THE UNIVERSITY OF THE WEST INDIES

ST AUGUSTINE

FACULTY OF MEDICAL SCIENCES

THE UWI SCHOOL OF NURSING (UWISoN)

BACHELOR OF SCIENCE DEGREE IN NURSING

TWO-YEAR, THREE-YEAR & FOUR-YEAR PROGRAMMES
FULL-TIME AND PART-TIME

Tel. (Direct): (868) 225-1026

Fax: (868) 225-1885

Email: [email protected]
Website: http://sta.uwi.edu/fms/nursing/
Address: The UWI School of Nursing

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 TABLE OF CONTENTS

Contact Information 1

Academic Diary 2015-2016 6

UWISoN Faculty
Full Time Lecturers 7
Part Time Lecturers 8
Associate Lecturers 9

Vision Statement 10

Mission Statement 10

UWISoN Goals 10

Bachelor of Science Degree in Nursing Programme (B.Sc.N) 10

Regulations
1. Entry Requirements 11
2. Registration 12
3. Exemptions 12
4. Debarments, Repeats, Withdrawals 13
5. University Required Courses 13
6. Examinations, Nursing Programme 13
7. Attendance 15
8. Absences 15
9. Grading 16
10. Eligibility for the Degree 16
11. Award of Degree 16

Philosophical & Conceptual Framework 18

Curriculum Objectives 19

Teaching Methods 20

Course of Study 20

Clinical Practicum (Policies and Procedures) 23

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CURRICULUM

TWO YEAR

FOUNDATION COURSES

NURS 1004* Communication Skills for Health Personnel 26

NURS 1005* Communication Skills for Health Profession 28

FOUN 1101* Caribbean Civilization OR 31

FOUN 1301* Law, Governance, Economy & Society in the Caribbean 33

NURS 1100 Integrated Basic Health Sciences for Nurses I 34

NURS 1201 Pathophysiology/Immunology & Genetics I 37

NURS 1500 Nursing Informatics 40

NURS 2100 Integrated Basic Health Sciences for Nurses II 43

NURS 2201 Pathophysiology/Immunology & Genetics II 48

NURS 2400 Nursing Seminar 51

NURS 2500 Clinical Epidemiology, Biostatistics & Nursing Research 54

NURS 2501 Nursing Leadership & Management 57

NURS 3100 Nursing Pharmacotherapeutics 60

NURS 3300 School Nurse Practicum 63

NURS 3301 Nurse Educator Practicum 67

NURS 3302 Nurse Administrator Practicum 69

NURS 3500 High Risk Populations (Elective) 72

NURS 1202 Health Assessment 74

NURS 1203 Primary Health Care and Health Promotion 78

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CURRICULUM

NURS 2300 &

NURS 2301 Nursing Research Project I&II 81

NURS 2510 Classroom Teaching, Assessment & Evaluation 83

NURS 2511 Ethical, Legal & Moral Aspects of Nursing & Health Care 87

NURS 2512 Educational Psychology & Counselling 93

NURS 2513 Theories in Education 96

NURS 3200 Nursing Sciences 99

NURS 3310 Health Policy 103

NURS 3510 Curriculum Methods and Strategies 108

NURS 3511 Nursing and Health Education 111

ONCOLOGY
NURS 2502 Clinical Epidemiology & Biostatics 116

NURS 2302 Introduction to Nursing Research 118

NURS 2600 Concepts and Theories in Oncology Nursing I 120

NURS 2514 Advanced Therapeutic Communication with 126

Patients & Families in Cancer Care

NURS 2515 Critical Appraisal and Evidence Based Practice 131

NURS 2610 Introduction to Palliative Care in Nursing 134

NURS 2601 Concepts and Theories in Oncology Nursing II 137

NURS 2611 Oncology Health Assessment 141

NURS 3400 Guided Nursing Practice (Clinical Course) 144

NURS 3512 Cancer Care for Children and Young People (Elective) 146

NURS 3515 Cancer of the Prostate (Elective) 148

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Two Year Full-Time Curriculum at a Glance 151

Three Year Part-Time Curriculum at a Glance 152

Oncology Curriculum at a Glance 153

Academic Timetables 162-174

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 DATES FOR 2015-2016 ACADEMIC YEAR

SEMESTER I BEGINS August 23rd, 2015

TEACHING BEGINS September 1st, 2015

TEACHING ENDS November 27th, 2015

EXAMINATIONS BEGIN December 1st, 2015

EXAMINATIONS END December 18th, 2015

SEMESTER I ENDS December 19th, 2015

SEMESTER II BEGINS January 17th, 2016

TEACHING BEGINS January 18th, 2016

TEACHING ENDS April 15th, 2016

EXAMINATIONS BEGIN April 25th, 2016

EXAMINATIONS END May 13th, 2016

SEMESTER II ENDS May 13th, 2016

N.B Late registration begins September 7th, 2015 & February 1st, 2016
$200.00 fee applies

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 ACADEMIC STAFF OF THE NURSING PROGRAMME
FULL TIME LECTURERS

Dr. Oscar Noel Ocho NURS 3310 Health Policy

DrPH; MPhil; RN
NURS 2511 Ethical, Legal & Moral Aspects of
Nursing and Health Care
NURS 2300 Nursing Research Project
NURS 2301 Nursing Research Project

Dr. Esther Daniel NURS 2302 Introduction to Nursing Research

Ph.D N; MSc N; RN, LM. NURS 2301 Nursing Research Project
NURS 2502 Clinical Epidemiology &
Biostatistics
NURS 3300 School Nurse Practicum

Dr. Phillip Onouha, NURS 2400 Nursing Seminar

PhD; MPH; RN. NURS 3500 Elective
NURS 2301 Nursing Research Project

Dr Ramachandra Hooli NURS 1201 Pathophysiology/Immunology &

PhD; MSc N; RN. Genetics I
NURS 2201 Pathophysiology/Immunology &
Genetics II
NURS 2301 Nursing Research Project

Mrs. Denise Israel-Richardson NURS 2513 Theories in Education

M.Ed; RN,LM NURS 3510 Curriculum Methods and Strategies
NURS 3301 Nurse Educator Practicum
NURS 3511 Nursing & Health Education
NURS 2301 Nursing Research Project

Mrs. Kathy-Lootawan NURS 1500 Nursing Informatics

MSc N; RN,LM. NURS 2301 Nursing Research Project
NURS 2513 Theories in Education

Mrs. Parbatee Siewdass NURS 3400 Guided Nursing Practice

MSc N; RN,LM. NURS 2301 Nursing Research Project
NURS 2515 Critical Appraisal and Evidence
Based Practice

Mrs Gloria Ramdeen Mootoo NURS 2301 Nursing Research Project

MSc Cl Psy; BSc N; RN, LM. NURS2512 Educational Psychology & Counseling

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Mr. Rabindranath Singh NURS 3302 Nurse Administrator Practicum
MScN, RN. NURS 1202 Nursing Process & Health
Assessment
NURS 3200 Nursing Sciences
NURS 2301 Nursing Research Project

PART TIME LECTURERS

Dr George Legall NURS 2502 Clinical Epidemiology & Biostatistics

Mr. Richard Williams NURS 2514 Advanced Therapeutic Communication

BSc, MSc. (Counseling/ with Patients & Families in Cancer Care
Mgt. /Studies)

Mrs Valerie Tobias NURS 2600 Concepts and Theories in Oncology

MScN, RN. Nursing I
NURS 2600 Concepts and Theories in Oncology
Nursing II

Mr Maurice Munro NURS 1004 Communication Skills for Health

Personnel
NURS 1005 Communication Skills for the Health
Professions

Ms Ingrid Hanson NURS 1004 Communication Skills for Health

Personnel
NURS 1005 Communication Skills for the Health
Professions

INTER-FACULTY LECTURERS

Dr Nikoli Ovchinnikov NURS 1100 Integrated Basic Health Sciences for

Nurses I
NURS 2100 Integrated Basic Health Sciences for
Nurses II

Dr Bernice Dyer Regis NURS 1203 Primary Health care &

Health Promotion

Dr Guripuir NURS 3100 Nursing Pharmacotherapeutics

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 ACADEMIC STAFF
Director/Senior Lecturer Dr Oscar Noel Ocho

Senior Lecturer Dr Esther Shirley Daniel

Lecturer Dr. Philip Onuoha

Lecturer Dr Ramachandra Hooli

Lecturer Mrs. Denise Israel-Richardson

Assistant Lecturer Mrs. Parbatee Siewdass

Assistant Lecturer Mrs. Kathy-Ann Lootawan

Assistant Lecturer Mrs Gloria Ramdeen-Mootoo

Instructor 11 Mr Rabindranath Singh

Clinical Nursing Coordinator Ms Hazel O’Garro

Clinical Instructor Mrs Alisha Charles Thomas

Clinical Instructor Ms Kavita Mahadeo

ADMINISTRATIVE AND SUPPORT STAFF

Administrative Assistant Mrs. Lu-Ann Caesar-Greasley

Secretary Ms. Shadiwsh Cadogan Bailey

Clerical Assistants Ms. Ebony Waldron-Scipio

Audio Visual Technician Mr. Timothy Lobin

Office Attendant Mr. Ryan Naidoo

Laboratory Assistant Ms. Dawn Bishop

Demonstrator Ms. Ismay Carter

Housekeeping Ms. Arlet Lewis

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 VISION STATEMENT

The vision is that the UWI School of Nursing, St. Augustine will be recognized
regionally and internationally for providing excellence in nursing education through
innovative programmes that are responsive to global health challenges and for generating
high quality interdisciplinary and international research.

MISSION STATEMENT

The mission of the UWI School of Nursing (UWISON), St. Augustine is to lead the
Caribbean region in delivering undergraduate and postgraduate evidence based nursing
education which reflects international standards; engaging students and nurses/midwives
in scientific and scholarly inquiry and critical thinking; facilitating the transfer of
knowledge and skills that foster caring throughout the life cycle and the wellness-illness
continuum; and promoting excellence in evidence-based practice in nursing/midwifery.

NURSING PROGRAMME GOALS

1. To provide a post-basic programme at the undergraduate level for professional nurses

of the Caribbean with Clinical Preceptorships at a variety of health care agencies;

2. To provide leadership and direction for the progressive development of the Nursing
profession of the region;

3. To strengthen Nursing as a viable research-based academic discipline; and

4. To ensure the organizational and administrative infrastructure for the sustainability

and expansion of advanced educational programmes for nurses.

BACHELOR OF SCIENCE DEGREE IN NURSING

(B.Sc. N)

The Bachelor of Science Degree in Nursing (BScN) is offered by the UWI School of
Nursing, Faculty of Medical Sciences (FMS) at The University of the West Indies, St.
Augustine. It is a full-time & part time programme, in keeping with the FMS’s existing
goals, to develop professionals in the area of Nursing. There are four specialties that are
offered namely Nursing Education, Nursing Administration, School Nursing and
Oncology Nursing. The curriculum is designed so that it can be completed on a full time
basis in two academic years or three (3) calendar years (part time) with courses available
in the ‘summer’ semester. Courses will be offered at The University of the West Indies,
St. Augustine Campus and Clinical Preceptorships will be offered at a variety of
education and health care facilities, both public and private.

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 REGULATIONS

REQUIREMENTS FOR ADMISSION

Applicants for admission to this programme of study will be required to satisfy the
minimum standards for entry to the B.Sc.N. Degree programme, as set forth by the
University Regulations governing matriculation as follows:

1. General Entry Requirements

1.1. Applicants must be the holders of the General Certificate of Education
(GCE) Ordinary (‘O’) Level, the Caribbean Examination Council (CXC)
or approved equivalents with five subjects.

1.2. Applicants must be Registered Nurses/Registered Mental Nurses who are

currently registered with the Nursing Council of their respective countries.

1:3. Candidates who wish to be considered for the degree courses must submit
their application to the Assistant Registrar, Student Affairs (Admissions),
The University of the West Indies, St. Augustine, normally before January
31 of each year. For procedures concerning applications and further
information, candidates should write to the Campus Registrar.
Applications must fulfil the general University regulations concerning
matriculation and the specific requirements of the Faculty of Medical
Sciences as set out in paragraph 1.1 and 1.2 above.

1.4. Special Requirements

1.3.1. Applicants who have completed the Certificate, a Diploma or an

Associate Degree in Nursing when assessed by the admissions
team, must score a minimum of 55 points.

1.3.2. Applicants must have at least three (3) years post registration
experience to be co0nsidered eligible for acceptance.

1.3.3. Candidates with Certificates, Diplomas or Associate Degrees with

a grade lower than the approved grade, upon recommendation from
the selected committee or equivalent authority, if approved for
entry, will be required to write a challenge examination.

1.3.4. Candidates with additional post-basic qualifications in nursing

from programmes offered by the University of the West Indies, or
other recognized tertiary institutions may be considered for
admission on a preferential basis but must have obtained a
minimum grade of B in major course components of their post-
basic training.

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 1.3.5. Provisional acceptance may be offered in the case of other entry
requirements subject to the approval of an Advisory Committee
that would assess and recommend the pre-requisite courses
of study to be pursued prior to admission.

1.3.6. On successful entry into the programme, each student will be

assigned to a Student Advisor. Advisors will counsel students on
their plans for personal and professional development, while
challenging them to maximize on the learning opportunities
available during the programme.

2. Registration
2.1. Registration for courses takes place at the University of the West Indies
during the first week of each academic year.

2.2. Late registration may be permitted within the guidelines set by the
University.

2.3 Students must be registered for examinations according to the

University guidelines for examinations.

3. Exemptions
Exemptions from courses offered during the programme will be entertained by the
University for persons who have completed a similar or equivalent course from a
recognized tertiary institution after application and approval by an Advisory
Committee of the University of the West Indies School of Nursing (UWISoN).
Exemption may be granted on the basis of the syllabus previously covered, the
nature and duration of the course, the student's grade in the examination, the time
which has elapsed since it had been completed and whether such a course is
equivalent in whole or part to that offered in the programme. The Director of the
School through the Dean of the Faculty shall make one of the following
recommendations to the Academic Board through the Faculty Board indicating
the reasons for such recommendation:
a. That the student may be exempted from the coursework, or be exempted
from both course and examination.
b. That the student may be exempted from part or whole of the course, but be
required to take a part of, or the full examination.
c. That credits already accumulated will be transferred to the present
programme.

4. Debarments, Repeats, Withdrawals

4.1. Where there is dissatisfaction with the work of a student, the Director of
the School may report the matter to the Dean and the Faculty Board which may
recommend to the Academic Board (St. Augustine) that the student be debarred
from the examination and either repeat the course or is required to withdraw from
the Faculty of Medical Sciences.
4.2. Students required to withdraw from the University for failing to complete

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 the degree programme within the stipulated time or for poor performance
as provided for in the Faculty Regulations, may be re-admitted to the
Faculty after at least one year has elapsed since their withdrawal.

5. University Required Courses

5.1. UWI Foundation Courses
All students will be required to follow and complete satisfactorily, the
following University and foundation courses NURS 1004 Communication
Skills (Writing); NURS 1005 Communication Skills (Interpersonal) and
FOUN 1101 Caribbean Civilization.

5.2. Computer Literacy

All students will be required to complete a module on Computer
Operations and Information Management in order to fully utilize the
information services and learning resource materials at the Medical
Sciences Library.

6. Examinations, Nursing Programme

6.1. Examinations will be held at the end of each semester. However, where a
course spans over two (2) semesters, exams will be held at the end of the
year. A student, who fails in the examinations of any subject, will be
governed totally by the rules and regulations set out for examinations of
nursing students.

6.2. Examinations shall consist of written papers, coursework, and/or objective

testing, projects, and orals, the latter being at the discretion of the
examiners. In addition, evaluation of Nursing Clinical may be included
in examinations conducted while on clinical rotation in relevant settings.

6.3. The continuous assessment for all courses except Nursing Clinical will
carry a value of 40% to 60% and the final examinations will carry a value
of 40% to 60%.

6.4. The continuous assessment in Nursing Clinical will carry a value of 100%
that may include an oral exam of 10%. A student who fails to satisfy the
examiners in any course offered during a semester and achieves at least
35% will be allowed to write a supplemental examination no later than the
end of the academic year in which the course was taken.

6.5. Supplemental examinations in the nursing programme will not be offered

to students with marks less than 35% and the highest grade that can be
achieved is a C.

6.6. Students must pass course work exams to be considered eligible for taking
the final examination.

6.7. A student failing a course(s) may be allowed to re-sit the examinations in

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 the failed course(s) and may request permission to transfer/ carry forward
coursework marks obtained in the respective course(s), when the
examination is repeated within one academic year. The resit examinations
will usually be held during the month of August.

6.8. A supplemental examination will be considered as a second attempt. A

student who fails a supplemental examination will be required to repeat
the course failed.

6.5. A student who fails two (2) or more courses within a semester will not be
eligible to write a supplemental examination and must repeat these courses
in the following year.

6.6. A student who fails two (2) or more courses offered in two (2) successive
semesters may be required to withdraw from the degree programme.

6.7. A student who fails an examination in the third attempt will be required to
withdraw from the programme.

6.8. A satisfactory level of performance evaluation, as defined in the above

regulations, must be achieved within each year of completion of the
course of study for that year. A student who fails to meet this condition in
two (2) successive years will normally be required to withdraw from the
Faculty.

6.9. Students must attend the courses of study in the order prescribed in the
regulations. They will not be eligible to enter for final examinations for
the B.Sc.N. degree unless they have passed all the courses preceding the
final examinations.

6.10. Parts/Sections of Examinations – Faculty of Medical Sciences

6.10.1. A student shall not be approved by the examiners in any one part
or section of an examination unless he/she attended all of the
written, practical and oral examinations in that part.

6.10.2. A student may be credited with those part(s) or sections of the

examination in which he/she has satisfied the examiners for a
period approved by the Faculty Board.

6.10.3. A student who has failed any part(s) or sections of the

examinations shall be required, on the second attempt or re-entry,
to produce satisfactory evidence that he/she has undertaken a
prescribed course of study in the subject.

6.10.4. The Board of Examiners may recommend referral for up to one (1)
year in the first instance, a further period to be approved by the

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 Faculty Board where the poor overall performance of the student
warrants this action.

6.10.5. Examination Results

Students will be notified of the results of each examination as soon
as possible, subject to the ratification by the Senate. Passes in any
course will be awarded upon the marks/grades attained in that
subject. A point value will be associated with the marks obtained.

Grade Range & Equivalent %

A+ - 90-100 4.3
A - 80-89 4.0
A- - 75-79 3.7
B+ - 70-74 3.3
B - 65-69 3.0
B- - 60-64 2.7
C+ - 55-59 2.3
C - 50-54 2.0
F1 - 45-49 1.7
F2 - 40-44 1.3
F3 - 0-39 0.0

7. Attendance
Students must attend the courses of study in the order prescribed in the
regulations. They will not be eligible to enter for final examinations for the BSc.
Degree in Nursing, unless they have attended at least 75% of scheduled classes
for the courses preceding the final examinations.

8. Absences
Students are required to inform the Office of the Director of the The University of
the West Indies School of Nursing within one (1) week, of any absence from any
part of the course.

9. Eligibility for the Degree

9.1. A student is eligible for the award of the B.Sc.N. upon completion of the
relevant courses, that is, following the course of study outlined, and
passing the necessary examinations.

9.2. A student will be eligible for the award of an Honors degree by

maintaining a minimum B average and passing at least 30 credits in Level
II and Level III courses and passing at least 60 credits in Level II and
Level III courses at the first attempt in the Full-Time or Part-Time
Programme.

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10. Award of Degree
10.1 The degree will only be awarded on the attainment of the stipulated 110
credits to students having entered the programme with a minimum of 30
credits of prior basic RN qualifications.

10.2. The degree will be awarded with honors according to the overall quality
points and GPA as follows:
Quality Points Percentage Grade
4.3 86-100 A+
4.0 70-85 A
3.7 67-69 A-
3.3 63-66 B+
3.0 60-62 B
2.7 57-59 B-
2.3 53-56 C+
2.0 50-52 C
1.7 47-49 C-
1.3 43-46 D+
1.0 40-42 D
0.0 0-39 F

First Class Honors: GPA 3.60 and above

Second Class Honors:

Upper Second Class: GPA 3.00 – 3.59

Lower Second Class: GPA 2.50 – 2.99

Pass: GPA 2.00 – 2.49

10.3. The final results will be published as a pass list according to the class of
degree obtained with the names listed in alphabetical order.

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 PHILOSOPHICAL & CONCEPTUAL FRAMEWORK OF THE BSc. NURSING
(POST RN)

The B.Sc.N. has been structured against a background in which human beings are
envisaged as existing in a complex and dynamic Universe bombarded by socioeconomic,
political, environmental, and market forces. Specific to the Caribbean setting, are the
epidemiological, demographic, health and nursing realities. The nurse in this
multidimensional and integrated system must engage in caring behaviours that would
influence lifestyle changes as well as the efficiency and effectiveness of the health care
system. She/he therefore requires in-depth knowledge and skills, and professional
attitudes for relating and problem-solving as well as innovative and creative decision-
making in clinical nursing, education, and management. The basis for such decision-
making, problem solving, and professionalism will emerge from a scientific approach
incorporated within the programme of study. The undergraduate degree will provide a
scientific foundation for the professional practice of nursing and will initiate the process
of nursing specialization at the first level of advanced practice. Consequently, the
programme is conceptualized with core and specialized courses in vertical and horizontal
arrangements.

The major concepts of the Core Curriculum will incorporate the following themes:
lifecycle, holism, ethics, the nursing process, change, research, leadership,
education, management, and community participation. Core courses will be selected
from nursing, as well as the natural, health, social, and behavioural sciences. Emphasis
will be placed on critical thinking, analysis, theoretical foundations, and associated
practice.

The major components of the Curriculum of the B.Sc.N. will be research, education,
management, and clinical nursing. Major concepts will include Nursing Administration,
Nursing Education, and Clinical areas of Specialization (Oncology); these areas of
specialization will equip the nurse with expertise for operating in specialized clinics and
programmes e.g. school clinic, diabetic clinic, intensive care unit, oncology, substance
abuse detoxification, and mental health clinic, in response to the prevalence of various
health conditions.

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 Conceptual framework

THE UNIVERSITY OF THE WEST INDIES

THE SCHOOL OF NURSING, ST. AUGUSTINE
CURRICULUM MODEL

The graduate of UWISON combines Critical Thinking, Interpersonal Relationships and

Nursing Process to engage in Evidence-based Nursing Practice for persons, families,
communities and organizations throughout the Life Cycle and across the Wellness-Illness
Continuum in the context of Caring.

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19
 CURRICULUM Competencies of Post registration BSCN Specialists

Nursing Administration
KNOWLEDGE/CONTENT SKILLS ATTITUDES/VALUES/PROFESSIONALISM

1. Apply theory to practice in 1. Utilize technology and information 1. Practice safely and competently in accordance with the frame-
managing change, problem systems to enhance decision-making in work of evidence-based practice education, caring for
solving and leadership skills in health care delivery systems. individuals, families, and communities throughout the life cycle.
strengthening nursing practice. 2. Utilize databases and digital information 2. Integrate social, moral and ethical principles in the delivery of
2. Apply critical thinking in resources to predict trends in nursing and evidence- based nursing care along the wellness/illness
clinical decision making plan accordingly. continuum, including patients’ values and preferences.
utilizing a problem solving 3. Participate in the recruitment, selection,
3. Collaborate professionally with multidisciplinary team members
approach. and retention of personnel.
in coordinating health care.
3. Synthesize theory and 4. Formulate a plan for career management
4. Undertake responsibility for personal and professional growth
research-based knowledge in and life- long learning of existing and
and development as lifelong learners.
the provision of primary, potential staff.
5. Assume leadership roles in influencing policies and standards
secondary and tertiary care. 5. Utilize research findings for the
that impact health care delivery.
establishment of standards, practices, and
6. Demonstrate leadership capabilities in resources mobilization to
patient-care models in the organization.
advance the practice of nursing.
6. Appraise staff members to determine
competence and training needs for their 7. Engender within the professional and personal interactions in
role in patient safety, risk management and nursing, the value systems and socio-economic condition of

compliance issues. individuals and groups from diverse cultural backgrounds.

7. Interpret and evaluate employee 8. Develop trusting and collaborative relationships with
satisfaction/quality of work surveys. multidisciplinary and other key stake holders to inform delivery
8. Identify and eliminate bullying, workplace of care.

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 violence, and verbal and physical abuse. 9. Participate in nursing organizational policy formulation and
9. Implement ergonomic work environments decision- making in accordance with organizational goals and
to prevent worker injury and fatigue. objectives.
10. Develop and implement bioterrorism-, 10. Utilize appropriate communication strategies with
hazardous materials -, and disaster- multidisciplinary team members.
readiness plans.
11. Serve as a member on advisory boards.
12. Demonstrate leadership and management skills by adequately
delegating responsibilities in planning the activities related to
the work environment.
13. Articulate, and ensure compliance with the Nurses and
Midwives Act, Nursing Council regulations, and other
regulatory agencies
14. Serve as a professional role model and mentor to future nursing
leaders.
15. Integrate ethical standards and core values into clinical practice.
16. Involve nurses in the decision making process and to participate
in professional organizations.
17. Manages performance through rewards, recognition,
counselling, and disciplinary action.
18. Conduct SWOT (strengths, weaknesses, opportunities, and
threats) and gap analyse.

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 Nursing Education
KNOWLEDGE/CONTENT SKILLS ATTITUDES/VALUES/PROFESSIONALISM

4. Apply theory to practice in 11. Utilize technology and information 1. Practice safely and competently in accordance with the
managing change, problem systems to enhance decision-making in frame-work of evidence-based practice education, caring for
solving and leadership skills in health care delivery systems. individuals, families, and communities throughout the life
strengthening nursing practice. 12. Utilize databases and digital information cycle.
5. Apply critical thinking in resources to predict trends in nursing and 19. Integrate social, moral and ethical principles in the delivery of
clinical decision making plan accordingly. evidence- based nursing care along the wellness/illness
utilizing a problem solving 13. Identify individual learning styles unique continuum, including patients’ values and preferences.
approach. to students. 20. Collaborate professionally with multidisciplinary team members
6. Synthesize theory and 14. Apply key theories of learning to teaching in coordinating health care.
research-based knowledge in including the use of educational
21. Undertake responsibility for personal and professional growth
the provision of primary, technology and Problem Based Learning.
and development as lifelong learners.
secondary and tertiary care. 15. Identify instructional objectives and
22. Assume leadership roles in influencing policies and standards
strategies, and learning experiences
that impact health care delivery.
consistent with content and overall
23. Demonstrate leadership capabilities in resources mobilization to
curricular goals.
advance the practice of nursing.
16. Utilize a variety of strategies to assess and
24. Engender within the professional and personal interactions in
evaluate learning in the cognitive,
nursing, the value systems and socio-economic condition of
psychomotor, and effective domains.
individuals and groups from diverse cultural backgrounds.
17. Participate in curriculum design and
evaluation of program outcomes. 25. Demonstrate enthusiasm for teaching, learning, and nursing
18. Involve learners in selecting, planning that inspires and motivates students.

and evaluating learning experiences. 26. Function as a change agent and a leader.

22
 19. Develop curricula based on the mission, 27. Participate in professional development opportunities.
philosophy and framework of the 28. Effectively function as a member of the multi-disciplinary team.
Program of the institution.
29. Apply principles of ethics in all areas of practice.
20. Utilize evidence based practice in
30. Follow legislation and policy guidelines relevant to nursing
planning and the implementation of
education.
health education and health promotional
activities.

School Nursing

KNOWLEDGE/CONTENT SKILLS ATTITUDES/VALUES/PROFESSIONALISM

7. Apply theory to practice in 21. Utilize technology and information systems 31. Practice safely and competently in accordance with the frame-
managing change, problem to enhance decision-making in health care work of evidence-based practice education, caring for
solving and leadership skills in delivery systems. individuals, families, and communities throughout the life cycle.
strengthening nursing practice. 22. Utilize databases and digital information 32. Integrate social, moral and ethical principles in the delivery of
8. Apply critical thinking in resources to predict trends in nursing and evidence- based nursing care along the wellness/illness
clinical decision making plan accordingly. continuum, including patients’ values and preferences.
utilizing a problem solving 23. Collect, analyse and synthesize
33. Collaborate professionally with multidisciplinary team members
approach. comprehensive data pertinent to the
in coordinating health care.
9. Synthesize theory and student’s health and well-being.
34. Undertake responsibility for personal and professional growth
research-based knowledge in 24. Monitor the health status of students
and development as lifelong learners.
the provision of primary, including early identification of health
35. Assume leadership roles in influencing policies and standards
secondary and tertiary care. issues that potentially impact learning.
that impact health care delivery.
25. Analyse data to determine nursing
36. Demonstrate leadership capabilities in resources mobilization to
diagnoses, expected outcomes and plan
advance the practice of nursing.
individualized care for the student.

23
 26. Implement the interventions identified in 37. Engender within the professional and personal interactions in
the plan of care/action nursing, the value systems and socio-economic condition of
27. Provide health education and employ individuals and groups from diverse cultural backgrounds.
strategies to promote health and a safe 38. Evaluate one’s own nursing practice in relation to professional
environment. practice, standards and guidelines, relevant statutes, rules and
28. Integrate best practice guidelines and regulations
standards in responding to changing needs
39. Interact with and contribute to the professional development of
of students with common health conditions
peers and school personnel.
and concerns.
40. Collaborate with student, family, school personnel, and other
key stakeholders in the conduct of school nursing practice.
41. Integrate ethical provisions in all areas of practice
42. Consider factors related to safety, effectiveness, and cost that
impact the planning and delivery of school nursing services.
43. Provide leadership in the professional practice setting.
Oncology Nursing

KNOWLEDGE/CONTENT SKILLS ATTITUDES/VALUES/PROFESSIONALISM

10. Apply theory to practice in 29. Utilize technology and information systems 44. Practice safely and competently in accordance with the
managing change, problem to enhance decision-making in health care framework of evidence-based practice education, caring for
solving and leadership skills delivery systems. individuals, families, and communities throughout the life cycle.
in strengthening nursing 30. U social, moral and ethical principles in the delivery of
45. Integrate
practice. tilize databases and digital information evidence- based nursing care along the wellness/illness
11. Apply critical thinking in resources to predict trends in nursing and continuum, including patients’ values and preferences.

24
 clinical decision making plan accordingly. 46. Collaborate professionally with multidisciplinary team members
utilizing a problem solving 31. P
in coordinating health care.
approach. erform cancer risk assessment for clients 47. Undertake responsibility for personal and professional growth
12. Synthesize theory and along the illness/wellness continuum. and development as lifelong learners.
research-based knowledge in 32. C
48. Assume leadership roles in influencing policies and standards
the provision of primary, ollaborate with the multidisciplinary team,
that impact health care delivery.
secondary and tertiary care. patient, family, and caregivers to formulate
49. Demonstrate leadership capabilities in resources mobilization to
13. Obtain and document a a comprehensive plan of care for patients
advance the practice of nursing.
comprehensive health with cancer.
50. Engender within the professional and personal interactions in
assessment for patients with 33. U
nursing, the value systems and socio-economic condition of
a past, current, or potential tilize evidence-based strategies in the
individuals and groups from diverse cultural backgrounds.
diagnosis of cancer. management of patients across the
51. Establish therapeutic relationships with patients, families, and
continuum of care.
other caregivers to facilitate coping with issues.
34. D
isseminate knowledge required to care for 52. Educate patients, families, caregivers, and the community about

patients with cancer to other healthcare cancer risk, screening, and early detection.

workers and caregivers through peer 53. Promote life-long learning and evidence-based practice
education, staff development, mentoring, 54. Promote ethical decision making and advocacy for patients with
and preceptor experiences. cancer and their families.
35. C
reate and enhance positive, health-
promoting environments that maintain a
climate of dignity and privacy for patients
with cancer.

25
 TEACHING METHODS

The hybrid system of teaching and teaming instituted at Mt. Hope emphasizes Problem
Based Learning (PBL) and requires students to adopt a philosophy of self-directed study.
In addition to PBL, learning settings also include lectures, science and skills laboratories,
practicum, outreach and research projects, case methods, case presentations, portfolio
maintenance, and seminars. Distance teaching over MyeLearning and Illuminate
teleconferencing system is also possible. In this mode, nurses can synchronously attend
courses with their counterparts in other campuses, or given the course material, students
can study by means of electronic links with the tutors, the library resources and one
another. Where it is expedient and cost effective, nurses can share classroom sessions on
common courses with students of other Schools of the Faculty of Medical Sciences. In
addition, students will be required to undergo close supervision by their tutors and
preceptors in different health care settings. The Code of Ethics of Nurses in general and
the stipulations of the various Nursing Boards and Associations in the Caribbean will be
stressed throughout the training.

COURSE OF STUDY

The B.Sc.N. will be structured in course modules allowing for the accumulation of credits
toward the degree; it will be designed to facilitate articulation of students from Certificate
and Diploma programmes, which have been in existence. Along with the University
Required Course of Caribbean Civilization and the foundation courses Communication
Skills for Health Personnel (Writing) and Communication Skills for Health Professions
(Interpersonal). The degree programme will comprise a core curriculum with
concentrations in Education, School Nursing, Administration and Oncology specialties.

University Required Courses:

Foundation Courses

 Communication Skills for Health Personnel.

 Communication Skills for Health Professions.

 Caribbean Civilization OR

 Law, Governance, Economy & Society in the Caribbean.

Core Curriculum:

 Integrated Basic Health Sciences for Nurses I & II.

 Nursing Informatics.

 Clinical Epidemiology & Biostatistics

26
 Pathophysiology/Immunology & Genetics I & II.

 Primary Health Care & Health Promotion.

 Nursing Process and Health Assessment

 Nursing Pharmacotherapeutics.

 Introduction to Nursing Research.

 Nursing Research Project I & II.

 Classroom Teaching, Assessment & Evaluation.

 Educational Psychology & Counseling.

 Ethical, Legal & Moral Aspects of Nursing.

 Theories in Education.

 Nursing Leadership & Management.

 Curriculum Methods & Strategies.

 Nursing & Health Education.

 Nursing Sciences.

 Health Policy.

 Nursing Seminar.

 School Nurse Practicum.

 Nurse Educator Practicum.

 Nurse Administrator Practicum.

 Concepts and Theories in Oncology Nursing I

 Advanced Therapeutic Communication with

Patients & Families in Cancer Care

 Critical Appraisal and Evidence Based Practice

27
 Introduction to Palliative Care in Nursing

 Concepts and Theories in Oncology Nursing II

 Oncology Health Assessment

 Guided Nursing Practice (Clinical Course)

 Cancer Care for Children and Young People (Elective)

 Cancer of the Prostate (Elective)

 High Risk Populations (Elective).

Free Electives: 2 – 4 credit hours

28
 CLINICAL PRACTICUMS

Introduction
The Nursing Practicum of the BSc. Programme is scheduled in the last semester of the
nursing curriculum. The rotation is designed to allow the students to develop new skills in
Nursing Practice and improve on previously acquired ones by working alongside
experienced practitioners of all levels of health care. It incorporates the team approach of
nursing practice, faculty members and health care practitioners in the community,
schools, hospitals, nursing schools, health care centers and other patient care facilities,
toward the enhancement of knowledge in nursing education, school nursing,
administration and clinical practice.

Purpose
The purpose of these is to ensure that the integrated classroom knowledge is transferred
effectively to “hands-on” clinical skills in the various sites where evidence-based nursing
care is practiced.

POLICIES AND PROCEDURES

A. GENERAL

The student must:

 Comply with rules, regulations and requirements of the assigned sites.
 Exhibit a professional appearance both in manner and dress.
 Wear their University ID and student badge at all times while on Practicum sites.
 Be punctual and regular. The student is obligated to notify the site/faculty
preceptor and the coordinator or secretary of the School of Advanced Nursing
Education as soon as possible of lateness or absenteeism. Unexcused absences
may result in the repeat of the rotation, in whole or in part, in accordance with the
recommendations of the site preceptor.

The student is:

 Obligated to respect any and all confidences revealed during the Practicum
course.
 Responsible for all guidelines related to the Practicum.
 Responsible for submitting on time, all projects, assignments and work sheets
assigned by the preceptor, instructor or coordinator.
 Responsible for submission of all evaluation forms, reports/portfolios etc. on a
timely basis.
 Responsible for informing the faculty Practicum coordinator/preceptor of any site
problems that require intervention.

B. ATTENDANCE

Attendance is mandatory. The student will report in and out each day as scheduled with

29
the preceptor, who would sign the required attendance sheet. In case of illness or other
indisposition that prevents attendance, the student is required to notify both the preceptor
at the assigned site and the Course Coordinator, or the Secretary of the University of the
West Indies School of Nursing (UWISoN), between 8.00 am and 4.00 pm. The telephone
number of the Secretary is 225-1026 ext. 3004 or the direct line is 225-1027.

NOTE:
Clinical Practicum rotations must be completed in order to be awarded the B.Sc. Degree
in Nursing. A student is required to make up the absented day(s). Any student
anticipating an absence should notify, in writing, both the preceptor and faculty clinical
practicum coordinator/preceptor at least one week prior to the absence, except in
emergency situations (policy). At the discretion of the coordinator, in consultation with
the site preceptor/faculty, permission may or may not be granted. Time missed must be
made up in relation to general guidelines of the Faculty of Medical Sciences or unless
otherwise directed by the course coordinator.

C. TARDINESS

The student would be required to make up for lost time, which would be rescheduled by
the site preceptor and with notification to the coordinator. In case of constant lateness, the
student could be dismissed from the rotation. “Constant lateness” is being late more than
once in any given week, at the start of the day or after the lunch break. A student who is
constantly late would be advised by the preceptor to consult with the clinical practicum
coordinator before he/she continues at the assigned site.

Note: This behaviour would be documented and could affect grades.

D. REMOVAL FROM SITE

A student may be removed from a practicum site or rotation for any of the following
reasons:
 Inappropriate or unprofessional behaviour.
 Unprofessional conduct as outlined in the Nursing/University Handbook, or the
Practice Site Guidelines.
 Refusal to comply with student regulations and requirements as outlined in the
University Student Handbook.
 Failure to comply with policies and procedures as outlined in the School of
Advanced Nursing Education Clinical Practicum Guidelines.
 On recommendation from the site preceptor.

Guidelines for Removal

1. If the faculty clinical practicum coordinator/preceptor, in conjunction with the site

preceptor(s), believes that the student’s behaviour warrants removal from the
rotation and/or site, the clinical coordinator will discuss the matter with the
Director of the School of Advanced Nursing Education in order to determine
whether the student should fail/withdraw from/repeat the rotation.
30
Note: Behavioural categories for repeat are considered as follows:

 Generally considered by society as irregular social behaviour e.g. persistent

rudeness, use of foul language, inappropriate dress, etc. (dress code policy of
Faculty of Medical Sciences)
 Generally unaccepted by society e.g. criminal behaviour, i.e. stealing money,
merchandise etc.

2. A site preceptor can recommend extending a practicum owing to poor

performance by the student(s).

E. DRESS CODE

Professional attire, which consists of a white jacket over work/business attire, should be
worn. Males can wear a white shirt “Jac”. Sleeves must be worn above the elbow
(Infection Control Policy)

NOTE: No jeans, T-shirts and sneakers are allowed on practicum sites during assigned
clinical periods or carrying out functions relating to the practicum. The University ID and
student name badge must be worn on the jacket pocket at all times.

F. SIGNING IN AND OUT

The student is responsible for ensuring that the preceptor/designee initials the attendance
records at the end of each day.

G. CONFIDENTIALITY

Patients’ medical documents e.g. profiles, medical records, etc., are PRIVATE
documents. While they are used and handled in the course of practicum, remember that
CONFIDENTIALITY OF PATIENT INFORMATION MUST BE OBSERVED AT
ALL TIMES.

31
 ONE YEAR, TWO YEAR & ONCOLOGY

COURSE TITLE: COMMUNICATION SKILLS FOR THE

HEALTH PROFESSIONS (Writing)

COURSE CODE: NURS 1004

LEVEL: Bachelors

SEMESTER: One (1)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S):

COURSE DESCRIPTION/RATIONALE

This course offers a skills approach to the practice of effective communication in health
settings. Students will be able to function effectively as individuals in public, small
group, and face-to-face interactions with persons, especially those seeking health care.
Nurses will be able to provide necessary reports for their several tasks. A self-directed
learning component on medical terminology and medical transcription will be
incorporated.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. Explore the range of communication skills available to health.

practitioners as they interact with patients/clients and members of a
health care team.
2. Develop appropriate skills in reading, listening, speaking and writing to
become competent health practitioners.
3. Apply knowledge of communication processes to anticipate
clinical experiences.
4. Develop a critical response to the practice of appropriate
communication skills in health by themselves and others.
5. Identify the major elements in the communication process and their
purposes.
6. Analyze the communicative process specific to the needs of health
personnel.
7. Recognize the application of the principles of effective communication in
diverse health contexts
8. Apply effective oral communication skills when interacting with:
32
 i. other health personnel;
ii. patients/clients/other members of the public
9. Assess the effective conduct of the public

10. Participate effectively in a group/team.

11. Communicate effectively in writing modes necessary for health

personnel.

CONTENT

Unit 1 The nature of communication and its purpose

Unit 2 Differences between oral and written communication styles
Unit 3 Effective oral communication in the following:
i. Professional contexts;
ii. Patient/client contexts.
Unit 4 Effective written communication
(Units 3 and 4 will be integrated in application)

TEACHING METHODOLOGY

Lectures/Discussions
Related reading
Audio-visual materials

ASSESSMENT

Coursework Assessment: 60%

 One (1) oral presentation 10 %

 One (1) interview discussion presentation (group simulation) 10 %
 One (1) report 15 %
o One (1) essay - application of theory to a practical situation 10 %
o One (1) letter or other minor piece 5%

Final Exam: 40%

33
 ONE YEAR, TWO YEAR & ONCOLOGY

COURSE TITLE: COMMUNICATION SKILLS FOR THE

HEALTH PROFESSIONS (Interpersonal)

COURSE CODE: NURS 1005

LEVEL: Bachelors

SEMESTER: Two (2)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S):

COURSE DESCRIPTION/RATIONALE

This course uses a skills approach to the application of effective communication

principles in counseling and conveying messages in health settings. Students will be able
to effectively conduct counseling sessions and use clinical instruction methods. They will
also be able to use appropriate strategies and technology to convey messages to patients,
clients and other professionals.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. Apply principles of effective communication to counseling and clinical

instruction situations, and to professional interactions.
2. Identify characteristics of effective counseling.
3. Demonstrate effective counseling techniques and referral strategies in
clinical settings.
4. Convey sad news to a patient or client.
5. Select appropriate methods and strategies for clinical instruction and patient
education.
6. Develop an appropriate strategy and use technology to convey a message to
a mass audience.
7. Use humour and laughter in professional health situations.
8. Apply communication techniques to improve care of patients or clients.

34
CONTENT

Unit 1 Counseling communication and its pre-requisites

Characteristics of effective counseling
Role play and critiquing
Psycho-social scenarios

Unit 2 Conveying sad news: Health care worker/client/patient relationships

Truth disclosure, ethics and confidentiality
Techniques for releasing sad information, expressing condolences

Unit 3 Methods and strategies for clinical instruction

Seminars
Small group team teaching
Video discussions
Making instructional objectives
Evaluation and feedback
Methods and strategies for patient education
Communication strategies and technology

Unit 4 Using humour and laughter in the health setting

Applications of humour to professional contexts
Understanding each other: Communication and Culture
Apply communication techniques to improve the care of clients from diverse
cultures

TEACHING METHODOLOGY

Lectures/Discussions
Workshops

ASSESSMENT

Coursework Assessment: 60%

 Unit 1: in large group presentation 10%

 Unit 2: role play/dramatized oral presentation (pair) 10%
 Unit 3(a): oral presentation (group; but individual grading) 15%
 Unit 3(b): oral presentation (individual out of class) 5%
 Unit 4: oral presentation (group) 10%

Final Exam: 40%

35
REQUIRED READING

ESSENTIAL

A Communication Skills Handbook for Health Professionals

Dickson, D.A. et al Chapman & Hall, 1990

REFERENCE TEXTS

The Medical Interview

Aldrich, C.K.
The Parthenon Publishing Group Inc. (1993)

How to Break Bad News: A Guide for Health Care Professionals

Buckman, R. (1992)
The Johns Hopkins University Press W62 B925th, 1992

The Medical Interview: The Three-Function Approach

Cohen-Cole, S.A.
Mosby Yearbook

Human Communication: The Basic Course

De Vito, J.A. (1994)
Harper Collins College Publishers 1994

The Social Organization of Doctor-Patient Communication

Fisher, S. and Todd, A.D. (1983)
Centre for Applied Linguistics W62 S678 1983

Strategic Communication in Business and the Professions

O’Hair, D. and Friedrich, G.S. (1992)
Houghton Mifflin Company

Harbace College Handbook

Hodges, J.C. and Whitten, M.E.
Harcourt and Brace Jonavich (Latest Edition)

Talking and Listening to Patients

Fletcher, C. and Freeling, P. (1988)
The Nuffield Provincial Hospitals Trust W62 F612t 1988

Empathy and the Practice of Medicine

Spiro, H.M. et al (Latest Edition) (1993)
Yale University Press – W62 E55, 1993

36
Writing and Talking about Patients
Walton, J. and Mc Lachlan, G. (Latest Edition)
The Nuffield Provincial Hospitals Trust W64 D637, 1984

37
 ONE YEAR, TWO YEAR & ONCOLOGY

COURSE TITLE: CARIBBEAN CIVILIZATION

COURSE CODE: FOUN 1101

LEVEL: Bachelors

SEMESTER: Three (3)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S):

COURSE DESCRIPTION/RATIONALE
The course presents the Caribbean as encompassing more than island nations or linguistic
blocks. Rather, it stresses the idea of the Caribbean civilization being a people-related
phenomenon that depends on interactions and understandings amongst diverse groups of
humans striving to achieve progress. Students, therefore, are encouraged in this course to
identify and understand the elements of progress inherent in Caribbean civilization. This
involves an understanding of the cultural and intellectual trends as well as the various
administrative and commercial institutions that have developed in the region. These are
analyzed both for their similarities as well as their regional differences, with the emphasis
being on their collective distinctness from those of other world regions.

The course demonstrates that the region has progressed and become an identifiable entity
not because of but, indeed, in spite of many of the divisive issues that have emerged in
the course of its historical development. To appreciate these historical issues the
demographic development of the region is traced beginning with an overview of the
arrival of the Neo Indian peoples (about 5000BC) and ending with the 20th century wave
of migrations that saw movements of people into and outside of the region.

Ultimately the course is expected to stimulate students’ interests in, and commitment to,
the concept of Caribbean civilization as not just an esoteric university course but rather as
a workable historical and contemporary concept of regional unity and self-definition
sorely needed in these modern times.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. To develop an awareness of the main process of cultural development in the

Caribbean societies, highlighting the factors, the problematic and the creative
output that have fed the emergence of Caribbean identities.
2. To develop a perception of the Caribbean as wider than island nations or
linguistic blocs.
3. To simulate students’ interest in, and commitment to Caribbean civilization
38
 and to further their self-definition.
CONTENT

Unit 1: Origins
 Caribbean space/physical environment/Amerindian peoples and Cultures; their
legacy.
 European conquest, settlement and demographic changes.

Unit 2: Fighting for Freedom

 Slavery, rebellion, etc.
 New in/out - migration, indenture and their consequences: 19th and 20th centuries.

Unit 3: Quest for Identity

 Race and nationalism.
 Independence, dependence and regionalism.
 Creolisation and ethnic identity.

Unit 4: Ideas, Ideologies and Theologies

 Education/religion in the Caribbean.
 Caribbean Intellectual Traditions.

Unit 5: Caribbean Expressions

 Caribbean music - Calypso, Reggae.
 Caribbean festivals.
 Sports.
 Caribbean voices - French, English, Spanish, and Linguistics.
 Identity.

TEACHING METHODOLOGY

Lecturers/Discussions
Tutorials

ASSESSMENT

Coursework Assessment: 60%

 Book review 30%

 Think piece 10%

Final Exam: 40%

39
REQUIRED READING

Please consult the Faculty of Humanities Office.

40
COURSE TITLE: LAW, GOVERNANCE, ECONOMY &
SOCIETY IN THE CARIBBEAN

COURSE CODE: FOUN 1301

LEVEL: Bachelors

SEMESTER: One (1) or two (2)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S):

COURSE DESCRIPTION/RATIONALE

This is a multi-disciplinary course of the Faculty of Social Sciences at St. Augustine. It is

designed mainly for non-Social Science students.

The course will introduce some of the major institutions in Caribbean society. It exposes
the student to both the historical and contemporary aspects of Caribbean society,
including Caribbean legal, political and economic systems. In addition, Caribbean culture
and Caribbean social problems are discussed.

ASSESSMENT

Final Exam: 100%

REQUIRED READING

Please consult the Faculty of Social Sciences Office.

41
COURSE TITLE: INTEGRATED BASIC HEALTH SCIENCES FOR
NURSES I

COURSE CODE: NURS 1100

LEVEL: Bachelor

SEMESTER: One (1)

NO. OF CREDITS: Five (5)

PRE-REQUISITE: Nil

COURSE DESCRIPTION/RATIONALE

This course is the first of two courses which develops on prior knowledge of anatomy and
physiology. Students are facilitated to acquire in-depth knowledge and understanding of
the principles of genetics, fluid, electrolyte and acid-base balance. In addition, the cell
and tissue biology module provides a foundation for the discussion of the structure and
function in the immune and nervous systems.

LEARNING OUTCOMES

At the end of this course, the student will be able to:

1. Distinguish between the mechanisms of the major types of inheritance.

2. Consolidate the fundamental anatomical and biochemical concepts and physiological

processes involved in the understanding of the structure and function of the cells and
tissues of the human body.

3. Analyse the mechanisms of fluid and electrolyte balance and appraise their
importance in homeostasis.

4. Compare the major types of immunity of the human body and explain the components
and processes of the innate defences.

5. Examine the key physiological concepts in the human nervous system in terms of the
underlying anatomical structures.

CONTENT

MODULE 1: GENES & INHERITANCE

1. The role of genes and chromosomes in inheritance.

2. Patterns of inheritance.
42
3. Sources of individual variation.
4. Sex-linked inheritance.

MODULE 2: CELL & TISSUE BIOLOGY

1. The anatomical regions of the body, positions, directions, body sections and cavities.
2. The structural and functional properties of the four tissue types.
3. The principles of homeostatic regulation.
4. Transport of substances through the plasma membrane.
5. The cell life cycle.
6. The major organic compounds of the human body and their functions.

MODULE 3: FLUID, ELECTROLYTE & ACID-BASE BALANCE

1. The definition of the terms “fluid balance” and “electrolyte balance”.

2. The composition of the intracellular and extracellular fluid
3. Basic concepts involved in the regulation of fluids and electrolytes.
4. The movement of fluids within the ECF, between the ECF and the ICF and between
the ECF and the environment.
5. The role of hormones in regulating fluid balance and electrolyte balance.
6. Regulation of sodium, potassium, calcium, and chloride ion concentrations to
maintain electrolyte balance.
7. The definition of the term “acid-base balance”.
8. The buffering systems that balance the pH of the intracellular and extracellular fluids.
9. The compensatory mechanisms involved in the maintenance of acid–base balance.

MODULE 4: THE LYMPHOID SYSTEM & IMMUNITY

1. The structure and function of the major components of the lymphoid system.
2. The role of lymphocytes in the immune response.
3. The definition of terms “nonspecific defences” and “specific defenses” of the body.
4. The components, mechanisms and functions of the body’s nonspecific and specific
defenses.
5. The forms and properties of immunity.
6. Cell-mediated (cellular) immunity and antibody-mediated (humoral) immunity.
7. The types of T cells, their roles in the immune response and the mechanisms of T cell
activation and the differentiation.
8. The mechanisms of B cell activation and differentiation.
9. The structure and function of antibodies and the primary and secondary responses to
antigen exposure.

MODULE 5: THE NERVOUS SYSTEM

1. The anatomical subdivisions of the human nervous system their relationships to

function.
2. The basis of electrical activity and intercellular communication in the nervous system.
3. The role of reflexes, and the somatic and autonomic nervous systems.
43
4. The mechanisms of memory and learning and the neural interactions responsible for
consciousness, sleep and arousal.
5. The interaction of neurotransmitters involved in brain function.
6. The structure and function of the eye, ear, and sensory organs of taste and smell.

TEACHING METHODOLOGY

Didactic
PBL
On-line: MyeLearning, Evolve
Science Lab (based on availability)
Computer Simulation Lab

ASSESSMENT

Coursework Assessment: 40%.

 1 Mid Semester Test 10 %
 2 Quizzes 10 %
 PBL 10 %
 1 Science Lab. (based on availability) 4%
 3 Computer Simulation Labs 6%
o Cell Transport Mechanisms and Permeability
o Acid-Base Balance
o Neurophysiology of Nerve Impulses

Final Exam: 60%

REQUIRED READING

ESSENTIAL
Anatomy & Physiology . Patton, K.T. & Thidobeau. Mosby Elsevier. 7th Edition,
Evolve Learning System

Clinical Biochemistry. Gaw A, Cowan RA, O' Reilly D, Stewart MJ. Elsevier/Churchill
Livingston, (2004) 3rd Edition.

REFERENCE

Principles of Anatomy & Physiology. Tortora, GJ & Derrickson, B. (2005). John Wiley
& Sons Inc., 11th Edition

Clinical Biochemistry. Champe PC, Harvey RA, Ferrier DR.: Lippincott’s Illustrated
Reviews : Biochemistry (Lippincott’s Illustrated Reviews Series). Lippincott, Williams &
Wilkins, (2007) 4th Edition.

44
 COURSE TITLE: PATHOPHYSIOLOGY/IMMUNIOLOGY &
GENETICS
COURSE CODE: NURS 1201
LEVEL: Bachelor
SEMESTER: One (1)
COURSE CREDITS: Three (3)
PREREQUISITE: Nil

COURSE DESCRIPTION/RATIONAL

This is an online course which focuses on general concepts, principles and processes of
pathophysiology, immunology and genetics. It creates an understanding of altered body
processes as occurs in some common disease conditions from the cellular to the systemic
level.

LEARNING OUTCOMES

At the end of this course students will be able to:

1. Recognize abnormalities of the human body.

2. Explain characteristics of some common disease processes from a cellular or body
systems level.
3. Identify problems caused by these diseases that may require nursing interventions.
4. Critically analyze and assess clinical situations and determine the appropriate nursing
interventions that may be necessary.

CONTENT

 Introduction
 Terms associated with pathophysiology.
 Diseases caused by defective genes and chromosomes.
 Altered cellular and tissue biology
o Cellular adaptation
o Cellular injury and manifestations thereof
o Cellular death
 Alterations in fluid and electrolyte balances, (acid –base imbalances)
 Mechanisms of self-defense
o Innate defenses: inflammation
o Adaptive immunity
o Hypersensitivities, infection, and immune deficiencies

 The biology of cancer and tumor spread

45
 o Cancer characteristics and terminology
o Genetic basis of cancer
o Cancer and Infection, immunity and inflammation
o Progression and metastasis

 Neurological disorders
o Alteration in cognitive networks
o Alterations in cerebral homeostasis
o Alterations in motor function

Course Policies:

Attendance Policy
Seventy five percent (75%) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are encouraged to actively participate in class discussions and/ or labs. Students
should not enter lecture halls when more than fifteen (15) minutes late. However, all
attempts should be made to meet with the lecturer to receive assignments and other
relevant class information.

Confidentiality Statement
Academic Staff and students who utilize patient information as part of any educational
experience must follow patient privacy and confidentiality guidelines of the University.

TEACHING METHODOLOGY

Online lectures with animations

Knowledge check review activities
Face to face tutorials

ASSESSMENT

Coursework Assessment: 60%

 Mid semester exam 15%

 Quizzes 10%
 Individual case assignment 5%
 PBL 10%

Final Exam: 40%

46
REQUIRED READING

Essential: Understanding Pathophysiology. Huether, S.E. Mc Cance, K.L. Brasher, V.

L. & Forshee, B.A. 4th Ed Mosby / Elsevier

REFERENCE:

Pathophysiology: Concepts of Altered Health States, Current Ed.

Porth

Clinical Applications of Pathophysiology. An Evidenced-Based Approach, 3rd

Ed. Brashers

Pathophysiology Made Easy Springhouse Lippincott

47
COURSE TITLE: NURSING INFORMATICS

COURSE CODE: NURS 1500

LEVEL: Bachelor

SEMESTER: One (1)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S): Computer Literacy

COURSE DESCRIPTION/RATIONALE

The course introduces nurses to the roles of computer information and communication
technologies in the delivery of efficient health care (in relation to patients, problems and
procedures) and for research. Students will acquire technical competence in health
information management as they collect, retrieve and manipulate health data, for use in
communication, planning and decision making. A thorough exploration of the need for
nursing information standards and systems will be encouraged.

LEARNING OUTCOMES

Upon completion of the course, the student will be able to:

1. Demonstrate entry-level competencies in the use of word processing,

spreadsheet, database, statistical analysis, e-mail, on-line education and
web browsing software.
2. Examine the processes involved in transforming data into information and
information into knowledge.
3. Relate information technology and information management principles to
nursing and healthcare.
4. Compare and contrast the nursing process and the technology assessment
process.
5. Examine how informatics can support nursing decision-making.
6. Appraise the use of tele-technologies and their applications in nursing and
healthcare practice.
7. Describe how standards and policies influence the use of technology in
healthcare.

CONTENT

1. General computer information

1.1. Informatics in the Healthcare professions
1.2. Hardware, software and the roles of support personnel

48
 1.3. Ensuring the quality of Information
1.4. Electronic communication and the Internet
2. Healthcare Information Systems
2.1. Healthcare information systems
2.2. Strategic Planning
2.3. Selecting a Healthcare Information system
2.4. System Implementation and maintenance
2.5. Information systems Training
2.6. Information security and confidentiality
2.7. The Electronic Health Record
2.8. Regulatory and accreditation Issues
2.9. Continuity Planning and Disaster Recovery
3. Specialty Applications
3.1. Using the computer to support Healthcare and Patient education
3.2. Tele-health
3.3. Evidence-Based Practice and research
Presentations: Group assignments
Review

Course Policies:

Attendance Policy
Seventy five percent (75%) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are encouraged to actively participate in class discussions and/or labs. Students
should not enter lecture halls when more than fifteen (15) minutes late. However, all
attempts should be made to meet with the lecturer to receive assignments and other
relevant class information.

Confidentiality Statement
Academic Staff and students who utilize patient information as part of any educational
experience must follow patient privacy and confidentiality guidelines of the University.

TEACHING METHODOLOGY

Lectures/Discussions
Practical in Computer Laboratory
Field Visits

49
ASSESSMENT

Coursework Assessment: 60%

 Class participation 5%
 Group assignment 10 %
 Quizzes 5%
 Mid semester 10 %
 Portfolio 10 %

Final exams: 40%

 Practical Skills 10%

 Final exams 50%

REQUIRED READING

ESSENTIAL

Handbook of Informatics for Nurses & Healthcare Professionals

Hebda, T.; Czar, P., and Mascara, C. (2005)
NJ: Prentice Hall

REFERENCE TEXTS

Informatics and Nursing: Competencies and Applications

Thede, Linda Q.
Sewell, Jeanne P.
Lippincott Williams & Wilkins 2003 (3rd Edition)

Healthcare Informatics - An Interdisciplinary Approach

Engelbart, S. P. and Nelson, R. (2002)
Mosby, Elsevier

50
COURSE TITLE: INTEGRATED BASIC HEALTH SCIENCES FOR
NURSES II

COURSE CODE: NURS 2100

LEVEL: Bachelor

SEMESTER: Two (2)

NO. OF CREDITS: Five (5)

PRE-REQUISITE (S): NURS 1100

COURSE DESCRIPTION/RATIONALE

This course is the second of two courses in which the structural, biochemical and
functional properties of the endocrine, cardiovascular, respiratory, renal, reproductive,
digestive and musculoskeletal systems of the human body are studied, developing on
prior knowledge of anatomy and physiology.

LEARNING OUTCOMES

At the end of this course, the student will be able:

1. To examine the regulation and functions of endocrine secretion in the human

endocrine system in terms of the underlying anatomical structures.

2. To analyze the structures of the major components of the cardiovascular system as

related to the role of each component in the transport of gases, waste and
hormones and the regulation of cardiovascular variables in the human body.

3. To integrate the structural organization and functions of the organs of the

respiratory system that enable optimal gas exchange in the lungs and systemic
tissues of the human body.

4. To distinguish between the major renal exchange processes discussed in terms of

the relevant structures of the kidney and outline the events that occur during
elimination of urine from the human body.

5. To review the relationships between the anatomical structures and functions of the
organs of the human male and female reproductive systems and explain the
hormonal regulation of the various stages of human development.

51
 6. To differentiate the major physiological processes involved in replenishing the
human body with the nutrients it needs for energy production and relate these to
the anatomical structures involved.

7. To relate the structures of muscle (at the gross anatomical and molecular levels) to
the generation and regulation of muscle contractile force and discuss the role of
bone restructuring in homeostasis of the human skeletal system.

CONTENT

MODULE 1: THE ENDOCRINE SYSTEM

1. The gross anatomy, nerve and blood supply and histological structure of the major
endocrine glands i.e. pituitary, thyroid, parathyroid gland, endocrine pancreas and
adrenal glands.
2. The types of intercellular communication and their importance in homeostasis.
3. The classification of hormones and mechanisms of hormone action.
4. The hormones of the pituitary gland: classification, regulation and functions.
5. The hormones of the thyroid gland: classification, biosynthesis and storage of,
regulation and functions.
6. The hormones involved in the regulation of plasma calcium and phosphate
concentrations: classification, regulation, and functions.
7. The hormones of the adrenal cortex and medulla: classification, regulation and
functions.
8. The hormones of the endocrine pancreas: classification, regulation and functions.
9. The roles of the liver, muscle and adipose tissue in the mobilization, inter-conversion,
consumption and storage of energy substrates.
10. The functions of the hormones produced by the pineal gland, kidneys, heart, thymus,
testes, ovaries, and adipose tissue.
11. The role of hormones in growth.
12. The hormonal responses to stress.

MODULE 2: THE CARDIOVASCULAR SYSTEM

1. The structural characteristics of the fluid and cellular constituents of blood and their
relationship to their functions.
2. The major anatomical features of the heart and the major blood vessels of the
systemic and pulmonary circuits.
3. The modifications of the foetal circulation compared to the adult circulation and their
significance in terms of respiratory and nutritional support.
4. The circulation to special regions and the cardiovascular regulatory mechanisms in
these regions.
5. The basis of electrical activity in the heart, the conducting system of the heart and the
electrocardiogram.
6. The phases of the cardiac cycle and the pressure and volume changes in the cycle.
7. The factors affecting cardiac output, heart rate and stroke volume.
52
8. Capillary pressures and capillary exchange.
9. Cardiovascular regulatory mechanisms.
10. The modes of transport of fats in the blood.

MODULE 3: THE RESPIRATORY SYSTEM

1. The structural organization of the organs of the respiratory system and their functions.
2. Respiratory defence mechanisms.
3. The definition of the terms “pulmonary ventilation”, “alveolar ventilation”, “external
respiration” and “internal respiration”.
4. The mechanics of breathing.
5. Respiratory rates and volumes.
6. Factors affecting airway resistance, lung compliance, surface tension and their effect
on work of breathing.
7. The role of pulmonary function tests in the diagnosis of lung disorders.
8. The factors affecting gas exchange.
9. The transport of oxygen and carbon dioxide in the blood.
10. The control of respiration.

MODULE 4: THE RENAL SYSTEM

1. The major macroscopic and microscopic anatomical features of the organs of the
renal system.
2. The formation of glomerular filtrate.
3. The types of transport mechanisms found along the nephron and their role in
modifying the composition and volume of glomerular filtrate.
4. The role of countercurrent multiplication in the formation of a concentration gradient
in the renal medulla.
5. The control of urine volume and osmotic concentration.
6. The micturation reflex and urination.
7. The biochemical basis and clinical significance of some renal function tests (e.g.
creatine clearance, serum creatinine, urea, chemical analyses of urine).

MODULE 5: THE REPRODUCTIVE SYSTEM

1. The structural organization of the reproductive systems in human males and females.
2. The roles played by the male reproductive tract and accessory glands in the functional
maturation, nourishment, storage, and transport of spermatozoa.
3. The normal composition of semen.
4. Hormones that regulate male reproductive function.
5. The processes of meiosis and oogenesis in the ovaries.
6. Hormones and the female reproductive cycle.
7. Development and differentiation and the various stages of human development.
8. The regulation of gonadal development as a result of chromosomal sex.
9. Pregnancy and maternal systems.
10. Structural and functional changes in the uterus during pregnancy.
11. The stages of labor and delivery.
53
12. The hormonal regulation of the growth and development of mammary glands and
lactation.
13. The factors and the mechanisms underlying the onset of puberty.
14. The role of hormones in inducing changes in body systems at puberty.

MODULE 6: DIGESTION & METABOLISM

1. The organization and function of the major organs of the human digestive system.
2. The control of digestive functions.
3. The chemical composition of saliva.
4. The synthesis and secretion of acid and enzyme by gastric glands.
5. The chemical composition and functions of pancreatic juice and bile.
6. The processes by which materials move through the digestive tract.
7. The digestion and absorption of carbohydrates, lipids and proteins.
8. The metabolism of carbohydrates, lipids and proteins.
9. The patterns of metabolic activity in the absorptive and post absorptive states.
10. The functions of fat and water soluble vitamins and the manifestations of vitamin
deficiency.

MODULE 7: THE MUSCULOSKELETAL SYSTEM

1. The structures of a skeletal, cardiac, and smooth muscle fiber.

2. Bone remodeling and homeostatic mechanisms of the skeletal system.
3. Excitation-contraction coupling in cardiac and smooth muscle.
4. The mechanisms by which muscle fibers obtain the energy to power contractions at
different levels of activity.

TEACHING METHODOLOGY

Lectures/Class Discussions
PBL
On-line: Asynchronous interactions using MyeLearning.

ASSESSMENT

Coursework Assessment: 40%

 Examinations (1 Mid Semester Test) 20 %

 2 Quizzes (5pts. Each) 10 %
 PBL 10 %

Final Exam: 60%

REQUIRED READING

ESSENTIAL
54
Anatomy & Physiology. Patton, K.T.& Thidobeau

Clinical Biochemistry. Gaw A, Cowan RA, O' Reilly D, Stewart MJ. Elsevier/Churchill
Livingston, (2004) 3rd Edition.

REFERENCE

Principles of Anatomy & Physiology. Tortora, GJ & Derrickson, B. (2005). John Wiley
& Sons Inc., 11th Edition

Clinical Biochemistry. Champe PC, Harvey RA, Ferrier DR.: Lippincott’s Illustrated
Reviews : Biochemistry (Lippincott’s Illustrated Reviews Series). Lippincott, Williams &
Wilkins, (2007) 4th Edition.

55
COURSE TITLE: PATHOPHYSIOLOGY/IMMUNOLOGY
& GENETICS II

COURSE CODE: NURS 2201

LEVEL: Bachelor

SEMESTER: Two (2)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S): NURS 1201

COURSE DESCRIPTION/RATIONALE

The course follows part one online and builds on pathophysiological concepts, principles
and processes introduced in NURS2101. It utilizes a scientific and systematic approach in
the analysis of disease processes affecting different body systems. This course is intense
and requires the student to commit to the outlined course of study as found online.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. Demonstrate a comprehensive understanding of Pathophysiological processes that

occurs in some common disease conditions affecting the human body at different
stages of the life cycle.
2. Deduce the scientific basis for nursing interventions in given clinical situations
after critically analyzing the evidence presented.
3. Explain the linkages between concepts studied in Pathophysiology Immunology
and Genetics I to pathological processes in the various body systems.

CONTENT

 Alterations of the endocrine system.

o Mechanisms of hormonal alterations.
o Alterations of the Hypothalamic-Pituitary system.
o Alterations of thyroid function.
o Alterations of parathyroid function.
o Dysfunction of the endocrine pancreas.
o Alterations of adrenal function.

 Alterations of Hematologic system

o Alteration of erythrocyte function
56
 o Myeloproliferative red cell disorders
o Alteration of leukocyte function
o Alteration of lymphoid function
o Alteration of splenic function
o Alteration of platelet and coagulation
o Alteration of Hematologic function in children

 Alterations of cardiovascular function

o Diseases of the arteries and veins
o Disorders of the heart wall
o Manifestations of heart disease
o Shock
o Alteration of cardiovascular function in children

 Alterations in the pulmonary system

o Clinical manifestation of pulmonary alterations
o Pulmonary disorders
o Alteration of pulmonary function in children

 Alteration in the renal and urinary tract system

o Urinary tract obstruction
o Urinary tract infection
o Glomerular disorders
o Renal failure
o Alteration in renal and urinary tract function in children

 Alteration in the reproductive system

o Disorders of the female reproductive system
o Disorders of the male reproductive system
o Disorders of the breast
o Sexually transmitted infections

 Alterations in the digestive system

o Disorders of the digestive tract
o Disorders of the accessory organs of digestion
o Cancer and the digestive system
o Disorders of digestive function in children

 Alterations of the musculoskeletal system

o Musculoskeletal injuries
o Disorders of bones and joints
o Disorders of skeletal muscles
o Musculoskeletal tumors
o Alteration in musculoskeletal function in children

57
Course Policies:

Attendance Policy
Seventy five percent (75%) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are encouraged to actively participate in class discussions and/or labs. Students
should not enter lecture halls when more than fifteen (15) minutes late. However, all
attempts should be made to meet with the lecturer to receive assignments and other
relevant class information.

Confidentiality Statement
Academic Staff and students who utilize patient information as part of any educational
experience must follow patient privacy and confidentiality guidelines of the University.

TEACHING METHODOLOGY

Online lectures with animations

Companion CD
Online learning resources
Face to face tutorials

ASSESSMENT

Coursework Assessment: 60%

 Mid-semester exam 15%

 Quizzes 10%
 Individual case assignment 5%
 PBL group assignment. 10%

Final Exam 40%

REQUIRED READING

ESSENTIAL

Understanding Pathophysiology, 4th Ed. Heuter, Mc Cance

REFERENCE

Pathophysiology: Concepts of Altered Health States, Current Ed. Porth

Clinical Applications of Pathophysiology. An Evidenced-Based Approach,
4th Ed. Brashers
Pathophysiology Made Easy, Springhouse, Lippincott
58
COURSE TITLE: NURSING SEMINAR

COURSE CODE: NURS 2400

LEVEL: Bachelor

SEMESTER: Three (3) & Six (6)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S): Completion of core courses

COURSE DESCRIPTION/RATIONALE

This course of study examines the strategies used in management of a variety of health
problems identified through examination and treatment of individuals and groups.
Primary health care and health promotion strategies including education and counseling
will be implemented and evaluated. The course will use a case study approach of
problems experienced by individual and aggregates at various stages of the life cycle.
Emphasis will be placed on PBL where critical-thinking problem solving skills will be
enhanced.

LEARNING OUTCOMES

Upon completion of this course students will be able to demonstrate the role of a nurse
educator by effectively facilitating learning by:

1. Applying various teaching strategies to relevant situations.

2. Analyzing social, ethical, and legal issues within the teacher-student
context.
3. Assessing and evaluating the use of nursing theory and research findings
in academic and practice settings.
4. Promoting innovation through the use of technology in classroom
settings.
5. Integrating nursing knowledge with the educator role.
6. Demonstrating proficiency in oral and written communication.

CONTENT

 Key theories of Adult Learning (review)

 Influence of provider’s philosophy, values, culture, socioeconomic status on the
care of others
 Types of knowledge:
- Psychomotor or Physical
- Affective or Social
- Cognitive or logico-math
59
 Influences of patient/client and clinical setting on the Adult Learning experience
 Development of clearly stated performance outcomes
 Selection of teaching methods to enhance critical thinking and clinical practice
- Distinguish between critical thinking and the scientific method
- Problem-based learning in the clinical setting
- Pre and Post-conferencing
 Micro-teaching for the clinical setting
 Role of formative and summative evaluation in clinical setting
- Differentiation of grading and the evaluation process
- Components of evaluation of clinical teaching-learning process
 Development of evaluation tools
 Development and maintenance of clinical learning sites
 Preceptor preparation and support

TEACHING METHODOLOGY

Lectures/Discussion
Use of Technology
Student Presentations
Seminars

Course Policies

Attendance Policy
Seventy five percent (75%) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are encouraged to actively participate in class discussions and/or labs. Students
should not enter lecture halls when more than fifteen (15) minutes late. However, all
attempts should be made to meet with the lecturer to receive assignments and other
relevant class information.

Confidentiality Statement
Academic Staff and students who utilize patient information as part of any educational
experience must follow patient privacy and confidentiality guidelines of the University.

ASSESSMENT

Coursework Assessment: 100%

 One (1) group project 20%

 One (1) case presentation/lecture 30%
 Final Paper and Presentation 50%

60
REQUIRED READING

ESSENTIAL

Evidenced Based Practice in Nursing Healthcare: A Guide to Best Practice

Melnyk, Bernadette; Fineout-Overholt
Lippincott W.W, 2005

Professional and Ethical Issues in Nursing

Burnard, Philip & Chapman, Christine
3rd Edition, Elsevier Science
Billiere & Tindall, 2000

Nursing Preceptorship: Connecting Practice & Education

Myrick, Florence; Yonge, Olive
Lippincott W. W. 2004

Classification (NOC) (3rd ed). St. Louis: Mosby, Inc.

Dochterman McCloskey, Joanne and Bulechek, Gloria M.
Lippincott W.W. 2005

61
COURSE TITLE: CLINICAL EPIDEMIOLOGY, BIOSTATISTICS
& NURSING RESEARCH

COURSE CODE: NURS 2500

Consists of three (3) modules:
Epidemiology
Biostatistics
Nursing Research

LEVEL: Bachelor

SEMESTER: One (1)

NO. OF CREDITS: Four (4)

PRE-REQUISITE (S): Nil

COURSE DESCRIPTION/RATIONALE

This course is designed to enable the nursing students to appreciate and use scientific
methodologies in the management of health care. It covers data collection, analysis and
presentation. It also introduces the student to the process of surveillance, epidemiological
investigations and research methodology.

LEARNING OUTCOMES

Upon completion of the course, the student will be able to:

1. Relate statistics to the study of human populations and the

management of uncertainty.
2. Examine the role of statistics in health sciences and healthcare
delivery.
3. Appreciate and use scientific methodologies in the management of
healthcare.
4. Demonstrate the competencies in data collection, analysis and
presentation.
5. Integrate scientific knowledge with practice to make informed
judgments and valid clinical decisions.

CONTENT

 Epidemiological variables
 Natural history of diseases and levels of prevention
 Introducing Biostatistics
 Rates as a mechanism for measuring morbidity and mortality
62
 Presenting Data: Tables and Charts
 Surveillance
 Describing Data: Summary Measures
 Screening
 Probability
 Investigation and Management of Epidemics
o Making inferences
 Values of research to nursing
o Making Inferences
 Research designs and methods
 Research process
o Research question
o Research purpose
o Literature review
o Conceptual/theoretical framework
o Sampling
o Data collection
o Data analysis and interpretation
 Research ethics

Course Policies:

Attendance Policy
Seventy five percent (75%) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are encouraged to actively participate in class discussions and/or labs. Students
should not enter lecture halls when more than fifteen (15) minutes late. However, all
attempts should be made to meet with the lecturer to receive assignments and other
relevant class information.

Confidentiality Statement
Academic Staff and students who utilize patient information as part of any educational
experience must follow patient privacy and confidentiality guidelines of the University.

TEACHING METHODOLOGY

Lectures/Discussions
CAI (Computer Assisted Instruction)
PBL

ASSESSMENT

Coursework Assessment:60%
63
  Two (2) take-home assignments 20 %
 Quizzes 20 %

Final Exam: 40%

REQUIRED READING

ESSENTIAL

Clinical Epidemiology: The Essentials

Fletcher, Fletcher & Wagner
4th Edition 1996: L.W.W.

Nursing Research
LoBiondo-Wood, Geri & Haber, Judith
5th Edition, Mosby

REFERENCE

Applying the Roper-Tierney Model in Practice

Holland, Jenkins, Solomon, Whittman
Elsevier/Churchill Livingston

64
COURSE TITLE: NURSING LEADERSHIP & MANAGEMENT

COURSE CODE: NURS 2501

LEVEL: Bachelor

SEMESTER: Two (2); Five (5) & Six (6)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S): NURS 1500

COURSE DESCRIPTION/RATIONALE

The course explores organizational, leadership and motivational theories as they apply to
nursing/health care administration. It prepares the learner to apply principles of
leadership to the management and coordination of care for groups of patients, to better
understand and manage the health care environment and its resources, and to supervise
the care delivered by those with less education and experience.

Upon completion of the course the learner will be able to apply principles of leadership
and management in nursing and in the health care delivery system.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. Examine critically the various theoretical concepts of leadership and

management.
2. Analyze the relationship between the organizational mission statement,
philosophy, goals, objectives, policies, procedures and rules.
3. Appraise the impact of current trends, nursing roles, and principles of
management and leadership that influences health care delivery systems,
including managed care.
4. Integrate principles of delegation, supervision, personal management,
and motivation in creating an environment to foster client centered
care.
5. Integrate the nursing process, therapeutic nursing interventions, the
caring framework and effective communication skills in the
management of client care.
6. Apply selected research findings to principles of leadership and
management.
7. Distinguish the manifestations of internal and external multi-system
stressors that impact organizational structure and function.

8. Compare how organizational structure and culture impact leadership

65
 and management functions.
9. Analyze the influence of legal, ethical, political, and cultural issues related
to nursing leadership and management skills.
10. Demonstrate application of knowledge from nursing, liberal arts, and
sciences in leadership and management skills.
11. Devise appropriate communication strategies to work effectively with all
members of the health care team.
12. Critique the impact of expanded nursing roles on leadership and
management.
13. Formulate a plan for career management and lifelong learning.

CONTENT

 Working within organizations

o Developing leadership behavior and management skills

o Understanding and working in organizations
o Managing resources responsibly
o Supporting quality care

 Moving into a professional role

o The nurse as communicator, teacher, motivator and team builder

o The nurse as decision maker and delegator
o The nurse as supervisor and evaluator
o The nurse as change agent and advocate
o The nurse as conflict manager, negotiator and mediator

 Evolving issues in nursing practice

o Advancing your career

o Attaining and maintaining competence
o The challenging workplace
o Nursing informatics and evidenced-based practice
o Anticipating the future
Course Policies:

Attendance Policy
Seventy five percent (75%) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are encouraged to actively participate in class discussions and/or labs. Students
should not enter lecture halls when more than fifteen (15) minutes late. However, all

66
attempts should be made to meet with the lecturer to receive assignments and other
relevant class information.

Confidentiality Statement
Academic Staff and students who utilize patient information as part of any educational
experience must follow patient privacy and confidentiality guidelines of the University.

TEACHING METHODOLOGY

Online Learning Resources: MyeLearning

ASSESSMENT

Coursework Assessment: 60%

 One (1) Quiz 10 %

 Two (2) Online Assignments 10 %
 Class Participation 10%
 Growth Paper 10 %

Final Exam: 40%

REQUIRED READING

Managing and Coordinating Nursing Care

Ellis, Rider J.; Hartley, Love C.
Lippincott W.W. (4th Edition)
REFERENCE

The Nurse Manager’s Survival Guide-Practical Answers

to Everyday Problems
Marelli, T.M.
Lippincott, W.W. (3rd Edition)

Five Keys to Successful Nursing Management

Schilling Mc Cann, J.A.
Lippincott, W.W. (2005)

67
COURSE TITLE: NURSING PHARMACOTHERAPEUTICS

COURSE CODE: NURS 3100

LEVEL: Bachelor

SEMESTER: One (1) & Four (4)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S): NURS 1100; NURS 1201

NURS 2100; NURS 2201

COURSE DESCRIPTION/RATIONALE

The course provides knowledge of the pharmacological management of selected health

care problems. The use of alternative treatment regimen will be explored and the roles
and responsibilities of the nurse in the treatment of individuals and groups will be
emphasized. The focus will also be on the movement and action of drugs through the
body.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. Develop professional knowledge base of pharmacological therapy

utilizing the drug classification system.
2. Gain scientific knowledge and critical thinking in the administration of
medication.
3. Learn to implement effective communication in the administration of
medication to promote, maintain, and restore health.
4. Demonstrate values consistent with the Nursing code of ethics in
relation to medication administration.
5. Integrate scientific principles and current research related to drug
therapy in nursing care.
- Analyze principles related to drug absorption, distribution,
metabolism and excretion.
- Orally and/or in writing, interpret physiological and pathophysiological
concepts which relate to medication administration.
- Discuss strategies to safely and accurately administer medications.
- Demonstrate appropriate use of professional references.

6. Utilize critical thinking in Pharmacotherapeutics

- Utilize the drug classification system in nursing practice.
- Apply the nursing process to medication administration.
- Orally and/or in writing, demonstrate critical thinking in the
68
 administration of medication in specific client scenarios.
7. Utilize communication in medication administration.
- Identify the multiple roles of the nurse.
- Collaboration with health care professionals.
- Discuss patient education strategies.

CONTENT

 General Principles of Drug Action

 Pharmacotherapeutics of selected Drug and Diseases
o Cardiovascular System
o ANS
o Respiratory System
o CNS
o GIT
o Endocrinal Diseases
o Eye Disorders
 Pharmacology of Drugs associated with the following therapies
o Anti-Inflammatory Therapies
o Anti-Infective Therapies
o Hormonal Therapy and reproduction

Course Policies:

Attendance Policy
Seventy five percent (75%) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are encouraged to actively participate in class discussions and/or labs. Students
should not enter lecture halls when more than fifteen (15) minutes late. However, all
attempts should be made to meet with the lecturer to receive assignments and other
relevant class information.

Confidentiality Statement
Academic Staff and students who utilize patient information as part of any educational
experience must follow patient privacy and confidentiality guidelines of the University.

TEACHING METHODOLOGY

Lectures/Discussions/Tutorial
MyeLearning Online

69
ASSESSMENT

Coursework Assessment: 40%; Final Exam: 60%

REQUIRED READING

ESSENTIAL

Pharmacology for Nurses: A Pathophysiological Approach. Abrams, A.C.P.,

Lammon, S.L., Barnett, C. 2nd Ed. Holland

REFERENCE

Clinical Pharmacology made Incredibly Easy, 2nd Ed.

Springhouse
Lippincott, W.W.

70
 SCHOOL NURSES

COURSE TITLE: SCHOOL NURSE PRACTICUM

COURSE CODE: NURS 3300

LEVEL: Bachelor

SEMESTER: Three (3) & Six (6)

NO. OF CREDITS: Six (6)

PRE-REQUISITE (S): Successful completion of core courses

COURSE DESCRIPTION/RATIONALE

This course is designed to prepare participants to lead the process and give direction to
the coordinated School Health Program. Participants will develop new and advanced
skills in identifying the strengths and weaknesses of the school’s policies and programs
for promoting health and safety; and developing interventions for improving students’
health and safety.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. Describe the major functions of a school nurse working collaboratively

in the school community.
2. Give evidence on one or more learning experiences accomplished
successfully under each major function as noted on the preceptor
evaluation tool and self-assessment tools.
3. Cite current state and local health regulations as they relate to the
school setting.
4. Identify process of integrating school community programmes to meet
the diverse health needs and problems of select communities.
5. Utilize the resources in those communities to develop culturally
sensitive strategies to meet and resolve problems.
6. Use knowledge of human growth and development to meet the needs
of children, including children with special needs.
7. Integrate screening results into health plans as a basis for health
education, referral and follow-up.
8. Demonstrate awareness of roles in partnering with staff from various
agencies including school-based clinics.
9. Demonstrate appropriate, culturally sensitive health teaching skills
including planning, delivery and evaluation.
10. Demonstrate use of management skills in at least one particular aspect
71
 of this school’s health programme.
CONTENT

 Growth and Development of the Child and Adolescent.

 Psychological needs of the child and adolescent.
 Issues related to High Risk Behaviour.
 Multidisciplinary/Interdisciplinary Team Conferences.
 Counseling for the School Nurse.
 Evidenced-Based Nursing Care.
 Roles and Responsibilities of the School Nurse in Trinidad and Tobago.

TEACHING METHODOLOGY

The student will be assigned to field experiences under the supervision of a DHV and a
SANE preceptor. The internship will consist of supervised school nursing experience
over a period of at least (one semester). Learning opportunities will be provided in the
practice setting, reflecting the breadth of diverse health care needs of school children and
their families. Health promotion and disease prevention represent central components of
our school’s health service paradigm. The University faculty will provide direction and
guidance for the preceptor in terms of caseload assignment and utilization of the nursing
process in school settings. During the semester, the student learner is required to
participate in a range of school health programme activities as well as a weekly seminar
that will last about forty-five (45) minutes.

Within the boundaries of specific assignments, the student, guided by the DHV and the
Preceptor, will document proficiency in the following skills:

 Obtaining health histories and assessing the health status of students.

 Facilitation of immunization and physical examination compliance for primary
and secondary students.
 Assisting with timely referral follow up for students screened with hearing,
vision, and developmental problems.
 Demonstrate strategies that comprehensively address students’ health needs
incorporating innovative delivery options including technology.
 Demonstrate strategies to ensure appropriate accountability to stakeholders,
including student clients.
 Demonstrate ‘best practice’ guidelines and standards in responding to changing
needs of students with common health conditions and concerns.
 Managing emergency treatment and preparedness including first responder
situations.
 Monitoring the health status of students including early indemnification of
‘hidden’ health issues that potentially impact on learning, following up,
documenting referrals.
 Determining priorities for and participating in-home visits.
 Communicating with students, staff and families (written and verbal and via the
72
 web).

ASSESSMENT

Coursework Assessment: 100%

 Functions of the School Nurse 10%

 School Assessment 20%
 One (1) Case Study 10%
 Poster Presentation 20%
 Health Teaching Exercise and Lesson Plan 10%
 Evaluation of Teaching 20%
 Preceptors Evaluation 10%

REQUIRED READING

ESSENTIAL

School Nursing a Comprehensive Text

Selekman, Janice
Davis, F. A., ISBN

Manual of School Health

De Stefano, Lewis Keeta; Bear, Bonnie J.
(2nd Edition) 2002
Saunders, W.B. Co.

ADDITIONAL READING

School Health Index for Elementary School

School Health Index for Middle and High Schools
http://www.cdc.gov/HealthyYouth/SHI/paper.htm

Improving the Health of Adolescents & Young Adults (2004)

http://www.cdc.gov/HealthyYouth/AdolescentHealth/Guide/order.htm

Strategies for Addressing Asthma within a Coordinated School Health Program

http://www.cdc.gov/HealthyYouth/asthma/strategies.htm

School Health Guidelines to Prevent Unintentional Injuries and Violence

MMWR Vol. 50, RR-22, 12/7/01
http://www.cdc.gov/mmwr/PDF/rr/rr5022.pdf

Guidelines for School and Community Programs to Promote Lifelong Physical Activity
Among Young People
73
MMWR Vol.46, RR 6, 3/7/97
ftp://ftp.cdc.gov/pub/Publications/mmwr/rr/rr4606.pdf

ADDITIONAL READING Cont’d

PECAT: Physical Education Curriculum Analysis Tool

http://www.cdc.gov/HealthyYouth/pecat/

Guidelines for School Health Programs to Promote Lifelong Healthy Eating (2004)
http://www.cdc.gov/HealthyYouth/nutrition/pdf/summary.pdf

74
 NURSE EDUCATION

COURSE TITLE: NURSE EDUCATOR PRACTICUM

COURSE CODE: NURS 3301

LEVEL: Bachelor

SEMESTER: Three (3) & Six (6)

NO. OF CREDITS: Six (6)

PRE-REQUISITE (S): Successful completion of core courses

COURSE DESCRIPTION/RATIONALE

The course is designed to allow participants to increase their confidence, develop new
and advanced skills and competence in their area of specialization through the application
of theoretical and evidence-based knowledge to practice.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. Apply key theories of learning to teaching.

2. Promote critical thinking in all interactions.
3. Analyze teaching methods for appropriateness in working with adults
in a variety of clinical settings.
4. Define classroom and clinical performance outcomes based on
evidence and higher levels of learning in the cognitive, psychomotor, and
affective domains of learning.
5. Use classroom and clinical evaluation tools appropriately for formative
and summative evaluation.
6. Identify common learning difficulties in a timely manner and use
learning plans and performance contracts appropriately to aid students .
7. Model and promote evidence-based practice in all settings.
8. Analyze the process needed to establish and maintain clinical learning
sites.

CONTENT

 Learning Theories.
 Classroom Teaching.
 Critical Thinking.
 Teaching Methods.
 The Adult Learner.
75
 Types of Evaluations.
 Learning Difficulties.
 Evidence Based Practice.
 Learning Environments.

TEACHING METHODOLOGY

Post Conferencing
Discussion
Preceptorships

ASSESSMENT

Coursework Assessment: 100%

 One (1) project 20%
 One (1) clinical paper 10%
 Four (2) clinical pathway assignments 10% (5 points each)
 Clinical teaching assessment 10 %
 Classroom teaching assessment 50%

REQUIRED READING

ESSENTIAL

Evidenced Based Practice in Nursing and Healthcare: A Guide to Best

Practice. Melnyk, B., Fineout-Overholt, E. Lippincott W.W. (2005).

Nurse as Educator: Principles of Teaching & Learning for Nursing Practice.

Susan Bacorn (Editor) Jones & Bartlett Publishers Inc. (2nd Edition 2002)

Nursing Preceptorship: Connnecting Practice & Education

Myrick, F., Yonge, O. Lippincott W.W. (2004).

76
 NURSING ADMINISTRATION

COURSE TITLE: NURSE ADMINISTRATOR PRACTICUM

COURSE CODE: NURS 3302

LEVEL: Bachelor

SEMESTER: Three (3) & Six (6)

COURSE CODE: Six (6)

PRE-REQUISITE (S): Successful completion of core courses

COURSE DESCRIPTION/RATIONALE

This practicum experience is designed for students to integrate theory in a reality context
of the administrator’s role. Opportunities will be provided to participate in all phases of
the executive role in different administrative settings. Case studies will be utilized where
possible, and relevant searches will be used to study current practices in routine
administration, use of research and technology, and other emerging trends. The role of
key stakeholders including Government, Industry and Industrial Unions in health care
systems will be investigated.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. Use theory and research from nursing and other disciplines to describe
nursing practice as a nurse administrator/executive.
2. Assess/Evaluate the role as a nurse administrator/executive.
3. Practice collaboratively and with a preceptor in a multi disciplinary
administrative team.

CONTENT

Practicum Objectives
 Students will develop a proposal for a practicum experience that includes:
o Purpose
o Setting/Preceptor
o Goals
o Objectives
o Activities

77
 The proposal is to be detailed. Goals should be stated specifically, and should
relate to the seminar course objectives and the practicum. Purpose and objectives
should be measurable and achievable within the timeframe for the practicum;
activities should reflect step-by-step actions necessary to meet the objectives.

 The proposal should be written from the perspective of the student, not the
organization or client.

 The proposal is due on the fifth week of the semester.

Practicum Experience Journal

 The purpose of this journal is to identify the activities, issues, or problems that
occurred during each week of the practicum. An interpretation of these occurrences is
to be related to relevant theory and practice and the course/student practicum
objectives. One annotated journal article relevant to the activity, issue, or problem is
to be included each week. Self-evaluation and personal responses to the practicum
experiences are to be included.

 The practicum experience journal will be submitted to the practicum faculty every
other week of the semester.

 The completed journal is due on the 13th week of the semester.

Practicum Project/Synthesis Paper

 Each student is required to select a project related to the practicum experience that
provides an opportunity to demonstrate application of acquired knowledge.

 The student will develop a synthesis paper, based on the project goals and
objectives that represent an integration of theory in nursing administration.

 The student should discuss the practicum project with the lecturer prior to
beginning the project and when one-half of the practicum experience hours have
been completed.

 The project and paper must demonstrate understanding and application of

administration concepts and theories.

 The paper or project is due on the Monday of the 13th week of the course.

Practicum Synthesis Paper Outline

 The paper should be written according to the APA (5th ed.) guidelines.

78
TEACHING METHODOLOGY

Post Conference
Discussion
Preceptorship
Presentation

ASSESSMENT

Course Work/Clinical Assessment: 100%

 Practicum Experience Proposal 15%

 Practicum Experience Journal 15%
 Practicum Project/Synthesis paper 20%
 Clinical Assessment 50%

REQUIRED READING

ESSENTIAL

Professional and Ethical Issues in Nursing. Burnard, Philip and Chapman,

Christine Elsevier Science Billiere & Tindall 2000 (3rd Edition)

Management & Leadership for the Nurse Administrator. Roussel, L.

Jones & Bartlett

79
NURSING EDUCATION/ADMINISTRATION AND SCHOOL NURSING

COURSE TITLE: HIGH RISK POPULATIONS (ELECTIVE)

COURSE CODE: NURS 3500

LEVEL: Bachelor

SEMESTER: Three (3) & Six (6)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S):

COURSE DESCRIPTION/RATIONALE

This course will provide students the opportunity to review common high-risk health
illnesses of the adult and develop a paper/project reflecting the current scientific literature
and /or an intervention proposed or reviewed with critical analysis and reflection. This
paper may include learning experiences and the application of theoretical and clinical
concepts of the complex needs of the high-risk adult. Leadership, management and
caregiver roles of the professional nurse with these clients and their families in selected
areas of nursing practice should be explored and emphasized.

LEARNING OUTCOMES

Upon successful completion of this course the student should be able to:

1. Identify the needs of selected clients in complex patient care situations.

2. Communicate the therapeutic patient care situations and address
patient/family needs.
3. Collect significant patient data systemically and proficiently to
determine physiological, psychological, socio-cultural and spiritual
needs of the patient.
4. Develop a plan of care prioritizing nursing interventions to meet patient
expected outcomes using critical thinking and nursing knowledge.
5. Develop a comprehensive scholarly paper that is publishable.

CONTENT

I. Professional Nursing Issues/Management of Patient Care:

Guidance on Project available by appointment.

80
TEACHING METHODOLOGY

Self-directed

ASSESSMENT

Coursework Assessment: 100%

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the

following methods:

1. Objectives and Paper Outline: 20%

2. Discussion x 2 40%

3. Final Paper: 40%

REQUIRED READING

ESSENTIAL

Research based articles and hand-outs will be provided upon request.

81
COURSE TITLE: HEALTH ASSESSMENT

COURSE CODE: NURS 1202

LEVEL: Bachelor

SEMESTER: Two (2)

NO. OF CREDITS: 3

PRE-REQUISITE (S): Nil

COURSE DESCRIPTION/RATIONALE

This module is designed to provide the nursing student with advanced knowledge and
health assessment skills utilizing the nursing process. Focus is on acquiring, analyzing,
and refining of health assessment data as a basis for the development of an accurate
nursing and medical problem list. Common normal variations and abnormalities
characteristic of different developmental, cultural, and ethnic groups are considered
throughout the course module. The laboratory portion of the course allows the student to
practice advanced assessment skills using simulators and peers as clients in the
laboratory, and patients/clients in hospitals/clinics and schools.

LEARNING OUTCOMES

At the completion of this module the student will:

1. Utilize the nursing process, interpersonal strategies and theories in

eliciting a comprehensive health history from individuals of various
development stages and cultural and ethnic groups.

2. Perform a comprehensive physical examination on individuals at

different stages of development within cultural and ethnic groups.

3. Perform and interpret nutritional assessment of individuals of various

ages.

4. Evaluate data obtained from the health assessment (history, physical

examination and nutritional assessment to differentiate normal and
abnormal findings.)

5. Correlate physical assessment findings with underlying

pathophysiology.

6. Analyze health assessment data and develop a nursing and medical

82
 problem list and nursing diagnoses.

7. Present the health assessment data concisely and accurately in both

oral and written form.

8. Determine developmentally appropriate health promotion/health

maintenance practices of the client throughout the life cycle.

CONTENT

 The Nursing Process.

 Interviewing and Health History.

 Assessment of Stressors and Psychosocial Supports.

 Nutrition Assessment across the Lifespan.

 Health Promotion.

 Assessment of the Client with a Chief Complaint Related to Selected Systems

a. Integument. f. Gastro Intestinal.
b. Head & Neck. g. Musculoskeletal.
c. Eyes& Ears. h. Neurologic.
d. Respiratory.
e. Cardiovascular.

 Assessment of the Female Reproductive System

a. Genitalia.
b. Breasts.

 Assessment of the Male Reproductive System

a. Genitalia.
b. Anus and Rectum.
c. Prostate.

 Assessment of the Paediatric Client

a. Secure a health and developmental history.
b. Perform and record health appraisal including physical assessment,
laboratory studies and developmental evaluation from the newborn
throughout the lifespan.
c. Differentiate between normal findings and those that require treatment,
consultation and or referral.
d. Assess the clients’ and family’s psychosocial, emotional, spiritual,
physiological and environmental needs and priorities.

 Head to Toe Physical Examination.

83
TEACHING METHODOLOGY

Lectures/Discussions
PBL
CAI (Computer Assisted Instruction)
Tutorial

ASSESSMENT:

Coursework Assessment: 60%; Final Exam: 40%.

 Head to Toe Physical Examination
 Written Report of Physical examination

Students will be evaluated by academic staff on the mastery of the didactic content and
on their technical competence as demonstrated in the physical assessment laboratory and
selected clinical settings. Students will demonstrate competence in history taking and
physical assessment skills related to the specified systems during practice laboratories.

Each student at the completion of the course will demonstrate an Integrated Physical
Examination within a 30-minute time frame. Integrated Physical Examination forms may
be obtained from the academic staff. Upon completion of the exam an academic staff
member may offer to provide the student with the option of a 5-10 minute oral
evaluation. Ongoing evaluation and feedback are always available to the student to
permit full awareness of his/her progress throughout the course.

If at any time during the exam the academic staff recognizes that the student is
having difficulty, they will be asked to discontinue the exam. After a designated
time of additional practice, the student will reschedule and retake the exam at the
academic staff member’s convenience. The student must pass with a minimum
score of 60% on the exam. If this 60% is not achieved, after three attempts, the
student will fail and have to repeat the course.

Please note: There are integrated physical examination videotapes available for Clinical
Learning. It is strongly recommended that students view one of these tapes prior to
performing their integrated physical examination. Although there are excellent
integrated physical examination resources available to students, practice of the skill
cannot be over emphasized.

Coursework Assessment

1. Complete health history 4%

2. Complete Integumentary and HEENT physical exam write-up 4%

3. Complete Cardiovascular and Respiratory physical exam write-up 4%

4. Complete Abdominal and Gastro intestinal physical exam write-up 4%

84
5. Complete Musculoskeletal and Neurological physical exam write-up 4%

6. Head to toe Physical Examination 20%

* A passing grade for the Physical Examination is required
to pass this course.

7. Complete Integrated Physical Examination write-up 5%

Due no later than 2 hours after the scheduled Physical
Head to Toe Examination.

Final Examination: 50%

 Written 50%

 Laboratory P/F

REQUIRED READING

ESSENTIAL

Webber, J and Kelley, J. (2007). Health Assessment in Nursing (3rd ed)

Lippincott, Williams& Wilkins.

REFERENCE

Bickley, Lynn S. (2003). Bate’s Guide to Physical Examination and History

Taking (8th ed.) Philadelphia, PA: Lippincott, Williams & Wilkins.

Prabhu, Fiona R. & Bickley, Lynn S. (2003). Case Studies to Accompany

Bate’s
Guide to Physical Examination and History Taking (8th ed.) Philadelphia,
PA: Lippincott, Williams & Wilkins.

85
COURSE TITLE: PRIMARY HEALTH CARE & HEALTH
PROMOTION

COURSE CODE: NURS 1203

LEVEL: Bachelor

SEMESTER: Two (2)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S): Nil

COURSE DESCRIPTION/RATIONALE

This course introduces nurses to the concept and operationalization of Health Promotion
as an approach to addressing the determinants of health in realizing the goals of Primary
Health Care (PHC). The course enhances the understanding of PHC as well as analysis
and theoretical application of the foundational health behaviour change models and
theories that have influenced the development of Health Promotion concepts, models and
theories. Students should gain an understanding of the role of nurses in PHC and the
operationalization of the Health Promotion strategies in addressing identified health
issues impacting on individuals, families and communities.

LEARNING OUTCOMES

Upon completion of the module, participants will be able to:

1. Critically examine the levels of healthcare and main activities of

PHC.

2. Assess the current status of PHC locally, regionally and internationally.

3. Identify the key strategies of PHC – Community

Participation, Intersectoral/Multisectoral collaboration, social
mobilization.

4. Understand the differences between the promotive, preventive and

protective modes of action in health care.

5. Identify and examine the determinants of health care and their

potential impact on health and quality of life.

6. Identify the role of Health Promotion in achieving the goals of PHC.

86
 7. Identify the role of nurses, as members of the health team, in PHC and
Promotion.

8. Critically examine the operationalization of the strategies of the

Caribbean Charter for Health Promotion in addressing the leading
causes of morbidity and mortality in the Caribbean.

9. Apply Health behaviour change/Health Promotion models and theories

when addressing health issues of individuals, families and
communities.

CONTENT

1. The concept of Primary Health Care (PHC)

a. The factors that led to the introduction of the PHC approach and Health for
all.
b. The activities identified as the main focus of PHC.
c. Factors that facilitate and impede the effective implementation of PHC.
d. Levels of health care

2. The team approach in PHC

a. The PHC team.
b. The role of nurses in achieving the goals of PHC.

3. Key concepts and strategies in Primary Health Care

a. Health behaviour, health education, health protection, health promotion.
b. Community participation.
c. Inter-sectoral/multi-sectoral collaboration.
d. Social mobilization.

4. The determinants of health

a. Physical (biological).
b. Social.
c. Environmental.

5. Health Promotion Program Planning

a. Strategies of the Caribbean Charter on Health Promotion.
b. Social Marketing.

4. Health behaviour change models and theories used in Health Promotion

interventions
a. Intrapersonal – The Health Belief Model; Theory of Planned Behaviour;
Trans-theoretical Model.
b. Interpersonal – Social Cognitive Theory; Social Learning Theory.
c. Community – Diffusion of Innovation.

87
TEACHING METHODOLOGY

Problem based learning,

Group presentations.
Debate.
Discussions.

COURSE POLICIES

Attendance Policy
Seventy five percent (75 %) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are strongly encouraged to actively participate in class discussions. Students
should not enter lecture halls more than fifteen (15) minutes late. However, all attempts
should be made to meet with the lecturer to receive assignments and other relevant class
information.

ASSESSMENT

Coursework Assessment: 60%

 2 Problem-based learning presentation (facilitator and peer

evaluation). 10%
 Two (2) home assignments. ( 10% each) 20%
 Midterm evaluation 10%

Final Exam: 40%

 Short Answer Questions and Multiple Choice Questions

REQUIRED READING

Pender N, Murdaugh C.L. and Parsons M. (2002). Health Promotion in

Nursing Practice (4th ed.). Prentice Hall, NJ.

Mc Kenzie J.F, Neiger B.L. and Smeltzer J.L. (2005). Planning,

Implementing and Evaluating Health Promotion Programs (4th ed).
Pearson.

The Caribbean Charter for Health Promotion (1993) PAHO/WHO.

ADDITIONAL READINGS
Ebrahim G.J and Ranken, J.P. editors (1988). Primary Health Care –
Re-orienting organizational support. Macmillan Publishers Ltd, London.
88
 NURSING EDUCATION/ADMINISTRATION/SCHOOL NURSING

COURSE TITLE: NURSING RESEARCH PROJECTS

COURSE CODE: NURS 2300 & NURS 2301

LEVEL: Bachelor

SEMESTER: Three (3) & Four (4)

NO. OF CREDITS: Three (3) Each

PRE-REQUISITE: Nil

COURSE DESCRIPTION/RATIONALE

These courses will provide opportunities, intended to assist the student to appreciate
research as a nursing function in the practice of professional nursing. Research design,
data collection techniques and the critique of nursing research literature will be
emphasized as applicable to the beginning professional practitioner of nursing. The
student will identify a clinical nursing problem, formulate a research proposal, and
systemically carry out the proposal through the stages of data collection and analysis with
emphasis on analyzing, criticizing and interpreting nursing research. The purpose is the
development and implementation of a research proposal focusing on a nursing or related
problem.

LEARNING OUTCOMES

Upon completion of this course, the student will be able to:

1. Discuss the importance of research to the discipline of nursing.

2. State the relevance of science and the research process to the nursing
process.
3. Describe the steps in the nursing process.
4. Describe how a theoretical/conceptual framework guides research.
5. Describe selected methodological approaches to research.
6. Compare and contrast quantitative and qualitative research approaches.
7. Discuss ethical issues related to research studies.
8. Critique research for its application to nursing practice.
9. Identify researchable clinical nursing problems.
10. Complete a research proposal.

CONTENT

 Introduction to Research.
 The Research Process
o The Research Problem and Hypothesis.

89
 o The Literature Review and Conceptual Framework.
o Research Designs.
o Sampling Concepts.
o Data Collection Methods.
o Data Analysis and Interpretations.
o Ethical Considerations.

 Utilization of Nursing Research.

TEACHING METHODOLOGY

Individual/group discussion
Self-Directed

ASSESSMENT

Coursework Assessment: 100%

 Research Proposal 100%

Ethics form
Submission for review and approval for implementation
(Ethics Committee)

REQUIRED READING

REFERENCE

APA Manual (Current edition)

References/Bibliography Vancouver Style
Quick Guide – How to USE IT:
The University of Queensland, Australia.

90
 COURSE TITLE: CLASSROOM TEACHING, ASSESSMENT &
EVALUATION

COURSE CODE: NURS 2510

LEVEL: Bachelor

SEMESTER: Four (4)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S):

COURSE DESCRIPTION/RATIONALE

The course will introduce students to classroom concepts and skills. The content will
include assessment literacy, designs and develop to be integrated into the learning
process. Effective testing and evaluation will be also linked to the learning outcomes.

LEARNING OUTCOMES

At the end of this course students will be able to:

1. Cite and apply common strategies of classroom management

2. Analyze and identify major psychological elements in teaching and learning
3. Comprehend and utilize various teaching methodologies.
4. Analyze characteristics of diversity in today’s classroom.
5. Utilize various teaching technological methods in the classroom
6. Apply and demonstrate various classroom management interventions and
strategies.
7. Articulate strategies for teaching culturally diverse students in the classroom
8. Implement two (2) ways for assessing student’s needs, differences and interests.
9. Link assessments to students outcomes
10. Design pre- assessment, formative assessment and summative assessment.
11. Develop strategies to revise curriculum and or pedagogy based on analysis of
assessment results
12. Correlate the grading policy published in a course syllabus with specified
classroom assessment and evaluation strategies and published student learning
outcomes.
13. Design and develop a formative or summative assessment with two (2) of the
following: a scoring rubric, scoring guide with scoring criteria, a checklist and a
list of performance standards.

91
CONTENT

 Elements of effective educational teacher /student and student/student

relationship and classroom management.
 Psychology of education in the classroom
 Diversity in the classroom.
 Teaching Methodologies.
 Classroom assessment and evaluation

Course Policies

Attendance Policy
Seventy five percent (75 %) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are strongly encouraged to actively participate in class discussions and/or labs.
Students should not enter lecture halls when more than fifteen (15) minutes late.
However, all attempts should be made to meet with the lecturer to receive assignments
and other relevant class information.

TEACHING METHODOLOGY

Lecture/Discussion
PBL
Role play

ASSESSMENT

Coursework Assessment: 60%;

Assignments

Final Exam: 40%

Qualitative Assessment

Working with a partner (or on your own), design a form of qualitative evaluation (e.g.
portfolio, performance assessment, self-assessment, etc) for your work on the statistical
portion of this course. You should defend your choice of evaluation (i.e. why this type of
evaluation is the best way to get at your objectives) and state how you will evaluate your
work.

1. Introduction
 State the core objectives you intend to measure
 Defend your choice of evaluation mode
92
  State a plan of action: How will you carry out this qualitative assessment-include
forms/sample sheets that you will utilize.
2. Qualitative Assessments
 Carry out the evaluation on your self(or your partner)
 Include completed forms/sheets of this evaluation
 Include a final assessment

(Parts 1 and 2 due)

Statistics Mastery Exam

This exam will test your basic understanding of the statistics learned in class. Since this
is a mastery exam, you will have the opportunity to take the test as many times as
necessary in order to pass at a satisfactory level. Since the goal is a clear understanding
of these concepts, the pass level for mastery exams are generally set much higher than
“usual” exams. The pass level for this exam is set at 85% and you must pass this exam in
order to pass this class. It is important to note that you will have the opportunity to take
this exam as many times as necessary in order to obtain a passing grade.

Quantitatative Assessment

1. Test Evaluation
 Working on your own or in groups up to four people, you will critique a test
developed and used during your practicum. Your assignment should include:
a. Pertinent test information (i.e. subject, grade level, time allotment and
other information important to understanding the test)
b. Evaluation of test structure (directions, clarity of print, etc)
c. Evaluation of the question construction (e.g. Are the questions clear? Is
there only one possible answer? Do the questions follow proper
construction guidelines?) Etc.
d. Overall review of the test as given (e.g. how did students do when you
gave it.)

2. Test Construction
 You will rewrite the test you have critiqued. Your new and improved test should
include:
a. Pertinent test information (see “a” above).
b. A variety of question styles (multiple choice, fill in the blank, etc.).
c. Directions (including time allotment for exam as well as directions for
each section of the exam).
d. On a separate piece of paper include an answer key for your exam.
e. Clearly state how each subsection of questions will be graded, include
points allotted for each question. (Hint: be sure that your answers fit the
questions asked).
Determining Your Own Teaching Philosophy
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Each student will develop a map of their teaching philosophy, that is, how they plan to be
an effective teacher. This may be done on your own or in groups and will be discussed
and displayed on the final two days of class.

This philosophy should include issues discussed in this class:

 Evaluation practices
 Motivation
 Learning environments
 Teaching styles
 And any other areas of interest/importance to you

The format need not be formal, but can be designed as a web-map, a creative art-piece
etc. as long as key issues are included and your philosophies are clear. That is, if I were
interviewing you for a job, would you be able to delineate and defend your philosophy.

Academic honesty and late submission

You are expected to complete your own work and to submit work that has been prepared
for this class only. Plagiarism (i.e., submitting or presenting the work of another person
as if it were one’s own) or submitting work prepared for another class will result in an
automatic failure of this course.

Your are expected to submit all course work by the due date specified, unless arranged
with the instructor at least one week in advance.

REQUIRED READING

ESSENTIAL

Psychology in Education
Woolfolk, A.E.; Winne, P.H., & Perry, N.E. (2003)
(2nd Canadian Edition) Toronto, Ontario: Pearson Education Canada.

The text will be supplemented with readings as needed.

94
 COURSE TITLE: ETHICAL, LEGAL & MORAL ASPECTS OF
NURSING AND HEALTH CARE

COURSE CODE: NURS 2511

LEVEL: Bachelor

SEMESTER: Four (4)

NO. OF CREDITS: Three (3)

PRE-REQUISITE (S):

COURSE DESCRIPTION

This course will expose students to the ethical, legal and moral aspects of nursing.
Nursing as a profession encompasses the delivery of care to clients along the
chronological continuum who may come from social environments in which social norms
influence their health beliefs and behaviours. Students will be provided with
opportunities to explore the sociocultural nuances that impact on moral and ethical
behaviours as well as examine the ethico-legal responsibilities of the nurse in clinical and
other situations. Students will be expected to build on previous knowledge gained
previously in their basic nursing training related to ethical codes of conduct and legal
aspects of nursing. The course is structured in such a way as to allow students to confront
their ethical values and belief systems in addressing the contemporary roles of the nurse
in the 21st century. Sessions will be interactive since a variety of teaching/learning
strategies will be used including lecture/discussions, role plays, group discussions and
presentations, the media as well as personal reflections. A combination of formative and
summative assessments will be used as the strategies for evaluating the course.

RATIONALE
Nurses are expected to provide comprehensive and quality care to clients along the
chronological continuum in a non-discriminatory manner. However, in spite of some of
the best efforts to assist nurses with the development of requisite competencies there
continues to be serious complaints from members of the health team as well as the
general public about some breaches in ethico-legal nursing practice. This course was
developed to assist students as advanced practitioners who will be expected to assume
positions of leadership in nursing at the clinical, administrative and education levels. As a
consequence, this course will be delivered with emphasis on the affective domain since
students will be expected to examine their beliefs and attitudes to better support junior
practitioners who will have to confront ethico-legal challenges in the practice.

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Aims/Goals
This course aims at exposing students to the multifaceted nature of the ethico-
legal aspects of nursing that would form the basis for implementing ethical
standards of nursing practice.

2.4 Learning Objectives

Upon successful completion of this course, the students will be able to …

1. Examine the foundations for moral and ethical behaviours as individuals and
society;
2. Examine the Code for Nursing Practice and other professional guidelines that
influence clinical practice.
3. Clarify personal and professional values and recognize their impact on
decision making and professional behaviour.
4. Explore contemporary moral, legal, and ethical concepts that affect the
practice of nurses and other health care providers.
5. Examine the major ethical aspects and principles influencing ethical decision-
making.
6. Evaluate legal principles that must be considered when making health care
decisions.
7. Analyze the ethical obligations of the nursing profession to vulnerable
populations.
8. Examine ethical issues related to access to care, allocation of resources, and
global inequity in healthcare.
9. Select a clinically useful ethical decision-making framework that incorporates
moral concepts, professional ethics, and law and respects diverse values and
beliefs.

2.5 Learning Outcomes

At the end of the course students will develop the following competencies:
1. Reflect on their personal values and belief systems and its implications for the
delivery of health care;
2. Value the importance of the Code of Practice for Professional Nursing;
3. Appreciate the importance of ethical decision-making in clinical practice;
4. Value ethico-legal issues and their implications for practice;
5. Appreciate the importance of maintaining ethical standards in nursing practice
at all levels;
6. Adopt ethical behaviours in decision-making at the clinical, administrative
and education level;
7. Apply ethico-legal principles in decision making at the clinical, administrative
and education levels.

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CONTENT

Unit 1: The Society & Professional Nursing

The socialization of the Nurse

 Law and professional nursing.
 Relationships and feelings.
 Benner’s stages of nursing proficiency.
 The organization of nursing – accountability and responsibility.

The moral significance of Nursing

 Ethics.
 Bioethics.
 Nursing Ethics.
 The function of nursing ethics.
 Nursing ethics and science.
 A code of ethics for nursing.
 Professional standards for nursing.
 Cross-cultural moral standards and nursing.

Unit 2: The Relevance of Moral Theory to Nursing

Normative ethical theory

 Utilitarianism.
 Deontology.
 Virtue ethics.

Ethical decision making in nursing

 Use of professional values.
 Assessment of the patient’s capacity.
 Access to essential information.
 Shared decision-making and advocacy.

Unit 3: Ethics in Health Care Policy

- Problems and dilemmas of resource allocation

- Approaches to the management of health care
 In community work.
 Approaches to Health Care Reform.
 The clinical approach.
 The epidemiological approach.
 The administrative approach.
 The egalitarian approach.

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Unit 4: Gender Issues & Ethics

- Theories of moral development

- Caring – The unique paradigm of nursing ethics
- The Gender Bias in Traditional Ethics
 Independence.
 Autonomy.
 Reason.
 Hierarchy.
 Culture.
 Transcendence.

Ethics in a different voice

 Interdependence.
 Community.
 Connectiveness.
 Emotion.
 Body/nature.
 Immanence.
 Creating a feminist nursing ethic.
 A contextual approach.

Unit 5: A Framework for Ethical Analysis

 Identify the problem or issue.

 Analyze the context.
 Explore options.
 Apply the decision process – utilitarian/ kantian/ virtue-based/ feminist.
 Implement, plan and evaluate results.

Unit 6: Sources of Law

 Constitutional.
 Judicial.
 Statutes.
 Legislation.
 Parliamentary.
 Common Law.

Unit7: Categories of Law

 Civil
- Tort.
- Contract.

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 Trust.
 Family.
 Statutory.

Unit 8 Nurse Practice Act

 Licensure.
 Registration.
 Credentialing.
 Certification.
 Disciplining.

Unit 9 Laws of Tort – Concepts

 Defamation, Libel, Slander.

 Assault and battery.
 Invasion of privacy.
 False imprisonment.
 Mental distress and anguish.
 Legal responsibilities
- Health Care Agency.
- The Nurse.

Unit 10 Selected Legal Issues

 Employee guidelines
- Standards of care
- Nursing competence
- Documentation of care
 Client confidentiality
- Privacy
 Risk Management
- Incidents
- Professional liability issues
- Contracts

Unit 11: Patient/Client Right to Health Care

 Teaching and learning approaches

Lecture/Discussions and small group activity sessions will provide opportunities for
students to explore and reflect on ethical issues relevant to their own practice. As
experienced practitioners, self-directed study will be important and will be supported by
specified readings. Student/Teacher negotiations will be used to organize student-led
seminars.

99
The assessment will be an important part of learning, as it will provide the opportunity to
study in depth, an issue of personal interest, which is also pertinent to practice.

TEACHING METHODOLOGY

Lecture
Discussion
PBL
Presentations
Debate

ASSESSMENT

A Research Paper on an ethical, legal and/or moral issue in relation to a specified area of
practice.

Coursework Assessment: 60%

 Two (2) take home assignments per semester 10% (5% each)
 Debate 10%
 Midterm quiz 10%
 PBL 10%

Final Exam: 40%

REQUIRED READING

ESSENTIAL

Nursing Ethics: across the curriculum and Into practice

(2nd edition) Butts, Janie B., Rich, Karen L., Hall, J.K

Nursing Ethics Communities in Dialogue

(Current Edition) Volbrecht, R.M. (2002) New Jersey: Prentice Hall

Law & Ethics in Nursing Health Care. Hendrick, L. Cheltenham; Thomas

Thornes Ltd

Nursing Ethics- through the Life Span. Bandam & Bandam. Prentice Hall
OPTIONAL TEXTS

Law & Ethics in Nursing & Health Care

Hendrick, J. (2002)
Cheltenham: Nelson Thornes Ltd.

100
 Nursing Ethics
Thompson, I.E.; Melia, K.M.; Boyd, K.M. (1994)
3rd Ed. London: Churchill Livingstone.

ADDITIONAL READINGS

Articles will be available from the instructors.

101
COURSE TITLE: EDUCATIONAL PSYCHOLOGY &
COUNSELING

COURSE CODE: NURS 2512

LEVEL: Bachelor

SEMESTER: Four (4)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S):

COURSE DESCRIPTION/RATIONALE

The course will focus on the psychological principles of education and human
development across the lifespan. Understanding the social, cognitive, moral and
emotional theories that define and shape the experience of the development and how
these inform teaching and counseling practices is an essential component of effective
teaching and counseling. Throughout this course, the emphasis will be on the application
and relevance of the theoretical principles to a classroom and counseling settings. To
facilitate this, the case study approach will be utilized, as Problem Based Learning (PBL)
will be the main instructional strategy that will give students an opportunity to analyze
and think about situations that they are likely to encounter in their professional roles.

LEARNING OUTCOMES

Upon completion of this course student would be able to:

1. Demonstrate listening and responding skills that communicate to the

interviewee, the helper’s empathetic understanding of the interviewee’s
feelings and intended meanings.

2. Facilitate the interviewee’s open and constructive exploration and

understanding of self and personally/clinically-relevant issues.

3. Consistently demonstrate the helpful qualities of respect, empathy, and

genuity while interacting with others.

4. Demonstrate the ability to give undivided attention during interviews.

5. Demonstrate the ability to listen actively – this includes checking with

others if you have an accurate understanding of the content and intended
meaning of their messages.

6. Demonstrate the ability to observe others accurately without distorting

102
 the meaning of non-verbal cues.

7. Demonstrate the ability to use probing skills appropriately and to avoid

misusing or overusing such skills during the helping interview.

8. Demonstrate the ability to temporarily suspend personal values,

beliefs, judgments, emotions, and advice when in the process of
listening to and showing understanding of others.

9. Demonstrate the ability to be aware of self and others simultaneously,

without losing track of the boundary between self and others.

10. Demonstrate knowledge of a philosophy of helping.

11. Demonstrate the ability to give and receive feedback non-defensively.

12. Demonstrate knowledge of a professional code of ethics for counseling

or engaging in a helping relationship; demonstrate professional and
ethical conduct in class and during interviewing activities and
feedback sessions involving other students and the instructor.

13. To elicit students’ own learning styles and study skills with an
awareness of adult learning principles.

14. To apply theories of learning and of adolescent development to the

practice of education.

15 To describe instructional strategies that could be incorporated when

teaching adolescents and adults.

16. To contrast models of behaviour change related to critical thinking.

17. To practice basic counseling and referral skills.

CONTENT

Educational Psychology
 Teachers, Teaching and Educational Psychology.
 Cognitive development and language.
 Personal, Social and Moral development.
 Learner differences.
 Culture and Community.
 Behavioural views of learning.
 Cognitive views of learning.
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 Complex cognitive processes.
 Social cognitive and constructivist views.
 Motivation in Learning and Teaching.

TEACHING METHODOLOGY

Sessions will include class participation, reflective analysis of personal experiences, and a
variety of teaching approaches, including PBL, lecture, discussions, case studies, and
media presentations. Coursework will incorporate submission of brief accounts on
personal understanding of learning experiences. Students will demonstrate evidence of
critically analyzing the suggested reading. Students will also maintain a journal and a
portfolio of their submissions, reflecting on their progress during the programme.

ASSESSMENT

Coursework Assessment: 60%; Final Exam 40%

Course Policies

Attendance Policy
Seventy five percent (75 %) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are strongly encouraged to actively participate in class discussions and/or labs.
Students should not enter lecture halls when more than fifteen (15) minutes late.
However, all attempts should be made to meet with the lecturer to receive assignments
and other relevant class information.

REQUIRED READING

ESSENTIAL

Psychology in Education . Wolfolk, A., Hughes,M., Walkup, V.

Pearson .

Young, M.E. (2009). Learning the Art of Helping: Building blocks and
techniques (4th ed.) NJ: Upper Saddle River, NJ: Pearson Prentice-Hall

Reference
Egan Egan, G. (2002). The Skilled Helper (7th ed.) Pacific Grove, CA:
Brooks/Cole
Egan, G. & McGourty, R. (2002). Exercises in helping skills: A
Manual to accompany the skilled helper. Pacific Grove, CA:
Brooks/Cole
104
COURSE TITLE: THEORIES IN EDUCATION

COURSE CODE: NURS 2513

LEVEL: Bachelor

SEMESTER: Four (4)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): NURS 1200

COURSE DESCRIPTION/RATIONALE

This course provides students with a broad understanding of how people learn. It gives
an insight into current behavioural and cognitive theories and explores their implications
for learning and instruction in a variety of educational settings. The distinctions between
the ways in which children and adults learn are explored.

Theories/Concepts covered include cognitive theories, motivational theories, adult

learning theories, multiple intelligences, engagement theory and learning styles. Heavy
emphasis will be placed on class discussion of selected readings and related issues.

LEARNING OUTCOMES

Upon completion of the course the students will be able to:

1. Examine the relationship between learning theories and educational

practice.
2. Relate theoretical learning principles, concepts, and research findings
to the practice of education and counseling.
3. Apply learning principles and concepts in settings where teaching and
learning occur.
4. Demonstrate awareness of how specific learning difficulties and or
disabilities affect learning in general, language, and literacy
acquisition and development in particular.
5. Examine the relationship between learning theories and educational
practice.
6. Relate theoretical learning principles, concepts and research findings
to the practice of education and counseling.

CONTENT

Unit 1: Theories of Teaching

 Behavioural.
105
 Cognitive – Gestalt.
 Social Learning.
 Feminist Pedagogy.
 Humanistic.
 Adult Learning.

Unit 2: Concepts and Theories of learning

 Learning Styles.
 Cognitive Styles.
 Personality Styles.

Unit 3: Diversity and Impact on learning

 Age and development.
 Gender.
 Culture.
 Ethnicity.
 Unique needs e.g. disability, lifestyles.
 Socioeconomic.

Unit 4: Passive vs. learning activities

TEACHING METHODOLOGY

Lectures/Discussions
PBL
Debate

Course Policies

Attendance Policy
Seventy five percent (75 %) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are strongly encouraged to actively participate in class discussions and/or labs.
Students should not enter lecture halls when more than fifteen (15) minutes late.
However, all attempts should be made to meet with the lecturer to receive assignments
and other relevant class information.

ASSESSMENT

Coursework Assessment: 40%; Final Exam 60%

106
REQUIRED READING

ESSENTIAL

Learning Theories: An Educational Perspective

Schunk, Dale H.H.
Prentice Hall

ADDITIONAL REQUIRED READINGS

Learning Concepts-http://www.emtech.net/learning theories.html

Perry, C.; Ball, I. & Stacey. E. (2004) Emotional intelligence and teaching.
situations: Development of a new measure. Issues in Educational
Research, 14.
http;//www.iier.org.au/iier14/perry.html

Gardener’s Multiple Intelligences: Gardener’s Theory

http://www.springhurst.org/articles/Mitheory.htm

107
COURSE TITLE: NURSING SCIENCE

COURSE CODE: NURS 3200

LEVEL: Bachelor

SEMESTER: Five (5)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S):

COURSE DESCRIPTION/ RATIONALE

The course introduces students to the epistemology of nursing knowledge/science

through a study of the philosophies, theories, and socio-cultural factors that have
influenced the development of nursing as a profession. The many changes in society that
have impacted on the early conceptualizations of nursing will be explored, while specific
application will be made to nursing in Trinidad and Tobago, and the Caribbean region.
The course addresses the eclectic knowledge base of nursing and the types of theory that
can enhance its development with particular emphasis on Evidence-based Nursing.

This course is intended to provide an understanding of nursing science by relating it to

the beliefs and values that influence its knowledge base and development. The analysis of
some nursing theories and models will enable students to make judgments of the
adequacy and purpose of the theories within the nursing profession.

LEARNING OUTCOMES

1. Explain the epistemology of nursing knowledge and the relationships nursing

philosophy, nursing theory, and socio-cultural factors, philosophy, and theory.
2. Outline the philosophical perspectives introduced in the course.
3. Discuss the role of conceptual frameworks in nursing e.g. Philosophies, Models
and Theories.
4. Discuss approaches to philosophical argument.
5. Explain the term paradigm in relation to the development of knowledge.
6. Outline the main features of the paradigms introduced in the course.
7. Consider the contribution of various paradigms to nursing.
8. Evaluate the usefulness of concepts for nursing practice.
9. Relate the development of nursing knowledge and practice to contemporary
values and beliefs.
10. Discuss the concepts in the metaparadigm of nursing.
11. Critique the various ways of knowing in nursing.
12. Analyze the existing debate of nursing as an art and science.
13. Consider the unique knowledge base of nursing.
14. Describe theory in relation to level and scope.
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 15. Justify the need for theory in practice of nursing.
16. Analyze the models of selected nursing theorists.
17. Analyze the different perspectives of nursing within the work of nursing theories.
18. Define the term nursing models.
19. Discuss the role of models in practice.
20. Identify the ways in which nursing models can be used in practice.
21. Define evidence based practice.
22. Know the steps used in evidence based practice.
23. Create an evidence based culture.
24. Implement evidence based practice.
25. Analyze evidence based practice.
26. Discuss the usefulness of the nursing process to practice.

CONTENT

Unit 1: The Historical Perspective

 Overview of the history of nursing.
 Why philosophy, knowledge, and theories?

Unit 2: Philosophy
 The concept.
 The contribution of philosophy to nursing.
 The major branches of philosophy.
 Inductive and deductive reasoning.
 Paradigms of philosophy.
 Nursing paradigms.

Unit 3: Knowledge
 Ways of knowing in nursing.
 The meta-paradigms of nursing.
 Interpretations of knowledge.
 Categories of nursing knowledge.
 The art and science of nursing.
 The knowledge base of nursing.

Unit 4: Theories in nursing

 History theories
 Development of theories
 Scope of nursing theories
 Nursing theory and practice
 Analysis and evaluation of theory in nursing
 Nursing theory and nursing practice

Unit 5: Nursing models

 History models
 The role of models in practice
109
 Current debates on nursing models in practice
 The basis of models
 An adaptation of models for nursing
 Theory and conceptual models analysis
 Nursing diagnosis and nursing care plans

Unit 6: Evidence based practice

 What is evidence based practice
 Creating a culture of evidence based practice
 Steps of evidence based practice 1,2,3,4,5
 Generating and disseminating evidence
 Translating evidence into practice
 Evaluation of evidence based practice

TEACHING METHODOLOGY

Lecture/Discussions and small group activity will provide opportunities for students to
explore and reflect on the content of the course and its relevance to practice. Most
concepts will be introduced as lecture discussions. Issues related to the concepts will be
assessed in group sessions using the Problem-based approach.

ASSESSMENT

Coursework Assessment: 60%

Final Exam: 40 %

REQUIRED READING

ESSENTIAL

Theoretical Basis for Nursing

McEwin, M. and Willis, E.M. (2006).2nd ed. Philadelphia,
PA: Lippincott, Williams & Wilkins, USA.

Evidence Based Practice in Nursing and Healthcare: A Guide to Best

Practice
Melnyk, E. & Fineout-Overholt, E. (2005) Philadelphia,
PA: Lippincott, Williams & Wilkins, USA.

ADDITIONAL READING
Articles will be available from the instructors.

110
COURSE TITLE: HEALTH POLICY

COURSE CODE: NURS 3310

LEVEL: Bachelor

SEMESTER: Five (5)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S):

COURSE DESCRIPTION/RATIONALE

This course provides students with an introduction to the concepts and tools of health
policy development and analysis as it relates to the health care system. The course is
designed to develop, an understanding among the students of health policy analysis and
development at the various levels of healthcare (international, regional, national, local and
institutional). Students will be introduced to purposes, analytical frameworks, concepts and
tools used in the health policy development process. Emphasis will be placed on health
policy development within the context of Trinidad and Tobago. Some of the core concepts
that will be covered during this course include defining policy problems, frameworks for
analysing health policy, health systems, economics and health care financing, politics of
health policy and policy implementation.

Course Rationale:
Nurses execute their function in a policy environment however, for the most part; they are
generally insensitive and lack the basic knowledge about the policy development processes.
In many instances, nursing personnel are required to develop and implement policy action
when, in reality, what is required is the development of procedural guidelines or operating
procedures. In this regard, health policy development is often associated with other actions
that may not necessarily necessitate the development of health policy. Nurses are not only
consumers of evidence to inform health policy but should also be engaged in the
development of evidence to inform health policy development and implementation. As a
consequence, this course is intended to provide students with the necessary knowledge and
skills to contribute to the health policy development process in implementation in their
work environment.

Aim:
The course also aims to equip the students with basic knowledge and skills in analysing
policy issues through critiquing various policies and recommending policy options,
within the context of the health policy environment in Trinidad and Tobago.

Objectives:
Upon completion of this course, students will be able to:
1. Analyze some of the key health policy issues within Trinidad and Tobago.
2. Analyze the structure of health systems nationally, regionally and internationally.
111
 3. Examine the policy development and implementation process for improving the
health status of populations.
4. Analyze the fundamental strategies, tools and techniques of health policy analysis
using multiple analytic perspectives and frameworks.
5. Analyze the historical, legal, economic, ethical, social and political dimensions of
health policy development.
6. Examine the role of key stakeholders in the policy development process;
7. Evaluate the role of evidence in informing the health policy development process.
8. Apply the critical elements in conducting a systematic review of evidence to inform
policy development.
9. Analyze a range of public health problems and evaluate policy alternatives using a
problem solving methodology and a stakeholder analysis.
10. Apply policy analysis skills to examine policy issues in Trinidad and Tobago.
11. Conduct a comparative analysis of health policy issues within different contexts.
12. Examine the challenges associated with health policy development and
implementation.

Learning Outcomes
At the end of the course, students will be able to:
1. Recognize the complexity of the policy development process
2. Appreciate the political context of public health policy development,
3. Identify the significance of the roles of interest groups and various stakeholders in
the policy development process.
4. Utilize the policy development framework to address a public health problem
within a specific health care setting.
5. Apply evidence in the process for crafting a health policy brief.

Course Methodology
This is a 3-credit course that will be delivered using a number of teaching/learning
strategies including lecture/discussions, oral presentations, group and individual work,
independent learning, role-playing, case studies and problem based learning exercises.

Students will be engaged in a number of sessions which will include classroom attendance
for lectures/discussions, group assignments and presentations that will be done using two
strategies; independent study and through independent and facilitated problem based
learning as well as a final examination. Students will have a chance to present a selected
topic as a group during seminars. Class attendance is mandatory and active participation in
class discussions is strongly encouraged.

Course content:
Students will be exposed to the following topics during this course:
1. Introduction to health policy
2. Organization of health care systems
3. Defining health problems and health policy
4. Policy development process and framework
5. Stakeholder analysis in health policy development
6. Understanding health systems
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 7. Exploring evidence-based health policy development
8. Financial and economic perspectives in health policy development
9. Politics of health policy development
10. Challenges in policy monitoring and implementation

Course Evaluation:
Students will be evaluated formatively using a number of assignments that will be done in
groups. Since this is a new concept for most students, it is envisaged that learning in a
group setting may be more conducive to understanding and engaging the concepts. The
course is intended to provide an introduction to health policy and students will be expected
to complete three group assignments as part of the formative assessment including:
 Identification of a specific health policy problem/issue of interest in Trinidad and
Tobago and present a 2,500 - 3,000 word policy analysis essay using strategies,
tools, and frameworks learned from the course.
 Development of a policy brief that is supported by available evidence, health policy
analysis and examining policy options and alternatives that would be suitable for
adoption in the local setting.
 Making an oral presentation of a specific health policy issue that is based on
comparative policy analysis within health contexts.
At the end of the course, there will be a summative evaluation of the course content by
having students access a final examination.

Student’s Assessment:
Students will be assessed using the following criteria:
 Group assignment: Health Policy Analysis and Development 20%
 Development of Policy Brief 20%
 Seminar Group Presentation 10%
 Final Exam 40%
 Class Participation and Attendance 10%
100%

Deadlines for submission of requirements:

 Group Essay: Policy Analysis and Development - TBA

 Policy brief - TBA

 Oral presentation on comparative health policy analysis -

Note: Points will be deducted for late submission.

Date of Final Examinations - TBA

N.B. Please note that date and time of lectures/seminars may change, subject to prior
notice.

Required texts:
113
Bodenheimer, Thomas, S. and Grumback, Kevin. 2009. Understanding Heath Policy: A
Clinical Approach, 5th Edition. New York, Mc Graw Hill.

Buse, Ken, Mays, Nicholas and Walt, Gill. 2012. Making Health Policy Second Edition.
Berkshire, Open University Press.

114
COURSE TITLE: CURRICULUM METHODS & STRATEGIES

COURSE CODE: NURS 3510

LEVEL: Bachelor

SEMESTER: Five (5)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S):

COURSE DESCRIPTION/RATIONALE

This course introduces the student to traditional and contemporary considerations for
effective curriculum planning and design as applied to endeavours in community settings.
This exploratory and research opportunity is made available to students to enhance their
knowledge and abilities in working with diverse populations across the life span in a
variety of circumstances toward specified health related issues or initiatives. This course
includes learning theory, human development, and learning styles as considerations for
design and planning of educational interventions in community settings. In keeping with
community based service roles, this course supports linkages with established institutions
or agencies in community settings. The diverse roles filled by community health
educators and accompanying impacts on curriculum planning are explored. Concepts of
curriculum development will allow students to become aware of the psychosocial issues
involved in the curriculum process. Given the existing thrust in lifelong learning, the
students will be able to match curriculum methods and strategies to the needs of various
audiences of students.

LEARNING OUTCOMES

At the conclusion of this course, students will be able to:

1. Describe the impact of social forces upon curriculum design.
2. Incorporate appropriate aspects of learning styles and stages of human
development in curriculum planning.
3. Discuss ways curriculum planning can be sensitive to cultural diversity
in changing environments.
4. Identify considerations for curriculum planning for children,
adolescents, young adults, older adults, and frail adults.
5. Discuss health education curricula in the workplace, schools, health
care institutions, and other settings.
6. Design a model curriculum demonstrating considerations for a selected
age group, setting, and health care issues including appropriate community
linkages.
7. Assess opportunities for community linkages and health advocacy.
CONTENT
115
 Overview of Health Education and life skills as well as the rationale for this course.
 Overview of Curriculum.
 Learning styles, Learning Theories, stages of Human Development and their impact
on Curriculum.
 Consideration when planning Curriculum for children, adolescents, young adults and
older adults.
 Cultural Diversity and Curriculum Planning.
 Planning Curriculum for Schools- some curriculum models.
 Implementing Curriculum-managing change.
 Feedback on Assignments and Examination tips.

TEACHING METHODOLOGY

PBL
Group Discussions
Lectures and Group Presentations

ASSESSMENT

Coursework Assessment: 60%;

Final Exam 40%

REQUIRED READING

ESSENTIAL

Curriculum Planning: A Contemporary Approach

Parkay, F., & Hass, G. Boston: Allyn and Bacon.

REFERENCE

Community Health in the 21st Century

Reagan, P.A., & Brookins-Fisher, J.Boston: Allyn and Bacon

Suggested additional reading and reference materials:

Community Health Education: Setting Roles and Skills for the 21st Century
Breckon, D.; Harvey, J., & Lancaster, R. Gaithersburg, MD: Aspen.

Theories about how people learn:

http://www.funderstanding.com/about_learning.cfm

116
Literacy promotion: A Library Advocate's Guide to Building Information
Literate Communities (free): http://www.ala.org/pio/advocacy
http://www.ala.org/pio/advocacy/informationliteracy.pdf

Resources for curriculum theory and multicultural education

http://www.love2learn.com/refs.html

117
COURSE TITLE: NURSING & HEALTH EDUCATION

COURSE CODE: NURS 3511

LEVEL: Bachelor

SEMESTER: Five (5)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): NURS 1200

COURSE DESCRIPTION/RATIONALE

This course is designed to prepare the student to apply the principles and practices of
Health Education and Health Promotion to maintain the well being of the toddler, school
aged child, adolescent, adult, and elder. It also prepares the student to work with teaching
staff, parents and with the community. It incorporates Child Health Screening and
Surveillance, Health Education and Health Promotion, Immunization, Adolescent Health,
Environmental Health, Children with special needs, Accident Prevention and Safety, and
Family Life Education.

LEARNING OUTCOMES

Upon completion of this course, the student will utilize the principles and practices of
Health Education and Health Promotion to maintain the well being of the client:

1. Review concepts related to Health education and Health promotion.

2. Use health promotion concepts in nursing practice.
3. Identify the qualities of a nurse educator.
4. Discuss the role of the nurse as a health educator and
promoter.
5. Identify the purpose of client education.
6. Identify a client’s health promotion and health restoration needs.
7. Review the developmental stages and tasks for the toddler, school
aged child and adolescent.
8. Recognize deviations from normal growth and development of the
toddler, school aged child and adolescent.
9. Discuss learning models related to children.
10. Utilize health assessment techniques to screen the toddler, school aged
child and adolescent.
11. Monitor disease patterns and submit written reports according to
approved standards.
12. Apply health and safety policies as they relate to environmental
health and safety.

118
 13. Develop strategies to empower clients to maintain healthy lifestyles.
14. Develop and implement family life education programmes to address
the needs of Teachers, Parents and Students.
15. Use steps towards the development of a Health Education Plan.

CONTENT

Unit 1: Concepts of Health Education and Health Promotion

 Definitions of Health Education and Health Promotion
 Health Education in relation to Health Promotion
 Rationale for Health Education
 Goals of Health Education
 Principles or Philosophy of Health Education

Unit 2: Principles of Health Education and Promotion in nursing practice

 Integrating health promotion concepts into nursing practice
 Desirable qualities of nurses as Health Educators
 The role of nurses in Health Education
 The role of the nurse in Health promotion
 The meaning of Health and Wellness

Unit 3: Developmental Stages related to learning

 Infants development (physical and psychological)
 Toddlers development (physical and psychological)
 School Child development (physical and psychological)
 Adolescent development (physical and psychological)
 Theories of child development
 Relationship of development and learning
 Models of learning related to children and adolescence

Unit 4: Child Health Screening

 Physical Assessment
 Psychological Assessment
 Medical Assessment
 Types of screen testing
 Children with special needs

Unit 5: Factors influencing Health promotion

 Disease
 Environmental
 The body’s responses
 Throughout the life cycle

119
 Reporting of Diseases
 Social and economic factors

 Illness and Health behaviour

 Safety

Unit 6: Health Promotion Strategies and Intervention

 Steps used in the development of strategies to empower clients
 Promoting health through nutrition
 Promoting health through lifestyle
 Health promotion and quality issues

Unit 7: Educational intervention for patients and families

 Designing audio-visual material
 Development of material for clients with low literacy skills
 Learner verification
 Delivery of public education programs
 Use of the mass media
 Develop a health education plan

TEACHING METHODOLOGY

Lecture/Discussion. Student led analytical discussions related to additional readings.

ASSESSMENT

Coursework Assessment: 60%; Final exam: 40%

Course Policies

Attendance Policy
Seventy five percent (75 %) class attendance is required by all students after which a
grade penalty will apply. Late assignments will not be accepted except where previous
arrangements have been made with the course lecturer.

Expectations of Students
Students are strongly encouraged to actively participate in class discussions and/or labs.
Students should not enter lecture halls when more than fifteen (15) minutes late.
However, all attempts should be made to meet with the lecturer to receive assignments
and other relevant class information.
Individuals will select a health issue or situation, and develop a health education plan to
address same (20%).

REQUIRED READING

ESSENTIAL

120
Nurse as Educator
Bastable, S. B. (2003, 2nd ed)
Boston, MA: Jones and Bartlett Publishers USA

Patient Education: Principles and Practices

Rankin, S.H., London, F., Stallings, K.D. Lippincott W.W.

Health Behaviour and Health Education: Theory, Research and Practice

K. Galnz, R.B.K. Lewis, M. Frances Wiley, John & Sons Inc.

Additional Readings: Articles will be available from the instructors

Leviton, D, (2002). Potential Untapped: Health Education and Health

Promotion as a means to Peace. The International Electronic
Journal of Health Education. 5: 12-26.
http://www.aahperd.org/iejhe/template.cfm?template=current/j
an1a2002.html

Mc Kenna, J., Naylor, P. and Mc Dowell, N. Barriers to physical

activity promotion by general practitioners and practice nurses
(1998). Br. J Sports Med, 32: 242-247
http://bjsm.bmjjournals.com/cgi/content/abstract/32/3/242

Schumacher, K., Beck, C.A. and Marren, J.M. (2006). Family

Caregivers: Caring for older adults, working with their
families. American Journal of Nursing, 106: 40-49.
http://www.nursingcenter.com/library/JournalArticle.asp?Article_I
D=659747

Stiles, S. (2006) Health Benefits of Eating Fish Outweigh Risks.

Medscape Medical News
http://www.medscape.com/viewarticle/546173

The National Institute of Health and Sciences (2006). Genes,

Behavior, and the Social Environment: Moving Beyond the
Nature/Nurture Debate.
http://www.nap.edu/catalog/11693.html

UNAIDS Inter-Agency Task Team (IATT) on Education/UNESCO

(2006). HIV and AIDS treatment education: a critical
component of efforts to ensure universal access to prevention,
treatment and care.
http://unesdoc.unesco.org/images/0014/001461/146114e.pdf

WORLD Health Organisation (2006). The World Health Report 2006

121
 – working together for health.
http://www.who.int/whr/2006/en/index.html

Pinfold, J.V. (1999) Analysis of different communication channels for

promoting hygiene behaviour. Health Education Research, 14: (5)
629-639.
http://her.oxfordjournals.org/cgi/content/abstract/14/5/629

Loevinsohn, B.P. (1990) Health education Interventions in Developing

Countries: A Methodological Review of Published Articles. Int.J.
Epidemiol. 19:88-794
http://ije.oxfordjournals.org/cgi/content/abstract/19/4/788

Lynch, J.W., Kaplan, G.A. and Salonen, J.T (1997). Why do poor
people behave poorly?: Variation in adult health behaviours and
psychosocial characteristics by stages of the socio-economic life
course. Soc.Sci.Med. 44(6): 809-819.1
http://www.toniyancey.com/hsm242/may06b.pdf.

122
 ONCOLOGY

COURSE TITLE: CLINICAL EPIDEMIOLOGY& BIOSTATISTICS

COURSE CODE: NURS 2502

LEVEL: Bachelor

SEMESTER: One (1)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): Nil

COURSE DESCRIPTION/RATIONALE

This course is designed to enable the nursing students to appreciate and use scientific
methodologies in the management of health care. It covers data collection, analysis and
presentation. It also introduces the student to the process of surveillance, epidemiological
investigations.

LEARNING OUTCOMES

Upon completion of the course the student will be able to:

1. Relate statistics to the study of human populations and the

management of uncertainty.
2. Examine the role of statistics in health sciences and healthcare
delivery.
3. Appreciate and use scientific methodologies in the management of
healthcare.
4. Demonstrate the competencies in data collection, analysis and
presentation.
5. Integrate scientific knowledge with practice to make informed
judgments and valid clinical decisions.

CONTENT

 Epidemiological variables
 Natural history of diseases and levels of prevention
 Introducing Biostatistics
 Rates as a mechanism for measuring morbidity and mortality
 Presenting Data: Tables and Charts
 Surveillance
 Describing Data: Summary Measures
123
  Screening
 Probability
 Investigation and management of Epidemics
o Making Inferences

TEACHING METHODOLOGY

Lectures/Discussions
PBL

ASSESSMENT

Coursework Assessment: 60%

 Two (2) take-home assignments 20 %

 Midterm Quiz 10 %
 PBL 10%

Final Exam:40%

REQUIRED READING

ESSENTIAL

Clinical Epidemiology: The Essentials

Fletcher, Fletcher & Wagner L.W.W.

124
 ONCOLOGY

COURSE TITLE: INTRODUCTION TO NURSING RESEARCH

COURSE CODE: NURS 2302

LEVEL: Bachelor

SEMESTER: One (1)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): Nursing Informatics & Clinical Epidemiology,

Biostatistics

COURSE DESCRIPTION/RATIONALE

This course will provide the student with a detailed description of the research process
and its utility to applied nursing. Specific focus would be on the ability to critiquing
articles while providing practice in reading research articles, understanding research
reports, and applying the components of the research process to the formulation of a
research proposal, integrating scientific knowledge with practice to make informed
judgments and valid clinical decisions that are evidenced based.

LEARNING OUTCOMES

Upon completion of this course, the student will be able to:

1. Discuss the importance of research to the discipline of nursing.

2. State the relevance of science and the research process to the nursing
process.
3. Describe the steps in the nursing process.
4. Describe how a theoretical/conceptual framework guides research.
5. Describe selected methodological approaches to research.
6. Compare and contrast quantitative and qualitative research approaches.
7. Discuss ethical issues related to research studies.
8. Critique research for its application to nursing practice.
9. Identify researchable clinical nursing problems.
10. Complete a research proposal.

CONTENT

 Introduction to Research

125
 The Research Process
o The Research Problem and Hypothesis
o The Literature Review and Conceptual Framework
o Research Designs
o Sampling Concepts
o Data Collection Methods
o Data Analysis and Interpretations
o Ethical Considerations

 Utilization of Nursing Research

TEACHING METHODOLOGY

Critiques
Class discussion/PBL
Research Presentation
ONLINE

ASSESSMENT

Coursework Assessment: 60%

 Critiques x 3 15%
 Class discussion/PBL 10%
 Research Proposal 15%

Final Exam: 40%

REQUIRED READING

Wood

REFERENCE

Essentials of Nursing Research

Polit, C; Beck, M. (2003).
Lippincott, Williams & Wilkins; 5th ed Philadelphia PA.

APA Manual (current edition)

References/Bibliography Vancouver Style
Quick Guide – How to USE IT:
The University of Queensland, Australia.

126
 ONCOLOGY

COURSE TITLE: CONCEPTS AND THEORIES IN ONCOLOGY

NURSING I

LEVEL Bachelor

COURSE CODE NURS 2600

SEMESTER FOUR (4)

NO. OF CREDITS THREE (3)

PREQUISITES NURS 1100, NURS 2100, NURS 1201, NURS 2201

NURS1202

COURSE DESCRIPTION

In this course students apply and integrate knowledge and skills from the biological,
physical, psychological and social sciences with nursing science. Pre-developed health
care problems help students learn to more effectively assist individuals, families and
communities with issues relative to treatment, supportive care and management of
advanced cancer cases using interventions that are evidenced based and caring in nature.
There is increasing emphasis on students’ ability to locate, assess and apply credible
information in their practice, enhancement of critical thinking and integration of theories
and concepts that support the planning of nursing care. In addition the course focuses on
developing students’ ability to analyze and discuss issues affecting cancer care delivery
systems and to suggest individual and group strategies for addressing these issues.
Emphasis is also placed on applying effective assessment and therapeutic communication
skills.

LEARNING OUTCOMES

At the end of the course the students will be able to:

1. Demonstrate an understanding of the influence of context on health and illness

across the cancer care continuum.
2. Apply relevant concepts and theories to oncology cases.
3. Apply learning and teaching principles in the context of the course content.
4. Refine and utilize concepts of problem-based learning in small groups.
5. Examine diverse oncology nursing roles and professional standards.
6. Examine professional evolution of self and the oncology nursing profession.

127
CONTENT

1. The role of the nurse in oncology care.

2. Concepts, models and theories as they relate to oncology nursing
3. APA referencing
4. Problem-based learning and group dynamics.
5. Format of learning plan

TEACHING METHODOLOGY

1. Seminar / Discussion/ Debate

2. PBL
3. Case based learning
4. Scholarly paper

ASSESSMENT

Coursework Assessment: 100%

 Learning Objective Assignment 40 %

- Poster Presentation / Written document
 PBL assignment ( 3 Problems) 15 %
 Scholarly Paper 40 %
 Class Participation 5%

REQUIRED READING

In NURS 2600 there are no required readings per se. This course emphasizes
students’ ability to locate, assess and use credible, trustworthy information. The
following is a helpful but by no means exhaustive list of suggested resources:

REFERENCE

* University of the West Indies, St Augustine .Faculty of Medical Sciences - library

resources - Oncology E - journal.

Concepts for Oncology Nursing Practice

*American Cancer Society (ACS). 2004. Cancer source book for nurses. (8th ed.).
Sudbury, MA: Jones & Bartlett

Barton-Burke M., & Wilkes, GM. (2006) Cancer therapies. Sudbury, MA: Jones &
Bartlett.

Bastable, S. B. (2003, 2008). Nurse as educator: Principles of teaching and learning for
nursing practice (2nd & 3rd eds). Sudbury, MA: Jones and Bartlett Publishers Inc.
128
Dossey BM , Keegan L. Guzzetta C.(2005). Holistic nursing: A Handbook for
Practice.(4th ed.). Sudbury, MA: Jones & Bartlett.

Fontaine, K. L. (2000). Healing practices: Alternative therapies for nursing. Upper

Saddle River, NJ: Prentice-Hall Inc.

*Langhorne, M.E., Fulton, J. S. & Otto, S. E. (2007). Oncology nursing (5th ed). St.
Louis, MO: Mosby Elsevier.

McCaffery, M. & Pasero, C. (1999). Pain: Clinical manual.(2nd ed.). St. Louis: Mosby.

Moore-Higgs G J, Almadrones LA, Huff BC, Eriksson JH. (2000).Women and cancer:
A Gynecologic oncology nursing perspective. (2nd ed.).Sudbury, MA: Jones & Bartlett.

Munoz, C. & Luckmann, J. (2005). Transcultural communication in nursing (2nd ed).

Clifton Park, NY: Delmar Learning

Nursing Professional Advisory Committee, Cancer Care Ontario (2004). Telephone

nursing practice and symptom management guidelines. Toronto, ON: Author. Also
available at:
http://www.cancercare.on.ca/documents/NursingTelephonePracticeGuidelines.pdf.

Parkes, C. M. & Markus, A. (1998). Coping with loss: Helping patients and their
families. London, UK: BMJ Books.

Registered Nurses’ Association of Ontario. (2002). Nursing best practice guideline:

Assessment & management of pain.Toronto, ON: Author. (Includes 2007
supplement).

Registered Nurses’ Association of Ontario. (2002). Nursing best practice guideline:

Client-centred care. Toronto, ON: Author. (Includes 2006 supplement).

Registered Nurses’ Association of Ontario. (2002). Nursing best practice guideline:

Crisis intervention.Toronto, ON: Author. (Includes 2006 supplement).

Registered Nurses’ Association of Ontario. (2002). Nursing best practice guideline:

Supporting and strengthening families through expected & unexpected life events.
Toronto, ON: Author. (Includes 2006 supplement).

Registered Nurses’ Association of Ontario.. (2002). Nursing best practice guideline:

Establishing therapeutic relationships. Toronto, ON: Author. (Includes 2006
supplement).

Wizowski, L., Harper, T. & Hutchings, T. (2006). Writing health information for patients
and families: A guide to creating patient education materials that is easy to read,
understand and use (2nd ed). Hamilton, ON: Hamilton Health Sciences.
129
*Yarbro, CH, Frogge M H, & Goodman, M. (2005), Cancer nursing: Principles and
practice (6th ed.). Sudbury, MA: Jones & Bartlett.

*Yarbro, CH, Frogge M H, & Goodman, M. (2004). Cancer symptom management (3rd
ed ). Sudbury, MA: Jones & Bartlett.

Theories for Nursing Practice

Nursing theories and other practice-related theories are important influences on nursing
practice, education, research and the development of nursing as a profession. Emphasis in
NURS 2600 is placed on nursing theories and their application to Oncology Nursing
Problems, in an effort to help students apply theory to their clinical practice and their role
development as professionals.

Aguilera, D. C. (1998). Crisis intervention: Theory and methodology (8th ed.). St. Louis:
Mosby.

Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing
practice, commemorative edition. Upper Saddle River, NJ: Prentice Hall.
Egan, G. (2007). The skilled helper: A problem-management and opportunity-
development approach to helping (8th ed). Belmont, CA: Thomson Brooks/Cole.

Fitch, M.I. (2008). Supportive Care Framework. Canadian Oncology Nursing Journal, 18 (1), 6
-14.

Fitzpatrick, J.J., & Whall, A.L. (1996) Conceptual models of nursing: Analysis and
application. (3rd ed.). Stamford, CT: Appleton & Lange. (Note: 2004, ed 4
available)

Friedman, M.M., Bowden, V.R., & Jones, E.G. (2003). Family nursing: Research, theory
and practice. (5th ed.). Upper Saddle River, NJ: Prentice Hall.

*George, J. B. (2002). Nursing theories: The base for professional nursing practice (5th
ed.). Upper Saddle River, NJ: Prentice Hall.

Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal and Coping. New York:
Springer Publication Co.

Leininger, M., & McFarland, M.R. (2002) Transcultural nursing: Concepts, theories,
research and practice (3rd ed.). McGraw Hill.

Marriner-Tomey, A. & Alligood, M. R. (2006). Nursing theorists and their work. St.
Louis, MI: Mosby, Inc.

Miller, J. (2000). Coping with chronic illness: Overcoming powerlessness (3rd ed.).
Philadelphia: F. A. Davis.

130
Neuman, B., & Fawcett, J. (2002). The Neuman systems model (4th ed.). Upper Saddle
River: Prentice Hall.

Orem, D. E. (2001). Nursing: Concepts of practice (6th ed.). St. Louis: Mosby.

Paterson, B.L. (2001). The shifting perspectives model of chronic illness. Journal of
Nursing Scholarship, 33 (1), 21 – 26. (On reserve)

Pender, N. J., Murdaugh, C. L. & Parsons, M. (2002). Health promotion in nursing

practice (4th ed). Upper Saddle River, NJ: Prentice-Hall Inc.

Peplau, H. E. (1991). Interpersonal relations in nursing: A conceptual frame of reference

for psychodynamic nursing. New York: Springer Publisher Co.

Roy, S. C., & Andrews, H. A. (1999). The Roy adaptation model (2nd ed.). Stamford:
Appleton & Lange.

Shaefer, K., Pond, J., Levine, M., & Fawcett, J. (1991). Levine’s conservation model: A
framework for nursing practice. Philadelphia: F. A. Davis Co.

Watson, J. (1985). Nursing: The philosophy and science of caring. Boulder, CO:
Colorado Associated University Press.

Evidence-based Practice and Critical Thinking

Note: Please consult the EBN Journal for abstracts and commentaries of high quality
research studies related to specific issues in the Oncology Nursing Problems.

Alfaro-LeFevre, R. (1998).Critical thinking in nursing: A practical approach (2nd ed.).

Philadelphia: W.B.Saunders.

*Cullum, N., Ciliska, D., Haynes, R.B., & Marks, S. (Eds.) (2008). Evidence based
nursing: An introduction. Oxford, UK: Blackwell Publishing.

Thompson, C., & Dowding, D. (2002). Clinical decision making and judgement in
nursing.
New York: Churchill Livingstone.

Sundeen, S. J., Stuart, G.W., Rankin, E.A.D. & Cohen, S.A. (1998). Nurse-client
interaction: Implementing the nursing process (6th ed). St. Louis, MO: Mosby-
Year Book Inc.

Wilkinson, J. M. (2001). Nursing process & critical thinking (3rd ed). Upper Saddle
River, NJ: Prentice-Hall Inc.

Group Process

131
Note: Also, please consult references on group process from your communications
course.

Dimock, H. G. & Devine, I. (1997). Assessing group dynamics (3rd ed). North York, ON:
Captus Press.

Johnson, D. W., & Johnson, F. P. (2003). Joining together: Group theory and group
skills (8th ed.). Boston, MA: Allyn & Bacon.

Sampson, E. E., & Marthas, M. (1991). Group process for the health professions (3rd ed.).
Albany: Delmar Publishers.

Problem Based, Learning Group - Self Directed Learning

Knowles, M. (1986). Using learning contracts. San Francisco: Jossey-Bass Publishers.

Rideout, E. (Ed.). (2001).Transforming nursing education through problem based learning.

Boston: Jones and Bartlett Publishers.

Woods, D. (1994). Problem-based learning: How to gain the most from PBL. Hamilton, ON:
W.R. Griffin Printing.

Woods, D.R. (1995). Problem-based learning: Helping your students gain the most from PBL.
Waterdown, ON: Donald R. Woods.

Additional Resources: American Psychological Association (2001). Publication

manual of the American Psychological Association (5th ed.).

132
 ONCOLOGY

COURSE TITLE: ADVANCED THERAPEUTIC COMMUNICATION

WITH PATIENTS AND FAMILIES IN CANCER
CARE

LEVEL: Bachelor

COURSE CODE: NURS 2514

SEMESTER: FOUR (4)

NO. OF CREDITS: THREE (3)

PRE-REQUISITE: COMS 1001, COMS 1002

COURSE DESCRIPTION:

The focus of this course is the development of therapeutic, patient centered

communication skills relevant to the role of the nurse in a variety of cancer care settings.
Therapeutic communication requires the seamless integration of multiple communication
theories and concepts with relevant, goal-oriented intentions and strategies in a natural,
comfortable and patient-focused manner. Students’ reflections on particular
communication needs/challenges they have experienced within their professional nursing
roles will guide an in-depth approach to the course content and the interview process.

Essential components of this course involve: 1) an emphasis on students’ self awareness,

ii) acquisition of advanced communication knowledge and theory, and iii) weekly
opportunities for guided communication practice in which students apply their newly
acquired theory.

The course builds on the basic communication skills developed in COMS 1001 and 1002.
The interviewing activity and selected readings are focused specifically on situations
commonly encountered in oncology nursing practice. The course incorporates the three
elements of self-awareness, knowledge and practice that are considered important to
effective communication skill development for nurses working with patients and families
in cancer care.

LEARNING OUTCOMES:

At the end of the course the students will be able to:

1. Describe relevant concepts and theories that influence nursing communications,

relationships and behaviors with individuals and families.
2. Integrate theoretical and scientific perspectives that enhance the holistic
understanding of individuals, families and groups encountered within the professional

133
 nursing role in cancer care.
3. Develop comprehensive assessments, utilizing selected theoretical models, which
improve the nurse’s understanding of individuals and families.
4. Utilize the identified formulation of patient/family problems/issues to guide the
therapeutic communication process.
5. Identify personal attitudes, values, biases and behaviours that enhance or interfere
with the communication process.
6. Identify personal learning needs/objectives related to communication skills that are
based upon an awareness of one’s own strengths and limitations.
7. Test developing communication knowledge and skill through guided practice
opportunities with selected simulated patients and interviewers.
8. Demonstrate a goal oriented, patient-centered, and collaborative approach that
enhances communication effectiveness with individuals and families.
9. Experience a different perspective of selected patient communication encounters from
that of the nurse/health care provider (i.e., that of the patient).
10. Evaluate own and other’s communication knowledge and skill development and
provide both positive and constructive feedback to peers on a weekly basis.
11. Examine the current evidence supporting the influence of improved nurse-patient
communication on health care outcomes of patients and families.

CONTENT

1. Introduction to therapeutic communication models and theories

2. Foundations of the Therapeutic Nurse-Patient Relationship
3. Integrating Communication Theories to Practice
4. Theories of family development and function
5. Family assessment models / Theories.

TEACHING METHODOLOGY

5. Seminar / Discussion/ Debate

6. Simulation / Role play
7. Movie Review
8. Reflection
9. Scholarly paper

ASSESSMENT

Coursework Assessment: 100%

 Difficult Communication Encounter 25%
 Movie Review 20%
 Scholarly paper 25%
 Synopsis of Interview /Simulation preparation/ 15%
 Actual Interview 10%
 Class participation 5%

REQUIRED READINGS
134
  Adams, C., & Jones, P. Therapeutic communication for health professional
ISBN : 9780073402086
 Handouts

ADDITIONAL READINGS

Aguilera, D. C. (1998). Crisis intervention: Theory and methodology (8th ed.). St. Louis:
Mosby.
Beckman, H.B. & Frankel, R.M. (2003). Training practitioners to communicate
effectively in cancer care: It is the relationship that counts. Patient
Educational and Counseling, 50(1), 85-89.

Buckman, R. (1988). I don’t know what to say: How to help and support someone who is
dying. Toronto: Key Porter Books Ltd.

Chant, S. (2002). Communication skills: Some problems in nursing education and

practice. Journal of Clinical Nursing, 11, 12-21

Cioffi, J. (2003). Communication with culturally and linguistically diverse patients in an

acute care setting: Nurses’ experiences. International Journal of Nursing Studies,
40, 299-306.

Clayton, J. M. et al. (2007). Sustaining hope when communicating with terminally ill
patients and their families: A systematic review. Psycho-Oncology,
DOI10.1002/pon.1288. Retrieved June 2008 from
http://www3.interscience.wiley.com/cgi-bin/fulltext/116844805/PDFSTART.

Delvaux, N., Razavi, D., Marchal, S., Bre´dart, A., Farvacques, C., & Slachmuylder, J-L.
(2004). Effects of a 105 hours psychological training program on attitudes,
communication skills and occupational stress in oncology: A randomized study.
British Journal of Cancer, 90, 106 – 114.

Egan, G. (2007). The Skilled Helper: A problem-management and opportunity

development approach to helping (8th ed.). Belmont, CA: Thomson/Brooks Cole
Publishing Co

Friedman, M.M., Bowden, V.R., & Jones, E.G. (2003). Family nursing: Research, theory
and practice. (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Fulcher, C.D., Badger, T., Gunter, A.K., Marrs, J.A., & Reese, J.M. (2008). Putting
evidence into practice: Interventions for depression. Clinical Journal of Oncology
Nursing, 12 (1), 131 – 140.

Gregory, R. (2001). Listening. Journal of Psychosocial Nursing, 39 (2), 48-51.

Griffin, T. (2003). Facing challenges to family-centered care: Anger in the clinical setting
135
 Pediatric Nursing, 29 (3), 212-214.

Kanel, K. (2002). A guide to crisis intervention. Belmont, CA: Brooks Cole Publishing.

Kennedy-Sheldon, L., Barrett, R., & Ellington, L. (2006). Difficult

communication in nursing. Journal of Nursing Scholarship, 38 (2), 141-
147.

Kruijver, I., Kerkstra, A., Bensing, J., Van de Wiel, H. (2001). Communication skills of
nurses during interactions with simulated cancer patients. Journal of Advanced
Nursing, 34 (6), 772-79.

Lewis, D.M. (2002). Response to the violent incident: Physical restraint or anger
management. Journal of Psychiatric and Mental Health Nursing, 9 (1), 57-63.

Lin, H-R. & Bauer-Wu, S. M. (2003). Psycho-spiritual well-being in patients with

advanced cancer: An integrative review of the literature. Journal of Advanced
Nursing, 44 (1), 69 – 80.

Makoul, G. (2001). The SEGUE framework for teaching and assessing communication
skills. Patient Education and Counseling, 45, 23-34.

Maguire, P., & Pitceathly, C. (2003). Managing the Difficult Consultation. Clinical
Medicine, 3 (6), 532-537.

McCabe, C. (2004). Nurse –patient communication: An exploration of patients’

experiences. Issues in Clinical Nursing, 13, 41-49.

Miller, K., & Massie, M. J. (2006). Palliative and supportive care: Depression and
anxiety. (2006). The Cancer Journal, 12 (5), 388 – 397.

Shuster, P.M. (2002). Communication: The key to the therapeutic relationship.

Philadelphia: FA Davis Co.

Registered Nurses’ Association of Ontario. (2002). Nursing best practice guideline:

Client-centered care. Toronto, ON: Author. (Includes 2006 supplement).

Registered Nurses’ Association of Ontario. (2002). Nursing best practice guideline:

Crisis intervention. Toronto, ON: Author. (Includes 2006 supplement).

Registered Nurses’ Association of Ontario. (2002). Nursing best practice guideline:

Supporting and strengthening families through expected & unexpected life events.
Toronto, ON: Author. (Includes 2006 supplement).

Registered Nurses’ Association of Ontario. (2002). Nursing best practice guideline:

Establishing therapeutic relationships. Toronto, ON: Author. (Includes 2006
supplement).
136
Rodwel, L. C. (1996). An analysis of the concept of empowerment: Assumption or
reality. Journal of Advanced Nursing, 19, 733-37.

Sundeen, S. J., Stuart, G.W., Rankin, E.A.D. & Cohen, S.A. (1998). Nurse-patient
interaction: Implementing the nursing process (6th ed). St. Louis, MO: Mosby.

Sundin, K. (2003). Understanding and being understood. Journal of Clinical Nursing,

12 (1), 107-116.

Taylor, E. (1993). Factors associated with meaning in life among people with recurrent
cancer. Oncology Nursing Forum, 20 (9), 1399-1405.

Thomas, S. P., Groer, M., Davis, M., Droppleman, P., Mozingo, J., & Pierc, E. M.
(2000). Anger and cancer: An analysis of the linkages. Cancer Nursing, 23 (5),
344-349.

Vos, M. S., & de Haes, J. C. J. M. (2007). Denial in cancer patients: An explorative

review. Psycho-oncology, 16, 12-25.

Williams, A. (2001). A literature review on the concept of intimacy in nursing. Journal

of Advanced Nursing, 33 (5), 660-67.

Wright, L. & Leahey, M. (2000). Nurses and families: A guide to family assessment
rd
and intervention (3 ed.). Philadelphia: F.A. Davis Co.

137
 ONCOLOGY

COURSE TITLE: CRITICAL APPRAISAL AND EVIDENCE BASED

PRACTICE
COURSE CODE: NURS 2515

LEVEL: Bachelors

SEMESTER: Four (4)

NO. OF CREDITS: Four (4)

PRE-REQUISITE: NURS 2302; NURS 2502

COURSE DESCRIPTION/RATIONALE

This course provides an introduction to in-depth critical appraisal of research evidence

from the health sciences literature. The basic principles of research for both quantitative
and qualitative research designs will be reviewed. Students will refine important research
skills such as how to write an answerable clinical research question, how to efficiently
search for evidence and how to critically appraise the strengths and weakness of a
particular piece of evidence (research article).

LEARNING OUTCOMES

At the end of this course students will be able to:

1. Demonstrate a working knowledge of general research concepts related to

quantitative and qualitative research. These concepts include: how to develop a
research question, how to match research designs to a question, how to identify
sampling and measurement issues, and how data may be analyzed.

2. Apply research knowledge to the critical appraisal of selected clinical studies, I

including critical appraisal of:
 studies of the effectiveness of treatment or prevention interventions,
 systematic reviews,
 studies of causation in health/illness,
 studies using qualitative methods, and
 clinical best practice guidelines.

3. Apply the process of evidence-based practice, including: developing a focused

clinical research question; searching for the highest level of evidence; applying
critical appraisal skills to assess whether evidence is strong enough to be utilized in
138
 practice; and, identifying strategies for and barriers to utilizing research evidence in
clinical practice.

Content

Unit I – Course Orientation; Introduction to Evidence-Based Practice

Unit II – Introduction to Advanced Critical Appraisal; Exploring Researchable

Questions in Oncology Nursing

Unit III – Common Research Designs for Cancer-Related Studies

Unit IV - Exploring Sampling Issues in Oncology Nursing and Other Cancer Care
Research

Unit V - Quantitative Measurement & Analysis Issues in Oncology Nursing and

Other Cancer Care Research

Unit VI - Critical Appraisal of Cancer Treatment/Intervention Studies

Unit VII – Critical Appraisal of Systematic Reviews and Meta-analyses of Cancer

Treatment/Intervention Studies
Unit VIII – Critical Appraisal of Cancer-Related Causation Research

Unit IX – Critical Appraisal of Qualitative Studies in Oncology Nursing

Unit X – Hierarchies of Evidence and Clinical Best Practice Guidelines for

Oncology Nursing

Unit XI – From Research to Oncology Nursing Practice – Real Life Issues and
Examples

TEACHING METHODOLOGY

Seminar / Tutorials
Lecture / Discussion
Student / group presentation
PBL
Audio-visual Technology
Online Myelearning

This course utilizes a combination of tutorial discussions and independent study. The
tutor may also provide a short lecture during some tutorials to explain key concepts.
Although tutorial performance is not graded in this course, attendance at the weekly
tutorial discussions is mandatory and participation in the discussion is required.
Students are expected to complete the required readings and activities in
preparation for the weekly tutorial, and attend tutorial prepared to discuss concepts
139
from the readings, raise questions, respond to questions, and contribute to the
discussion on the critical appraisal of articles.

ASSESSMENT

1. Course Work Assessment: 60%

 Short Paper: 15%

 Critical Appraisal Assignment - Treatment Study 10%

 Critical Appraisal Assignment - Qualitative Study 10%

 Class Participation 5%

2. Final Examination: 40%

Note: A UWI-approved calculator will be required for the final examination.

REQUIRED READINGS

1. Essential:
Evidence based nursing: An introduction Cullum, N., Ciliska, D., Haynes, R.B.,
& Marks, S. (Eds.) (2008). Oxford, UK: Blackwell Publishing

2. Handouts provided by lecturer.

140
 ONCOLOGY

COURSE TITLE: INTRODUCTION TO PALLIATIVE CARE IN

NURSING

COURSE CODE: NURS 2610

LEVEL: Bachelor

SEMESTER: Five (5)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): NURS 1100; NURS 2100

NURS 1201; NURS 2201
NURS 1202
NURS 2514
NURS 3100

COURSE DESCRIPTION/RATIONALE

This course is designed for health care professionals and those working in fields related
to cancer and/or palliative care. Individuals who care for patients with life-threatening
illnesses can face particularly pressing and difficult moral choices. This course provides
them with an opportunity to gain a deeper and more systematic understanding of these
issues, and to explore the moral problems they may face in their work. The course aims to
increase the students understanding of the philosophical basis of good practice, and to
enhance their ability to think systematically about the ethically challenging decisions that
they may face in the course of their work.

Lectures will cover the pharmacology of analgesics, pain management, pathophysiology

of nausea and vomiting, and other issues of management of dying patients. The roles of
spirituality, ethics, and social work in palliative care are explored. Care of the geriatric
patient with an end of life condition is reviewed. Several lectures are devoted to
psychological and psychiatric issues for both patients and families.

LEARNING OUTCOMES

Upon completion of this course the students will be able to:

1. Define palliative care and explain the differences between

Hospice and Palliative care.
2. Describe models of palliative care and delivery and the
specialized environments in which they exists.
3. Understand the pharmacology of analgesics, pain management.

141
 4. Relate the pathophysiology of nausea and vomiting, and other
issues of management of dying patients.
5. Understand the roles of spirituality, ethics, and social work in
palliative care.
6. Care of the geriatric patient with an end of life condition is
reviewed.
7. Apply the main concepts and theories used in healthcare ethics.
8. Understand end of life issues, quality of life, death, and dying.

CONTENT

Unit 1

 Welcome and Overview

 Overview Palliative Care: Traditional view versus contemporary
 Meeting the psychosocial needs along the continuum

Unit 2: Symptom Assessment and Management including:

 Pain
 Nausea and vomiting
 Constipation
 Diarrhea
 Dyspnea
 Fatigue
 Mouth care

Unit 3: This unit is designed to assist Health Care Professionals provide

psychosocial, spiritual and end of life care to the dying patient and their families

 Family systems
 How to talk to children
 Cultural care
 Spiritual care
 Grief and bereavement
 Preventing burnout

Unit 4: Pain and Symptom Management

 Medical management of pain, pathophysiology, pharmacology, and equi-

analgesic dosing
 Non-medical techniques in pain management-Anesthesiology, Radiation Therapy

TEACHING METHODOLOGY

Seminar
142
PBL
Case-based learning
Field study

ASSESSMENT

Coursework Assessment: 100%

 Four (4) Case studies (10 points each) 40%

 Presentation 10%
 Theoretical Paper 25%
 Clinical Paper 25%

REQUIRED READING

ESSENTIAL

A Palliative Ethics of Care: Clinical Wisdom at Life’s End – Fins MD,

Joseph J. (2006) Sudbury, AM: Jones & Bartlett

143
 ONCOLOGY

COURSE TITLE: CONCEPTS AND THEORIES IN ONCOLOGY

NURSING II

COURSE CODE: NURS 2601

LEVEL: Bachelor

SEMESTER: Five (5)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): NURS 2600

COURSE DESCRIPTION/RATIONALE

This course is a continuation of Concepts and Theories in Oncology Nursing I. In this

‘theory’ course, students continue to apply and integrate, at an increasingly sophisticated
level, knowledge and skills from the biological, physical, psychological and social
sciences with nursing science and concepts of caring. The cancer-related ‘paper’ Health
Care Problems provided for students are focused on assisting individuals, families and
communities with health promotion and maintenance, cancer prevention, recovery from
cancer and managing advanced cancer using interventions that are evidence-based and
caring in nature.

LEARNING OUTCOMES

Upon completion of this course, students will be able to:

1. Demonstrate an understanding of the influence of concepts on Health and illness.

2. Apply relevant concepts and theories to Oncology cases.
3. Apply learning and teaching principles in the context of the course content.
4. Refine and utilize concepts of Problem-Based Learning in small groups.
5. Examine diverse Oncology Nursing roles and professional standards.
6. Examine Professional Evolution of self and the Oncology Nursing profession.

CONTENT

Upon successful completion of NURS 2601 the student will be able to:

1. Demonstrate an understanding of the influence of context on

health and illness
a. Identify important internal and external influences on the
health and illness of individuals, families and populations.
b. Identify influences affecting health care at local, regional,
144
 national and global levels.
2. Apply relevant concepts and theories
a. Utilize critical thinking in assessing the credibility/trustworthiness of
information and data.
b. Utilize critical thinking in applying knowledge, concepts and
theories.
c. Analyze and apply concepts, theories and research from
nursing, biological, physical, behavioural and other sciences to
define problems/needs, plan care and evaluate outcomes of
interventions related to the paper Health Care Problems.
2. Apply learning and teaching principles in the context of course content
and for personal growth
a. Integrate new knowledge with prior learning during self-
directed study and in tutorial discussions.
b. Demonstrate competency in locating and analyzing
research-based evidence that supports a philosophy of life-
long learning.
c. Apply teaching-learning models/theories to specific Health
Care Problems and group work.
d. Suggest creative learning strategies for use in the context of
problem based learning.
e. Assess own learning needs, create a plan to meet these
needs and engage in self reflection and self evaluation.
f. Analyze own learning style(s) and develop strategies to
enhance and expand them.
4. Refine and utilize concepts of problem-based learning in small
groups
a. Demonstrate skills associated with concepts of problem-based
learning and group dynamics.
b. Demonstrate responsibility for own learning and evaluate own
performance in the group and tutorial process.
c. Provide constructive feedback to peers using facts,
observations and relevant principles and theories to support
statements.
d. Demonstrate use of a wide range of learning resources in
preparation for tutorial sessions.
5. Examine increasingly complex and diverse nursing roles and
professional standards
a. Explore the theoretical foundations of various nursing concepts,
theories and models.
b. Explain the relevance of concepts, models, philosophies and
theories as they relate to the advancement of nursing.
c. Demonstrate critical thinking and apply theory and research in
planning nursing care as applied to Health Care Problems and
specific assignments.
d. Explore the concepts of clinical judgment and clinical decision-
making, applying them to Health Care Problems.
145
 e. Develop care plans that
i. Integrate scientific and humanistic caring concepts.
ii. Emphasize independent and interdependent nursing interventions.
f. Plan care that includes short and long term patient/patient goals,
specific and realistic interventions that integrate patient perceptions
and evaluate the impact of interventions using outcome criteria for
evaluation that include appropriate time frames.
g. Identify the ways in which evidence-based practice, standards
of practice and codes of ethics influence the implementation of
patient/patient care.
h. Explore ways in which the nurse interacts with other health
care providers and community resources to benefit patient/patient care.
i. Acknowledge and encourage discussion about values related to
diversity (e.g., cultural, spiritual, social, age and sexual).
6. Examine professional evolution of self and the nursing profession
a. Examine own professional nursing practice using relevant
concepts, theories and self-evaluative strategies.
b. Identify and examine professional nursing associations and
legislation affecting clinical practice.
c. Identify the potential contributions of members of the
interdisciplinary team.

TEACHING METHODOLOGY

1. Students in this course will meet weekly for three (3) hours in small tutorial
groups.
2. Tutorial sessions will be jointly facilitated by faculty from SANE and Mc Master
University
3. A total of three (3) Oncology Nursing problems will be studied in this course.
4. All supporting data for each problem will be provided at the time the group starts
to work on them.
5. The investigation and resolution of specific problems should take a structured
approach consistent with the principle of Problem-Based Learning.
6. Each problem will be completed in no more than three (3) sessions and should
include
 A plan of care related to one or more of the patient priority Health Care
issues.
 Summary of Learning.
 Feedback about the case/problem.

Assignments will be due on the date listed.

ASSESSMENT

Coursework Assessment: 100 %

146
  Individual Assignment (3 papers) 30%
 Essay 40%
 PBL 30%

REQUIRED READING

ESSENTIAL

Langhorne, M., Fulton, J., & Otto, S. (2007). Oncology nursing

(5th ed.). St. Louis: Mosby Year Book

REFERENCE

Ferrell, B.R., & Coyle, N. (Eds.) (2001). Textbook of palliative

nursing. Oxford, UK: Oxford University Press.

PBL Case Studies.

147
 ONCOLOGY

COURSE TITLE: ONCOLOGY HEALTH ASSESSMENT

COURSE CODE: NURS 2611

LEVEL: Bachelor

SEMESTER: Five (5)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): NURS 1202; NURS 1203

COURSE DESCRIPTION/RATIONALE

This is a clinically-oriented course, focusing on the acquisition of knowledge and skills in

patient assessment relevant to the role of the nurse in an oncology setting. It will provide
an opportunity for students to gain knowledge and skills in focused, problem-oriented
assessment related to common concerns in the oncology population. Focused patient
assessment involves the assessment of a specific need or concern (e.g. ventilation,
cognition, mobility) unique to a specific patient in a defined setting/situation (e.g.
hospital, home, clinic, telephone).

LEARNING OUTCOMES

Upon successful completion of this course the student will be able to:

1. Utilize a holistic approach to Health Assessment.

2. Use specific problem solving methods when recording patient history.
3. Identify important internal and external influences on human health and behavior
in varied cancer care settings.
4. Apply relevant concepts and theories in establishing therapeutic nurse/patient
relationships.
5. Assume personal responsibility for learning and identify one’s role as a self-
directed learner.

CONTENT

The focus of this course is the acquisition of knowledge and skills in the assessment of
individuals with or at risk of cancer-related concerns. The student is expected to:

1. Utilize a holistic approach to health assessment which includes the physical, social,
cultural, economic and political context of the patient.
148
  Apply knowledge of anatomy, physiology, pathophysiology, assessment principles,
human behavior and growth & development to identify and analyze patient data.

 Demonstrate a logical and comprehensive approach to history taking as well as

accurate physical examination techniques in performing patient-centered
assessments.

 Demonstrate ability to summarize relevant data, identify findings, and determine

implications of the findings for the patient and his/her significant others.

 Demonstrate ability to correctly document findings with appropriate terminology.

2. Use the scientific problem-solving method when performing a focused history

 Determine the history relevant to the patient’s presenting situation.

3. Identify important internal and external influences on human health and behavior and
explore the relevance of these for the nursing role varied cancer care settings

 Identify risk factors that contribute to the health of patients.

4. Apply relevant concepts and theories in the establishment of a therapeutic nurse-

patient relationship

5. Assume personal responsibility for learning and identify own role as a self-directed
learner

 Identify learning needs based on an awareness of own strengths and limitations.

 Evaluate own and others’ performance and provide constructive feedback.

TEACHING METHODOLOGY

Each week’s activities will combine components of presentation, demonstration and

practice time. The proposed format for each class meeting will be: A 2-hour tutorial in
which the specified assessment will be reviewed, questions will be answered and student
presentations will take place, followed by a 1-hour skills practice session on the focused
assessment of the involved system from a defined case scenario, and how to report,
document and apply the findings of the assessment. Students are expected to do the
required reading and preparation for each class in advance and come prepared to perform
the required assessments. Students will practice their assessment skills on each other
during the laboratory performance component, and are also expected to put their skills
into practice in their clinical placement settings.

149
ASSESSMENT

Coursework Assessment: 60%; 40%

 Presentation for group 40%

 Midterm Quiz 40%
 Individual Performance in Group 20%

REQUIRED READING

ESSENTIAL

Jarvis, Carolyn PhD, APN, CNP (2008) Physical Examination &

Health Assessment; Saunders Elsevier
REFERENCE

Langhorne, M, Fulton, J., & Otto, SE (2007) Oncology Nursing St.

Louis: Mosby

150
 ONCOLOGY

COURSE TITLE: GUIDED NURSING PRACTICE (CLINICAL

COURSE)

COURSE CODE: NURS 3400

LEVEL: Bachelor

SEMESTER: Five (5)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): NURS 1100; NURS 2100

NURS 1201; NURS 2201
NURS 2611 ; NURS 2514

COURSE DESCRIPTION/RATIONALE

This clinical course promotes the integration of theory and concepts in cancer nursing
with nursing practice in a variety of cancer care settings. Clinical practice provides the
opportunity for students to pursue personal learning objectives, examine issues and
concepts related to various cancer nursing roles and settings and develop increasing skills
and autonomy. Previous and/or concurrent problem-based learning courses promote the
integration of critical thinking and clinical reasoning with practice.

LEARNING OUTCOMES

Upon completion of the course students will be able to:

1. Become actively involved in the enactment of the nursing role

as is played out in the selected clinical context.
2. Demonstrate integration and application of the conceptual and
theoretical basis for nursing in the assigned setting.
3. Demonstrate application of evidence-based nursing practice
competencies.
4. Acquire an understanding of the organization’s structure, and
of the changing health care system.
5. Progressively accept more responsibility and assume a
beginning leadership role within the clinical placement.
6. Be accountable for effective communication with the Faculty
tutor and Clinical Preceptor, as well as individuals and groups
in the clinical context, demonstrating application of knowledge
about systems entry and inter-professional communication.
7. Demonstrate awareness for self-directed learning in the context
of the course requirements including timely submission,
negotiation and completion of a Clinical Learning Plan.
151
 8. Demonstrate characteristics of a reflective practitioner.

CONTENT

 Basic knowledge of cancer disease.

 Diagnostic screening tests and treatment and staging systems for prostate cancer.
 Current trends in management in prostate cancer patients.
 Symptom management and supportative care.
 Psychological responses, counseling, rehabilitation and nursing management.
 Application of the holistic approach and self care models in oncology nursing.

TEACHING METHODOLOGY

Seminar
PBL
Case-based learning
Field study

ASSESSMENT

Coursework Assessment: 100%

 Two (2) assignments/projects 20%

 Case Study (Inclusive of a care plan) 20%
 Clinical Evaluation 20%
 Presentations 20%
 Journal 20%

REQUIRED READINGS

ESSENTIAL

Oncology Nursing; Langhorne, M, Fulton, J., & 0tto, SE (2007) St

Louis: Mosby.

Selected Readings and handouts will be distributed to the students.

152
 ONCOLOGY
COURSE TITLE: CANCER CARE FOR CHILDREN AND YOUNG
PEOPLE (ELECTIVE)

COURSE CODE: NURS 3512

LEVEL: Bachelor

SEMESTER: Five (5)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): NURS 1100; NURS 2100

NURS 1201
NURS 2515
NURS 2611

COURSE DESCRIPTION/RATIONALE

The course is designed to allow participants to review the most common types of cancers
affecting children and young adults. Learning experiences that apply clinical concepts of
the complex needs of children and young adults with multi-system alterations in health
will be provided. Emphasis will be placed on the physical, social and psychological
effects of cancer on children and young adults and their families.

LEARNING OUTCOMES

Upon completion of this course students will be able to:

1. Demonstrate an understanding of the internal and external

influences on the health and illness of individuals, families and
populations affected by cancer.
2. Integrate new knowledge with prior learning during self-
directed study.
3. Demonstrate critical thinking and apply theory and research in
planning nursing care.
4. Explore ways in which the oncology nurse engage in
discussion with clients about values related to diversity issues
(eg. Cultural and spiritual practices, social, age and sexual).

CONTENT

 Basic knowledge of cancer disease.

 Diagnostic screening tests and treatment and staging systems for various types of
cancer.
 Current trends in management in pediatric cancer patients.
153
 Symptom management and supportative care.
 Psychological responses, counseling, rehabilitation and nursing management.
 Application of the holistic approach and self care models in oncology nursing.

TEACHING METHODOLOGY

Seminar
PBL
Case-based learning
Field study

ASSESSMENT

Coursework Assessment: 60%

 Two (2) assignments/projects (15% each) 30%

 One (1) Case Study (inclusive of a care plan) 20%
 Concept Paper 20%
 Presentations 30%

Final Exam:40%

REQUIRED READING

ESSENTIAL

Oncology Nursing; Langhorne, M. Fulton, J., & 0tto, SE St.

Louis: Mosby.

Selected Readings and handouts will be distributed to the students.

154
 ONCOLOGY

COURSE TITLE: CANCER OF THE PROSTATE (ELECTIVE)

COURSE CODE: NURS 3515

LEVEL: Bachelor

SEMESTER: Six (6)

NO. OF CREDITS: Three (3)

PRE-REQUISITE(S): NURS 1100; NURS 2100

NURS 1201 ; NURS 2201
NURS 2515 ; NURS 2611

COURSE DESCRIPTION/RATIONALE

This course will cover the use of epidemiological method to study prostate cancer in
populations. Students will examine Primary Health Care and Health Promotion strategies
using the management through examination and treatment of individuals with Prostate
Cancer. The course will use a case study approach emphasizing leadership, management
and care giver roles of the professional nurse with clients and their families.

LEARNING OUTCOMES

Upon successful completion of the course the students will be able to:

1. Manage care of client/families with prostate cancers.

2. Identify risk factors and preventive measures for prostate
cancer.
3. Identify screening guidelines for prostate cancer.
4. Describe treatment options and the nurse’s role in the
management of prostate cancer.
5. Identify the needs of the client in complex patient care
situations.
6. Discuss current trends and issues in nursing care of patients
with cancer of the prostate.

CONTENT

 Basic knowledge of cancer disease.

 Diagnostic screening tests, treatment and staging systems for prostate cancer.
 Current trends in management in prostate cancer patients.
 Symptoms management and supportative care.
 Psychological responses, counseling, rehabilitation and nursing management.
155
 Application of the holistic approach and self care models in oncology nursing.

TEACHING METHODOLOGY

Seminar
PBL
Case-based learning
Field study

ASSESSMENT

Coursework Assessment: 100%

 Group Project 20%

 Two (2) assignments/projects (10% each) 20%
 One (1) Case Study highlighting Primary Health Care
 and Health Promotion strategies 20%
 PBL 10%
 Presentation 20%
 Individual 10%

REQUIRED READING

ESSENTIAL

Oncology Nursing; Langhorne, M. Fulton, J., & 0tto, SE (2007) St

Louis: Mosby.

Selected Readings and handouts will be distributed to the students

ADDITIONAL READINGS

Pan American Health Organization – PAHO/WHO (2007) Public

Health Capacity in Latin America and the Caribbean:
Assessment and Strengthening
http://www.lachealthsys.org/index.php?option=comdocman&task
=docdownload&gdi=372

ADDITIONAL READINGS Cont’d

De Maeseneer, J, Willems, S, De Stutter, A, Van de Geuchte, I and

Billings, M (2007) Primary health care as a strategy for
156
 achieving equitable care: a literature review commissioned by
the Health Systems Knowledge Network
http://www.wits.ac.za/chp/kn/De%20Maeseneer%202007%20PHC
%20as%20strategy.pdf

Bloche, M G (2007) Health Care for All? The New England Journal of
Medicine, 357 (12); 1173-1175
http://content.nejm.org/cgi/content/full/357/12/1173?query=TOC

Primary Health Care: 25 years of the Alma-Ata Declaration –

Questions and Answers
http:/www.paho.org/English/DD/PIN/alma_questions.htm

Alma-Ata Revisited http:/www.paho.org/English/DD/PIN/Number

17_article_4.htm

PAHO/WHO Primary Health Care web links

http:/www.paho.org/English/DD/PIN/almaata25.htm

World Health Organization (2007) Promoting Health

http://www.who.int/healthpromotion/en/

Asch, S.M., Kerr, E. A., Keesey, J., Adams, J.L.; Setodji, C.M., Malik,
S. and McGlynn, E.A. (2006) Who is at Greatest Risk for
Receiving Poor-Quality Health Care? The New England
Journal of Medicine. 354(11) 1147-1156
http://content.nejm.org/cgi/content/full/354/11/1147

Ehrenberg, J.P. and Ault, S.K. (2005). Neglected diseases of

neglected populations: Thinking to reshape the determinants of
health in Latin America and the Caribbean. BMC Public Health
5(119):1186/1471-2458-5-119.
http://www.biomedcentral.com/1471-2458/5/119

Hills, M and McQueen, D V (2007) The Ottawa Charter for Health

Promotion- A critical reflection.
http://www.juhpe.org/upload/File/PE_Ottawa_07a.pdf

MdDaid (2007) Meeting of the Expert Group on Social Determinants

and Health Inequalities
http://ec.europa.eu/health/ph_determinants/socio_economics
/ev_070507 en.htm

157
 SCHOOL OF ADVANCED NURSING EDUCATION
TWO YEAR CURRICULUM AT A GLANCE

*FMS Year 1 Year 2

Core Required Courses Semester 1 Semester 4
Course Credit Course Credit Course Credit
Code Course Name Hours Code Course Name Hours Code Course Name Hours
COMS Communication Skills COMS NURS
1001 For Health Personnel 3 1001 Communication Skills for Health Personnel 3 2300 Nursing Research Project I 3
COMS Communication Skills NURS Integrated Basic Health Sciences for NURS Classroom Teaching, Assessment &
1002 For The Health Professions 3 1100 Nurses I 5 2510 Evaluation 3
FOUN NURS Pathophysiology/Immunology & NURS Ethical, Legal & Moral Aspects of
1101 Caribbean Civilization OR 1201 Genetics I 3 2511 Nursing & Health Care 3
OR 3
FOUN Law, Governance, Economy NURS NURS
1301 & Society in the Caribbean 1500 Nursing Informatics 3 2512 Educational Psychology & Counselling 3
* NURS Clinical Epidemiology & Biostatistics NURS
2502 3 2513 Theories in Education 3
NURS
3100 Nursing Pharmacotherapeutics 3
Semester 2 Semester 5
NURS Nursing Research Project II 3
2301
COMS Communication Skills For The Health NURS
1002 Professions 3 2501 Nursing Leadership & Management 3
NURS NURS
1202 Health Assessment 3 3200 Nursing Sciences 3
NURS NURS
1203 Primary Health Care and Health Promotion 3 3310 Health Policy 3
NURS NURS
2100 Integrated Basic Health Sciences for Nurses II 5 3510 Curriculum Methods and Strategies 3
NURS NURS
2201 Pathophysiology/Immunology & Genetics II 3 3511 Nursing and Health Education 3
Semester 3 Semester 6
FOUN NURS
1101 Caribbean Civilization OR 3 2400 Nursing Seminar 3
FOUN Law, Governance, Economy & Society in the NURS
1301 Caribbean 3 3300 School Nurse Practicum 6
NURS NURS
2302 Introduction to Nursing Research 3 3301 Nurse Educator Practicum 6

158
 NURS
3302 Nurse Administrator Practicum 6
NURS
3500 High Risk Populations (Elective) 3
CREDIT HOURS 41 CREDIT HOURS 45

TOTAL CREDIT HOURS 86

SCHOOL OF ADVANCED NURSING EDUCATION

ONCOLOGY CURRICULUM AT A GLANCE

*FMS Year 1 Year 2

Core Required Courses Semester 1 Semester 4
Course Credit Course Credit Course Credit
Code Course Name Hours Code Course Name Hours Code Course Name Hours
COMS Communication Skills COMS NURS Ethical, Legal & Moral Aspects of
1001 For Health Personnel 3 1001 Communication Skills for Health Personnel 3 2511 Nursing & Health Care 3

COMS Communication Skills 3 NURS Integrated Basic Health Sciences for NURS Advanced Therapeutic Communication
1002 For The Health Professions 1100 Nurses I 5 3
2514 with Patients and Families
FOUN NURS Pathophysiology/Immunology & NURS Critical Appraisal and Evidence-Based
1101 Caribbean Civilization OR 1201 Genetics I 3 2515 Practice 4
OR 3
FOUN Law, Governance, Economy NURS NURS Concepts and Theories in Oncology
1301 & Society in the Caribbean 1500 Nursing Informatics 3 2600 Nursing I 3
NURS NURS
2502 Clinical Epidemiology & Biostatistics 3 3100 Nursing Pharmacotherapeutics 3
TRANSFER CREDIT Semester 2 Semester 5
COMS Communication Skills For The Health NURS Concepts and Theories in Oncology
1002 Professions 3 2601 Nursing II 3
NURS NURS
1202 Health Assessment 3 2610 Introduction to Palliative Care in Nursing 3
NURS NURS
1203 Primary Health Care and Health Promotion 3 2611 Oncology Health Assessment 3
NURS NURS
2100 Integrated Basic Health Sciences for Nurses II 5 3400 Guided Nursing Practice (Clinical Course) 6

NURS NURS

159
2201 Pathophysiology/Immunology & Genetics II 3 2400 Nursing Seminar 3
Semester 3 Semester 6
FOUN NURS Cancer Care for Children and Adolescents
1101 Caribbean Civilization OR 3 3512 (Elective) 3
FOUN Law, Governance, Economy & Society in the NURS
1301 Caribbean 3 2501 Nursing Leadership & Management 3
NURS NURS
2302 Introduction to Nursing Research 3 3515 Cancer of the Prostate (Elective) 3

CREDIT HOURS 40 CREDIT HOURS 43

TOTAL CREDIT HOURS 83

160
 UWI SCHOOL OF NURSING (UWISON)
POST-REGISTRATION TIMETABLE
FULL TIME YEAR 1 SEMESTER 1, SEPTEMBER-DECEMBER 2015 -2016
EDUCATION/ADMINISTRATION/SCHOOL NURSING/ONCOLOGY

NOTE: Lecture and PBL hours are not reflected separately and it will be up to
Lecturers to determine lecture from PBL times

Time Monday Tuesday Wednesday Thursday Friday

8 - 9 IBHS I
Dr
Ovchinnikov
Anatomy lab
9 -10 IBHS I Pathophysiology
(8 – 10.30) Dr Onuoha
Classroom 4
10 - IBHS I Pathophysiology
11
11 - IBHS I Pathophysiology
12
12 -1 L U N C
H
1 -2 Study Study
Time/Student Time/Student
Advising Advising
2 -3 Study Study
Time/Student Time/Student
Advising Advising
3 -4 Communication Study
Skills Writing Time/Student
Mr Munro Advising
Classroom 4
4 -5 Communication Communication
Skills Writing Skills Writing
Mr Munro
Classroom 4

161
 EDUCATION/ADMINISTRATION/SCHOOL NURSING/ONCOLOGY
UWI SCHOOL OF NURSING (UWISON)
POST-REGISTRATION TIMETABLE

PART TIME YEAR 2 SEMESTER 1, SEPTEMBER-DECEMBER 2015 -2016

EDUCATION/ADMINISTRATION/SCHOOL NURSING/ONCOLOGY

Time Monday Tuesday Wednesday Thursday Friday

8 - 9 Study Time/Student Nursing
Advising Informatics
Mrs
Lootawan
Classroom
4
9 -10 Study Time/Student Nursing
Advising Informatics
10 - Study Time/Student Nursing
11 Advising Informatics
11 - Study Time/Student Nursing
12 Advising Informatics
12 -1 L U N C
H
1 -2 Nursing Clinical
Pharmacotherapeutics Epidemiology
Dr Guripuir &
SANE Biostatistics
EWMSC Dr Daniel
Classroom 4
2 -3 Nursing Clinical
Pharmacotherapeutics Epidemiology
&
Biostatistics
3 -4 Nursing Clinical
Pharmacotherapeutics Epidemiology
&
Biostatistics
4 -5 Study Time/Student Study
Advising Time/Student
Advising

162
UWI SCHOOL OF NURSING (UWISON) POST-REGISTRATION TIMETABLE
FULL TIME RETURNING STUDENTS YEAR 2 SEMESTER 1
SEPTEMBER-DECEMBER 2015-2016

EDUCATION/ADMINISTRATION/SCHOOL NURSING

Time Monday Tuesday Wednesday Thursday Friday

8-9 Study Time/ Study Time/ Study Study Time/ Study Time/
Student Student Time/Student Student Student Advising
Advising Advising Advising Advising

9 - 10 Educational Study Time/ Classroom Study Time/ Nursing Research

Psychology & Student Teaching Assess Student Project 1
Counselling Advising and Evaluation Advising Dr Ocho
Mrs Mootoo Mrs Main Lect
Main Lect Richardson Theatre
Theatre Main Lect
Theatre
10-11 Educational Study Time/ Classroom Study Time/ Nursing Research
Psychology & Student Teaching Assess Student Project 1
Counselling Advising and Evaluation Advising

11-12 Educational Study Time/ Classroom Study Time/ Nursing Research

Psychology & Student Teaching Assess Student Project 1
Counselling Advising and Evaluation Advising

12-1 L U N C H
1-2 Nursing Ethical, Legal & Theories in FREE Study Time/
Pharmacothera Moral Aspects Education Student Advising
peutics of Nursing & Dr Onuoha
Dr Guripuir Healthcare Main Lect
SANE Dr Ocho Theatre
EWMSC Classroom 4

2-3 Nursing Ethical, Legal & Theories in FREE Study Time/

Pharmacothera Moral Aspects Education Student Advising
peutics of Nursing &
Healthcare

3-4 Nursing Ethical, Legal & Theories in FREE Study Time/

Pharmacothera Moral Aspects Education Student Advising
peutics of Nursing &
Healthcare

4-5 Study Time/ Study Time/ Study Time/ FREE Study Time/
Student Student Student Student Advising
Advising Advising Advising

163
 UWI SCHOOL OF NURSING (UWISON)
POST-REGISTRATION TIMETABLE
PART TIME YEAR 3 SEMESTER 1, SEPTEMBER-DECEMBER 2015 -2016
EDUCATION/ADMINISTRATION/SCHOOL NURSING

Time Monday Tuesday Wednesday Thursday Friday

8-9 Study Time/ Study
Student Time/Student
Advising Advising
9 - 10 Educational Classroom
Psychology & Teaching Assess
Counselling and Evaluation
Mrs Mootoo Mrs
Main Lect Richardson
Theatre Main Lect
Theatre
10-11 Educational Classroom
Psychology & Teaching Assess
Counselling and Evaluation

11-12 Educational Classroom

Psychology & Teaching Assess
Counselling and Evaluation

12-1 L U N C H
1-2 Study Time/ Ethical, Legal & Theories in
Student Moral Aspects Education
Advising of Nursing & Dr Onuoha
Healthcare Main Lect
Dr Ocho Theatre
Classroom 4
2-3 Study Time/ Ethical, Legal & Theories in
Student Moral Aspects Education
Advising of Nursing &
Healthcare

3-4 Study Time/ Ethical, Legal & Theories in

Student Moral Aspects Education
Advising of Nursing &
Healthcare

4-5 Study Time/ Study Time/ Study Time/

Student Student Student
Advising Advising Advising

164
UWI SCHOOL OF NURSING (UWISON) POST-REGISTRATION TIMETABLE
FULL TIME RETURNING STUDENTS YEAR 2 SEMESTER 1
SEPTEMBER-DECEMBER 2015-2016
ONCOLOGY

UWI SCHOOL OF NURSING (UWISON) POST-REGISTRATION TIMETABLE

Time Monday Tuesday Wednesday Thursday Friday
8-9 Study Time/ Study Time/ Study Study Time/ Study Time/
Student Student Time/Student Student Student Advising
Advising Advising Advising Advising
9 - 10 Study Time/ Critical Advanced Study Time/ Study Time/
Student Appraisal & Therapeutic Student Student Advising
Advising Evidence Based Communication Advising
Practice Mr Williams
Mrs Siewdass Classroom 2
Classroom 2
10-11 Study Time/ Critical Advanced Study Time/ Study Time/
Student Appraisal & Therapeutic Student Student Advising
Advising Evidence Based Communication Advising
Practice

11-12 Study Time/ Critical Advanced Study Time/ Study Time/

Student Appraisal & Therapeutic Student Student Advising
Advising Evidence Based Communication Advising
Practice

12-1 L U N C H
1-2 Study Time/ Ethical, Legal & Concepts & FREE Study Time/
Student Moral Aspects Theories in Student Advising
Advising of Nursing & Oncology
Healthcare Nursing
Dr Ocho Mrs Tobias
Classroom 4 Classroom 2
2-3 Nursing Ethical, Legal & Concepts & FREE Study Time/
Pharmacotherap Moral Aspects Theories in Student Advising
eutics of Nursing & Oncology
Dr Guripuir Healthcare Nursing
SANE,
EWMSC
3-4 Nursing Ethical, Legal & Concepts & FREE Study Time/
Pharmacotherap Moral Aspects Theories in Student Advising
eutics of Nursing & Oncology
Healthcare Nursing

4-5 Nursing Study Time/ Study Time/ FREE Study Time/

Pharmacotherap Student Student Student Advising
eutics Advising Advising

165
 PART TIME RETURNING STUDENTS YEAR 3 SEMESTER 1
SEPTEMBER-DECEMBER 2015-2016
ONCOLOGY

Time Monday Tuesday Wednesday Thursday Friday

8-9 Study Study
Time/Student Time/Student
Advising Advising
9 - 10 Critical Advanced
Appraisal & Therapeutic
Evidence Communicatio
Based Practice n
Mrs Siewdass Mr Williams
Classroom 2 Classroom 2
10-11 Critical Advanced
Appraisal & Therapeutic
Evidence Communicatio
Based Practice n

11-12 Critical Advanced

Appraisal & Therapeutic
Evidence Communicatio
Based Practice n

12-1 L U N C
H
1-2 Ethical, Legal Concepts &
& Moral Theories in
Aspects of Oncology
Nursing & Nursing
Healthcare Mrs Tobias
Dr Ocho Classroom 2
Classroom 4
2-3 Ethical, Legal Concepts &
& Moral Theories in
Aspects of Oncology
Nursing & Nursing
Healthcare

3-4 Ethical, Legal Concepts &

& Moral Theories in
Aspects of Oncology
Nursing & Nursing
Healthcare

4-5 Study 166

Study Time/
Time/Student Student
Advising Advising
 POST-REGISTRATION TIMETABLE OPTION
PART TIME YEAR 2 SEMESTER 1, SEPTEMBER-DECEMBER 2015 -2016
EDUCATION/ADMINISTRATION/SCHOOL NURSING/ONCOLOGY

Time Monday Tuesday Wednesday Thursday Friday

8 - 9 Study Time/Student
Advising
9 -10 Educational
Psychology &
Counselling
Mrs Mootoo
Main Lect Theatre
10 - Educational
11 Psychology &
Counselling

11 - Educational
12 Psychology &
Counselling

12 -1 L U N C
H
1 -2 Nursing Clinical
Pharmacotherapeutics Epidemiology
Dr Guripuir &
SANE Biostatistics
EWMSC Dr Daniel
Classroom 4
2 -3 Nursing Clinical
Pharmacotherapeutics Epidemiology
&
Biostatistics
3 -4 Nursing Clinical
Pharmacotherapeutics Epidemiology
&
Biostatistics
4 -5 Study Time/Student Study
Advising Time/Student
Advising

167