NUR2214 Course Introduction

Semester 2, 2017
This course is a continuation of Nursing Care of the Older Adult (NUR2213), which provides an overview of the physical, psychological, spiritual and social needs of older adults. The student will learn how to plan for and provide care for older adults. The focus of this course is on the nursing process in health promotion, illness prevention and disease management.
PRACTICE OF NURSING PRACTICES (3) Course Introduction for NUR2214-Nursing Care of the Older Adult (NUR2214 ) Semester 1, 2017
This course is a continuation of Nursing Care of the Older Adult (NUR2213), which provides an overview of the physical, psychological, spiritual and social needs of older adults. The student will learn how to plan for and provide care for older adults. The focus of this course is on the nursing process in health promotion, illness prevention and disease management.
Basic Pharmacology – I (3) Course Introduction for NUR2220 Basic Pharmacology – I Semester 1, 2017
The aim is to introduce pharmacology knowledge which includes fundamental concepts relating to drug properties and mechanisms of action; basic terms used in pharmacological research; scientific study methods; evidence-based practice; ethical principles and legislative frameworks within all aspects related to drug therapy.
Fundamental Concepts in Health Promotion & Disease Prevention (3) Course Introduction for NUR2220 Fundamental Concepts in Health Promotion & Disease Prevention Semester 1, 2017
The aim is to introduce fundamentals concepts related to health promotion & disease prevention through practical skills training on application in community settings.
Principles of Biochemical Pathophysiology & Pharmacokinetics (3) Course Introduction for NUR2222 Principles of Biochemical Pathophysiology & Pharmacokinetics Semester 1, 2017
The aim is to introduce biochemistry concepts related to chemical processes involved in cell metabolism and transport from one location or compartment into another; mechanisms by which drugs affect pathways involved in cell metabolism; biological effects associated with blood constituents such as bilirubin & albumin; physiological effects associated with therapeutic drug administration.
Principles of Cardiovascular Pathophysiology & Pharmacology (3) Course Introduction for NUR2222 Principles of Cardiovascular Pathophysiology & Pharmacology Semester 1, 2017
The aim is to introduce cardiovascular concepts related to basic chemical processes involved in circulation and their impact on cellular metabolism & functional output; mechanisms by which drugs affect pathways involved in cardiac function including contractility & relaxation; biological effects associated with blood constituents such as cholesterol, sodium ion concentration & albumin.
Principles or Neurotoxicity Assessment (2) Course Introduction for NUR2230 Principles or Neurotoxicity Assessment Semester 1, 2017
The aim is to introduce knowledge regarding neurotoxicity assessment relevant drug molecules that may cause adverse effects on brain functions including neurobehavioral disturbances as well as neurological complications during therapeutic use with particular emphasis on biochemical actions mediated by intracellular targets such as receptors.
Principles or Pharmacogenomics – II (2) Course Introduction for NUR2230 Principles or Pharmacogenomics – II Semester 1, 2017 This course covers principles involved with development and evaluation genetic studies utilized in molecular-based toxicological risk assessment. It also covers human immunodeficiency virus infection pathology while reviewing strategies employed by clinical labs working at various stages on HIV viral load monitoring utilizing point-of-care technology.
Principles or Pharmacogenomics – III: Genetic Testing Using Whole Genomes (2) Course Introduction for NUR2230 Principles or Pharmacogenomics – III: Genetic Testing Using Whole Genomes Semester 1 , 2017
The aim is introduction genetic testing using whole genome sequencing. We also review issues that could contribute towards achieving more accurate interpretations both within clinical scenarios as well as when routine analysis has been performed off-label. In addition we highlight potential pitfalls that could influence interpretation results including cross-reactions between drugs/gene substitutions/interactions due to a massive increase in genetic variants leading researchers searching new biomarkers/tools linked back against population genetics databases with resulting low false-positive rate resulting from false negative rate ranging from less than five percent up to twenty-five percent depending on environment where screening was performed.
Principles or Pharmaceutical Biotechnology/Advanced Drug Delivery Systems/Patient Safety Management Systems/Practice Management Systems (5) Course Introduction for NUR2230 Principles or Pharmaceutical Biotechnology/Advanced Drug Delivery Systems/Patient Safety Management Systems/Practice Management Systems Semester 1 , 2017 This course teaches students about key advanced technologies used within healthcare settings focusing majorly on biotechnology/pharmaceutical/biomedical research development/patient safety management systems/human patient simulation/clinical research education/excellence programs within healthcare settings providing hands-on experience from real-life patients’ safety scenarios pertaining how those solutions are designed/services rendered within healthcare facilities. It also provides students hands-on training working with pharmaceutical biotechnology/life science equipment labs maintaining records/reports/etc related thereto/orphan drugs/project grants/professional ethics panels/international pharmaceutical conferences/international organizations/treating highly specialized conditions etc., case examples pertaining each aspect are provided highlighting specific issues encountered by clinic staffs managing treatment projects/current patients’ profiles/cases thus helping students reflect upon real-life situations that may occur during their future careers/future academic experiences/molecular medicine/pharmaceutical industry setting while answering any/all applicable questions throughout the semester(s).
Healthcare Economics Research Methods/Social Science Research Methods/Medical Statistics/Medical Ethics/Medical Ethic Reviewer Training Programme(CMEP)/High-Risk Medication Utilization Studies/Clinical Trial Monitoring/Clinical Trials Programmes/Trial Design/Clinical Practice Resource Enhancement/Clinical Practice Resource Enhancement(CPRE)/Safe Medication Distribution/Safety Event Reporting System(SERS)/HIPAA Privacy Rule/Guideline Development And Evaluation System(GD&ES)/Patient Safety Networks/Patient Safety Informatics System(PSIS)/Patient Safety Data Warehouse(PSDW)/Electronic Medical Records(PER)/Pharmacy Review Process(IQR), Administration And Audit/Quality Assurance In Pharmacy Practice/IQAP/QA/QA System Implementation/Audit Guideline For Patient Safety/Audit Guideline For Patient Safety(Fact Sheet), Clinical Trial Related Activities/Food Additives/Food Additives Effects On Human Health/Food Additives Effects On Human Health(Fact Sheet)
Pharmacovigilance/Ethics And Social Responsibility-Integration Of Ethical Thinking Into The Practice Of Pharmacy/
Pharmacotherapeutics-Integrating Personalized Medicine Strategies Into Clinical Pharmacy Practice-
Relevant Legislation-India-Patients Right To Quality Healthcare-Patients Right To Quality Healthcare(Kashmiri Pandit-Personnel)-Patients Rights Act-India—Guidelines For Physicians-India—Guidelines For Physicians-Evidence-Based Practice Guidelines For Nurses-India-Evidence Based Guidelines For Nurses-Evidence-Based Practice Guidelines For Nurses – India —Guidelines For Nurses-Evidence Based Guidelines For Nurse :Evidence Based Guidelines For Nurses – India —Guidelines For Nurses-Federal Institute Of Family Welfare(GFSC)-Evidence Based Guidlines-Guidelines For Researchers Conducting Clinical Trial Within India-Guidelines On Research Ethics-Guidelines On Research Ethics-Guidelines On Research Ethics-Guidelines On Research Ethics-Guidelines On Research Ethics –Guidlines-Discussion Paper-Suggestions Regarding Guidelines–High Risk Medications: U.S.A.Guidebook On FDA Regulatory Requirements By Agency-Issues Concerning Patient Safety -Indo American Academies Association Of Asia-Pacific Councils Of Scientific Societies Of Asia-Pacific Councils Of Scientific Societies Of Indian National Scientific Advisory Council On Pharmaceutial Policy(International Society Of Pharmaceutial Policy)(ISPP)
Policy-Making-Drafting Amendments To U.S. Food And Drug Administration Laws–Code Of Federal Regulations–Federal Register–Federal Trade Commission–U.S. Department Of Justice–U.S. Department Of Labor–U.S. Department Of Transportation–U.S. Securities And Exchange Commission–U.S.Public Health Service-A Guide To Formulation Guidance Documents(Formulation Guidance Document(PGDD)) U.S.C.C.B.I.-Federal Rules And Regulations United Nations Convention Against Corruption:United Nations Convention Against Corruption(Global Blueprint)United Nations Global Compact–Anti-Corruption:A Guide To Policy Implementation-Anti-Corruption:A Guide To Policy Implementation-Anti-corruption:a Guide To Policy Implementation-Anti-Corruption:a Guide To Policy Implementation-Anti-Corruption:a Guide To Policy Implementation-Brief Overview About International Anti-Corruption LegislationInternational Fund Raising Association(Global Fund Raising Alliance)-Standardizing Informed Consent-Final Rulemaking Documents-Informative Summary About Multiple Sclerosis DrugsFDA Draft Guidance:Natural Products Affecting Therapeutic AntibioticsInformed Consent Forms /Protocol Amendment Form/Final Rulemaking Documents–Research Projects-Informed Consent Forms /Protocol Amendment Form /Final Rulemaking Documents–Research Projects–Standardized Informed Consent Forms /Protocol Amendment Form-/Final Rulemaking Documents–Research Projects–Standardized Informed Consent Forms /Protocol Amendment Form-/ Final Rulemaking Documents—Clinical Study Reports-Contribution Reports—Trial Master File-(TMF)-Background Material Chapter-VI-Provisions Regarding Indemnity Provisionschapter V-provisions regarding indemnity provisionschapter V-provisions regarding indemnity provisionschapter V-provisions regarding indemnity provisionschapter V-provisions regarding indemnity provisionschapter VI-provisions regarding indemnity provisions chapter VIprovisions regarding indemnity provisions chapter VIprovisions regarding indemnity provisions chapter VIprovisions regarding indemnity provisions chapter VIprovisions regarding indemnity provisions chapter Vprovisions regarding indemnity provisions chapter VIprovisions regarding indemnity provisions chapter VIprovisions regarding indemnity provisionsthree-year timescalefor developing/adapting safe approaches/facilitating patients’ medication compliance through collaboration between hospitals pharmacists/specialists/providers/outcomes personnel/nurses/inpatient/outpatient units/dispensing pharmacies/institutional pharmacy/pharmacy-related facilities/practice support services/state regulatory agencies clinical supervisors/governors hospital pharmacists/specialists/provider/home/community care providers/pharmacy representatives/policy makers etc., constructing collaborative relationships amongst stakeholders i.e., stakeholders directly involved involved either directly/studies/documents/projects being conducted/non-studies/documents/projects conducted/self-initiated/some other person/s etc., designing strategies/activities/performance evaluation methods/tools/performance measures/reporting templates ensuring patients’ access to safe medications/cycle time tracking/multiple visits/follow-up meeting/training/collaboration among stakeholders/staff members/computerized system implementation etc., involving patient representative(s)/patient satisfaction surveys/research studies undertaken/performance improvement actions/actions taken etc.,
specialist trainers/experts/professionals/social worker/social support specialists/social workers/social workers caregivers/community professionals/community workers social workers/volunteers/public educators/etc., facilitating pharmacy staffs leadership teams/groups/directors/managers/hospitals responsible persons/officers/clerks managers/trainers/managers etc., making decisions/advising/contributing input/output/input/input/output/input/output/input/output/documentation/forms/resources needed resources required/processes undertaken/modifications made/improved/refined/drafted etc.,
assisting directors/managers/hospitals responsible persons/officers/clerks managers/trainers/managers etc./designing tools/processes alongwith directors/managers/hospitals responsible persons/officers/clerks managers/trainers/managers etc./further analyzing outcomes/etc.,
facilitating pharmacy staffs leadership teams/groups/directors/managers/hospitals responsible persons/officers/clerks managers/trainers/managers etc./others designing tools/processes/etc,
concluding short-term training programs/coursework courses/self-initiated/self-started/adapting/adapting international/global standardized national/national/local programmatic approach/integrated programme/practical experience activities/events/initiating/driving/driving/driving initiatives across various countries nationally/nationalally/globally/participating internationally/participating internationally/participating internationally/participating internationally/participating internationally/participating globally/participating globally/participating globally/participating globally/general participation worldwide/general participation worldwide general participation worldwide/enhancing standards/local/regional/local participation globally/local participation nationally/regional participation globally/general participation worldwide general participations worldwide/enhancing medical specialist’s role/expertise/providers/people people’s role/expertise/providers/people people’s role/expertise/providers/people people’s role/expertise/providers/people people’s role/expertise/providers/people people’s role/expertise/providers/people people’s role/expertise/providers/people people’s role/
practical activities/designing curriculum/driving curricular reform/driving curricular reform/how-to guide/help guide/portable resource facility skills-training tool/menu framework/menu template menu framework/menu template menu framework/menu template menu framework/menu structure menu structure menu structure menu strategy menus strategy menus strategy menus strategy/architecture/functionality/functionality/emerging literature/html page/html page html page/html pages html pages html pages html pages links collections web-links/scientific index-page links collection science index-science index-science index-science journal index-science journal index-science journal list links collection scientific journals list links collection scientific journals list links collection scientific journals list links collection scientific journals list links collection scientific journals list links collection scientific journals list links collection electronic medical record software/services/product/service/meeting rooms/HOTELS/TRAVEL AGENTS/events arrangements/travel arrangements/travel arrangements/software cost-effective meeting rooms/travel arrangements/travel arrangements/software cost effective meeting rooms/travel arrangements/software cost effective meeting rooms/type management software/services/service/redirection/redeeming services/themall services software/software purchase order/cost saving service/project design/codepad code pad project design/code pad code pad project design/code pad code pad project design/code pad code pad project design/code pad software contact number/contact number/contact number/contact number/contact number contact number/email id/email id/email id/logo ID logo image logo image logo image logo image logo image logo image messaging platform/messaging platform email platforms/email systems email platforms/email systems email platforms/email systems email platforms/email systems email platforms/email systems communication tools/module/tool/confidential mode/confidential mode confidential mode confidential mode directory search directories listing directory directory directories listing directories listing directories listing listings announcement announcement announcement announcement announcement announcement announcement announcement announcements announcements announcement announcements announcement announcements announcements announcements announcements announcements announcements announcements Announcements Announcements Announcements Announcements Announcement Announcements Announcement Announcement Announcement Announcement Announcement Announcement Announcement Announcement Announcement Announcements ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENT ANNOUNCEMENTS Announcements Announcement Notices Announcements AnnouncementsAnnouncementAnnouncementAnnouncementAnnouncementAnnouncementAnnouncementANNOUNCEMENTANNOUNCEMENTANNOUNCEMENTANNOUNCEMENTANNOUNCEMENT Notice Notification Notice Notifications Notification Notification Notification Notifications Notification

NUR2214 Course Description

4.0 Credits Fall Semester 2015

NUR2214-Nursing Care of the Older Adult (NUR2214 ) – Spring 2016

Universities Offering the NUR2214 Course

has been tagged in the following Q&A sessions:

What is the most important aspect of this course?

Asked by: Tami

Answered by: kelpiegirl Please contact the university directly for further information as to when registration opens.

What are the learning outcomes for this course?

Asked by: Garry

Answered by: kelpiegirl The University offers students 16 units per semester. The assessment for these units will be 100% practical, written and oral.

NUR2214 Course Outline

Course Descriptions for NUR2214-Nursing Care of the Older Adult (NUR2214) Syllabus for NUR2214-Nursing Care of the Older Adult (NUR2214) Syllabus for NUR2214-Nursing Care of the Older Adult (NUR2214)

Course Outline – Nursing: The Ontario Curriculum: 2013-2020

The purpose of the course is to expose students to a variety of areas related to caring for older persons. Some specific areas include gerontology, advanced nursing care of older adults, assessment and intervention in chronic disease management, nursing research, ethics and aging, and palliative care.

For more information on these topics click here.

Learning Outcomes:

Upon completion of this course students will be able to:

Describe how changes in aging impact upon health and healthcare systems

Evaluate what it means to be aged and identify factors associated with aging

Discuss concepts of ageism

Determine factors associated with progression toward old age including human growth, metabolism, physical condition, mental state and cognitive ability

Analyse changes in health status that may be experienced by an older person

Explain how illness is managed during different life stages

Demonstrate knowledge related to gender differences in health status among older adults

Demonstrate knowledge related to cultural diversity within a community-based health team

Research new approaches for nursing care of patients experiencing functional decline or dementia

Examine how individual values influence choices regarding appropriate health interventions and activities for an older person

Develop skills related to written communication including information presentation techniques for audiences ranging from patients to community members through various media formats including the internet

NUR2214 Course Objectives

Course Objectives 1. Identify the definition of the nursing diagnosis of Care of the Older Adult (CNA) as it applies to older adults.

2. Describe the approach to assessment and planning for care of the older adult client identified in Care of the Older Adult (CNA).

3. Demonstrate an understanding of the nursing process, according to Northcentral University, NUR2214, Nursing Care of the Older Adult 2.

4. Demonstrate a theoretical foundation that is appropriate for clinical practice with older adults.

5. Demonstrate knowledge of concepts and practices related to health promotion and prevention that are critical for older adults.

6. Analyze health issues related to aging in individuals from diverse ethnic backgrounds.

7. Recognize patterns and dynamics in life transitions experienced by individuals from diverse ethnic backgrounds.

8. Evaluate health care delivery systems, policies, and regulations with respect to provision and accessibility of services for diverse ethnic groups.

9. Explain components of care models appropriate for working with clients identified as having mental health needs or impairments; learn cultural considerations when developing client education plans; recognize common influences on client behavior; explore perspectives in psychosocial development from a developmental perspective as well as theories that identify important developmental milestones; understand how cultural influences contribute to disparities between members of different cultures; assess self-care patterns in diverse populations, including women who have undergone surgical procedures and those who have breast cancer; explain changes in self-concept during midlife transition stages

10. Evaluate ethical issues related to healthcare delivery systems, policies, regulations, and healthcare costs with respect to access at all levels (governmental, private sector, insurance); describe how to apply professional standards within a variety of settings; identify ethical issues associated with participation in research projects

11. Select appropriate clinical situations related to care provided for individuals identified as having mental health needs or impairments

12.Evaluate nursing assessment data obtained from observation, interview, or self-reporting using standardized formats

13.Evaluate change over time through observation or interview based upon specific criteria: reliability versus validity

14.Provide individualized plan and strategies based on analysis of change over time outcomes

15.Use applicable age specific information such as signs/symptoms/interests/needs/preferences for identification purposes

16.Cultivate skills necessary for effective leadership including building relationships and managing conflict/resolution through developing positive relationships with clients/families/guests/professionals/etc., responding appropriately when conflicts arise among professionals (and their staff), address potential barriers based upon gender roles when working with male clients/patients/staff

17.Explain ways in which the nurse collaborates with other disciplines/healthcare team members/systems when caring for clients/patients/staff (e.g., when working within system boundaries)

18.Cultivate skills necessary for effective communication within a diversity environment including adaptability/collaboration among professionals/culture-specific socialization techniques/environments/values/etc.

19.Analyze interpersonal interactions based upon principles/effective communication styles needed to establish rapport/collaboration/Cultural Competency/Ethical Decision Making/Privacy/Informed Consent/Conflict Management/Legal Considerations etc.
NUR2214-Nursing Care of the Older Adult 3

NUR2214 Course Pre-requisites

(NUR2214)

NUR2215 Course Pre-requisites for NUR2215-Nursing Management of the Aging Population (NUR2215) (NUR2215)

NUR2222 Course Pre-requisites for NUR2222-Nursing Assessment and Documentation in Dementia (NUR2222) (NUR2222)

NUR2223 Course Pre-requisites for NUR2223-Nursing Care of Chronic Health Conditions in Adults (NUR2223) (NUR2223)

For more information, contact us.

More courses available

Masters in Nursing (MSc Nursing) at Southern Cross University

This MSc is a two-year postgraduate degree designed for qualified registered nurses wishing to pursue research or academic careers. The MSc Nursing will develop your knowledge, skills and professional competencies to address complex contemporary issues in nursing practice and research.

You’ll study a range of core and elective units including:

Clinical reasoning skills

Professional nursing practice

Research methods and analysis

Caring for clients with chronic health conditions

Graduates will be eligible to apply for registration with the Australian Health Practitioner Regulation Agency (AHPRA).

Entry requirements: You must have a Bachelor degree from an approved institution. Preference is given to applicants who have completed their Bachelors degree within five years prior to application. In exceptional circumstances we may consider applications with evidence that this period can be extended.

More courses available

Faculty: School of Health Sciences Faculty description: School of Health Sciences Location: Launceston City Campus Website: http://www.southu.edu.au/schools/healthsciences/

The Master of Advanced Science in Nursing offers advanced study opportunities in areas such as educational leadership, cancer care management, palliative care nursing, clinical informatics, medical psychology, forensic psychiatry and military nursing.

With extensive industry experience, our lecturers can bring new ideas and perspectives to the classroom that will help you develop your own unique skill set through your studies.

Course overview:

Core modules:

Advanced Clinical Practice I – Human Diseases & Conditions Module Code: HSCS2010 Introduction to Professional Practice I – Critical Issues Module Code: HSCS2200 Advanced Clinical Practice II – Human Diseases & Conditions Module Code: HSCS2310 Advanced Clinical Practice III – Human Diseases & Conditions Module Code: HSCS2320 Critical Thinking II – Communication Skills Module Code: HSCS2311 Critical Thinking III – Research Methods Module Code: HSCS2321 Advanced Research Methods I – Quantitative Data Analysis Module Code: HSCS2331 Advanced Research Methods II – Qualitative Data Analysis Module Code: HSCS2341 Advanced Research Methods II – Information Systems for Program Evaluation Module Code: HSCS2351 Criminal Justice Application – Intensive Modules Module Code: HSCS2360 Intensive Leadership Seminar – Intensive Modules – Core Modules Core module credits: 15 Year one modules credits per semester / 30 Year one units * * These are subject to change based on student demand. Year two modules credits per semester / 30 Year two units * * These are subject to change based on student demand. Modules Curriculum modules Credits Clinical Practice I Frontline Staff Support Clinical Practice II Community Health Clinical Practice III Nurse Educator Integrative Learning This course contains compulsory training which has been approved by the College Council. This means that you will need approval from Southern Cross University if you wish to complete these mandatory training hours. Please see Southern Cross University’s website www.southerncross.edu.au/HEL-BCO/Minicourses.aspx?course=HNS15&semester=2017 See Southern Cross University’s website www.southerncross.edu.au/accreditation See Southern Cross University’s website www.southerncross.edu.au/helb Email enquiries@scu.edu.au Phone enquiries +61 3 9525-5000 Subscribing/serving agencies National Centre for Vocational Education Research (NCVER) Queensland Department of Education and Training Queensland Government Training.gov.Qld.gov.au National Centre for Vocational Education Research (NCVER) NSW Office of Vocational Education and Training Queensland Department of Education and Training Queensland Government Training.gov.Qld.gov.au Northern Territory Department of Education and Training Brisbane TAFE City Beach CQUniversity King Street Port Adelaide South Australia State Library Library services Schools & Colleges Media Contacts Digital Marketing Manager Samantha Johnston | samantha.johnston@scu.edu.au | +61 3 9525-6186 More information on Graduate Attributes Students who complete this program should have developed analytical skills, a high level of critical thinking ability, good problem solving abilities along with an ability to critically evaluate situations critically Apply disciplinary knowledge to practice Demonstrate understanding of the impact of current social trends on the provision of health service delivery Contribute knowledge based upon legal framework Define professional boundaries as a nurse Apply self-awareness Develop self-confidence Improve collaboration skills Develop effective communication strategies Identify ethical issues Provide compassionate support Build community awareness Recognise risk factors Identify appropriate interventions within various health settings Utilise technology Advise consumers about personal health related matters Demonstrate self-management capabilities Examine guidelines for alternative health options Analyse principles used within public policy Understand role models’ achievements Enquire into tertiary education options Engage with contemporary debates Explore career pathways Examine current issues Investigate employment options Gain insights into social influence Analyse organizational environments Reflect on personal goals Critically assess scenario scenarios Interpret data Use quantitative tools Interpret data Use qualitative tools Investigate theoretical frameworks Critically evaluate theories Provide proof-based information Demonstrate independent thinking Work effectively as part of a team Adapt communication strategies Understand demographic changes Explore models Engage in live discussions Learn about emotional intelligence Empower people when confronted by adversity Explore human rights Work effectively as part of a team Learn how technology can improve outcomes Collaborate with peers Contribute effective strategies Make informed decisions Understand internal decision making processes Create clear objectives Be collaborative Identify current challenges Show autonomy Understand how social forces affect an individual’s life Evaluate personal strengths Build knowledge base Analyse organisational frameworks Manage problematic situations Explore technical development Put together global factors Create awareness Create empowerment Operate independently Adapt in diverse contexts Work effectively as part o

NUR2214 Course Duration & Credits

Course Duration & Credits for NUR2214-Nursing Care of the Older Adult (NUR2214 ) Course Syllabus

Course Syllabus Curriculum Guides

Curriculum Guides NUR2214 Course Outline and Resources

NUR2214 Course Outline and Resources NUR2214 Learning Objectives

NUR2214 Learning Objectives NUR2223 Nursing Care of Children with Disabilities

NUR2223 Nursing Care of Children with Disabilities NUR2223 Nursing Care of Children with Disabilities Curriculum Guide 2018-2019

NUR2223 Nursing Care of Children with Disabilities Curriculum Guide 2018-2019 Updated: March 2020 – Updated Curriculum Guide to coincide with the changes to the Saskatchewan curriculum.

Updated: March 2020 – Updated Curriculum Guide to coincide with the changes to the Saskatchewan curriculum. NUR2231 Capstone Practice in Nursing (Adult)

NUR2231 Capstone Practice in Nursing (Adult) NUR2232 Capstone Practice in Nursing (Children)

NUR2232 Capstone Practice in Nursing (Children) NUR2231 Learning Objectives

NUR2231 Learning Objectives Updated: April 2018 – Updated course outline for unit nursing care of older adults which incorporates new teaching modules, a revised learning outcome assessment tool, an updated final assignment marking rubric, and updated learning outcomes assessments.

Updated: April 2018 – Updated course outline for unit nursing care of older adults which incorporates new teaching modules, a revised learning outcome assessment tool, an updated final assignment marking rubric, and updated learning outcomes assessments. Updated: November 2016 – Students are required to complete one extended experience assignment during their studies that aligns with the Learning Outcomes Assessment.

Students are required to complete one extended experience assignment during their studies that aligns with the Learning Outcomes Assessment. New site specific online assessment that must be co