NURS 1002H Syllabus

NURS-1002H-A: Introduction to Foundational Practice Concepts (202... https://my.trentu.ca/portal/applications/syllabus/detailPrint.php?syllabu...
NURS-1002H-A: Introduction to Foundational Practice

Concepts
2023WI - Peterborough Campus
Instructor:
Instructor: Dawn Balsdon
Email Address: dawnbalsdon@trentu.ca
Phone Number: 705-748-1011 x7729
Office: DNA C 170
Office Hours: Wednesday 1100-1230
Meeting Times:
L e c t u r e A : Wednesdays from 1300-1500 in OCA W101

Seminars:
W01: THURSDAY 1300-1350 OCA 221.6
W02: WEDNESDAY 1500-1550 SC 208
W03: THURSDAY 1500-1550 OCA 221.6
W04: THURSDAY 1400-1450 OCA 221.6
W05: WEDNESDAY 1900-1950 DNA B105
W06: WEDNESDAY 2000-2050 DNA B105
W07: FRIDAY 1600-1650 DNA B106
W08: FRIDAY 0800-0850 SC 208
W09: THURSDAY 1900-1950 SC 208
W10: THURSDAY 0900-0950 DNA B105
W11: THURSDAY 0800-0850 DNA B105
Co-instructors and Teaching Assistants:
TBA
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Department:
Academic Administrative Assistant: Ruth Poley

Email Address: nursing@trentu.ca
Phone Number: 705-748-1099
Office: Life and Health Sciences C140
Description:
A focus on the older individual living with support. Core concepts include adaptation,
dependence/independence, aging, and end-of-life. Topics include ethics (autonomy,
competence, consent, confidentiality, privacy), relational inquiry, and therapeutic relationships.
Prerequisite: 60% or higher in NURS 1000H and 1001H. Co-requisite: NURS 1020H.
Learning Outcomes:
After completing assigned readings, attending lectures, and actively participating in seminars,
learners will be able to correctly and at an introductory level:
1. Analyze demographic trends, societal attitudes and social policy in the context of nursing
practice with older adults in Canada.
2. Use selected theories of aging to describe the physiological, psychosocial and spiritual
development of older adults as a basis for developing approaches to care.
3. Interpret selected concepts of nursing relevant to care of older adults (assessment,
evidence-informed practice, self-care theory, pain and end-of -life experience).
4. Explain selected ethical principles related to care of older adults, including autonomy and
self-determination.
5. Apply core processes of nurse-client relationship, relational inquiry, and person-centered
relational practice with older adults in selected case studies in order to develop knowledge
to support excellent nursing care of older adults.
Course Fees:
Gentle Persuasion (GPA) Training - E-Learning Course (4th Ed.) Approximately $50.00+ tax (with
discount)
Texts:
• Potter, P.A., Perry, A.G., Ross-Kerr, J.C., & Wood, M.J. (Eds.). (2019). Canadian fundamentals
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of nursing (6th ed.). Toronto: Elsevier Canada.

• Touhy, T.A., Jett, K.F., Boscart, V. & McCleary, L. (2019). Ebersole and Hess’ Gerontological
Nursing & Healthy Aging (2nd Canadian Ed.). Toronto, ON: Elsevier.
Readings:
Week of January 9:
Potter & Perry (2019)
• pp 67 re nursing diagnosis & 197-200, re Critical thinking & nursing diagnostic process
Doane, G. H. & Varcoe, C. (2007). Relational practice and nursing obligations. Advances in Nursing
Science, 30(3), 192-205.
https://ocultu.primo.exlibrisgroup.com/permalink/01OCUL_TU/740jn5
/cdi_proquest_miscellaneous_68172741
Approximate prep Time: 40 min
Week of January 16:
Touhy & et al., (2019)
• pp. 1-8
• pp. 69-71. Stop at Physical Changes heading on 71,
• pp. 91 – 95. Start at Sociological Theories. End after of Developmental Theories
• pp. 204 - 217

Week of January 23:
• pp. 98-103 Cognition and Aging

• pp. 199-200 Driving
• pp. 95 Gerotranscendence
Optional reading: Vance, Kaur, Fazeli, Talley, Yen & Kitchin (2012). Neuroplasticity and successful
cognitive aging: a brief overview for nursing. Journal of neuroscience nursing, 4
Week of January 30:
Touhy et al., (2019)
• pp 317 – 345
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Week of February 6:
• pp. 280-289 Bone and Joint Health

• pp. 291 -301 Visual and Auditory Changes
• pp. 136-144 Urinary continence

Week of February 13:
Touhy & et al. (2019)
• p. 78 re endocrine
• pp. 75 – 77 re respiratory and cardiac
• pp. 71 – 73 re integument and 171- 176 re pressure injuries
Potter & Perry (2019)
• pp. 415 – 416 re physical changes with older adults

• pp. 965 re older adults – 982
• pp. 1291 – 1295 (skip 1296 – 1208) end after Case example on 1299
Lekan, D. (2009). Frailty and other emerging concepts in care of the aged. Southern Online
Journal of Nursing Research, 9(3)
Week of February 20: READING WEEK
Week of February 27: MIDTERM
Week of March 6:
• pp.256-267

Week of March 13:
• pp. 183-201

Week of March 20:
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• Chapter 25 re Loss, Death, and palliative Care
Potter & Perry, (2019).
• pp. 442 – 446. Starting at Nursing Diagnosis to end of Continuity of Care.
Cable-Williams, B. E. & Wilson, D.M. (2014). Awareness of impending death for
residents of long-term care facilities. International Journal of Older People Nursing. 9 (2),
169-179. doi: 10.1111/opn.12045
Week of March 27:
• pp. 386- 393
• pp. 459-475
Optional http://nationalseniorsstrategy.ca/the-four-pillars/pillar-4/
Week of April 3:
Touhy et al., (2019).
• pp. 439 - 458
Assessments, Assignments and Tests:
S c h o l a r l y P a p e r ( 2 0 % o f F i n a l G r a d e ) : Students will have an opportunity to develop their

'relational consciousness' through observation and critical appraisal of the 'lived/ living' experience
of the older adult in the clinical setting. Students will have a choice to complete the paper in pairs
or individually. DUE Feb 20th at 2200
M i d t e r m Q u i z ( 1 5 % o f F i n a l G r a d e ) : Will focus on weeks One - Six and will comprise multiple-
choice, true/false test questions, NGN NCLEX style questions including case study, bowtie, SATA
and short answer, This test will be written in person during lecture on In Person during Lecture
March 1 2023
F i n a l E x a m ( 2 0 % o f F i n a l G r a d e ) : Will focus on weeks seven - eleven and will comprise
multiple-choice, true/false test questions, NGN NCLEX style questions including case study,
bowtie, SATA and short answer, T h e e x a m w i l l b e w r i t t e n i n p e r s o n d u r i n g E x a m p e r i o d
S e m i n a r s ( 3 0 % o f F i n a l G r a d e ) : Seminars will be a blend of delivery modes including
asynchronous collaborative learning opportunities using ‘Flipgrid’ learning portal and synchronous
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in-person student-led presentations. 1. Student Led Presentations (20%) 2. Seminar Participation
(5%) 3. Asynchronous Collaborative learning activities and student self evaluation (5%) On-going
C r e a t i v e P o r t f o l i o ( 1 5 % ) : Students will have an opportunity to continue to build upon their
personal portfolios created in semester one. Due April 5, 2023
Grading:
Scholarly Paper 20%

Midterm Quiz 15%
Final Exam 20%
S e m i n a r s 3 0 % (1. Student Led Presentations (20%) 2. Seminar
Participation (5%) 3. Asynchronous Collaborative learning activities and student self evaluation
(5%))
Creative Portfolio 15%
Grade Total by Withdrawal Date:
Course withdrawal March 10th, 2023: Students will have 35% of their total final grade by the
withdrawal without penalty date
Schedule:
Week of January 9: Course Introduction and the Nursing Process

Week of January 16: Demographics in an aging society, older adults as aging individuals,
theoretical perspectives on aging & Communication
Week of January 23: Age-related changes in CNS, cognitive ageing, Gerotranscendence
Week of January 30: Supporting older adults with cognitive impairment & other challenges to
mental health
Week of February 6: Physical changes in aging I – cardiovascular, respiratory, integument,
endocrine
Week of February 13: Physical changes in aging part II –musculoskeletal, special senses,
genitourinary & gastrointestinal systems
Week of February 20: READING WEEK
Week of February 27: MIDTERM
Week of March 6: Comfort & pain
Week of March 13: Adaptation, resilience, living with risk, safety, advocacy
Week of March 20: Caregivers and caregiving, supportive health and social care, collaborative care
Week of March 27: Transition, loss and grief
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Week of April 3: Living towards the end of life

Final Exam will take place between April 11-24th 2023
Course Guidelines:
Departmental Policies:
Trent/Fleming School of Nursing Academic Integrity Statement
Integrity in practice is essential for nurses. The Practice Standard, Ethics (CNO, 2019) specifies that
Registered Nurses:
• “have an obligation to maintain the commitments they assumed as regulated health

professionals. Maintaining commitments means k e e p i n g p r o m i s e s , b e i n g h o n e s t and
m e e t i n g i m p l i c i t o r e x p l i c i t o b l i g a t i o n s toward their clients, themselves, each other, the
nursing profession, other members of the health care team and quality practice
settings” Ethical Framework, p. 9
Faculty in the School of Nursing is expected to meet this obligation and, in turn, expect students
as future members of the profession to do the same. For the purpose of interpreting and applying
the University’s Academic Integrity policy, the Nursing Program has adopted the following: When
a student submits a piece of written work in fulfillment of an assignment, the student implicitly
acknowledges the following: a) that the student is the sole author of the work; b) that the wording
and organization of the work, apart from acknowledged quotations, paraphrasing or adaptation, is
the student's own; and c) that the student has not and will not submit this work, either as a whole
or in part, to satisfy another course requirement. These basic assumptions will be reasonably
interpreted. They do not preclude collaboration between students upon a single project, by prior
arrangement with the instructor (such as a group assignment), for shared academic credit (either
for written or oral presentation).
Plagiarism
Plagiarism is knowingly presenting words, ideas, images, data, or any other form of work of
another person (including essays, theses, lab reports, projects, assignments, presentations and
posters**) in a way that represents or could be reasonably seen to represent the work as one’s
own. “Knowingly” includes ought reasonably to have known. Plagiarism includes failure to
acknowledge sources correctly and submitting materials copied from the internet without proper
acknowledgement of the source. Draft work submitted for evaluation is subject to the same
standard as final work.
The nursing department has determined that these sources also include slides and other course
specific materials designed and presented by course instructors. Adapting, paraphrasing requires
citation. Directly quoting requires quotes and citations per APA, 7th edition.
Similar work in two courses: Except with the written permission of the involved instructors, the
same or similar piece of work cannot be submitted in two different courses (including a course
being repeated)
Guidelines on Missed Tests, Exams, Assignments and Absenteeism
Students are required to be available for all mid-term and final tests and exams that are scheduled
7 of 11 2022-12-29, 3:20 p.m.

by the instructor or the registrar’s office and listed in your course syllabus. Vacation, job-related, or
any other travel plans are not excuses for missing tests or exams.
Students are also responsible for completing all course requirements on the dates specified on
their syllabus. Specific accommodations can be negotiated for students registered with SAS, but it
is the responsibility of the student to make these arrangements ahead of time.
Sometimes legitimate, extenuating circumstances arise beyond a student’s control, which prevent
them from meeting course requirements. In such cases modified deadlines or other arrangements
may be granted. Adjustments to assignment submission dates and deferrals of tests and final
examinations are not automatic. It is the student’s responsibility to email their instructor
immediately if they are unable to fulfill academic requirements.
Normally a doctor’s note or supporting documentation is not required. However, when a student’s
success in the course or program is in jeopardy as determined by the instructor, documentation
may be requested.
University Policies:
Academic Integrity
Academic dishonesty, which includes plagiarism and cheating, is an extremely serious academic
offence and carries penalties varying from failure on an assignment to expulsion from the
University. Definitions, penalties, and procedures for dealing with plagiarism and cheating are set
out in Trent University’s Academic Integrity Policy. You have a responsibility to educate yourself –
unfamiliarity with the policy is not an excuse. You are strongly encouraged to visit Trent’s
Academic Integrity website to learn more: www.trentu.ca/academicintegrity.
Access to Instruction
It is Trent University's intent to create an inclusive learning environment. If a student has a disability
and documentation from a regulated health care practitioner and feels that they may need
accommodations to succeed in a course, the student should contact the Student Accessibility
Services Office (SAS) at the respective campus as soon as possible.
Sharing and Distribution of Course Content
Students in this class should be aware that classroom activities (lecture, seminars, labs, etc.) may
be recorded for teaching and learning purposes. Any students with concerns about being
recorded in a classroom context should speak with their professor. If a student shares or
distributes course content in any way that breaches copyright legislation, privacy legislation,
and/or this policy, the student will be subject to disciplinary actions under the Student Charter of
Rights and Responsibilities or the relevant Academic Integrity Policy, at a minimum, and may be
subject to legal consequences that are outside of the responsibility of the university. More details
on sharing of course content are described in the policy found here: https://www.trentu.ca/artsci
/sites/trentu.ca.artsci/files/documents
/Policy%20on%20Sharing%20and%20Distribution%20of%20Course%20Content%202020-08-14.pdf
Academic Integrity
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and/or this policy, the student will be subject to disciplinary actions under the relevant Academic
Integrity Policy, the Charter of Student Rights & Responsibilities, or the Policy on the Protection of
Personal Information, at a minimum, and may be subject to legal consequences that are outside of
the responsibility of the university.
Student Absenteeism, Missed Tests and Examinations
Students are responsible for completing all course requirements, including attending classes and
meeting assignment deadlines as specified on their syllabus.
Adjustments and deferrals to dates for participation, assignment submissions, tests, midterms and
final examinations are not automatic. It is the student’s responsibility to email their instructor
Students are required to be available for all tests, midterms and exams that are listed in their
course syllabus and scheduled by their instructor or the Office of the Registrar. Depending on their
program, the instructor or the chair/director may decide on alternative arrangements for exams
and tests. Normally a doctor’s note or supporting documentation is not required; however, when a
student’s success in the course or program is in jeopardy as determined by the instructor or
chair/director, documentation may be requested.
Specific SAS accommodations can be implemented for students registered with Student
Accessibility Services (SAS), but it is the responsibility of the student to make these arrangements in
advance as per SAS guidelines, and to discuss accommodations of due dates with their instructors.
Students can notify the Office of the Registrar of their wish to observe cultural or religious holidays
during scheduled examination periods by the deadline set in the Academic Calendar. Personal
travel plans are not acceptable reasons for missing tests or exams
Academic Integrity
9 of 11 2022-12-29, 3:20 p.m.

and/or this policy, the student will be subject to disciplinary actions under the relevant Academic
Integrity Policy, the Charter of Student Rights & Responsibilities, or the Policy on the Protection of
Personal Information, at a minimum, and may be subject to legal consequences that are outside of
the responsibility of the university.
Student Absenteeism, Missed Tests and Examinations
Students are responsible for completing all course requirements, including attending classes and
meeting assignment deadlines as specified on their syllabus.
Adjustments and deferrals to dates for participation, assignment submissions, tests, midterms and
final examinations are not automatic. It is the student’s responsibility to email their instructor
Courses delivered remotely may involve student participation in scheduled (synchronous) classes
via web-based platforms, such as Zoom. Students unable to participate (i.e., by video and/or
audio) should email their instructors to request alternative arrangements for participation in these
scheduled (synchronous) classes.
Students are required to be available for all tests, midterms and exams that are listed in their
course syllabus and scheduled by their instructor or the Office of the Registrar. Depending on their
program, the instructor or the chair/director may decide on alternative arrangements for exams
and tests. Normally a doctor’s note or supporting documentation is not required; however, when a
student’s success in the course or program is in jeopardy as determined by the instructor or
chair/director, documentation may be requested.
Specific SAS accommodations can be implemented for students registered with Student
Accessibility Services (SAS), but it is the responsibility of the student to make these arrangements in
10 of 11 2022-12-29, 3:20 p.m.

advance as per SAS guidelines, and to discuss accommodations of due dates with their instructors.
Students can notify the Office of the Registrar of their wish to observe cultural or religious holidays
during scheduled examination periods by the deadline set in the Academic Calendar. Personal
travel plans are not acceptable reasons for missing tests or exams.

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NURS-1002H-A: Introduction to Foundational Practice Concepts (202... https://my.trentu.ca/portal/applications/syllabus/detailPrint.php?syllabu...

NURS-1002H-A: Introduction to Foundational Practice

L e c t u r e A : Wednesdays from 1300-1500 in OCA W101

Co-instructors and Teaching Assistants:

1 of 11 2022-12-29, 3:20 p.m.

Academic Administrative Assistant: Ruth Poley

2 of 11 2022-12-29, 3:20 p.m.

of nursing (6th ed.). Toronto: Elsevier Canada.

Approximate prep Time: 50 min

• pp. 98-103 Cognition and Aging

3 of 11 2022-12-29, 3:20 p.m.

Approximate prep Time: 52 min

• pp. 280-289 Bone and Joint Health

Approximate prep Time: 60 min

Potter & Perry (2019)

• pp. 415 – 416 re physical changes with older adults

Approximate prep Time: 24 min

Approximate prep Time: 36 min

4 of 11 2022-12-29, 3:20 p.m.

Touhy et al., (2019)

• Chapter 25 re Loss, Death, and palliative Care

Potter & Perry, (2019).

• pp. 442 – 446. Starting at Nursing Diagnosis to end of Continuity of Care.

• pp. 439 - 458

Approximate prep Time: 40 min

Assessments, Assignments and Tests:

S c h o l a r l y P a p e r ( 2 0 % o f F i n a l G r a d e ) : Students will have an opportunity to develop their

5 of 11 2022-12-29, 3:20 p.m.

Scholarly Paper 20%

Grade Total by Withdrawal Date:

Week of January 9: Course Introduction and the Nursing Process

6 of 11 2022-12-29, 3:20 p.m.

Week of April 3: Living towards the end of life

• “have an obligation to maintain the commitments they assumed as regulated health

7 of 11 2022-12-29, 3:20 p.m.

8 of 11 2022-12-29, 3:20 p.m.

9 of 11 2022-12-29, 3:20 p.m.

Sharing and Distribution of Course Content

Student Absenteeism, Missed Tests and Examinations

10 of 11 2022-12-29, 3:20 p.m.

11 of 11 2022-12-29, 3:20 p.m.

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