N1K02S Workbook 2024

Community Engagement and Citizenship Self-Directed Workbook

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?

Health and happiness warning:

We encourage you to plan your time well
(hint: if you are a procrastinator, get the work done early in the week).
Activities in this workbook will take several hours of your time and cannot be rushed. Don’t
worry though; you are getting credit for these hours, just as you would for attending class.
Open a chunk of time each week, have fun within it, and expand your curiosity!

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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

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

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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, 1. Stress, bodies, and illness
& Raphael (2020) reference. 2. Income and income distribution
Write the list of Social and Structural 3. Education
Determinants of Health here. 4. Unemployment and job insecurity
5. Employment and working conditions
6. Early child development
7. Food insecurity
8. Housing
9. Social exclusion
10. Social safety net
11. Health services
12. Geography
13. Disability
14. Indigenous ancestry
15. Gender
16. Immigration
17. Race
18. Globalization

In what ways can ordinary citizens
contribute to a healthier community?
Brainstorm a list and describe each one.
 Think of your high school
volunteering and any other ways
people could engage.
 Use the Social Determinants of
Health to help you think of
communities and causes that
motivate you.
 Volunteering - if ordinary citizens chose to contribute to
their community by volunteering, it could aid in a safer
environment for them. In high school, I volunteered at
TEAD to look after special needs children at a summer
camp while their parents had time to get some tasks
done. I noticed a regular routine; the mother of the kids
was always the one to drop off their kids. In some
scenarios I could infer that this was a single parent
looking after a child with a disability, by contributing to
my community, I allowed these parents to have some
extra time that they regularly do not have.
 Taking Action – if ordinary citizens chose to contribute to
their community by taking action, changes in their
community would be made. At a young age I was living in
an unsafe community with a lot of children.
Unfortunately, our community did not have a clean park,
leaving the children to play with whatever they found on
the streets. We were suddenly given the opportunity to
make a change in our community by building our own
park with KaBOOM services. Once the park was built, all

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Small Group Meeting #1
1 hour
1. Set an agenda for your meeting
with approximate times. Appoint a
timekeeper and a facilitator or two.
2. Your Small Group Learning
Contract (Appendix A) is where you
establish your commitment to how
you will treat one another and help
each other progress and learn in the
small group.
Use your Small Group Learning
Contract to decide on group norms.
What do you expect of one another as
you accomplish your course tasks
together? You will revisit these norms
and think about your progress in future C.L
meetings.
Have each group member recount their
volunteering in high school, as well as
other volunteer experiences they have
had. To what extent were these
volunteer experiences related to the
social determinants of health? Most
volunteer experiences are downstream
– did any group members have
upstream contributions?
Plan next meeting: Find a time when
you can all be available to meet via
web-conference and schedule your
meetings for Weeks 3, 5, 7, and 9.
the kids, including me, were able to spend time with each
other at the park without our parents having to worry of
us playing with the garbage we once used to play with.
 Educational Activities – if ordinary citizens chose to
contribute to their community by hosting educational
activities, improvements in the neighbourhood would be
met. These activities would include arts and crafts,
problem-solving skills, and overall school curriculum
content.
Your detailed notes
(no names please; use pseudonyms or initials)
1. Participation: Actively engage in group activities and
discussions. Preparing for group meetings, and
completing the group workbook collaboratively with
group members
2. Open-mindedness: Being open minded to discussions. Be
willing to consider alternative viewpoints and creating
different ideas.
3. Accountability: Accepting ownership for one’s own
behaviours and efforts. Ensuring that each group
member fulfills and demonstrates their commitments.
4. Strategic Thinking: Participation in tactical management
and coordinating personal initiatives with the groups
overall strategic objectives. Preparing for potential
obstacles and future chances.
We plan to meet every Thursday at 12:30 p.m. virtually.
 In high school, C.L volunteered through her high school
co-op program at the Hamilton General Hospital. During
this experience she encountered many different people
experiencing different levels of socioeconomic status,
education (health care professionals and patients), and
previous access to health care.
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Summary
In summary, my groups members and I have had a group meeting on Thursday at 12:30 to discuss all
of the volunteer work we did, and I found it fascinating with the experiences we all carry.

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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.pdf
Lapum, J. L., Oona St-Amant, O., Hughes, M., Garmaise-Yee, J. (2020) Communication for the Nursing
Professional (1st 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

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**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) here (Just a few highlights will do)
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).

For the required TEDx talk by Lisa Fitzpatrick Doctors in Canada are aware of the issue of the
about health literacy in public health, misconnection that the public has with health care
summarize your learning and write down how provider and are trying to address it by revising their
this might be adjusted for Canada and for the records based on patient needs and avoiding medical
context of COVID-19. terminology. The main points Lisa covered is the
barrier the public and medical field have due to their
Consider how the topics of health literacy and lack of proper communication.
civic engagement and social responsibility
relate to each other.
Interview an informant Write notes and reflections with quotes
(c. 15-minute preparation, 15-minute (just highlights)
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

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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 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).

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 Outcomes (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?

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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) (just highlights)
Foundations of community
engagement
Western University Module #2:
Building effective community
partnerships
https://owl.uwo.ca/access/content/gro
up/d7c559cd-6048-4288-bf19-
9a39203d3c41/Building%20Effective
%20Community%20Partnerships/
story_html5.html?lms=1
Western University Module #3:
Foundations of community
engagement
https://owl.uwo.ca/access/content/gro
up/d7c559cd-6048-4288-bf19-
9a39203d3c41/Foundations%20of
%20Community%20Engagement/
story_html5.html?lms=1
NOTE: Please capture a screenshot of
the closing screen of the modules, as
proof of completion.

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Watch the film Write notes and reflections with quotes

(c. 45 minutes) (just highlights)
Wild, N. (2007). Bevel Up. National Film
Board [Video].
https://www.nfb.ca/film/bevel_up_dru
gs_users_and_outreach_nursing/
Read Write notes to help you to remember terms (use this
(45 minutes) respectful language from now on in this course)
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/
files/uploads/resources/stbbi/
language-tool-e.pdf
Small Group Meeting #2 (45 min) Notes on small group discussion
 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?
Summary of your and Application to Course Outcomes (write in space below)

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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]
https://play.library.utoronto.ca/play
/4ce69ee24de15555f3a2988750613
14e (35 minutes)
LGBTQ+ Learning Activities Write notes on learning activities & SOGI virtual simulation
(c. 75 minutes)
1. Go to the Sexual Orientation &
Gender Identity in Nursing website:
https://soginursing.ca/eresource/i
ndex.html#/

2. From the list of activities in

Lesson 1- Consider Your Biases,
complete the following: SOGI
Terminology Basics (15 min),
Cultural Humility (22 min), Cultural

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Humility Self-Reflection, and SOGI

Health Assessment (27 min).
3. From the same web page, choose
one ‘Story’/virtual simulation game
to complete by clicking on the
video symbol beside the story
(Wolfgang in lesson 1, Cody in
lesson 3, Sarah in lesson 4, or
Connor in lesson 5). 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 you have a
variety to discuss at your group
meeting.
Summary of your and Application to Course Outcomes (write in space below)

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Week 5:
Workbook Activities on Health Equity and 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/
equipping-for-equity-online-modules/
Scroll to the middle of the website.
You will need to first register for the
module. Once you have the password,
you will be able to enter it to access
Module 4 at the bottom of the
website.
Guest speaker Write notes and reflections with quotes
(c 1 hour)
Guest speaker: Meg Pickersgill, RN
from Surrey Place (January 2021)
https://www.macvideo.ca/media/
Surrey+Place-Meg+Pickersgill+RN-
N1K02+Guest+Lecture+%28FINAL
%29/1_un5ar60g

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Small Group Meeting #3 (1 hour) Notes on small group discussion

 Revisit Small Group 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
o Racism module
Summary of your and Application to Course Outcomes (write in space below)

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Week 6:
Workbook Activities on Cultural Safety

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) here
Enroll in the following modules about
Indigenous Health. Take the module, print
the certificate, and be ready to discuss what
you have learned:

Ontario Health (2023). Indigenous

Relationship and Cultural Awareness Courses
[online modules]
Complete only Modules 1 & 3.
https://elearning.ontariohealth.ca/course/
index.php?categoryid=20

Module 1: First Nations, Inuit and Métis

Culture, Colonization, and the Determinants
of Health (90 minutes)

Module 3: Cultural Competence in Healthcare

(90 minutes)
Watch the short film Write notes and reflections with quotes
(optional but worth it)
Storyhive. (2019, Sept. 23). A Mother's Voice (optional)

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[Video]. YouTube.
https://www.youtube.com/watch?
v=Ip3yGEKGCX4&feature=youtu.be
(13 minutes)
Independent Exploration (45 min) Write notes
Independent exploration:
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?
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/
Summary of your and Application to Course Outcomes (write in space below)

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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

 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/
modules/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/5
50/three-miles
Listen to the Prologue,
Act 1, and Act 2

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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.
How do you think the concept of
power and privilege is relevant to
previous workbook activities?
 Have each group member discuss
progress in service learning. Think of
your Small Group 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 Outcomes (write in space below)

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Week 8:
Workbook Activities to Develop Empathy

This week we will consider how trauma affects people, is related to Social Determinants of
Health, and its relationship to 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. Learn about the relationships between trauma, including
Adverse Childhood Events (ACEs) and the resulting experiences with healthcare services
 Learn about Trauma and Violence-Informed Care
 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. 1)
Equip Healthcare. Equipping for
Equity Module 3: Trauma and
Violence-informed Care.
https://equiphealthcare.ca/
equipping-for-equity-online-modules/
(NOTE- students need to create an
account which will then generate a
password to access the module)
Read and consider (c. 2h) Write your key points to summarize the resources here. How
can you integrate Trauma and Violence Informed Care into
your interactions moving forward?
1. Equip Health Care. (nd). Trauma-&
violence-informed care (TVIC): A
tool for heath & social service
organizations & providers.
https://equiphealthcare.ca/files/2
021/05/GTV-EQUIP-Tool-TVIC-
Spring2021.pdf

2. Esden, J.L. (2018). Adverse

childhood experiences and
implementing trauma-informed

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primary care. The Nurse

Practitioner, 43(12), 10-
21https://oce-ovid-
com.libaccess.lib.mcmaster.ca/arti
cle/00006205-201812000-
00003/HTML

3. Pope, N.D., Buchino, S. &

Ascienzo, S. (2020). “Just like jail”:
Trauma experiences of older
homeless men. Journal of
Gerontological Social Work, 63(3),
143-161. https://www-
tandfonline-
com.libaccess.lib.mcmaster.ca/doi
/epub/10.1080/01634372.2020.17
33727?needAccess=true
Summary of your and Application to Course Outcomes (write in space below)

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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/lh
sc-neonatal-nurse-in-hot-water-after-
organizing-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://onlinelibrary-wiley-
com.libaccess.lib.mcmaster.ca/doi/full/
10.1111/jocn.15353
Reflect further (30 minutes) Write notes and reflections with quotes
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?

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Cue 3: What aspects of professional nursing

practice pose conflicts with your values 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 Code of
Conduct (2023). 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.
 In writing, develop a list of examples of
ways nurses might have, and resolve,
conflicts between their professional and
personal values and beliefs.
 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

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meet as needed to complete it in the

coming weeks.
Summary of your and Application to Course Outcomes (write in space below)

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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”?

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

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solutions in community
engagement.
a. What is the formula?
b. How can you apply it in your
nursing education (e.g., 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 Outcomes (write in space below)

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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://www.youtube.com/watch?
v=_EXy9DTDJu8

WHO. (2018, Oct 24). PHC Case Study –

Culture and Care in Australia. [Video].
YouTube. https://www.youtube.com/watch?
v=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?
2. What is the declaration of Alma Ata? Who
was involved, and why was it important?
3. What is the difference between Primary

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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.”
“Alma Ata” is pronounced with the
emphasis on the first and last syllables.
“Astana” places the emphasis on the first
syllable: “Ah- 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/s00
038-020-01368-5
Summary of your and Application to Course Outcomes (write in space below)

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

Expectations 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

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