School of Nursing

Course Information

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
Prerequisite/Co-requisite: HH/NURS 2513-Prequisite for 4-year Direct Entry BScN students. Co-
requisite for 2nd Entry BScN students: HH/NURS 2513 3.00. Open to students in the 4- year Direct
Entry and 2nd Entry BScN programs only. Note: A minimum grade of 5.00 (C+) is required for this
course in the BScN program.
Brief Description

Introduces social justice and the practice of advocacy as indispensable components of ethical and
competent nursing practice. Related concepts of equity, rights, structures, oppression, exclusion, bio-
power, neoliberalism, moral courage and the social determinants of health are explored. Students are
guided to develop structural competency as they reflect on their current and envisioned practice as a
nurse and advocate.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
1. Articulate the meaning of social justice & the practice of advocacy as essential components of
competent and ethical nursing practice. (Relates to Program Outcome # 7- 8)
2. Describe nursing’s role in promoting social justice through advocacy, for example, in the context
of Indigenous health equity. (Relates to Program Outcome# 6-7)
3. Examine the relationship between the social determinants of health and social justice within the
context of power, fairness, exclusion, and health equity. (Relates to program outcome #6-7)
4. Compare various examples of nursing advocacy in relation to required nursing standards,
competencies, and ethical responsibilities. (Relates to program outcome #6)
5. Identify the impact of nursing advocacy for achieving safe, competent, compassionate, and ethical
care for clients. (Relates to program outcome # 6, 8)
6. Develop structural competency through the identification of systemic factors that create societal
inequity and impinge upon individual and population health. (Relates to program outcome #6-7)
7. Critically reflect on one’s current and envisioned practice as a nurse and advocate.
(Relates to program outcome #8)

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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Introduction
Time and Location:
Section P Tuesday 0830-1130 R S205

Section R Tuesday 1430-1730 R S205

Instructor Information
Course Director Contact Information Office Hours
Faith Root faroot@yorku.ca By appointment

This course will primarily be in-person, synchronous, with occasional asynchronous, online delivery.
Students should ensure that they are available during the scheduled class time. If class is to be moved
online, they will be notified via eClass.
Letter to Students
Welcome to this course! We will be discussing sensitive, yet essential, topics during class time. It is
mandatory for students to show respect, confidentiality and accountability while taking part in this
course. Disruptive and disrespectful behaviour diminishes the teaching and learning opportunities for all
students. These can range from talking loudly while someone else is speaking to insults, threats, or
intimidation.

Respect is shown through active listening, authentic communication, participating in group discussions,
sharing personal stories, and supporting each other.

You are accountable for your own learning. Ways to ensure this include attending lectures, keeping up
to date on readings and being consistently prepared. The readings are to be read in their entirety –
please do not ask if they can be omitted. It is up to you to complete them.

Electronic Devices:

All devices will be put on silent for the duration of class. There will be no video or audio recordings
made during class due to the sensitive nature of topics and discussions that will be held. Being respectful
also includes not participating in social media during class time. Of course, if there is a personal
emergency, please leave the classroom to take your call. Note that all cell phones are to be OFF and in a
bag or coat –not on your desk during exams/in class assignments.

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 Expanded Course Description
The Canadian Nurses’ Association (2010) views social justice as both a means to an end and an end in
itself. Understood as “the fair distribution of society’s benefits, responsibilities and their consequences,
social justice focuses, in part, on the position of social groups in relation to others in society as well as
the root causes of health disparities.” (CNA, 2009, p. 2) Embedded in the Canadian Nurses Association
Code of Ethics (2017) and the College of Nurses of Ontario’s Entry to Practice Competencies (2020),
the promotion of social justice and the enactment of evidence-informed advocacy are essential
components of ethical and competent nursing practice. In this course, students are introduced to the
concept of social justice and the practice of advocacy as indispensable in ethical and competent nursing
practice. Through the investigation of relevant literature and pertinent social justice issues, the history,
development, and current state of nursing’s involvement in promoting social justice for/with clients,
families, communities, and populations is examined. Learning evidence involving application of core
concepts coupled with critical reflection will facilitate students to identify practice scenarios where
nursing advocacy is indicated to promote social justice, health equity and achieve safe, competent,
compassionate, and ethical care. Further, the course facilitates the development of structural competency
through assignments and small group analyses of key readings where the identification of associated
structures and the necessary concomitant structural interventions are analyzed. Students will explore the
‘causes of the causes’ of ill health through a dedicated focus on the structural determinants of the social
determinants of health. A critical analysis of the necessity for moral courage in nurse advocacy is
coupled with an exploration of the nurse’s social situatedness and the impact of race, class, gender, age,
colonization, ability, gender identity, etc. on the ability to advocate.
As an urgent exemplar of a call to action for Canadian nurses, the relevant recommendations from the
Truth and Reconciliation Commission of Canada: Calls to Action (2015) will be discussed. Students
will be guided to analyze various examples of nursing advocacy in relation to required nursing
standards, competencies, and responsibilities as they reflect on their own current and envisioned
practice as a nurse and advocate. Students should note that activism, as an extension of social justice
and nurse advocacy, is studied in a later course.

Teaching & Learning Approaches

This theory-based course format will include lectures, small and large group discussion, and activities.
The use of digital stories, films, simulations, check-ins regarding current events, and reflections
stemming from their clinical practicum during the term will inform students’ engagement with peers and
faculty, using a dialogical approach. Transformative and narrative pedagogies will be drawn upon to
facilitate applied meaning making and a shared participatory learning environment. At every juncture of
the course student reflection enables deeper meaning making as students transition in their role from
nursing student to registered nurse. Students may have the opportunity to explore and reflect upon the
social justice perspectives and advocacy experiences of established Registered Nurses (with appropriate
course-based ethical approval secured by the course professor/director). Lastly, this course utilizes
teaching and learning methodologies designed to transform the learner into a registered nurse.

Concepts/Topics to be covered will include:

Social/ Social Justice
Advocacy
Advocate
Client Rights, Human Rights
Inclusion/Exclusion Mentorship
HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024 3
 Moral Courage
Equity Fairness
Health Equity
Colonization
Truth and Reconciliation
Power/Privilege, Oppression
Systemic/Structure/Structural competency Bio-
power
Social Determinants of Health Critical
Caring
‘Isms’ - racism, sexism, ableism, ageism, heterosexism, cissexism, classism, etc.

Course Website
The eClass course management system will be used as an extension of this course outline, and for
course content, extra learning materials (i.e., assignment rubrics), and communication. Students are
required to check the course eClass site on a very regular basis. Students should use their York U email
for course communication. For more information, see How do I access my eClass Course?.
Links to CNO Entry-to-Practice (ETP) Competencies (2020)

Roles ETP Competencies

Clinician 1.3, 1.16, 1.19, 1.23, 1.25,
Professional 2.5, 2.6, 2.8, 2.14
Communicator 3.7
Collaborator 4.3
Coordinator
Leader 6.1, 6.4, 6.10
Advocate 7.3-7.11, 7.13-7.14
Educator
Scholar 9.2-9.3, 9.6, 9.8

Links to NCLEX-RN Categories and Sub-Categories

• Safe and Effective Care Environment
o Management of Care
o Safety and Infection Control
• Health Promotion and Maintenance
• Psychological Integrity
• Physiological Integrity
o Basic Care and Comfort
o Reduction of Risk Potential
o Physiological Adaptation

Course Text/Readings

Required Texts/Readings

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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  American Psychological Association (2020). Publication Manual of the American Psychological Association,
7th ed.

Required and recommended readings and resources are posted in the weekly schedule and to eClass. Make sure to
review this frequently to stay up to date

Evaluation/Evidence of Learning
The learning evidence for this course are designed to evaluate your knowledge and application of
essential concepts that support safe, competent nursing practice.

Description of Course Evaluation/Evidence of Learning

1. Simulations - Reflective Response

Students will engage with one Simulation to reflect upon social justice and the role of advocacy
in their envisioned future practice.

Simulation: www.makethemonth.ca

Students are asked to write a 500-word response regarding:

a. Experience of participating in the simulation.

b. What social injustice do you identify – provide rationale.
c. What is the role of the nurse?
d. What call for advocacy do you identify through your reflection on these simulations?
e. How did this experience impact your sense of self as an advocate?

Due: Week 4
Worth: 15%

Pedagogical Background Source:

i. Hellman, A., Cass, C., Cathey, H., Smith, S., and Hurley, S. (2018). Understanding
Poverty: Teaching Social Justice in Undergraduate Nursing Education. Journal of
Forensic Nursing, Vol 14(1), pp 11-17
ii. Woolsey, C. & Narruhn, R. (2018). A Pedagogy of social justice for
resilient/vulnerable populations: Structural competency and bio-power. Public
Health Nursing, 35, pp 587-597.

2. Midterm Test

Week 7
Worth: 30%
60 Multiple choice questions covering weeks 1-6, 2 hours in-class.

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 3. Advocacy in Practice: eClass Discussions

During in-class time weeks 2, 3, 5, 9, and 11, students will be given 30-40 minutes to answer discussion
questions provided by the instructor. Responses must be related to relevant course concepts, readings, and
discussion for the assigned week. Students must post their responses to the appropriate eClass discussion
forum prior to leaving the class. Attendance during class is required in order to receive up to full marks for
the discussion post.

Due: Weeks 2, 3, 5,
9, 11
Worth: 30%
(6% each)

Pedagogical Background Source:

I. Gazarian, P., Fernberg, L. and Sheehan, K. (2016). Effectiveness of Narrative Pedagogy in
Developing Student Nurses’ Advocacy Role. Nursing Ethics. Vol 23 (2), pp. 132-141

I. Woolsey, C. & Narruhn, R. (2018). A Pedagogy of social justice for resilient/vulnerable

populations: Structural competency and bio-power. Public Health Nursing, 35, pp 587-597.

4. SOCIAL JUSTICE ISSUE PROJECT:

In groups of 5 or 6, students will explore a social justice issue based upon a thorough examination
of the literature, course content and materials, and extensive research.
A group contract is to be completed and signed by each member and submitted to eClass by week
4.
Steps:
1. Students will form groups of 5 or 6 before class #2
2. Each group will select a local, provincial, national or international social justice issue and work on responding
to the following questions.
3. Describe the oppression/injustice. Why is it a problem? What is the evidence of the problem? What is its
history/historical context?
4. What are the implications of this issue for the Social Determinants of Health? (also consider issues of power,
fairness, exclusion, and health equity).
5. How has nursing promoted social justice related to this issue?
6. How has the issue been addressed by others (other health-care providers, community/advocacy groups,
other)?
7. Why should nursing continue to be involved in this issue? Provide rationale.
8. Drawing on course readings/resources, each group will develop an advocacy plan to address your selected
social justice issue. Included in this plan should be actions that the nursing profession could take (through one
of the associations or unions, etc.) as well as advocacy actions for individual nurses.
9. Each group should also prepare a one-page advocacy letter to a decision maker, policy maker (e.g. Premier,
Prime Minister) advocating for a specific policy action related to your advocacy plan. The letter should be
properly structured and organized, should clearly articulate the policy action sought and why it is
HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 recommended. The letter should be addressed to the decision maker that is appropriate for the policy sought.
10. For class # 12, each group will develop a poster and come prepared to present for 10 minutes on your
advocacy plan, and your advocacy letter, with class questions.
11. You will submit a report on your poster (2-3 pages, double-spaced)(why you selected your topic, a summary
of the key arguments, and why you selected the political action initiatives presented), as well as your
advocacy letter on week 12 to be marked.

Due: Week 12 Worth: 25%

Pedagogical Background Source:

I. Fahrenwald, N. (2003). Teaching Social Justice. Nurse Educator, Vol 28(5), pp 222-226.
II. Woolsey, C. & Narruhn, R. (2018). A Pedagogy of social justice for
resilient/vulnerable populations: Structural competency and bio-power. Public
Health Nursing, 35, pp 587-597.

Due Dates
The final grade for the course* will be based on the following items, weighted as indicated:

Week Due and Return Assignment Name Percentage of

Date Course Grade
Week 4 January 30th, Simulation Reflective Response Papers
2024 (relates to Course Objective #1, 4, 5, 6) 15%

Week 7 February 27th, Midterm test

2024 30%

Weeks 2, 3, See schedule Advocacy in Practice: Discussion Post

5, 9, 11 (relates to Course Objective #1, 4, 5, 6) 30%

Week 12 April 2nd, 2024 The Social Justice Issues Project Group
project with poster and report (relates to 25%
Course Objective #1, 2, 3)

* As per Faculty of Health and School of Nursing program policies, a student’s final course grade is
not necessarily confined to a compilation of marks earned on individual course components. Final
course grades may be adjusted to conform to Program or Faculty grades distribution profiles.

** The last date to drop a course without receiving a grade is February 8th, 2024. Note that the late
drop option of the Withdrawn from Course (W) Policy does not apply to: Practical learning
placements/courses. Students must contact the undergraduate program coordinator or director in
advance of any deadlines, to exercise any course removal or withdrawal options.

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 Reminders: An exam or term test worth more than 20% of the final grade may not be given during the
final two weeks of classes.
The Senate Grading Scheme and Feedback Policy stipulates that (a) the grading scheme (i.e. kinds and
weights of assignments, essays, exams, etc.) be announced, and be available in writing, within the first
two weeks of class, and that, (b) under normal circumstances, graded feedback worth at least 15% of
the final grade for Fall, Winter or Summer Term be received by students in all courses prior to the final
withdrawal date from a course without receiving a grade (see the policy for exceptions to this aspect of
the policy - http://secretariat- policies.info.yorku.ca/policies/grading-scheme- and-feedback-policy/)
Please ensure familiarity with the following York-Senate documents:
Students Professional Behavior Policy Involuntary
Withdrawal in a Practicum Course School of
Nursing Social Media Policy Undergraduate Leave
of Absence Policy

Grading, Assignment Submission, Lateness Penalties and Missed Tests

Grading: The grading scheme for the course conforms to the 9-point grading system used in
undergraduate programs at York (e.g., A+ = 9, A = 8, B+ - 7, B = 6, C+
= 5, etc.). Assignments and tests* will bear either a letter grade designation or a corresponding number
grade (e.g. A+= 90 to 100, A = 80 to 90, B+ = 75 to 79, etc.) For a full description of York grading
system see the York University Undergraduate Calendar.

Assignment Submission: Proper academic performance depends on students doing their work not only
well, but on time. Accordingly, assignments for this course must be received on the due date specified
for the assignment. Assignments are to be handed in via eClass. All assignments will adhere to APA
guidelines (7th edition) in formatting and referencing.

Lateness Penalty: Assignments received later than the due date, without negotiated extensions, will be
penalized. Any assignment that is not submitted by the date and time specified, OR any assignment for
which an extension is granted that is not handed in by the negotiated date and time, to the location
specified, is subject to the following penalty(s):
For 1 day late (any time up to 24 hours after date/time due), the penalty is 5% deducted from the
grade for the assignment (e.g., mark of 75% would be reduced to 70%)

For each subsequent day late (each 24-hour period), the reduction increases daily:
 for 2 days late, deduct 15% (e.g., mark of 75% would be reduced to 60%)
 for 3 days late, deduct 30%
 for 4 days late, deduct 50%
 for 5 or more days late, deduct 100% (assignment is given zero [0])

Exceptions to the lateness penalty for valid reasons such as illness, compassionate grounds, etc., may be
entertained by the Course Director. Generally, 24-hour notice for extension requests is required.
Assignments submitted later than five calendar days without negotiation will not be accepted.

Missed Tests: Students with an extenuating reason for missing a course test, such as illness,
compassionate grounds, etc., may request accommodation from the Course Director. Decisions for
make-up tests will be made on a case-by-case basis. Further extensions or accommodation will require
students to submit a formal petition to the Faculty.
HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 Additional Information

Important Course Information for Students

All students are expected to familiarize themselves with the academic policies, procedures and
guidelines available on the Senate Committee on Academic Standards, Curriculum & Pedagogy
webpage including the Senate Policy on Academic Honesty and the Academic Integrity and Student
Professional Behaviour Policy (BScN).

Accessibility Services: Student Accessibility Services provides academic accommodations and supports
for students with temporary and permanent disability including physical, sensory, medial, learning, and
mental health disabilities. Students who had an Individualized Education Plan (IEP) in high school are
eligible for support. Please note that registering with disabilities services and discussing your needs with
your professors is necessary to avoid any impediment to receiving the necessary academic
accommodations to meet your needs.

Ethics Review Process: York students are subject to the York University Policy for the Ethics Review
Process for Research Involving Human Participants. Ethics approval must be obtained prior to the
starting any research activities involving human participants, including research
conducted by students in a graduate or undergraduate course, for an undergraduate thesis or project, or
for a Major Research Paper, Thesis or Dissertation. If you are in doubt as to whether this requirement
applies to you, contact your Course Director immediately.

Religious Accommodation: York University is committed to respecting the religious beliefs and
practices of all members of the community and making accommodations for observances of special
significance to adherents. Should any of the dates specified in your course syllabus pose such a conflict
for you, contact the Course Director within 14 days of the date for which accommodation is sought.
Other procedures are outlined in the York University policy, guidelines and procedures on Academic
Accommodation for Students’ Religious Observances. Please note that to arrange an alternative date or
time for an examination scheduled in the formal examination periods (December and April/May),
students must complete an Religious Accommodation Agreement.

Academic Skills Support: York University Libraries and the Learning Commons provide students with
academic support for their course assignments and research requirements. The libraries offer an array of
supports, services, workshops, resources and people available to help ensure continued success during a
student’s academic career.

Centre for Human Rights, Equity, and Inclusion: The Centre for Human Rights, Equity and Inclusion
facilitates confidential processes to discuss allegations of discrimination and harassment by York
Community members. There are also robust training opportunities and workshops available to the
community year-round.

Counselling, Health and Well Being: Student Counselling, Health & Well Being supports students
in realizing and developing their personal potential in order to maximally benefit from their
university experience and manage the challenges of university life. Services include: peer-led
workshops, certificate training programs, support groups, same-day and appointment-based
counselling, short-term therapy, and more.
HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 For other information, please see the current Supplemental Calendar.

These course materials are designed for use as part of the NURS 2514 course at York University
and are the property of the instructor unless otherwise stated. Third party copyrighted materials
(such as book chapters, journal articles, music, videos, etc.) have either been licensed for use in
this course or fall under an exception or limitation in Canadian Copyright law. Copying this
material for distribution (e.g., uploading material to a commercial third-party website) may lead to
a violation of Copyright law.

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 Week Learning objectives Resources and Required Readings Assignments

1. Introductions Course Mitchell, P. (2016). Nursing ethics and social justice.

overview Concepts: International Nursing Review, 63(1), p. 1-2.
Moral/Ethical mandate
Social Justice Canadian Nurses’ Association. (2017). Code of Ethics for
Equity and Equality Registered Nurses. Section F Promotion Justice, p. 15
Social Determinants of
Health Unnatural Causes: In Sickness & in Wealth: Is Inequality
Introduction to making us sick? Available via online streaming from York
Neoliberalism libraries. Kanopy Firm. Initially produced by California
Newsreel, 2008). http://ezproxy.library.yorku.ca/login?
Topic/Application: url=https://stream.mcintyre.ca/yorku/title/21080
Partnering/working with marginalized groups
History of nurses engaged in social justice Canadian Nurses Association. (2010). Social justice: A
means to an end, an end in itself. (2nd ed.). http://www.cna-
aiic.ca/sitecore%20modules/web/~/ media/cna/page-
content/pdf- fr/social_justice_2010_e. Pdf

Canadian Nurses Association. (2009) Social Justice in

Practice. The Canadian Nurses Association Ethics in
Practice for Registered Nurses. https://www.cna-
aiic.ca/-/media/cna/page-content/pdf-
fr/ethics_in_practice_april_2009_e.pdf

Government of Canada. (2020). The social determinants

of health and health inequalities. Retrieved from:
https://www.canada.ca/en/public-health/services/health-
promotion/population-health/what-determines-
health.html

2. Concepts: Rafael, D., Bryant, T., Mikkonen, J., & Raphael, A. (2020). Discussion Post #1 Due
Social Determinants of Social Determinants of Health the Canadian Facts. 2nd ed. on eClass
Health Oshawa: Ontario Tech University Faculty of Health Sciences (question will be given
and Toronto: York University School of Health Policy &
HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
 Determinants of the Management. during class)
https://thecanadianfacts.org/The_Canadian_Facts-2nd_ed.pdf
Social Determinants of
Health Chapters: 19 & 3
Global Health
Neoliberalism Falk-Rafael, Adeline. (2006). Globalization and Global Health:
Income& income- Towards Nursing Praxis in the Global Community. Advances in
inequality Nursing Science, 29(1), 2-14.
http://ezproxy.library.yorku.ca/login?url=http://
ovidsp.ovid.com/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00012272-
200601000-00002&LSLINK=80&D=ovft

Eliason. (2015). Neoliberalism and health. Advances in Nursing

Science, 38(1), 2–4.
https://doi.org/10.1097/ANS.0000000000000055

World Health Organization (WHO). 2008a. Closing the gap

in a generation: Health equity through action on
the social determinants of health. [Executive Summary,
Final Report – Commission on Social Determinants of
Health: Geneva
WHOhttps://iris.who.int/bitstream/handle/10665/69832/WHO_I
ER_CSDH_08.1_eng.pdf?sequence=1

Unnatural causes. [Part 7], Not just a paycheck: Adelman,

Larry.; Rutenbeck, James.; Smith, Llewellyn.; Vital Pictures
(Firm); National Minority Consortia (U.S.); California
Newsreel (Firm); YUL Licensed Streaming Video Collection.
https://stream-mcintyre-ca.ezproxy.library.yorku.ca/yorku/
title/21086

3. Concepts: Yanicki, S., Kaysi, E., Kushnerb, E. & Reutterb, L. (2015). Discussion Post #2 due on
Inclusion/Exclusion Social inclusion/exclusion as matters of social (in)justice: a eClass.
Otherness call for nursing action. Nursing Inquiry, 22(2): 121-133.
Power, Privilege, Oppression “Isms” –
racism, sexism, ableism, ageism, Dong, & Temple, B. (2011). Oppression: A concept

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 Gender analysis and implications for nurses and Nursing. Nursing
Social Exclusion Forum (Hillsdale), 46(3), 169–176.
https://doi.org/10.1111/j.1744-6198.2011.00228.x
Topic/Application:
Transhealth issues Puzan. (2003). The unbearable whiteness of being (in
Exclusionary/discriminatory nursing nursing). Nursing Inquiry, 10(3), 193–200.
practices in health assessments https://doi.org/10.1046/j.1440-1800.2003.00180.x

Unnatural Causes: When the bough breaks: Is inequality

making us sick? Available via online streaming from York
libraries. Kanopy Firm – initially produced by California
newsreel – 2008).
https://stream-mcintyre-ca.ezproxy.library.yorku.ca/yorku/
title/21081

Lewis, Vincent, B., Brett, A., Gibson, S., & Walsh, R. J.

(2017). I am your trans patient. BMJ, 357, j2963– j2963.
https://doi.org/10.1136/bmj.j2963
4. Concepts: Allan, B. & Smylie, J. (2015). First Peoples, second-class Reflective
Truth & Reconciliation treatment: The role of racism in the health and well-being of Response
Colonization Indigenous peoples in Canada Toronto, ON: The Wellesley Assignment Due
Indigenous Ancestry Institute 15%
http://homelesshub.ca/resource/first-peoples-second-class-
Topic/Application: treatment-role-racism-health-and-well-being-indigenous-
Indigenous Peoples’ access to the Social peoples (Copy & paste link in your browser. Please read the
Determinants of Health Executive Summary)
Experiences with the healthcare system
Land Acknowledgement Video
https://yfile.news.yorku.ca/2019/01/14/new-video-explores-the-
importance-of-understanding-the-land-acknowledgement/

Unnatural Causes: Bad Sugar (2008). Available via online

streaming from York libraries. Kanopy Firm – initially
produced by California newsreel – 2008)
https://stream-mcintyre-ca.ezproxy.library.yorku.ca/yorku/
title/21083

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 https://issuu.com/nccah-ccnsa/docs/rpt-stockstopstay-
sdoh-en

Honouring the Truth: Reconciling for the Future: Summary of

the Final Report of the Truth and Reconciliation Commission
of Canada
https://ehprnh2mwo3.exactdn.com/wp-content/uploads/
2021/01/Executive_Summary_English_Web.pdf
Introduction – Pp. 1 – 6
Calls to Action – Pp. 319 - 337

Turpei-Lafond, M.E. (Aki-Kwe) (2020) In Plain Sight:

Addressing Indigenous-Specific Racism in BC Health Care.
Retrieved from:
https://engage.gov.bc.ca/app/uploads/sites/613/2020/11/In-
Plain-Sight-Summary-Report.pdf
5. Concepts: Falk-Rafael A and C Betker. 2012b. Witnessing social Discussion Post
Advocacy/Advocate Moral injustice downstream and advocating for health equity #3 Due
courage Mentorship upstream: “The trombone slide” of nursing. Advances in
Topic/Application: Nursing Science, 35: 98–112.
Whistleblowing
Violence/Workplace harassment Falk-Rafael A. Speaking truth to power: nursing’s
legacy and moral imperative. Advances in Nursing
Science, 2005;28(3):212-223.

MacDonnell, J. and Buck-McFayden, E. (2016). How

Activism Features in the Career Lives of Four Generations of
Canadian Nurses. Policy, Politics & Nursing Practice, 17(4),
P. 218-230.

Gagnon, & Perron, A. (2020). Whistleblowing: A concept

analysis. Nursing & Health Sciences, 22(2), 381–389.
https://doi.org/10.1111/nhs.12667

Watson, & O’Connor, T. (2017). Legislating for advocacy:

The case of whistleblowing. Nursing Ethics, 24(3), 305–
312.
HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
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 https://doi.org/10.1177/0969733015600911
6. Concepts: Easley, & Allen, C. E. (2007). A critical intersection: human This class will be
Health as a Human Right rights, public health nursing, and nursing ethics. Advances in asynchronous, online.
Human Rights Planetary Nursing Science, 30(4), 367–382.
health https://doi.org/10.1097/01.ANS.0000300185.94595. 6c
Immigration and
Immigrant Health Raphael, D., Bryant, T., Mikkonen, J., & Raphael, A. (2020)
Social Determinants of Health: The Canadian Facts, 2nd ed.
Topic/Application: https://thecanadianfacts.org/The_Canadian_Facts-2nd_ed.pdf
Climate Change Chapter 17: Immigration (p. 67-70)

Canadian Association of Schools of Nursing. (2020) Nursing

and Climate Driven Vector Borne Disease: Module One.
https://vbd.casn.ca/index.php/e-resource-access/

Week Six Lecture (Zoom Recording)

7. Midterm Test 60 Multiple Choice Questions, 2 hours in Class

8. Concepts: Bourgois, P., Holmes, S., Sue, K., and Quesada, J. (2016).
Early Child Development Structural vulnerability: Operationalizing the concept to
Social Safety Net address health disparities in clinical care. Academic
Health Services Medicine, 92(3), 299-307.
Structures https://www.ncbi.nlm.nih.gov/pmc/articles/PMC523
Structural competency 3668/
Topic/Application: Metzl, & Hansen, H. (2014). Structural competency:
Problematizing universal care systems/social Theorizing a new medical engagement with stigma and
inequality. Social Science & Medicine (1982), 103, 126–133.
safety net – health care, child care, pharma
https://doi.org/10.1016/j.socscimed.2013.06.032
care, Political and legal system –
implications for health Wisner. (2020). Structural Competence. MCN, the American
Journal of Maternal Child Nursing, 45(5), 308–308.
https://doi.org/10.1097/NMC.0000000000000649

Raphael, D., Bryant, T., Mikkonen, J., & Raphael, A. (2020)

Social Determinants of Health: The Canadian Facts, 2nd ed.
HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
 https://thecanadianfacts.org/The_Canadian_Facts-2nd_ed.pdf
Chapter 11: Social Safety Net (pp. 45-47)
Chapter 12: Health Services (pp. 48-49)
Chapter 7: Early Child Development (pp. 31-33)

9. Concepts Choiniere, J. (2011). Accounting for care: Exploring tensions Discussion Post #4 Due
Neoliberalism in health care and contradictions. Advances in Nursing Science, 34(4):
Nurses’ working conditions 330-344.
Nurses’ recruitment & retention
Choiniere, J., MacDonnell, J., Campbell, A., & Smele, S.
Structural violence (2014). Conceptualizing structural violence in the context of
Accountability mental health nursing. Nursing Inquiry, 21(1), 39-50.
Topic/Application: https://journals-scholarsportal-info.ezproxy.library.yorku.ca/
Conditions of work are the conditions of care pdf/13207881/v21i0001/39_csvitcomhn.xml
Anti-Racism
Nurses’ political action Ben Ahmed, H. E. & Bourgeault, I. L. (2023). Sustaining
Nursing in Canada: A set of coordinated evidence-based
solutions targeted to support the nursing workforce now and
into the future. Report prepared for the Canadian Federation of
Nurses Unions (CFNU). Ottawa: CFNU.

https://nursesunions.ca/wp-content/uploads/2022/11/CHWN-
CFNU-Report_-Sustaining-Nursing-in-Canada2022_web.pdf

Registered Nurses Association of Ontario (RNAO) (2021).

Ontario’s RN understaffing crisis: Impact & solution. Toronto:
RNAO. https://rnao.ca/sites/default/files/2021-11/Ontarios
%20RN%20understaffing%20Crisis%20Impact%20and
%20Solution%20PAB%202021.pdf

Other examples:
https://rnao.ca/policy/action-alerts/stop-the-move-to-for-profit-
health-care-premier

ONA – Anti-Racism & Anti-Oppression

https://www.ona.org/arao/

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
 10. Concepts Woolsey, & Narruhn, R. A. (2018). A pedagogy of social
Bio-power justice for resilient/vulnerable populations: Structural
Regulatory Bodies competency and bio‐power. Public Health Nursing (Boston,
Mass.), 35(6), 587–597.
https://doi.org/10.1111/phn.12545
Topic/Application
ParticipAction Perron, Fluet, C., & Holmes, D. (2005). Agents of care and
Obesity agents of the state: bio-power and nursing practice. Journal
of Advanced Nursing, 50(5), 536–
544. https://doi.org/10.1111/j.1365-
2648.2005.03432.x

11 Concepts:
Moving forward - Anti-oppressive, anti-
racist, anti-colonial approaches to health
care
Equity, diversity and inclusion
Topic/Application:
More than cultural competence
Drevdahl, D. (2018). Culture Shifts: From Cultural to Discussion Post #5 Due
Structural Theorizing. Nursing Research, 67(2), pp 146-
160. Wolters Kluwer Health.
Scammell. (2016). “Prioritise people”: the importance of
anti-oppressive practice. British Journal of Nursing (Mark
Allen Publishing), 25(4), 226–226.
https://doi.org/10.12968/bjon.2016.25.4.226

McGibbon, Mulaudzi, F. M., Didham, P., Barton, S., &

Sochan, A. (2014). Toward decolonizing nursing: the
colonization of nursing and strategies for increasing the
counter-narrative. Nursing Inquiry, 21(3), 179–191.

https://journals-scholarsportal-info.ezproxy.library.yorku.ca/pdf
/13207881/v21i0003/179_tdntcoasfitc.xml_en

12 Group Project Presentation and Health Fair Social Justice Issues

Group Project Due
25%

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
 NURS 2514 Introduction to Social Justice and Advocacy in Nursing Practice

Advocacy in Practice: eClass Discussions

Due: Weeks 2, 3, 5, 9, 11
Worth: 6% each

During in-class time weeks 2, 3, 5, 9, and 11, students will be given 30-40 minutes to answer discussion questions provided by the
instructor. Responses must be related to relevant course concepts, readings, and discussion for the assigned week. Students will post their
responses to the appropriate eClass discussion forum prior to the end of class. Attendance during class is mandatory in order to receive up
to full marks for the discussion post.

Pedagogical Background Source:

I. Gazarian, P., Fernberg, L. and Sheehan, K. (2016). Effectiveness of Narrative Pedagogy in Developing Student Nurses’
Advocacy Role. Nursing Ethics. Vol 23 (2), pp. 132-141

I. Woolsey, C. & Narruhn, R. (2018). A Pedagogy of social justice for resilient/vulnerable populations: Structural competency
and bio-power. Public Health Nursing, 35, pp 587-597.

Grading Rubric: eClass Discussions

Content Unsatisfactory Meeting Expectations Exceeds Expectations

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
Discussion post is Discussion post is not Discussion post is related Discussion post is highly
related to relevant related to relevant to relevant weekly relevant to weekly readings,
weekly readings, weekly readings, readings, content, and content, and discussion.
content, and content, or discussion discussion. Student presents novel and
discussion. Discussion post is insightful ideas related to
related to relevant readings/content/discussion.
content, but
association lacks
clarity or
reflexiveness.

Discussion post Student does not Student addresses all Student addresses all aspects of
addresses all aspects answer all aspects of aspects of questions. questions and presents new,
of questions. the questions. Discussion post reflects relevant ideas that are highly
Student answers 1-2 some complexity of ideas, reflective of the content or
questions, but writing original thought, and are broader topic.
lacks depth, adequate in clarity.
reflexivity, original
thought, or lacks
clarity.

Adequate citing, No citations utilized. More than 5 citation errors Adequate citing, more than 1
number of references in entry; 1 reference used reference.
(1-2 per entry), 250- Less than 250 or over for each entry
500 words 500 words. Between 250-500 words.
Between 250-500 words.

Student adheres to 7th Many spelling and Full, correct sentence and Clear communication with full,

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
ed. APA formatting grammar errors, poor paragraph structure. Less correct sentence and paragraph
and citation; correct sentence structure and than 5 APA structure. No spelling mistakes,
spelling & grammar; paragraph structure errors/spelling/grammar APA errors, or grammar errors
maintains errors
confidentiality & More than 5 APA
anonymity formatting errors; not
double spaced, no title
page or reference
page

Total: _______________________________ Worth: 6% of final mark

NURS 2514 Introduction to Social Justice and Advocacy in Nursing Practice

Simulation – Reflective Response Rubric

Students will engage with one Simulation to reflect upon social justice and the role of advocacy in their envisioned future practice.

Simulation: www.makethemonth.ca

Students are asked to write a 500-word response regarding:

a. Experience of participating in the simulation.

b. What social injustice do you identify – provide rationale.
c. What is the role of the nurse?
d. What call for advocacy do you identify through your reflection on these simulations?
e. How did this experience impact your sense of self as an advocate?

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
Due: Week 4
Worth: 15%

Pedagogical Background Source:

i. Hellman, A., Cass, C., Cathey, H., Smith, S., and Hurley, S. (2018). Understanding Poverty: Teaching Social Justice in
Undergraduate Nursing Education. Journal of Forensic Nursing, Vol 14(1), pp 11-17
ii. Woolsey, C. & Narruhn, R. (2018). A Pedagogy of social justice for resilient/vulnerable populations: Structural competency
and bio-power. Public Health Nursing, 35, pp 587-597.

Grading Rubric: Reflection

Content Unsatisfactory Meeting Expectations Exceeds Expectations
Experience of The student does not The student describes The student
participating in the describe the experience the experience of thoughtfully and
simulation. of participating in the participating in the insightfully describes
simulation. simulation. the experience of
The discussion of the The student objectively participating in the
experience is lacking describes experience of simulation.
content, depth, or participating in Student critiques and
clarity. simulation. interprets experience.
Social justice issue A social justice issue is A social justice issue is A highly relevant social
identified with not identified, or identified with justice issue is
rationale. rationale is not rationale. identified, with a
provided. thorough discussion of
A social justice issue is the rationale.
identified, but link to
simulation is unclear or

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
 discussion is lacking.
Discussion makes
evident lack of
understanding.
The role of the nurse. The role of the nurse is The role of the nurse is The role of the nurse is
not described. identified and described superiorly
The role of the nurse is discussed. with contextual
described but is lacking support.
adequate discussion
and context.
Call for advocacy. Call for advocacy is not Call for advocacy is Call for advocacy is
discussed. identified and clearly and thoroughly
Call for advocacy is discussed. described reflecting
discussed with lack of strong understanding
clarity and and link to course
understanding. concepts.

Impact on self as The impact on self of The impact on self of The impact on self of
advocate. completing the completing the completing the
experience is not experience is discussed experience is
discussed. in the context of being completed, with an
The impact on self of an advocate. objective reflection and
completing the demonstrated awareness
experience lacks of impact on self as an
relevance, clarity, and advocate.
critique to understand
and interpret
reflection.
APA format, word Lacks creativity, many Adequate creativity, Superior creativity, no
limit, spelling and spelling and some spelling or spelling or grammatical
grammar. grammatical errors. grammatical errors. errors.
Includes format, title Includes title format, Includes format, title

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024
 page, in-text citations, title page, in-text page, reference list, and
and reference list in 7th citations, and reference in-text citations in 7th
ed. APA format, many list in 7th ed. APA ed. APA format.
errors. format with 1-2 errors. Does not exceed 500
Exceeds 500 words, Exceeds 500 words, words, double spaced,
errors with spacing, 12 double spaced, 12 font 12 font Times New
font Times New Times New Roman. Roman.
Roman.
Grade
Comments

HH/NURS 2514 3.00: Introduction to Social Justice and Advocacy in Nursing Practice
2024