the lifespan

American Psychological Association. (2010). Publication manual of the

© Continuing & Distance Education, St. Francis Xavier University (2018) 3

Additional Required Readings (found at the beginning of each Lesson).

3. Contact the StFX Library for help.

© Continuing & Distance Education, St. Francis Xavier University (2018) 4

Module 1 Health Promotion, Learning and Nursing Practice

Module 2 Health Promotion/Health Education

Module 3 Health Promotion Throughout the Lifespan

Module 4 Issues in Health Promotion and Learning

© Continuing & Distance Education, St. Francis Xavier University (2018) 5

© Continuing & Distance Education, St. Francis Xavier University (2018) 6

November 12, 2018 – January 25, 2019

DATE LESSONS ASSIGNMENT/POSTING

Online Discussion Posting #2 due Dec. 09/18

Online Discussion Posting #3 due Dec. 16/18

Week of Dec. 17 Lesson 3.3

Week of Dec. 23 Take Home Assignment (14%) due Sunday

Week of Jan. 07,

Final Exam (40%) Date: January 23 or 25, 2019

© Continuing & Distance Education, St. Francis Xavier University (2018) 7

ASSIGNMENT/EVALUATION DUE DATES

Final Proctored Exam (40%) January 23 (Wednesday) or January 25

© Continuing & Distance Education, St. Francis Xavier University (2018) 8

1. Group Online Discussions (value = 17 + 5% - participation)

Here is how the Online Group Discussion Boards work on Moodle:

Participation in the online discussions is MANDATORY. If a student misses any posting

© Continuing & Distance Education, St. Francis Xavier University (2018) 9

Online Posting Dates to Professor Due By Sundays at MIDNIGHT (your time):

DUE DATE REQUIREMENTS POINTS

© Continuing & Distance Education, St. Francis Xavier University (2018) 10

So assign a Global Postee for -

© Continuing & Distance Education, St. Francis Xavier University (2018) 11

3. Role of the GLOBAL POSTEE:

© Continuing & Distance Education, St. Francis Xavier University (2018) 12

4. Role of the EDITOR:

5. Role of the GROUP MEMBERS:

© Continuing & Distance Education, St. Francis Xavier University (2018) 13

INDIVIDUAL PARTICIPATION (i.e. up to 5 additional points)

Rubric for Marking Online Discussion Posts

© Continuing & Distance Education, St. Francis Xavier University (2018) 14

Exceeds Meets Standards Minimally Meets Insufficient/Belo

© Continuing & Distance Education, St. Francis Xavier University (2018) 15

2. Take-Home Assignment (value = 14%) DUE Sunday, December 30,

© Continuing & Distance Education, St. Francis Xavier University (2018) 16

© Continuing & Distance Education, St. Francis Xavier University (2018) 17

DNUR 115 Evaluation Criteria for Take-home Assignment

4. Questions are answered comprehensively with logical

Assignment is submitted on or before the date required. Marks will be

unless an extension is negotiated with the professor ahead of the

© Continuing & Distance Education, St. Francis Xavier University (2018) 18