N1K02S Workbook 2021 – 24 hours

N1K02S

Community Engagement
and Citizenship
Self-Directed Workbook
2021

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N1K02S Workbook 2021 – 24 hours

Welcome to Your Workbook for Community Engagement & Citizenship Praxis

The word, “praxis” denotes a way of engaging with something in a cyclical manner by acting,
then reflecting, then acting again, reflecting again, and so on. This workbook will help you
organize and document your 24 hours of praxis in community engagement and citizenship. It
will guide you, step by step, through a variety of learning activities and experiences,
interspersed with opportunities to document your thoughts. Some of these activities will
involve individual learning, such as completing an online module or reading an article, some of
them will involve individual actions like interviewing somebody, and some will involve group
work, like holding a discussion. Ultimately this workbook will help you document your own
growth as you find your footing in course concepts such as social justice, equity, and citizenship.
Here are a few key points to keep in mind:

● This workbook will help you keep your community engagement notes in one place. You
will be working with your small group outside of class and doing a variety of activities
independently and together. However, do not write anything here that is too personal
to share with your tutor. ​You will hand in this completed Workbook at midterm and at
final​. Your tutor will not share your notes with anyone.

● Your classroom and workbook themes might not always match. Sometimes your praxis
will coincide directly with what you are discussing in class and at other times it will
weave in and out – this is intentional. Class discussion and independent work will
reinforce one another in the arc of the course.

● This workbook is a formative tool, which means it gives your tutor an indication of your
activities/thoughts and helps you to see your own progress. It will not be marked
directly, so there are no right or wrong answers – it is the fact that you are wrestling
with the issues that matters in these 24 hours of praxis.

In fact, these 24 hours are part of an even larger educational praxis - they will build on courses
you have already taken by exercising your skills, and together they will become a foundation for
courses and nursing skills you have yet to learn on your way to becoming an excellent nurse.
What an exciting journey - shall we begin?

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N1K02S Workbook 2021 – 24 hours

Week 1
Beginning Your Community Engagement and Citizenship Work

The following activities are to happen in the first week of classes. Notice the structure of this
week, since you will have a similar structure every week for the rest of the course. Let us take
a moment to familiarize ourselves with the structure.

1. First, you will see “​Individual Aims​” and​ ​“​Group Aims​.” These will help you envision
your learning goals for the course.

2. Next, you will see “​Estimated Hours​.” This is a rough estimate of how much time you
should be spending on this unit and the maximum you can write in your time log. You
are only expected to spend as much time as is listed, so make sure you maximize your
note-taking (take notes during webinars, cut and paste from modules you have
completed, and so on).

3. Finally, see the ​table​ below for “individual instructions” and your “Small Group
Meeting #1.” These tables will give you instructions each week. Just write brief notes
and thoughts in the spaces. Remember that this workbook will be handed in to
demonstrate to your tutor that you have engaged with the material, so only write what
you are willing to share. How much to write? This is ​your​ book of learning, so you can
write as much as you want. A few thoughtful notes are enough for your tutor.

Individual Aims:
● Read over the expectations and course schedule, book dates into your calendar, and get
organized for your community engagement activities.
● Review the given resource and make notes.
● Contribute to an effective group.

Small​ ​Group Aims:

● Have your first meeting of the term.
● Learn how to use this workbook.
● Follow instructions below and use your Small Group Learning Contract to establish your
group norms. The contract can be found at the end of this document (Appendix A).
● Establish your small group communication plan for ongoing discussion/chat.
● Schedule next meetings when you will discuss your growth, based on the material in this
workbook.

Estimated Hours: ​Log up to 1 ½ hours

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N1K02S Workbook 2021 – 24 hours

Week 1 Independent work and first small group praxis

Use the following free online e-book as a reference:

Raphael, D., Bryant, T., Mikkonen, J. and Raphael, A. (2020). ​Social Determinants of Health: The
Canadian Facts​. Oshawa: Ontario Tech University Faculty of Health Sciences and Toronto: York
University School of Health Policy and Management.

Individual Instructions Your detailed notes

0.5 hour
Review the Raphael, Bryant, Mikkonen, - Stress, Bodies, and Illness
& Raphael (2020) reference. - Income and income distribution
Write the list of Social and Structural - Education
Determinants of Health here. - Unemployment and Job Security
- Employment and Working Conditions
- Early Child Development
- Food Security
- Housing
- Geography
- Social Exclusion
- Social Safety Net
- Health Services
- Indigenous Ancestry
- Disability
- Gender
- Immigration
- Race
- Globalization
In what ways can ordinary citizens
contribute to a healthier community? - Contributing to more organic, localized foods and
Brainstorm a list and describe each vegetables
one. - Exclusive but inclusive programs that allow a variety
- Think of your high school volunteering of different ancestries to be explored and
and any other ways people could appreciated
engage. - Donation banks or bins but for other resources
- Use the Social Determinants of Health (aside from clothes) such as hygiene products,
to help you think of communities and sanitary products, hair products etc..
causes that motivate you. - Community involved protests or peaceful
gatherings to bring attention to pressing issues in
the local communities (the idea is that the more

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N1K02S Workbook 2021 – 24 hours

people angered, the more the governments will pay

attention to what their citizens are crying out for)

- More accessible locations for job centres and

volunteer centres in order to reach more people in
varying areas
Small Group Meeting #1 Your detailed notes (no names please; use pseudonyms or
1 hour initials)
1. Set an agenda for your meeting with
approximate times. Appoint a KP - Volunteered for high school helping other students and
time-keeper and a facilitator or two. teachers while taking part in a girl’s fitness course. Involved
a lot of bonding and sisterhood. Girl’s fitness came with lots
2. Your ​Small Group Learning​ Contract of volunteering experiences such as helping students in
(Appendix A) is where you establish younger grades, getting to know the older students and
your commitment to how you will treat also helping with school events such as pep rallies and open
one another and help each other house
progress and learn in the small group.
MC - Volunteered at her local hospital, nursing home as
Use your S​ mall Group Learning​ Contract well as church and summer camps. Majority of the
to decide on group norms. What do volunteer experience was focused on visiting 1 on 1 with
you expect of one another as you residents. Would also create group activities such as
accomplish your course tasks together? milkshake hour, as well as book and bible reading
You will revisit these norms and think
about your progress in future ZM - Volunteered at the mosque helping younger children
meetings. who were refugees and took the role of big sister and just
overall playing games and having fun with the younger kids.
Have each group member recount their Made them feel safe while they were there.
volunteering in high school, as well as
other volunteer experiences they have AD - Volunteered at WilliamOsler Hospital as a H.E.L.P
had. To what extent were these (Hospital Elderly Life Program); Volunteer for Alzheimer’s
volunteer experiences related to the and Dementia Patients in ACE (Acute Care for Elderly) unit.
social determinants of health? Most Volunteer work consisted of receiving charts for each
volunteer experiences are downstream patient, including information on the extent of the patients
– did any group members have dementia as well as types of activities or games that could
upstream contributions? be performed with the patient. Would also help with
feeding and generally keeping patients company.
Plan next meeting: Find a time when
you can all be available to meet via All the volunteer experiences shared by each group
web-conference and ​schedule your member were related to the social determinants of health
meetings for Weeks 3, 5, 7, and 9. in many aspects. Many were involved in working with the
older adult population that may have been suffering from a
disability,such as dementia or alzheimers , that would’ve
played a key part in the type of care needed and provided.
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N1K02S Workbook 2021 – 24 hours

Others included working with individuals that came from

different countries (Geography), who may have found it
difficult becoming accustomed to the norms of a developed
country like Canada. Some key social determinants in my
own volunteer work included food security, unemployment
+ job security and education. Working between the local
kitchen and cafe outlined the importance of food security
as all of the food made and sold in the cafe were at
regulated prices to accommodate for the various income
spectrums of each customer. It also outlined that while I
was there due to educational purposes( community hours)
as well as job experience, others were there in hopes of
finding work, displaying the difference in circumstances. It
also outlined the con of precarious jobs as the job positions
themselves weren’t all that sustaining or secure for an
individual to live off of.

Based on the volunteer work shared, all of us contributed in

an downstream approach, rather upstream.
Summary
It was quite incredible to hear about the different experiences with volunteering. It involved different
locations, different populations and ways of involvement.

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N1K02S Workbook 2021 – 24 hours

Week 2
This week you will learn about using simple language and try out basic communication
techniques, paying attention to how it feels to step out and engage someone in conversation
for a purpose. Use your curiosity here – you don’t have to read every optional resource as you
prepare, but instead set your goal on the aims, explore independently, and learn.

Individual Aims:
● Learn why we need to use simple language in Public Health and other health settings
● Learn tips for communicating with clients in health care
● Interview an acquaintance, friend, or family member
● Reflect on what it feels like to interview someone

Small Group:
● No meeting

Estimated Hours:​ Log up to 1 hour 45 minutes

Week 2: Plain language skills and practice holding an interview

Required:
Fitzpatrick, L. (June 29, 2016). ​Are you confused about health information? You're not alone
[TEDxMidAtlantic]. ​https://www.youtube.com/watch?v=-x6DLqtaK2g
(13 mins)

Learn about the art and science of using plain language while engaging with community members
(or patients!). Here are some suggested resources. ​Choose at least one or two​ and take notes
below to help you prepare for interacting with community members. These resources represent a
wide variety of professional perspectives, but they are all relevant in nursing.

Optional resources:

Ausmed (Nov 11, 2019). ​Communication Skills for Health Professionals.​ [webpage].
https://www.ausmed.com/cpd/guides/communication-skills
This guide is especially useful for hospital-based communication but also has great tips for
communicating with different populations and for how to use body language.

Health Quality Ontario (n.d.]. ​A Plain Language Checklist for Health Care Professionals​. [Webpage]
http://www.hqontario.ca/Portals/0/Documents/pe/quick-tools-checklist-communicating-clearly-pc.pd
f

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N1K02S Workbook 2021 – 24 hours

Lapum, J. L., Oona St-Amant, O., Hughes, M., Garmaise-Yee, J. (2020) ​Communication for the
Nursing Professiona​l (1​st​ ed). Ryerson University.
https://pressbooks.library.ryerson.ca/communicationnursing/chapter/learning-outcomes/
Chapter 1: Introduction to Communication and Communication Theory in Nursing
and Chapter 2: Therapeutic Communication and Interviewing
**Especially recommended! Keep this resource in mind for future reference**

Massachusetts General Hospital (June 1, 2020). ​Health Communication: Universal precautions

[webpage] ​https://libguides.massgeneral.org/communication

PLAIN (2020). ​What is plain language?​ [webpage]

https://plainlanguagenetwork.org/plain-language/what-is-plain-language/

Instructions Write your key points to summarize the resources

(c. 1 hr incl. video)
Read a few of the resources above as you
do your own learning. Your goal is to equip
yourself to use simple language in health
and social justice initiatives.
Write yourself notes, based on your
learning, to prepare for your interview
(below).
here
(Just a few highlights will do)
Plain Language Article - 5 Aspects to Consider
- Audience​ - Understanding your audience in
terms or age, profession, education; what
information do they know and don't know
- Structure​ - What type of form will be used to
maximize your ability to teach your information
to your audience

- Design​ - Consider the use of visual

representation to educate your audience (eg.
infographics, topography, tables, diagrams)

- Expression​ - Think about how you're going to

communicate your information [use of verbs,
tone, avoiding jargon or slang, using simple
word choice and short sentences]

- Evaluation​ - Evaluate the success of your text

or email before sending it [ only applicable to
internet related learning or communication]

Plain Language Checklist

- A checklist to consider when speaking to a
patient about their health
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N1K02S Workbook 2021 – 24 hours
For the required TEDx talk by Lisa
Fitzpatrick about health literacy in public
health, summarize your learning and write
down how this might be adjusted for
Canada and for the context of COVID-19.
● Focus of Your Communication -
● Be Concise
● Speak/Write at a Grade 8 Level
● Use images or bullet points (if applicable)
● Avoid using Jargon
● Avoid using acronyms
Health Literacy ​- The ability to understand and use
health information
Individuals with low health literacy are more are more
likely to enter the health care system when they are
more ill (Er, hospitalized, surgery…) all of which are
very costly
Ebola Scare - While the ebola crisis was a huge health
concern that warranted for certain safety precautions,
due to lack of good solid information, various
guidelines and procedures were taken without
knowledge of how effective those precautions were.
Methods, tools, ad language need to be fit for the time
period; older methods can’t be used to educate and
communicate in the modern day world
The importance of communication between a patient/
individual and their health care provider - How this
relationship lead to better health choices
Ask if you don’t understand something,
unapologetically. Many issues are preventable, but it
lies in the individual’s understanding of what they are
dealing with and how to treat it (through the help of
their care providers)
This TedTalk can be adjusted for the context of Covid
in Canada in many ways. The biggest way relates to
Lisa’s point of health care providers actively provided
and validating solid information and denouncing
misinformation. There is so much debate on the
effectiveness of lockdowns, quarantining etc because
many are unsure and uneducated on what they should
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N1K02S Workbook 2021 – 24 hours
Interview an informant
(c. 15 minute preparation, 15 minute
interview, 15 minute reflection)
Find an informant.
Plan some time to meet with this
acquaintance, friend, or family member
(this can be live if they reside in your
household, or by phone or video). You are
going to find out about their experiences
with the social determinants of health.
After preliminaries, begin the conversation
by telling them what you learned last term:
explain in your own words how the social
determinants of health make up the
conditions in which people live, work, and
play, and how unfair differences in these
conditions can change how healthy or sick
people become. If you need a refresher, go
back to your Social Determinants of Health
notes from last term.
Using plain language and your own words,
ask your friend or family member about
be doing, why they are doing it, and how it helps the
situation. While most of our information on those
areas are pretty clear cut, there are still major clusters
of people who refuse to believe the information
provided to them by health care providers. Through
the definition of health literacy, by providing
information that the general public can understand,
they would be able to act according to protect
themselves and others from illnesses. Another point
outlined by Lisa was the importance of the
“grapevine” otherwise known as social media. While it
can be used to spread false and unreliable
information, is can also be manipulated to spread
information to the general public, and while that is an
aspect that is in progress, there is still more work and
improvement to be done as people would rather focus
on the misinformation because there is such a deficit
in solid reliable information.
Write notes and reflections with quotes
(just highlights)
Social determinant that was defined as the most
important/challenging was a mix of Immigration and
employment, income, working conditions.
- Mom immigrated to Canada in, 1900’s, with 3
kids and divorced. Was in a shelter for a couple
years until housing was found.
- Worked multiple jobs simultaneously while
being a single mother
- Dealt with dishonourable residents and
coworkers, working as a PSW; highlighted her
resilience towards these situations being that
the care for for herself and her children was
the utmost priority
- Endured car accident in 2011 that changed her
ability to work full time or even part time jobs
anymore
- Income became a pressing issue, however still
maintained to provide the proper necessities
for herself and her children
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N1K02S Workbook 2021 – 24 hours

how they have experienced the SDoH (we
all have, in the negative, neutral, or positive
sense). Once you have found a topic to
focus on, explore their experience in depth
with one determinant. Follow your curiosity
and make sure you LISTEN.
Take notes so you can remember what your
interviewee is saying.
You will need to adjust your pacing and
language in order to get the best
information (find the right resource above
for interviewing your informant).
- Also had the responsibility as the oldest sister
in the family, to provide support for her
younger siblings and their children back home
in Ghana
- Mentioned how finding a job that would
accommodate for her capabilities would be
nice to have, as a way to bring in a bit of
income to ease daily stresses of single
parenting
- Emphasized constantly, the importance of
education, as that would be the direct pathway
to a sustainable job or career that would
support yourself, your family and friends.

Your goal is not to gather particular pieces

of information but to practice the skill of
engaging in a way that draws out your
interviewee’s stories and ideas. Practice the
active listening techniques you have
learned and do not cut the interview off
too quickly. Make sure you thank them
when you are done.

Summary and Application to Course Ends-in-View (write in space below)

Cues: Why did you choose this individual? Which communication skills did you use from the readings
above? What worked? What did not go smoothly? What felt awkward? What did you learn that you
might apply in a cold call when making a connection with a community member you don’t know?
How do you think your communication techniques might be different in a hospital setting when you
are interviewing a patient you are caring for? What about if you are interviewing a teenaged
informant in a school?
I chose my mother because I feel like while there were other individuals I could interview, my
mother, being as she’s experienced more of life than anyone else, would have more input and life
experience to speak on​. I found that using simpler words made my implication easier to understand
rather than trying to use jargon that my mom might not be familiar with. Using visuals didn’t seem to
work just from that inability to maybe understand the implication of a specific visual or
diagram.​What felt awkward was having to communicate most of these questions in english. Although
fluent in both english and Twi (our native language), i'd be able to obtain more information through
the use of our native language. I, on the other hand, am not as fluent and therefore had to result in
mostly english, which made communication just a little difficult. Through conversing with my mom, I
think I learned and better understood how some aspects of the social determinants affect individuals
in your family more than you might know. Having that knowledge would give way to better
communication and therefore better connections with someone (with no background on their
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N1K02S Workbook 2021 – 24 hours

circumstances); it prevents biases and misconstruction from occurring. I think my communication

techniques would be somewhat similar in the sense of speaking in a respectful manner. Id still be
trying to make communication as comfortable as possible (eg. maybe cracking a joke, but only when
appropriate). I do think it would be different though in a hospital setting when interviewing a patient
because I’d have to maintain my professionalism to ensure that there is proper trust between my
patient and I, but still letting a bit of personality slip in because in simpler terms, it's just 2 normal
humans having a conversation. In terms of how these techniques would change when speaking to a
teenager, I think maybe some of the topics can or may be avoided so as to focus on what is relevant
and wanted to be known. However, by maintaining proper structure of the conversation, I'd still be
able to communicate without intimidating or scaring my client.

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N1K02S Workbook 2021 – 24 hours

Week 3:
Workbook Activities on Civic Action, Social Justice, Person-Centred Language

Note: this week has a few more hours than previous weeks.
Remember you can negotiate with your group to change the workload around your other
courses, as long as the whole group is in agreement.

Individual Aims:
● Learn about community engagement and gain exposure to a nursing role that
demonstrates social justice principles.
● Reflect on own interest and ability to engage people who have different life
experiences than yourself.
● Discover language to use to help you bridge the gap and overcome biases you may
carry.

Small Group Aims:

● Reinforce and challenge one another’s individual learning on civic action

Estimated Hours:​ Log up to 3 hours

Complete Write your key points to summarize the resources here

(c. 45 minutes)
Foundations of community
engagement
Western University Module #2
​https://completestudent.ca/module
s/community-engagement/
Western University Module #3
​https://completestudent.ca/module
s/community-engagement/
(just highlights)
#2 - Building Effective Community Partnerships
8 Principles of Essential Partnership Principles
Reciprocity​ : The partnership has mutual beneficial outcomes
and power is balanced among all partners
Transparency​ : Mutually agreed-upon goals, roles, norms,
processes, and measurable outcomes are developed at the
initiation of the partnership to sure all parties understand
and agree to the agenda

Commitment​ : All partners must be intentional about their

commitment to the partnership. This includes carefully
considering the nature of commitment, including time, they
are willing to contribute to the partnership

Collaboration​ : All partners accomplish more effectively by

working together rather than separately. This unique
combining power is also known as “partnership synergy”
where the partnership is not only an exchange of resources
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N1K02S Workbook 2021 – 24 hours

among participants but also creates something new and

valuable

Appreciating​ ​Diversity​ : The partnership values multiple

kinds of knowledge and life experiences
Capacity​ ​Building​ : Identify ways all partners can develop
capacity to be an effective partner to ensure sustainability of
the partnership

Communication​ : Regular communication is essential to keep

the partnership running smoothly. Decide on the best
method of communication, ensuring there is a balance
between consistent communication and placing an
unwanted burden on either partner
On-going​ ​Evaluation​ : There is feedback among all
stakeholders in the partnership, with the goal of
continuously improving the partnership and its outcomes ;
Partners share the benefits of the partnership’s
accomplishments and celebrate successes along the way

ABCD​ - A strategy the recognizes the assets of individuals in a

community and bring these individuals, associations, or
institutions together to build off of each other assets rather
than focusing on each others needs

#3 - Foundations of Community Engagement

Community​ : A sense of belonging

Community​ ​Engagement​ : Communities coming together to

address a pressing issue; The process of working
collaboratively with and through groups of people affiliated
by geographic proximity, special interest, or similar situations
to address issues affecting the well0being of those involved

Model of Community Engagement - 4 Principles

Inform​ - Providing the public with information to help
understand the problem and possible solutions (eg. social
media, open houses, tv, or print materials)
Consult​ - Obtain input and feedback from community
members; this feedback helps to recognize needs and assets,
set priorities, identify solutions, and make decisions (eg.
community surveys, networking, focus groups, and citizen’s
panel)

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N1K02S Workbook 2021 – 24 hours

Collaborate​ - Partner with community members and

stakeholders in an on-going interactional process of planning
and decision making (eg. consensus building events,
non-profit network, advisory committee)

Empower​ - Provide supports to enable community members

to create a vision of its own future and actively participate in
the making of it; community members lead and control the
process of defining issues and implementing solutions for
those issues (eg. Citizen committees, neighbourhood
association, community coalition, municipal task force)

Watch the film Write notes and reflections with quotes

(c. 45 minutes) (just highlights)
It's very hard to understand the difference between the
Wild, N. (2007). ​Bevel Up​. National perspective of a “drug user” and the perspective of the nurse
Film Board [Video]. or doctor at a hospital who is supposed to provide care and
https://www.nfb.ca/film/bevel_up_d support. Biases and lack of information can change the
rugs_users_and_outreach_nursing/ degree at which someone is treated - One of the individuals
at the beginning of the video mentions how she went to the
hospital for treatment of a neck injury, but due to the
prejudices of the healthcare team, they assumed she was
only there for the drugs they would be prescribing and not
for actual assistance with a health issue (the neck injury)

Being a street nurse is almost more extensive than the

ordinary picture of a typical nurse. The irony is that while
compassion is one of the biggest emotions to have towards
your client, in most situations that street nurses encounter,
the “ordinary” nurse would more than likely crack under
those situational and circumstantial differences.

Testing and informing becomes easier when you're able to

naturally connect with the individuals you want, not need, to
provide care for. Although the “need” aspect is quite
important, actions shouldn’t always be driven just because
you need to do it. There should be a “want” aspect where it's
in your genuine nature to WANT to inform individuals on the
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N1K02S Workbook 2021 – 24 hours
Read
(45 minutes)
Read the following and try to use
appropriate terminology from now
on:
Canadian Public Health Association
(2019). Language Matters: Using
respectful language in relation to
sexual health, substance use, STBBIs
and intersecting sources of stigma
[web resource]
https://www.cpha.ca/sites/default/fi
les/uploads/resources/stbbi/languag
e-tool-e.pdf
Small Group Meeting #2 (45 min)
importance of their health and educate them on what they
should know. (The street nurses in the video all seemed to
have a “WANT” to help these individuals, and not JUST a
“need” because that’s their job)
The importance of communicative techniques are illustrated
well because the immaturity that comes with teenagers can
be difficult to deal with, especially when the topic of health is
being addressed. It outlines how health promotion can still
be achieved with all ages.
Write notes to help you to remember terms ​(use this
respectful language from now on in this course)
- “Substance abuse” ❌ : “Substance Use” ✅
- Avoid degrading words like “abuser” or “junkie”
- When speaking about an individual who for example
✅
drinks alcohol or uses drugs; refer to them as exactly
that. “A person or individual who uses [...]
❌ : “Experienced a recurring [...
✅
- “Lapse”, “Relapse”
of symptoms]
“Mother” or “father” ❌ : Parents and/or guardian✅
-
- Native / Native people(s) : Indigenous / Indigenous
peoples (The term native isn’t inclusive to include
First Nations, Inuit, and Metis people in Canada)
- “Vulnerable populations” : Key populations or Priority
Population
- “Sex change” : Transition
- “Prostitute” : Sex Worker
- Sexual preference : Sexual orientation
- Ex-user / former addict : “Person in recovery”
Notes on small group discussion
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N1K02S Workbook 2021 – 24 hours

● Discuss your reactions to the
Community Engagement Modules,
based on the notes you took
● Discuss your reaction to nursing
communication you witnessed in the
“Bevel Up” film
● What have you learned in this unit
that can be applied to a patient on a
medical ward, pediatrics, or in the
Emergency Room?
I thought the Community Engagement Modules were very
helpful in understanding the different components that play
such an important role in the fluency of partnerships. While
it all seemed straightforward, upon questioning, it would be
quite difficult to name the various aspects that go into
partnerships and community engagement. I especially liked
module 3, where it allowed you to come up with your own
personal plan, and go through the various steps to ensure
the success of the goal. It allows you to go through the whole
process while addressing a personal goal that could be later
put into play.

I quite enjoyed the “Bevel Up” film, maybe even more than I
would’ve thought. It showed the true reality of nurses, even
outside of that standard hospital or clinic environment. It
also highlighted the true reality that a lot of our key
populations face; the unfair treatment in hospitals, lack of
support from healthcare workers and just plain assumptions.
While the film was focused on showing these realities, I
enjoyed the attitudes and mindsets of the various nurses
shown in the film. They all displayed the characteristics and
traits you would want in a nurse; they lacked any biases or
judgement that would in most situations prevent them from
providing the best care they can.

In this unit, I learned how important the patient-nurse

relationship is when providing care for various patients. It
requires an open-mind, unbiased and compassionate
individual in order to put all differences aside and focus on
the care of your patient. The trust that is built in these
patient-nurse relationships can harbour more benefits to the
patient than any type of medication they can be prescribed,
because at the end of the day, they are humans, much like
yourself.
Summary of your and Application to Course Ends-in-View (write in space below)

I think a takeaway from my notes and the activities completed this week is to be more aware of the
terms I use to address individuals or a group. I found that I generalize more than I even notice, and I
wasn’t aware of how that lack of specificity would negatively affect an individuals perception. I also
view healthcare workers, specifically street nurses, in a different (positive) light, as I had no
knowledge of what they were and the work they did, but I have a newfound appreciation. I would
work to be more aware of the terminology and language I use around general people or patients, and
be more open minded rather than closed minded.
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Week 4:
Workbook Activities on Health Equity in Diversity

In the next two weeks your service learning focuses on developing an understanding of
persons with diverse life experiences

Individual Aims:
● Learn about health equity and gender
● Learn about youth and housing
● Meet a faculty member and Nurse Practitioner who addresses housing
● Explore health issues and health equity for LGBTQ2S+ persons
● Address conscious or unconscious bias based on gender

Small Group Aims:

● No meeting

Estimated Hours:​ Log up to 1.5 hours

Watch Write your notes from the modules here

(c. 35 minutes)
Thulien, N. (2020, Nov. 24). ​Youth
Homelessness and Equitable
Socioeconomic Inclusion: A Critical
Walk Through the Social
Determinants of Health.​ Verna
Huffman Splane Lecture [Video] (link
to follow) (35 minutes)
● “35 000 - 40 000 youths are homeless at some point
in the year”; youth range from 13- 24 years old
● “6 000 - 7 000 on any given night”
● These numbers don’t include the majority of youth
who are couch surfing, therefore these number
would me way higher

Alexandra’s story: A new Canadian who immigrated to

Canada from Africa; her background history consisted of an
abusive home (abusive step-father) who kicked her out of
the house. She was sex trafficked, but when she chose to
leave, had everything taken from her. She, at the time, had
an education level equivalent to 10th grade and was left to
financially support herself.

“streamlined and poor grades” - They weren’t cut out for

the academic stream, instead were more fit for the applied
stream (internalized)​ - I thought it was important that Naomi
mention this point that was emphasized by one of her
participants. Many teenagers and young adults internalize
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N1K02S Workbook 2021 – 24 hours

this idea of “not meeting academic expectations” or “not

being fit for the academic stream” because it usually comes
from someone of higher authority like a teacher, a manager,
or even a guidance counselor. And it’s unfortunate because
as young individuals, these words are believed to the fullest
extent, with the notion that this “statement” is coming from
individuals who know what is needed, for that specific
individual, to be successful. While they may have an idea,
based on experience, that type of advice is not a “one-size
fits all” concept, because it doesn’t take into consideration
any external or internal factors that have a direct effect on
the individual's academics.

Marker of success in a consumer oriented culture - (for

young people it could be something like shoes, for adults it
could range from houses, cars, jewelry, clothes)​ - The
mention of this idea was interesting because I don’t think
most people would think of the car they drive, as a marker of
success, but rather a means on necessity. However, it
outlined the value that “smaller” successes might have.
Naom mentioned that in her mindset, receiving money
(example as a birthday gift) should be saved up, and not
spent on non-essentials like shoes. Though in the mind of a
young person dealing with homelessness, the purchase of
shoes or mere non-essentials allows them to participate in an
aspect of life that they would otherwise be excluded from.
And that aspect is being able to afford something that can
prove your succession life.

Life is like a game of chance - not very much control over

long-term outcomes, focus on short-term survival​ ; I think
this idea is hard for people to understand, especially if you
haven’t experienced a day-to-day type of life or
homelessness. Living cheque to cheque has become a title of
embarrassment in society because it portrays this narrative
that an individual isn’t smart enough to “level up” and better
provide for themselves. However, how is this “level up” stage
supposed to occur while simultaneously trying to cover any
and all expenses of life through the efforts of one person?
Especially when there isn’t much support or aid from higher
powers (like the government), it's difficult to try and think of
long term success when the short term successes are what

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N1K02S Workbook 2021 – 24 hours
LGBTQ+ Learning Activities
(c. 75 minutes)
1. Go to the Sexual Orientation &
Gender Identity in Nursing website:
http://www.soginursing.ca
2. Click the SOGI Nursing Education
Course from the top.
3. Scroll to the bottom of the page
and click the blue link “​Access the
course (opens in a new tab​)”.
4. From the list of activities,
complete the following in the
Consider Your Biases section: SOGI
Terminology (15 min), Cultural
Humility (22 min), Cultural Humility
Self-Reflection, and SOGI Health
Assessment (27 min).
keeps you going, to then one day be able to see long term
successes.
Ways to benefit young people stuck in this cycle
- Subsidized housing
- Education
- Living Wage
- Relationships
- Self-esteem
- Control
- Self-efficacy
- Purpose in life
Giving an individual struggling with homelessness a home,
doesn’t fix all the other issues. ; While initially, it seems like a
straightforward solution with no issues. But how is an
individual supposed to maintain this home without the
proper resources to allow them to be self reliant and self
regulated? It's like being given lemons and being told to
make lemonade but without the blender or sugar to make
the lemonade to begin with
Write notes on learning activities & SOGI virtual simulation
“As healthcare providers, we sign up to sometimes make
ourselves uncomfortable in order to make our young people
comfortable”
2s (2 Spirit) - Describes experiences and connects with
Indigenous traditions relating to being queer or trans; coined
in the 1990’s
- A person who identifies as having both a masculine
and feminine spirit
Terms I didn’t know the definitions of :
● Asexual​: People who do not experiece sexual
attraction to varying degrees. May still have romantic
relationships with attractions that are emotional
rather than physical
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N1K02S Workbook 2021 – 24 hours

● Gender Diverse​: People whose gender identity,

5. From the same web page, choose
one​ virtual simulation game to
complete (Wolfgang, Cody, Sarah, or
Connor). The virtual simulation will
open in a new tab when you click on
the Game Links for that story. Save a
copy of your certificate of
completion for the virtual simulation.
Consider having each member of
your small group complete a
different virtual simulation story, so (Second video)
you have a variety to discuss at your
group meeting.
gender expression and/or gender transition differs
from what is expected; includes agender
● Gender Fluid​: HAving a gender identity that changes
● Non-binary​: Can refer to a specific gender (neither
male mor female, fluid or multiply gendered), or as an
umbrella term for gender identities outside the
gender binary
3 Levels of Perception Analysis
Description
Interpretation
Evaluation

Stigma: A set of negative an often unfair beliefs that a society

or group of people have about something
- Eg. “Blondes have more fun”

Halo Effect : The reverse of stigma, where a single trait that is

viewed positively causes the person possessing the trait to
be seen as possessing other desirable traits

Cody’s Story - Simulation

I found this simulation between the patient and the nurse
very interesting and engaging. It’s hard to decipher how you
would respond of react when conversing with a patient who
identifies as transgender. I found myself thoroughly
considering each option given, the pros, as well as the cons
and how the patient may react. Overall, the simulation gives
insight on the struggles that trangender individuals may face,
especially when seeking medical or general health
information
Summary of your and Application to Course Ends-in-View (write in space below)

Much like the previous week, I learned and defined many LGBTQ+ terms that I was aware of, but
didn’t quite know the definitions of. I will be more aware of these terms when interacting with an
individual that may identify within the LGBTQ+ community. The simulation was a key eye opener to
the reality of how difficult certain interactions may be for different individuals, and how important it
is to be aware of the terminology used.
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N1K02S Workbook 2021 – 24 hours

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N1K02S Workbook 2021 – 24 hours

Week 5:
Workbook Activities on Health Equity in Diversity

Develop an understanding of persons living a variety of experiences and differences in social

and structural barriers to health. Last week we considered gender and housing, this week we
consider two more: race and ability.

Individual Aims:

● Learn about health equity in ability

● Learn about racism and health equity in race
● Address conscious or unconscious bias based on race
● Address conscious or unconscious bias based on ability
● Meet an RN who works with persons with disabilities

Small Group Aims:

● Deepen understanding of health equity in ability, race, gender, and housing through
discussion

Estimated Hours:​ Log up to 2 ½ hours

Complete Write your key points to summarize the resources here

(c. 30 min)
Equipping for Equity
Online modules: Module 4: Cultural
Safety: Counteracting racism in your
practice
https://equiphealthcare.ca/equippin
g-for-equity-online-modules/module
-4/
Cultural Safety : An approach to practice that is based on the
understanding of the impacts of power relations, racism,
discrimination, and historical and current health and health
care inequitities
- Places the expectation of creating a culturally safe
environment for patients on care providers
Brian Sinclair - Prime example of why providing culturally
safe care, and specifically to our Indigenous People, is so
important
- Was referred to Winnipeg’s Health Sciences Centre,
but waited 34 hours without any medical care from
staff
- Made assumptions about Brian’s health and whether
to provide health based on his history with substance
abuse
- Passed away from a curable bladder infection on Sept
21 2008

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N1K02S Workbook 2021 – 24 hours
Guest speaker
(c 1 hour)
Guest speaker from Surrey Place
Details to be announced
While challenging, practising how to respond to
discriminatory encounters can make it easier and “more
comfortable” to handle
Write notes and reflections with quotes
Intellectual and Developmental Disability “IDD” : An umbrella
term for a variety of disorders and disabilities that arise in
the developmental period
- Various potential causes such as genetic factors (eg.
T21 - Down Syndrome), environmental (eg.fetal
alcohol spectrum disorder), acquired (eg. cerebral
palsy), and unknown factors
These disorders and/or disabilities are characterized by
deficits in mental ability which can include:
- Deficits in reasoning
- Problem Solving
- Abstract Thinking
- Judgment
- Academic Learning
Mild ID - Function around the age of 15-16 yr olds; Likely to
still be capable of maintaining a job, proper communication,
relationships and the raising of children
Moderate ID - Functioning around grade school level ; more
assistance with ​complex​ ADL’s such as groceries, financing
and managing money
Severe ID - Need more assistance with ADL’s such as
toileting, feeding, dressing, bathing ; may also need more
support with proper communication of wants and needs
Overall, ID can produce drastic impairment of personal,
academic, social, or occupational functioning of an individual
ASD - Autism Spectrum Disorder
2 Criteria for ASD
1. Persistent deficits in social communication and
interaction across multiple contexts [
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N1K02S Workbook 2021 – 24 hours

2. Restrictive or repetitive behavior, interests or

activities: movement, behaviour, insistence on
sameness, restricted interests, differences in sensory
processing

ASD - Levels
- Level 1 : Individual requires support
- Level 2 : Individual needs substantial support
- Level 3 : Individual needs very substantial support

Some barriers to health that may not always be considered

Communication Difficulties: Individual may have a lack of
adherence to treatment, non-verbal clients may not know
how to make an appointment, can’t advocate for themselves

Transfer of Care : Transition from childhood to adulthood or

transfers in and out of emergency can include many medinial
changes which can create a lot of confusion ; can also lead to
relapse and an increase in ER visits

Lack of Health Promotion and Screening : Healthcare

providers may deem the client as “too difficult” to screen =
leading to missed blood work, cancer screening and other
important testing

Diagnostic Overshadowing : When the diagnosed disability of

the client is held responsible for any or all other health issues
the client may be experiencing

Challenging behaviours ​are​ communication

Social Model (New Model to view Disabilities)

States the disability is created by the unequal relationship
within society in which the needs of people with impairment
are given little/no consideration
- Societal and environmental structures impose the
barriers on the individual
- Accessibility, societal attitude changes are needed

It is important to avoid biases and presumptions about the

client simply because they may have an IDD; there is a

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N1K02S Workbook 2021 – 24 hours

spectrum involved and the capabilities of the client may be

Small Group Meeting #3 (1 hour)
● Revisit Service Learning Contract.
How is your group process: what is
working and what is not working?
● Discuss what you wrote in your
Workbooks over the last two weeks
(each person should contribute
something) regarding:
o Homeless youth
o Transgender health
o Surrey place (dis)ability
● Racism module
different what what is assumed
Notes on small group discussion
ZM, MC and KP completed Sarah’s Story
Some of the group members during their simulation, went
back to purposely choose the wrong answers in the
simulation to gain a better perspective of the consequence of
a bad answer or response and observe the patients reaction
- We all found the Homeless Youth lecture very eye
opening. Nicole mentioned that the issue of
homelessness is not solved simply by supplying an
individual with a home. Even if they have a home,
they aren’t provided the tools and education to
maintain the home without jeopardizing and
sacrificing themselves.
- The Racism module was also very eye opening,
especially regarding Brian Sinclair’s story. It
highlighted that primary care should’ve been given
regardless of race, but simply because of someone’s
race, it was the gateway that led the the eventual
death of a man by the hands of an infection that was
completely curable
In order to break this cycle, racial awareness needs to be
advocated in the healthcare system.

10 Steps : Outlined 10 different way to deal with racial

responses or conversations
Summary of your and Application to Course Ends-in-View (write in space below)
My take away from this week’s activities is a greater awareness of how racism, especially in the
workplace, can change the degree of care provided to a patient. Biases and pre-judgment of a patient
and their history is a huge obstructor for proper care and is a concept that should be eradicated
when it comes to patient care. The accomodations made for a patient with an acute, mild, or severe
learning disability is just as important as the ramps that are implemented in public areas for the
physically impaired. To that same degree, an Indigenous life is just as important as a European life. As
a personal improvement, I would make sure that any biases I have (consciously or unconsciously) are
completely discarded when dealing with the care of my patient. Their background and cultural
history should be kept in mind if accommodation needs to be made, but it should not be used to
measure the amount and type of care provided.

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N1K02S Workbook 2021 – 24 hours

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N1K02S Workbook 2021 – 24 hours

Week 6:
Workbook Activities on Cultural Competence and Culturally Sensitive Care

We are picking up on last week’s discussion on racism and also exploring cultural safety and
Indigenous Peoples and Allyship.

Individual Aims:

● Learn about First Nations, Inuit, and Métis culture, colonization, and the determinants
of health
● Learn about Indigenous history and governance
● Develop understanding of Indigenous Peoples to support Cultural Safety skills
● Virtually meet a survivor of a residential school
● Familiarize yourself with a First Nation on whose traditional land you live and work.

Small Group Aims:

● No meeting

Estimated Hours:​ Log up to 4 hours

Complete Modules Write your key points to summarize the resources

(c. 3 hr)
Enroll in the following modules about
Indigenous Health. Take the module, print
the certificate, and be ready to discuss what
you have learned:
Cancer Care Ontario (2018). Indigenous
Relations and Cultural Safety Courses [online (total of about 150 000 Aboriginal children)
modules]
Complete only Modules 1 & 3.
https://elearning.cancercare.on.ca/course/i
ndex.php?categoryid=2
Module 1: First Nations, Inuit and Métis
Culture, Colonization, and the Determinants
of Health (90 minutes)
Module 3: The Need for Cultural
Competence in Healthcare (90 minutes)
here
Module 1
The introduction and use of residential schools
started in 1857
Children as young as 3 years old - 15 years old were
forced to attend residential schools from 1857 - 1996
Top 3 impacts of residential schools on survivors
- isolation from family (77.6%)
- Verbal or emotional abuse (73.1%)
- Separation from First Nations community
(69.7)
The residential schools created a never-ending cycle
where the children born into these broken
generational First Nation communities, became
vulnerable to homelessness, violence, mental health

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N1K02S Workbook 2021 – 24 hours

issues, addiction issues and racism through the

criminal justice system

Shocking Statistics regarding First Nations, Inuit, and

Metis Health
- Suicide rates are 5-7 times higher than those
of non-Indigenous youth
- Children are more likely to die in their for year
of life
Ilira : An Inuktitut word that translates to “ the
mix of apprehension and fear that causes a
suppression of opinion and voice” ; caused by
people or things that have power over you
and you can neither be controlled nor
predicted

Even the ability to practice traditional healing

practices were outlawed through the government, to
the point of arresting healors (this led to limitation in
treating diseases, poverty, and starvation)

The loss of transportation was implemented through

the shooting and killing of dog teams; the dogs
weren’t expected for any types of illness and were
instead simply shot in front of the owner [ this was
thought as the Government’s way of removing Inuit
people from their land]

Coping mechanisms included : alcohol use, drug use,

poor dietary choices and inactive lifestyles, and
smoking tobacco

Module 3
Watch the short film Write notes and reflections with quotes
(optional but worth it)

Storyhive. (2019, Sept. 23). ​A Mother's (optional)

Voice​ [Video]. YouTube.
https://www.youtube.com/watch?v=Ip3yGE
KGCX4&feature=youtu.be
(13 minutes)

Independent Exploration (45 min) Write notes

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N1K02S Workbook 2021 – 24 hours

Independent exploration: Yekooche First Nations are a community on the

Learn about one First Nation whose
traditional land you live on
https://native-land.ca/
● Who is this Nation, what are some of their
traditions?
● What is significant about their history in
your area?
● See if you can find a phrase in their
language online. Copy the script by hand
and be ready to hold it up to your camera
or send a photo to your small group mates
and share what you like about that phrase.
● Explore online to find a positive story
about one member of that Nation, and
what makes that person extraordinary. Be
ready to share with your small group after
the break. If you cannot find a story,
discuss why you think that is the case.
Note: If you identify as First Nations, Inuit,
or Métis, and you feel comfortable, you can
tell your own story or one of a family
member.
Recommended:
Indigenous Ally toolkit
http://reseaumtlnetwork.com/wp-content/
uploads/2019/04/Ally_March.pdf
https://looselipsmag.com/features/10-ways
-to-be-an-ally-to-indigenous-people/
Indigenous population located in Northern British
Columbia
- Stuart Lake, was a rich area that served as a
supplier for the people of Yekooche (the
Yekoochet’n). It's not until the establishment
of lucrative fishery businesses were
established by the Hudon’s Bay Company
where the rights, resources and freedom of
the Yekooche people were stripped.
- The Jean Marie Joseph School is an operating
school built in 1994.
- I wasn’t able to find one specific individual of
the Yekooche community, however I did find
an article of recall petitions being signed when
the former chief, Henry Joseph, intended to
fire 30 employees on the Yekooche Band of
supposed corruption and financial
mismanagement. While it seems like the story
didn’t end on a positive note as Henry Joseph
was allowed back in office, I think it
emphasizes the power of each individual that
took part in the possible re-election of a new
chief. It outlined their determinants to make
change if unsatisfied, however more support
seemed to be needed to fortify those changes.
- “ Beni ulhtus ‘et huwa soo ‘unt’oh
- Translated into “the reason he is well is
because he had strong will power”

Summary of your and Application to Course Ends-in-View (write in space below)

I am absolutely shocked at the overall damage caused by the Canadian Government. I had a bit of
knowledge through classes like history or social studies, but nothing extensive that dived into the
immense detail like these modules. My takeaway from this week’s activity and what I would
implement in my own life is to work on cultural diversity. Understanding the culture and history that
comes with an individual's identity. By doing so, I have a better understanding that'll help explain
why certain individuals do what they do, especially when it comes to health. There is no one
definitive way to treat a disease or illness, it is almost quite subjective, and you have to be mindful of
that when encountering with patients of different cultural history.

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N1K02S Workbook 2021 – 24 hours

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N1K02S Workbook 2021 – 24 hours

Week 7
Workbook Activities on Privilege

This week we explore the concept of privilege

Individual Aims:

● Learn the influence of power and privilege in community

● Consider an exemplar of students learning about privilege and reflect

Small Group Aims:

● Explore the concept of socioeconomic position

● Deepen your understanding of previous learning and reflection on First Nations, Inuit,
and Métis cultural safety in health
● Review Small Group Learning Contract and identify ways to assist one another in
meeting goals

Estimated Hours:​ Log up to 2 hours

Complete the Module Write your key points to summarize the resources here
(c. 30 minutes)
Community engagement series from
Western University
​https://completestudent.ca/module
s/community-engagement/
Western University Module #1
Deconstructing power and privilege
in community
(skip video on privilege walk)

Listen to the Podcast Write notes and reflections with quotes

(c. 30 minutes)

This American Life (March 13, 2015).

Three Miles​ [podcast]
https://www.thisamericanlife.org/
550/three-miles
Listen to the Prologue, Act 1,
and Act 2

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N1K02S Workbook 2021 – 24 hours

Small Group Meeting #4 (1 hour) Notes on small group discussion

Discuss:
● Each group member is to share an
original reaction to something in the
“Three Miles” podcast that was of
interest to you.
● Look back on your workbook notes
from before the break. Share the
findings of your First Nation
exploration and share a person’s
story you learned about. How do
you think the concept of power and
privilege is experienced between
Indigenous people and settlers?
● Have each group member discuss
progress in service learning. Think of
your SL Contract: How can the group
help deepen your growth? What can
you differently to make the learning
more meaningful?

Summary of your and Application to Course Ends-in-View (write in space below)

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N1K02S Workbook 2021 – 24 hours

Week 8:
Workbook Activities to Develop Empathy

This week we consider how stress unfairly affects people, often by way of the Social
Determinants of Health, resulting in adverse health outcomes and behaviours. We will
explore the concept of empathy and applying Trauma and Violence-Informed Care.

Individual Aims:

● Review the effects of stress

● Explore pathway effects of Adverse Childhood Experiences
● Learn about Trauma and Violence-Informed Care
● Explore the development of empathy towards youth who use substances
● Increase empathy for individuals with different life experiences than you

Small Group Aims:

● No meeting

Estimated Hours:​ Log up to 3 hours

Complete Module Write your key points to summarize the resources here
(c. 30)
Equip Healthcare. Equipping for
Equity Module 3: Trauma and
Violence-informed Care.
https://equiphealthcare.ca/equippin
g-for-equity-online-modules/
(NOTE- students need to create an
account which will then generate a
password to access the module)

Watch the guest speaker Write notes and reflections with quotes
(c. 3 hours)

GUEST SPEAKER on Trauma-Informed

Care and youth who use substances
(2.5 h)
Glynis Burkhalter, MSW
Ray of Hope
link to be announced

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N1K02S Workbook 2021 – 24 hours

Summary of your and Application to Course Ends-in-View (write in space below)

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N1K02S Workbook 2021 – 24 hours

Week 9:
Workbook Activities on Professional Values, Ethical Behaviour, and Social Justice

This week we bridge the topic of professional values and ethical behaviour with social justice.

Individual Aims:

● Explore own values and beliefs

● Consider an exemplar of a nurse who engaged in social action
● Discuss our own role in sociopolitical action

Small Group Aims:

● Explore own values and beliefs in relation to peers

● Familiarize yourself with professional governance on Ethics
● Begin planning creative piece

Estimated Hours:​ Log up to 2 hours

Read Write your key points to summarize the resources

(c. 30 minutes) here

Read and take notes on the following 2 short

articles:

Butler, C., Rodriguez, S., Dubinski, K. (2020,

Nov. 4). ​LHSC neonatal nurse in hot water
after organizing London’s ‘Freedom Rally.​’
[News]. CBC News.
https://www.cbc.ca/news/canada/london/l
hsc-neonatal-nurse-in-hot-water-after-organ
izing-london-s-freedom-rally-1.5809878​

Morin, K. H., & Baptiste, D. (2020). Nurses as

heroes, warriors and political
activists. ​Journal of Clinical
Nursing​, ​29​(15-16), 2733.
https://doi.org/10.1111/jocn.15353

Reflect further (30 minutes) Write notes and reflections with quotes
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N1K02S Workbook 2021 – 24 hours

Describe your reaction to the newspaper

article of the neonatal nurse in hot water.
Cue 1: What was the contradiction in
values?
Cue 2: Can nurses not believe what they
want to believe when they are not at work?
Cue 3: What aspects of professional nursing
practice pose conflicts with ​your v​ alues and
beliefs? Conflicts might relate to many
things, including:
● Supporting somebody’s health decisions
with which you disagree
● Your convictions about offering opioids to
those with addictions in harm reduction
● Your religious faith
● Your convictions about work-life balance,
● Your perspective on organizational
hierarchies
Come up with your own and describe in
writing ​as far as you feel comfortable.​ If you
would not like to share your own, think
about them or journal privately – it is
valuable to explore this internal struggle.
Here you can respond on a theoretical level:
how might some people experience
conflicts?

Small Group Meeting #5 Notes on small group discussion

(1 hour)

Meet virtually for one hour with your

Learning Group. You will discuss the
“Neonatal Nurse in hot water” article and
familiarize yourself with the CNO practice
standard for Ethics. This is your last
required small group meeting, but you can
choose how to meet to complete the
creative project at the end of the course.

● Discuss your responses to your individual

work, as far as you are comfortable.

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N1K02S Workbook 2021 – 24 hours

● In writing, develop a list of examples of

ways nurses might have, and resolve,
conflicts between their professional and
personal values and beliefs.
● Skim the following document to
familiarize yourself with it:
https://www.cno.org/globalassets/docs/p
rac/41034_ethics.pdf
● What role does the CNO have in guiding
your actions as a nurse? Did you find
anything in this document that might help
you resolve some of the ethical issues
that you discussed?
● Begin planning your creative piece and
meet as needed to complete it in the
coming weeks.

Summary of your and Application to Course Ends-in-View (write in space below)

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N1K02S Workbook 2021 – 24 hours

Week 10
Workbook Activities on Community and Global Citizenship and Social Justice

Explore the importance of asking the right questions before planning social justice action.

If I had sixty minutes to save the planet, I would take 55 minutes trying to
generate the right question, because once I worked out the right question, I
would find the right solution in five minutes.
-Attributed to Albert Einstein

Individual Aims:

● Learn the importance of asking question

● Learn how to ask questions to have healthier, smarter, enduring solutions in
community engagement
● Application of question asking in nursing

Small Group Aims:

● Complete Creative Project; schedule as needed

Estimated Hours:​ Log up to 1.5 hours

Watch Write your key points to summarize the resources here

(c. 30 minutes)
Hardy, M. (2017, Nov 29) Questions
change everything in community
engagement [YouTube] TEDx
https://www.youtube.com/watch?v=
JViKndm2y9E&feature=emb_logo

Explore and Apply Write notes and reflections with quotes

(c. 1 hour)

1. According to Max Hardy in the

TEDx video, why does David
Cooperider say, “Our questions are
fateful. We live in the world that our
questions create”?

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N1K02S Workbook 2021 – 24 hours

Do you have examples of this in your

own life? In the learning in this
course so far? In nursing?

2. In the TEDx Talk, Max Hardy gives

a formula for healthier conversations
and healthier, smarter, enduring
solutions in community engagement.
a) What is the formula?
b) How can you apply it in your
nursing education (eg., in PBL? In
Professional Practice?)
c) Can you think of ways people
might apply the formula in any of the
other topics we have covered in this
course (pick one and describe in
depth).

Summary of your and Application to Course Ends-in-View (write in space below)

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N1K02S Workbook 2021 – 24 hours

Week 11
Workbook Activities on Primary Health Care and Health Equity

As this course finishes, we will consider the big picture. We “zoom out” to see how countries
around the world have learned from each other, and from the science, to achieve health for
all​ – the ultimate in health equity!

Individual Aims:

● Be able to articulate the guiding vision that drives how professional nurses engage
communities to address the Social Determinants of Health
● Understand the “big picture” of achieving health equitably within and across countries
● Be able to describe Primary Health Care
● Be able to describe what guides nurses as they engage communities to address the
Social Determinants of Health

Small Group Aims:

● Complete Creative Project; schedule as needed

Estimated Hours:​ Log up to 1 hour 15 minutes

Watch Write your key points to summarize the resources

(c. 15 minutes) here

WHO. (2018). ​What is PHC?​ [Video].

YouTube. ​https://youtu.be/_EXy9DTDJu8

WHO. (2018, Oct 24). ​PHC Case Study –

Culture and Care in Australia​. [Video].
YouTube. ​https://youtu.be/cC94MsIsje0

Independent exploration Write notes and reflections with quotes

(c. 1 hour)

After watching these short videos and

reading the blog post above, do your own
research online to explore/answer the
following questions:

1. What does the World Health

Organization (WHO) do?

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N1K02S Workbook 2021 – 24 hours

2. What is the declaration of Alma Ata?

Who was involved, and why was it
important?

3. What is the difference between Primary

Health Care (PHC) and Primary Care?
Describe each.

4. How is PHC related to the Social

Determinants of Health?

5. Why do you think is it important for a

nurse working in Canada to know about the
WHO and PHC?

6. Can you describe the connection

between PHC and community
engagement?

A note on pronunciation:
“WHO” is pronounced by saying each of
the letters: “W. H. O.,” not “HOO.”
“​A​lma At​a”​ is pronounced with the
emphasis on the first and last syllables.
“Astana” places the emphasis on the
first syllable: “​A​h- stah-nah.”
Add your citation and link to each
resource you refer to.

Recommended:

Jungo, K.T., Anker, D. & Wildisen, L. (2020).

Astana declaration: a new pathway for
primary health care. ​International Journal
of Public Health 65,​ 511–512.
https://link.springer.com/article/10.1007/s
00038-020-01368-5

Summary of your and Application to Course Ends-in-View (write in space below)

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N1K02S Workbook 2021 – 24 hours

This is the end of your Workbook

Enjoy completing your Creative Project

And your new life of effective, empathetic, and equitable
community engagement and citizenship.

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N1K02S Workbook 2021 – 24 hours

APPENDIX A
N1K02S Small Group Learning Contract

Begin in Week One and Submit Class 3:

Student Name:

Part A: Responsibilities as a Group Member

Within this course, students will apply their knowledge of the Social Determinants of Health as they
encounter stories of community members, critically reflect, and discuss their learning with peers. Some
learning activities may challenge people’s assumptions and in turn create opportunities to expand their
perspectives. During small group work, learners will engage with each other in discussion that is both
respectful and safe. It is important to give thought to and reach consensus on how group members will
relate to each other in a respectful and productive way that contributes to learning for all. In the space
below, work with your group to identify at least four responsibilities to each other that will maintain a
safe and productive learning environment for all. Each person will record these on their individual
service learning contract.

Student’s Responsibilities to the Group

1.

2.

3.

4.

Tentative Days and Time for Group Meetings:

I have worked with my small group to reach consensus on our responsibilities to each other in our small
group work and agree to meet these commitments.

______________________________________________________________________________
Student Signature Date

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N1K02S Workbook 2021 – 24 hours

Part B: Individual Learning Goals

As students work through the learning experiences in the course, new learning gaps will emerge. As an
individual, review the course learning activities and reflect on your own knowledge. Commit to four
learning goals that emerge from the course concepts and learning activities that are areas for growth for
you. This is a working document that you can change throughout the course as new ideas emerge.
Revisit these goals every few weeks, and document your progress towards these goals in your service
learning log.

1.

2.

3.

4.

I commit to taking responsibility for my learning and pursuing these goals during course learning
activities.

______________________________________________________________________________
Student Signature Date

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N1K02S Workbook 2021 – 24 hours

APPENDIX B
N1K02S Student Engagement Log Sheet
McMaster, Mohawk, Conestoga BScN program

E​ xpectations for the academic year:

● Complete and record 24 hours of workbook hours
● Complete and record small group meeting hours
● Submit under Assignments Folder in Avenue to Learn
● Due Class 7 (up to date) & 12 (final)

Date Number Cumulative BRIEF​ Description of Learning Activities

of Hours Hours

I certify that this is a true and correct record of the time and dates that I have worked.

Student Signature Date

47