NGR6716 Course Introduction
course, which is designed to provide a basic introduction to simulation training in the clinical environment. The NGR6716-Simulation in Healthcare course will explore simulation use in a range of settings including health care organisations, primary and secondary care services, industry and healthcare education. It will also examine the issues facing those delivering simulation training and a discussion on current practice and current developments.
The course consists of 12 contact hours with 1 hour online attendance required for each contact hour. The course will commence on Tuesday 2nd August at 09:00am until Friday 5th August at 11:00am. Please note that there are no exams or assignments associated with this course.
In order to qualify for a certificate of completion students must be enrolled in NGR6716 – Simulation in Healthcare.
NGR6716 Course Description
from York University, Toronto. NGR6716 course is online and offered by York University
Search for NGR6716 S18 from other colleges in Canada.
Find the NGR6716 Courses that meets your needs at Kijiji Classifieds. Join millions of people using Oodle to find unique used cars for sale, apartments for rent, jobs listings, merchandise, and other classifieds in your neighborhood. Learn More
Universities Offering the NGR6716 Course
offered by the University of Guelph are listed below. Please contact the relevant university for registration information.
NGR6716 Course Outline
Course Syllabus for NGR6716-Simulation in Healthcare (NGR6716)
NURS4018 Introduction to Nursing Research (NURS4018) Course Outline for NURS4018-Introduction to Nursing Research (NURS4018)
CNMT4002 Medical Office Assistant – Practicum and Internship (CNMT4002) Course Outline for CNMT4002-Practicum and Internship (CNMT4002)
CNMT4014 Medical Office Assistant – Practicum and Internship (CNMT4014) Course Outline for CNMT4014-Practicum and Internship (CNMT4014)
Health Information Management – HIM 4215 Practicum in Health Information Management: HIM 4215 – Practicum in Health Information Management (HIM 4215) Practicum in Health Information Management – HIM 4215 course syllabus, Health Information Management – HIM 4215 course outline, Health Information Management – HIM 4215 courses schedule, HIM 4215 practicum, Health Information Management – HIM 4215 exam dates.
MATH4221 Discrete Mathematics I: Linear Algebra I (MATH4221) Course Outline for MATH4221-Discrete Mathematics I: Linear Algebra I (MATH4221)
This page was last modified on Friday, January 25, 2013.
NGR6716 Course Objectives
(15/15) 2
The course will provide the participant with an understanding of the fundamentals of simulation and its applications in healthcare.
Curriculum Objectives
Upon completion of this course, participants will be able to:
– Explain the fundamental principles of simulation in healthcare.
– Describe common components of a simulation environment and recognize their importance.
– Describe current technology and training approaches used for simulations in healthcare.
Curriculum Content
Theoretical Basis of Simulation: Simulation in Healthcare, Experiences from a Simulation Course
– Lecture/Discussion: Simulations: Scientific Methodology vs. Practice
– Lecture/Discussion: What is Simulation?
– Web Site Review: What are Medical Simulators?
o Patient Simulator Task Force, National Center for Simulation, Thomas Jefferson University
o Reference: American College of Surgeons, AORN, The Society for Simulation in Healthcare
o http://www.ssih.org/patient-simulation/
o http://www.americansurgeons.org/Presciption/procedures/Foot-and-ankle-surgery.aspx
o http://www.aorn.org/benefits-of-simulation
o Reference: American College of Surgeons, AORN, The Society for Simulation in Healthcare
Preparing for Teaching as an Instructor:
– Literature Review on Instructional Design Methods & Strategies & Best Practices: Planning Activities
– Where can one find a good instructional design manual?
– “The Art & Science of Instructional Design” by Mary E. Thurlow
– Who’s Teaching What?
– Instructor Guidebook:
– Basic Principles & Guidelines (Cultivating Confidence)
– Cognitive Load Theory (Evaluating Your Learning Needs)
– Multitasking Theory (Assessing Students’ Attention)
Critical Thinking vs. Critical Thinking Skills:
– Practicing Critical Thinking vs. Applying Critical Thinking Skills
Techniques for Teaching Teamwork:
– Performance Evaluations
e.g., Team Evaluation Tool by John C. Maxwell from his book “The Principle-Centered Leader”
e.g., Performance Scorecard from Transforming Leadership with Performance Appraisals from Ruth Sayers and Elizabeth Rausch,
using the Focuses Framework (applying criteria to assess levels in competencies)
e.g., Cross Training Evaluation Tool from Focuses Framework document by Ruth Sayers and Elizabeth Rausch,
used to identify areas that need cross-training and collaboration across departments.
Scenarios:
e.g., Scenario-Based Instruction by Charles Haddon
Course Assessments
Participants will be evaluated through written assignments, discussion board postings, video demonstrations and classroom exercises.
Course Requirements:
1. Participate in all discussions.
2. Prepare weekly assignments for each week’s class meeting and present them during class at least once during each week’s class meeting.
3. Create a collaborative presentation on topics within the syllabus.
4. Submit weekly assignment on time based on due date listed on schedule sheet.
5. Complete all course assignments in accordance with approved schedule.
6. On completion of each course assignment, participants must email their completed assignment(s) to Dr. Charles Haddon at g.haddon@wpi.edu or deliver the paper to the library copy center.
7. All paper submissions should be stapled together as one document along with your name/date published on top left corner.
8. Participants may be requested to submit additional paper(s) when circumstances warrant more than one original submission.
9. Failure to comply with any assessment requirement will result in zero credit being awarded.
Student Learning Outcomes:
Upon successful completion of this course you should be able to:
1. Demonstrate knowledge about using simulations as an educational tool
2. Demonstrate knowledge about professional development opportunities available for educators who wish to incorporate simulations into their courses
3. Demonstrate knowledge about integrating simulations into classroom activities where faculty members are expected to teach team building skills
4. Demonstrate knowledge about integrating simulations into classroom activities where faculty members are expected to teach clinical skills such as patient monitoring etc.
5. Identify appropriate locations where students can participate as part of an evaluation process designed by instructors that assesses quality of education provided by instructors both professionally and personally
6.Maintain confidentiality when using information obtained through interaction with students during the seminars/discussions via online tools or by sharing files shared via internet or other methods
Evaluation Components:
1.Worksheets/assignments/videos/demos:
Required
2.Discussion Board postings:
Required
3.Presentation(s):
Required
4.Student Evaluation Form:
Required
5.Extra Credit Assignment(s):
Required
6.Student Copy Center Submission:
Week #1 Introduction/Discussion Board Postings Week #2 Discussion Board Postings Week #3 Discussion Board Postings Week #4 Discussion Board Postings Class Presentation _______________________________ Extra Credit Assignment _______________________________ Extra Credit Assignment _______________________________
Total Points = _________________
Appendix A
Resource Sheet Template Guidance
Below is information regarding how you may use these templates related to resource sheets you may develop for your projects/supplies needed later on; some are needed later if we use them again; others are just helpful tips about how we might work together; there is some room within our project/activity outlines that we could save certain items that help us do our job better but please feel free to include anything that you would like within the limits set out below!
The following guidelines have been developed primarily because we don’t want you using resources randomly throughout your project; they have been developed so you can come back later if we haven’t covered everything important at that point so it really helps if you take a moment now so that you can plan accordingly!
1.Turn your digital images into plain text documents (TIFF or JPG), save them as described below;
I.SAVE AS TIFF AND LABEL IT COLLECTED IMAGES NOT DISPLAY IMAGES ON JOURNALS OR BLANK PAGES;
II.Save image files WITHIN THE PROJECT folder TO NOTE VOLUME NOT IMAGE NAME;
III.Save image files WITHIN THE TITLE PAGE folder (NOTE THE NAME OF THE TITLE PAGE WILL BE PLAIN TEXT);
IV.Save image files WITHIN THE TEACHING MATERIALS folder (NOTE THE NAME OF EACH RESOURCE FILE WILL BE PLAIN TEXT);
This should help keep things organized so they remain easy to access!
You can also save images separately so that we can put them into different categories depending upon which project or activity has already been completed; this could be images pertaining specifically to the journaling task which may already have been done before; it might also include images pertaining specifically to providing examples during class discussion; it might even include other images pertinent related ideas not specifically tied into your specific project/activity but which do support whatever goal your activity/activity works toward;
The important thing here is not what resources we use but rather how we use them throughout our project/activity outline; let’s make sure that they all fit into place! There is plenty of room within these guidelines; don’t let what we already have here become too complicated nor too confusing! There’s enough room here! If something isn’t working out then just tweak it or add another! It doesn’t have to be perfect but rather convenient!
We look forward to seeing all kinds of fun new ideas within your resource sheets!
Appendix B
Resource Sheets Organization Chart Template Guidance
Below is information regarding how you may use this template related to resource sheets you may develop for your projects/supplies needed later on; some are needed later if we use them again; others are just helpful tips about how we might work together;
It needs little explanation because there’s no reason why any actual resource sheet wouldn’t follow this template after all it only contains essential information regarding what kind(s) of materials would help support our efforts instead of getting cluttered up with unnecessary items! Just include whatever resources would support whatever goals are being worked toward and leave it up open ended which means there isn’t anything restrictive concerning what goes into our resource sheet except maybe what could fit onto the title page;
We know there are many ways people prefer working together especially when trying new things but having multiple options available greatly improves our chances whether those options allow us time flexibility while still being usable as designed upon submission or whether those options allow us more flexible control over how things get executed during implementation i.e., allowing us some range within which parts need work carried out either based upon short notice, etc.; even more importantly however is getting everyone involved enough time flexibility so they can address any concerns they might have without any hiccups along the way;
Regardless whichever option(s) you decide upon though remember this template contains essential information concerning various types/ways/resources people like working with allowing us just enough flexibility while still remaining consistent within one form/structure;
There aren’t many places where one organization chart doesn’t exist i.e., every organization uses its own organizational chart because no two organizations look alike anyway since nobody has ever looked alike then don’t make yours! We’re not operating under cinderella rules here guys so let’s try not making ours either…
If anything does go haywire though consider adding something else after having already included everything listed below? Why? Because nothing takes away from potential coolness factor quite like adding something else just so long as it fits somewhere relatively close down below/in between wherever else important stuff was placed previously;
Just get creative folks!
Here we go again… okay okay…
Appendix C
Recruitment Flyer Template Guidance Letterhead Format Page *REQUIRED*
Document Name: NGR6716_Simulation_for_Healthcare.docx Document Revision Level: Final Doc Release Date: July 19th,2017 Document Approval Status: In Process Description / Purpose:
· This flyer has been created by WPI students Jonathan Gheen ’18 & Robert Wilkerson ’17 who were hired last year at Wagner Hospital fo
NGR6716 Course Pre-requisites
Course Code: NGR6716 Student Access Code: 4539860. Exercise 2(1) Explain the process used to assess the relative risk of a given outcome for a prospective cohort study using descriptive statistics (4 marks) There are two techniques that are commonly used to identify associations between a potential risk factor and a disease in prospective cohort studies: observational cohort studies and case control studies. In this assignment, you will investigate the relative risks of 4 potentially important outcomes for both observational and case control studies.
Exercise 2(2) Describe how one can estimate an association between two variables by including them in a logistic regression model (5 marks) For this assignment, you will estimate an association between a dichotomous outcome variable X1 and two potential confounders X2 & X3 in a simple binary regression model. The exercise requires you to use all available information on the associations in the data set.
Exercise 2(3) Explain how one can reduce the residual correlation between two binary variables by including them in an odds ratio model (3 marks) For this assignment, you will estimate an association between a dichotomous outcome variable X1 and two binary confounders X2 & X3 using either the odds ratio or Wilcoxon signed rank test method.
Exercise 2(4) Compare different non-parametric tests for detecting differences in proportions when comparing three groups with unequal variances (3 marks)
Exercise 2(5) Explain how one can perform logistic regression analysis on count data and identify potential confounding factors through multiple logistic regressions (6 marks)
There are several common issues with using count data when conducting logistic regression analysis. You should be familiar with all these issues before attempting this exercise.
You need to be able to describe what counts are, what counts do not include, what counts can represent either an independent or dependent variable, what counts are zero/non-zero if representing continuous variables only, how to calculate missing values for each category of categorical variables etc.
Chapter Summary
– Cognitive ability scores on standardised intelligence tests
– Height and weight measurements
– Weight gain over time
– BMI measurements
– Blood pressure readings
References:
^1Canadian Institutes of Health Research (CIHR), The Canadian Community Health Survey User’s Guide
Course Structure
This course is designed as an individual study program leading to completion of a postgraduate degree.
The program consists of 9 courses which together total approximately 120 credit points (or equivalent).
Within each course there is general teaching followed by assigned practicals followed by group-based practicals followed by assessment based on problem-solving activities.
Each student must complete at least four courses; at least six credits must be earned from practicals.
You must complete all four courses before registering for NGR6700-Basic Statistics for Healthcare Delivery – Simulation Practicum I.
An additional three credits may be earned from compulsory courses requiring students’ participation if they wish to have permission from their supervisor/program chairperson.
As there is no formal examination component in NGR6716-Simulation in Healthcare Delivery – Patient Care Simulation Workshop, students must complete their final practical assessment after completing this course successfully without supervision. This course does not count towards your general learning objectives within NGR6716-Simulation in Healthcare Delivery – Patient Care Simulation Workshop. However, it counts as “In-course Learning” towards fulfilling other general learning objectives within your major.
Assessment Method(s)
Assessment Type Assessment Name Due Date % Weighting Long Answer Question Paper ~1800 words Home-based Practical I ~600 words Mid-year Exam November / December
Home-based Practical I:
Students will undertake real-world patient care simulation experiences during Home-based Practical I, which will include:
– A high-fidelity mannequin simulation
– Role-play with patients under supervision
– Observation of other participants during clinical placements
Mid-Year Exam:
For students who opt-out of submitting their Home-based Practical I assignments during Mid-Year Exam period:
You may choose not to submit any Home-based Practical I assignments after submitting your answers sheets for Mid-Year Exam period
At midterm exam period, you are required to turn-in two sets of answers sheets (including home-based practice sheet).
If you opt-out from submitting your Home-based Practice II responses during Mid-Year Exam period:
During Mid-Year Exam period:
You are required to submit answers sheets only if there is any clarification required from your team leader or supervisor regarding any question that appears unclear or ambiguous following exam session evaluation meetings;
There will be no written examination questions unless otherwise specified;
Only ONE set of HOME BASED PRACTICE II RESPONSES ARE ACCEPTABLE FOR CLARIFICATION OF EXAMINATION QUESTIONS;
At Final Examination Period,
If you opt-out from submitting any answer sheets during Final Examination period:
Students who do not have adequate responses may have their original answer sheets rejected as invalid;
No refund will be given for original answer sheet rejection;
Final Examination responses should ideally align with submission date / time;
Any response not aligned with submission date/time has equal chances of being accepted / rejected as valid / invalid. If it is found that your response is not aligned with submission date/time then chances are that it has been rejected due to un-aligned alignment but result remains valid regardless.
Other student submissions might also be reviewed against original submitted answer sheet(s). Students should note that they may receive more than one evaluation letter per examination session depending upon number of submitted responses. Such letters cannot be submitted together so students would need to submit at least two different letters per exam session unless otherwise stated; All letters MUST have signature line properly filled out as follows:
I hereby certify that I did NOT submit my work prior to the above dates/ times;
All work submitted must match the ORIGINAL WORK submitted; Original handwritten assignments will NOT BE considered nor evaluated;
Original handwritten submissions MUST MATCH ORIGINAL ANSWER SHEETS SUBMITTED;
Original handwritten assessments which don’t match original documents such as hand-written drafts OR original typed papers WILL NOT BE CONSIDERED NOR EVALUATED;
As soon as possible after receiving mailings containing feedback letters students should review feedback letter carefully and make necessary corrections.
Failure to make corrections could lead graded answers being disqualified from grading.
Students who fail to make corrections could lose up to half -point grade increment.
Due dates /
Submission Dates Submission Methods Late Submission Fee Deadline
Home-Based Practice Sheet Submission TBA $25
Mid-Year Exam Submission TBA $50
Final Examination Submissions TBA $50
Home-based Practice Sheet Submission Instructions:
Home-Based Practice Sheets (of only ONE section/ topic area listed below) MUST BE SUBMITTED ONLINE ONLY!
Important NOTE: If you choose not participate during either Q&A Section of a specific examination session, you cannot get extra time added onto an examination! You may choose NOT TO participate at all if YOU DO NOT PARTICIPATE AT ALL OR YOU DO PARTICIPATE AT ALL BUT DON’T COMPLETE YOUR HOME-BASED PRACTICE SHES!
The Home-Based Practice Sheet Submission Guidelines shall apply here too! You cannot submit double Home-Based Practice Sheets in consecutive examination sessions!
* It is best practice for questions related solely to cases alone be resolved first before moving onto other cases using proper selection criteria mentioned below; No scoring bonus points awarded;
* Students can usually expect grading accuracy between +/- 5% on HOME-BASED PRACTICE SHEETS submitted online!
In addition, should students opt-in/out form mid-term exams within mid-term exam deadlines above then they still need to turn-in MID-YEAR EXAM QUESTIONNAIRE which includes the entire HOME-BASED PRACTICE SHEET submission deadline! It means:
Late HOME-BASED PRACTICE SHEET submission until END OF MID-YEAR EXAM DEADLINE = NO ISSUES IS REPORTED IF THE HOME BASED PRACTICE SHEET IS ACCURATELY SUBMITTED ONLINE AND COMPLETED WITHOUT MISS ON TIME ; NO ISSUES IS REPORTED IF THE HOME BASED PRACTICE SHEET IS ACCURATELY SUBMITTED ONLINE BUT COMPLETED AFTER THE MID-YEAR EXAM DEADLINE CANNOT BE ACCEPTED FOR GRADING AS THE MID-YEAR EXAM DEADLINE HAS BEEN COMPLETELY MET;
HOME-BASED PRACTICE SHEETS SHOULD BE SUBMITTED IN PDF FORMAT ONLY!
HOME-BASED PRACTICE SHEETS SHOULD BE TURN-IN AS A SINGLE PDF FILE!
If there’s anything unclear about whether your Home-Based Practice Sheet has been received correctly or not please contact us right away!
Here’s some useful links related directly home-based practice sheet submission:
https://www.canada.ca/en/researchnet/assets/documents/pdf/about_researchnet/midyear_exams.html
https://www.canada.ca/en/researchnet/assets/documents/pdf/canadian_community_health_survey_2018.pdf
If the link doesn’t work then simply google ‘Home-Based Practice Sheet Submission’.
Answers Sheets Turn-In Procedure:
Following Q&A sessions conducted by Program Chairs/ Supervisors/ Program Liaison Officers and General Practitioners/Directors/ Senior Managers/Clinical Specialists/Consultants/Vice Presidents respectively,
Note: If O/A/CORRECTION/TIERS ARE REQUIRED THEN GO TO NEXT SECTION B BEFORE TRAVELLING TO SECTION A;
Please ensure that appropriate forms are completed prior making phone call(s)/ visit(s).
Specific queries about Centre-level Program Administrator & Clinical Coordinator duties pertaining specific Programme or Section shall be routed via e-mail communication instead through phone call/s / visit/s –
Please ensure e-mail address provided upon registration is updated every academic year without fail;
For Students who participate during Q&A sessions conducted by Program Chair/Supervisor,
Each student needs obtain personal consent form upon registering online through Canada Student Service Centre website prior conducting research projects at Centre-level Programs/Clinical Fellowships/Lecturer-Level Scholarships/Senior Managerial Fellowships/Senior Officer Fellowship Program/Clinical Specialist Fellows Programs/Director-Level Fellowships/Senior Leadership Fellowships/Stakeholder Scholars Program etc where appropriate form(s) shall be provided accordingly..
Student consent forms shall include tick-box consent options such as –
> “I agree” OR “I do agree”; > “I would like” OR “I do want”; > “I do not want”
For Students participating during Q&A sessions conducted by Program Supervisors,
Each student needs obtain Personal Consent Form from Programme Administrative Team at their respective University prior conducting research projects at Centre-level Programs/Clinical Fellowships/Lecturer-Level Scholarships/Senior Managerial Fellowships/Senior Officer Fellowship Program/Clinical Specialist Fellows Programs/Director-Level Fellowships/Senior Leadership Fellowships/Stakeholder Scholars Program etc where appropriate form(s) shall be provided accordingly..
Student Consent Forms shall include tick-box consent options such as –
> “I agree” OR “I do agree”; > “I would like” OR “I do want”; > “I do not want”
Prior completing Internet Research Projects funded directly under Grant-in-Aid Awards under CIHR-IHRF-funded Collaborative Research Initiatives etc., please confirm receipt/information provided regarding specific funding award details within programme documentation linked with CFID Disclosure statement once notified whether grant-related paperwork delivered back directly under programme documentation released without further notification via email communication ;
Note : Approval process differs slightly depending upon specific funding award details implemented within programs where applicable;
For Students participating during Q&A sessions conducted by Senior Managers/ Directors/ VPs/ Presidents/National Leaders/etc,
Please see CIHR-RGI Funding Document Release Process below :
To access document release process pertaining CFP-funded Research Initiatives funded under CIHR-IHRF-funded Collaborative Research Initiatives under Specialized Research Initiatives Funded Under CIHR-RGI Funding Document Release Process please follow link :
https://fundingresearch.nimh.nih.gov/cfp/index.htm#niprocedures
This document release procedure applies even if funds transferred directly under SPECIALIZED RESEARCH INITITIVES FUNDING DOCUMENT RELEASE PROCEDURE addressed specifically therein where applicable;
To access document release process pertaining CFP-funded Specialized Research Initiatives funded under CIHR-RGI Funding Document Release Process please follow link :
http://www.cihr-irsc.gc.ca/e/p/gp/gpp-sppd-eng.html#a6
This document release procedure applies even if funds transferred directly under SPECIALIZED RESEARCH INITITIVES FUNDING DOCUMENT RELEASE PROCEDURE addressed specifically therein where applicable;
For Student participating during Registration Calls conducted by Faculty Dean,
Note : Each registrant/student may ONLY REGISTER ONE TIME PER PROGRAM/SPECIFIC PROGRAM SECTION DEAN’S NAME MAY REGISTER SAD/HIS/HERS ABILITY TO ATTEND VIA EMAIL ONLY ;
Therefore ONLY REGISTER ONE TIME PER DEAN’S NAME EVERY YEAR WITHOUT FAIL ;
NOTE :
The School Level Deans or Faculty Dean’s respective emails address(es) once selected via university web portal login facility/platform respectively shall serve as subsequent primary point-of-contact contact point via e-mail communication/forum/message board/chat regarding RCI/UOIT related matters pertinent thereto for CFID funded research initiatives/projects funded indirectly under special requests grants/funding awards/research grants/funding proposals otherwise addressed specifically therein ;
NOTE :
University Local Coordinators/Administrators/handbooks pertaining specific school-level programs/documents/initiatives governed therein shall serve as primary point-of-contact contact point via email communication/forum/message board/chat regarding RCI/UOIT related matters pertinent thereto ;
NOTE :
Program Chairs/Supervisors/Directors/Vice Presidents/ORIGINA
NGR6716 Course Duration & Credits
NGR6716-Simulation in Healthcare courses are 2 (two) credits each. These are core courses which will provide students the basic understanding of simulation, modelling and simulation software. The course will also provide hands-on exercises to equip students with skill sets needed to effectively perform simula …
NGR6803 Course Duration & Credits for NGR6803-Simulation Programming: From First Principles (NGR6803) NGR6803-Simulation Programming: From First Principles courses are 2 (two) credits each. This is a core course that teaches a broad range of topics that helps students learn the fundamentals of simulation programming. It aims to prepare students for job roles that require them to be proficient in the use …
NGR6820 Course Duration & Credits for NGR6820-Risk Analysis for AEC Practice: Using Sensitivity Analysis, Decision Analysis, and Health Economics Methods (NGR6820) NGR6820-Risk Analysis for AEC Practice: Using Sensitivity Analysis, Decision Analysis, and Health Economics Methods courses are 2 (two) credits each. Students will be introduced to the tools and concepts used in risk analysis at varying levels of complexity t …
NGR6716 Course Learning Outcomes
Course Learning Outcomes for NGR6716-Simulation in Healthcare (NGR6716)
NGR6716 Course Assessment & Grading Criteria
is an online course developed by the School of Health and Social Development and offered at UBC Okanagan. This course is a core healthcare simulation program that teaches a variety of scenarios to prepare students to work in various healthcare settings. The NGR6716 courses are designed as an interdisciplinary program, where students combine an understanding of the health care system with their chosen field. These courses allow students to become familiar with the history, methods, concepts and tools of patient simulation and also provide practice in simulated situations.
*Course Website
http://www.okanagan.ca/schools/health/humanities/ngr/index.html
*Course Objectives
The main objective for this course is to develop skills that will be beneficial in the practice of health related professions. The student will be able to apply knowledge about human processes that relate to individual, family, community, occupational or global health problems.
*Recommended Pre-requisite
UGR6753-Simulation in Healthcare (NGR6753) is recommended prior to taking this course.
*Grade Distribution
Grade distribution can be found on page 8 of the Course Outline
**Theory – 50%**
**Practical – 50%**
**Grading Criteria**
*Grading Criteria can be found on page 10 of the Course Outline
*A copy/paste from University’s Policy:
https://www.ubc.ca/faculties/education/police-policy/documents/procedures/psychology-graduate-program-revised-072015.pdf#page=2
>A student who has completed all requirements for a bachelor’s degree may apply for graduation only after having satisfied the conditions specified in subsection B (1) above.
>
>(B) A student who has satisfied all requirements for a baccalaureate degree may apply for graduation after having satisfied all requirements specified in subsection B (1) above.
>
>For purposes of this section, “requirements” means all requirements necessary for the awarding of a baccalaureate degree and includes any condition or requirement specified by any authority having jurisdic