Nurs217 Ethics Course Outline

Judy Martin, RN, BHScN, MScN
PN Program Practical Nurse, Year Two Coordinator

judy.martin@humber.ca
COURSE OUTLINE ACADEMIC YEAR 2015/2016

Course Title: Legal, Professional & Ethical Issues in Nursing Practice
Course Code:
NURS217 (366)
Program: Practical Nursing
Schedule Type
Code: N/A
Credit Value: 3
Class Hours: 3
Co-requisite(s):
Pre-Requisite(s):
ANAT100
WRIT121
NURS103
NURS101
NURS104
PSYC110
PHYS150
NURS150
NURS151
NURS152
PSYC210
NURS153
NURS209
NURS208
NURS218
Pre-requisite for: NURS250; NURS153; NURS252; NURS253

Restrictions: Practical Nursing Program Students Only
This course builds toward meeting and is in partial completion of the following:
Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2014) www.cno.org
Examination Blueprint 2012-2016, www.cpnre.ca
Practical Nursing Program Standard, www.tcu.gov.on.ca
Approved By:
Associate Dean:
Signature:
Date: August 31, 2015
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate format
upon request.
Course Description
Students analyze the legal, ethical and professional issues affecting the nursing profession in a
variety of practice settings. They study health care and regulatory legislation, and the College of
Nurses of Ontario Practice Standards and Practice Guidelines. They learn to apply these to legal,
ethical, and professional concerns. Students explore concepts related to their responsibility and
accountability to the client, the nursing profession, the health care team, the employer, and
themselves in the contexts of self-regulation, quality assurance, and decision-making. They
examine collaborative practices among Registered Practical Nurses, Registered Nurses, and
others in the inter-professional health care teams. Students analyze and discuss current nursing
trends including empowerment, advocacy, culture and diversity, image, and the influence of
technology and informatics.
Course Rationale
This course prepares students for the College of Nurses of Ontario (CNO) Jurisprudence Exam
upon graduation. It helps them with the ethical and legal knowledge needed for sound
decision-making.
Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Describe legislation affecting health professionals, particularly nurses, as members of the
Regulated Health Professions Act and the Nursing Act 1991 and their regulations. (ETP#
85, 108a)
2. Describe the influence of legislation on health care and nursing practice such as the
Canada Health Act 1984; Public Hospitals Act 1990; Long-Term Care Homes Act 2007;
Health Protection and Promotion Act 1990; and the Controlled Drugs and Substances Act.
(ETP# 85, 51)
3. Explain the mandate of the College of Nurses of Ontario to protect the public through its
Council and Statutory Committees; and differentiate this mandate from those of
professional associations and labor organizations. (ETP# 108 a, b, c, 114)
4. Comply with the Professional Standards, Practice Standards and the Practice Guidelines
established by the College of Nurses of Ontario. (ETP# 45a, 106 a, c, 113a,e)
5. Describe professional misconduct including its definition and examples; and explore
professional responses. (ETP# 37, 71, 82, 94, 101,113a,e)
6. Apply the components of the CNO Quality Assurance Program in relation to the
importance of self, practice, and peer assessment as these relate to lifelong learning and
professional practice. (ETP# 106 a, c, 111, 113e)
7. Evaluate how the practice decision-making framework and the Three-Factor framework
support nurses when making autonomous decisions, and decisions that require
collaboration and consultation. (ETP# 45a, 89)
upon request.
8. Explain controlled acts, authorizing mechanisms, and roles and responsibilities, when
delegating to Unregulated Care Providers (UCPs). (ETP# 24, 44)
9. Explain the professional requirements to advocate for and protect clients rights to
informed consent, privacy, confidentiality, and self-determination. (ETP# 7a,b, 16, 38, 67,
68, 77, 78, 79)
10. Apply ethical standards, codes, reasoning, and decision-making to resolve ethical
dilemmas and to preserve clients rights. (ETP # 69, 75, 79, 80)
11. Distinguish between legal rights and ethical responsibilities in the provision of care. (ETP#
67)
12. Evaluate the effect that technology including informatics, computer-based technology and
health technologies, have on health care, the health care system, and nursing practice.
(ETP# 110 a-c, 112, 113f, 117 a-c, 118, 121)
13. Describe the effects that organizational culture, the changing health care environment,
and the health care system have on nursing and health care. (ETP# 88,118, 120, 121)
14. Apply practices that support the needs of diverse populations and the promotion of
community-inclusive nursing practice. (ETP # 41, 51, 63, 76, 81, 87, 90, 92)
15. Explain the influence of values, opinions and beliefs on relational practice. (ETP# 64, 73,
74, 80)
Essential Employability Skills

Essential Employability Skills are transferable skills that provide the foundation for a students
academic, vocational, and personal success.
X
Communication
Numeracy
Critical Thinking &

Problem Solving
Information
Management
Interpersonal
Personal
Learning Resources
New editions of resources are continually being published. Therefore, specific publication dates
and editions are not listed. It is an expectation that learners use the most current published
edition that is available.
Required Resources:
College of Nurses of Ontario. (CNO). (current edition). Practice Guidelines: Authorizing
Mechanism. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Practice Standards: Confidentiality and
Privacy. Retrieved from www.cno.org
upon request.
College of Nurses of Ontario. (CNO). (current edition). Practice Guidelines: Consent. Retrieved
from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Practice Guidelines: Culturally Sensitive
Care. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Practice Standards: Decisions about
Procedures. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Fact Sheet: Disciplinary Proceedings.
Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Practice Standards: Documentation,
revised 2008. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Practice Guidelines: Disagreeing with the
Plan of Care. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Practice Standard: Ethics. Retrieved from
www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Practice Standard: Medication. Retrieved
from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Process Guides: Incapacity. Retrieved
from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Process Guides: Mandatory Reporting.
College of Nurses of Ontario. (CNO). (current edition). Fact Sheet: Nursing Act, 1991. Retrieved
from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Reference Document: Professional
Misconduct. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Practice Standards: Professional
Standards. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Quality Assurance Program: Overview.
College of Nurses of Ontario. (CNO). (current edition). Fact Sheet: Program Requirements
Quality Assurance. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Practice Guidelines. RN and RPN
Practice. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). RHPA: Scope of Practice and Controlled
Acts Model. Retrieved from www.cno.org
upon request.
College of Nurses of Ontario. (CNO). (current edition). Learning Module: Consent. Retrieved from
www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Learning Module: Ethics. Retrieved from
www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Learning Module: Restraints. Retrieved
from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Learning Module: Nurse-Client
Relationship. Retrieved from www.cno.org
College of Nurses of Ontario. (CNO). (current edition). Video: Abuse Prevention: One is One Too
Many. Retrieved from www.cno.org
Frankish, C.J., Hwang, S.W. & Quantz, D. (current edition). The Relationship between
Homelessness and Health: An Overview of Research in Canada.
Finding Home: Policy Options for Addressing Homelessness in Canada, ch.2.1. Retrieved from
http://www.homelesshub.ca
Gordon, Suzanne. (2009). Video Clip: From Silence to Voice. Retrieved from
http://suzannecgordon.com
Government of Canada. (2013) Controlled Drugs and Substances Act (S.C. 1996, c.19). Justice
Laws Website. Retrieved from http://www.justice.gc.ca/eng/
Ministry of Ontario. (current edition). E-laws: Regulated Health Professions Act, 1991. Retrieved
from www.e-laws.gov.on.ca
Ministry of Ontario. (current edition). E-laws: Public Hospitals Act, 1990. Retrieved from
www.e-laws.gov.on.ca
Ministry of Ontario. (current edition). E-laws: Long-Term Care Homes Act, 2007. Retrieved from
Ministry of Ontario. (current edition). E-laws: Health Promotion and Protection Act. Retrieved from
Ministry of Health and Long-Term Care. (current edition). Personal Health Information Act.
Retrieved from http://www.health.gov.on.ca
Ministry of Ontario. (current edition). E-laws: Ontario Mental Health Act, 1990. Retrieved from
Ministry of Ontario. (current edition). E-laws: Health Care Consent Act, 1996. Retrieved from
Ministry of Ontario. (current edition). E-laws: Substitute Decisions Acts, 1992. Retrieved from
upon request.
NURS 217 course content on Blackboard. http://learn.humber.ca

Registered Nurses Association of Ontario (RNAO).( current edition). Best Practice Guidelines on
Preventing and Managing Violence in the Workplace. Retrieved from www.rnao.org
Registered Practical Nurses Association of Ontario. (RPNAO). (current edition). Workplace
Violence Prevention Toolkit. Retrieved from www.rnao.org
Required Text Resource:
Kelly, P. & Crawford, H. (2013). Nursing Leadership and Management, (2nd.Canadian ed.)
Toronto: Nelson Education.
Supplemental Resources:
Canadian Federation of Nurses Unions, www.nursesunions.ca/
Canadian Nurses Association. (CNA). (current edition). Code of Ethics for Registered Nurses.
Retrieved from www.cna-aiic.ca
International Council of Nurses. (ICN). (current edition). ICN Code of Ethics for Nurses. Retrieved
from www.icn.ch
Ontario Nurses Association: OPSEU On Line: www.opseu.org
The Purdue Online Writing Lab (OWL): http://owl.english.purdue.edu/
Supplemental Text Resources:
Buresh, B. & Gordon, S. (current edition). From Silence to Voice: What Nurses Know And Must
Communicate to the Public. New York: 2nd Edition, Cornell University Press.
Burkhardt, M. & Nathaniel, A. (current edition). Ethics & Issues in Contemporary Nursing. New
York, USA: 3rd Edition, Thompson Delmar Learning.
Gordon, S. (current edition). Nursing Against The Odds: How Health Care Cost Cutting, Media
Stereotypes, And Medical Hubris Undermine Nurses And Patient Care. New York: Cornell
Press University.
Potter, P., & Perry, A.G., (current edition). Canadian fundamentals of nursing (5th ed). Toronto:
Mosby.
Supplemental Bookmark Resources:
Shalof, T. (2004). A Nurses Story. Toronto: McClelland & Steward.
Shalof, T. (2008). The Making of a Nurse. Toronto: McClelland & Steward.
Shalof, T. (2009). Hey, Nurse! My Adventure at Summer Camp. Toronto:
McClelland & Steward.
Supplemental AV Media Resources:
Suzanne Gordon - Author, Lecturer & Patient Advocate
upon request.
Copyright
Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute
his/her work. All members of the Humber community are required to comply with Canadian
copyright law which governs the reproduction, use and distribution of copyrighted materials. This
means that the copying, use and distribution of copyright- protected materials, regardless of
format, is subject to certain limits and restrictions. For example, photocopying or scanning an
entire textbook is not allowed, nor is distributing a scanned book.
See the Humber Libraries website (http://www.library.humber.ca/copyright) for additional
information regarding copyright and for details on allowable limits.
Learning Delivery Format
Assignments
Classroom
Critical Discussions
Lecture
Multi-Media
Online
Tutorial
Case Studies
Student Presentations
Professional Portfolio QA Requirements
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two components:
Reflective Practice and Practice Review.
Reflective Practice self-assessment, peer feedback and create, implement and evaluate
a learning plan.
Practice Review: randomly selected by CNO to complete this review (this occurs after
graduation and registration as a practice nurse).
Of these, as a student you are responsible for the reflective practice.
At Humber College, all students have a professional responsibility to keep their written records
of self-assessment, peer feedback and learning plans while enrolled in the Practical Nursing
program. These are parts of the Professional Portfolio that will be submitted in NURS250 (460)
and will be the foundation for continuing competence after graduation.
NOTE: You are required to keep evidence of your progress through the program; these include
essays, reflective practice journals, article reviews, care plans, online submissions, and other
scholarly assignments and transcripts. You are required to select examples of these to comprise
parts of the professional portfolio that is submitted in NURS250 (460).
upon request.
Course Content
UNIT
Topic
Unit 1
Legislation
Regulated Health Professions
Act, 1991 (RHPA)
Nursing Act, 1991 and its
Regulations
Content will be
evaluated on:
Other legislation:
Canada Health Act 1984
Public Hospitals Act 1990
Long-Term Care Homes Act
2007
Health Protection and
Promotion Act 1990
Controlled Drugs and
Substances Act.
Inter-professional Health Care
Team
The regulated health
professions and the unique
role that these professions
bring to the team
Scholarly
assignment:
Ethics
LO#
1, 2, 3
ETP#
85, 93,
106a, c,
108 a
111,
113 e
Nursing as a self-regulated
profession
Definition of self-regulation
Scope of nursing practice: as
defined by regulation; as
defined by level of
competence
College of Nurses of Ontario
mandate:
- Protection of the public
- Council and statutory
committees
- Regulates nurses
- Key roles: practice
standards; quality
assurance, enforcement,
entry to practice.
ASSESSMENT
Midterm
Final Exam
Persuasive
Paper
RESOURCES
Self-directed learning
NURS 103: key legislation in
Canada and Ontario,
governance, standards of
practice, practice guidelines;
NURS 152 re: Controlled
Substances
See also Units 3 & 7
Primary Text
Kelly & Crawford
(CNO)
Legislation
RHPA Act 1991 (CNO)
Public Hospitals Act 1990
Long-term Care Act 2007
Advocacy Centre for the
Elderly
Health Protection and
Promotion Act, 1990
Nursing Act 1991 (CNO)
RHPA, Scope of Practice,
Controlled Acts (CNO)
Decisions about Procedures
and Authority (CNO)
Practice decision-making
framework for entry-level
RPNs, pp. 10-13.
Entry to Practice
Competencies for RPN
(CNO)
Blackboard NURS217
upon request.
UNIT
Unit 2
LO#
1, 3, 4, 6
ETP#
106a, c,
108 a,
111,
113 e
Topic
(CNO)
Council
Statutory Committees
The Canadian Practical
Nurses Registration
Examination (CPNRE)
CNO Mandate and Quality
Assurance (QA) Program
Professional Standards,
Practice Standards, and
Practice Guidelines: role in
nursing practice
Accountability and
responsibility to the public and
the profession
CNO QA program as it relates
to self-regulation
ASSESSMENT
Content will be
evaluated on:
Midterm
Final Exam
Scholarly
assignment:
Ethics
Persuasive
Paper
RESOURCES
NURS 100
See also unit 12
Primary texts
(CNO)
Quality Assurance Fact
Sheet(CNO)
Quality Assurance
Webcast(CNO)
Blackboard NURS217
Continuous Quality
Improvement, (CQI)/Quality
Assurance (QA), in Nursing
Quality Assurance
Reflective Practice
Self-assessment
Practice Assessment
Peer Assessment
Professional Learning Plan
Unit 3
LO#
5
Primary Purpose of the Nurse

Practicing in the best interest
of the public and, protecting
the public
ETP#
Regulatory Mechanisms related
37, 45 a,
to Protection of the Public
71, 82, 94,
Definition of professional
101,
misconduct under section
108a,
51(1) of the Health
113 a, b,
Professions Procedural Code.
c, d
Examples of professional
misconduct
Conditions under which a
nurse is reported
Incompetence and incapacity
Content will be
evaluated on:
Midterm
Final Exam
Scholarly
assignment:
Ethics
Persuasive
Paper
Primary texts
(CNO)
Professional Standards,
2002(CNO)
Therapeutic Nurse-Client
Relationship (CNO)
and Authority (CNO)
Professional Misconduct
(CNO)
Incapacity (CNO)
Mandatory Reporting (CNO)
upon request.
UNIT
Topic
ASSESSMENT
Disciplinary Proceedings
Investigations - Process
Guide (CNO)
Preventing Client Abuse
(CNO)
Abuse Prevention-One is One
Too Many (Video)
CNO Learning Module Nurse-Client Relationship
Disagreeing with plan of care
Reporting professional
misconduct: duty to
self-report; and, reporting
misconduct to the CNO or to
another health regulatory
College
Role of the Complaints
Committee and Discipline
Committee (CNO) and CNO
duty to investigate and enforce
Process for questioning plans
of care: How to question,
clarify, and challenge unclear
or questionable orders,
decisions, or behaviours.
Secondary text:
RPNAO
Workplace Violence
Prevention Kit
Supplemental
Child and Family Services
Act, 1990.
RHPA 51 (1) c Health
Professions Procedural Code.
Bill 168: Occupational Health
and Safety Amendments Act
2009 (Violence and
Harassment in the
Workplace)
www.ontla.on.ca
Abuse
Concept of Inequity of Power
Power and its abuse
Client abuse: definition and
types
Identifying, responding to, and
reporting incidents of abuse
Reporting child abuse
Clients as abusers including
client on client abuse and
client to staff abuse.
Unit 4
LO#
1, 3, 8
ETP#
Workplace violence: Bullying,

harassment, and discrimination
Definitions
Bill 168: Occupational Health
and Safety Amendments Act
2009 (Violence and
Harassment in the Workplace)
Workplace Violence Risk
Assessment
Responding to Workplace
Violence
1.
Controlled Acts and
Authorizing Mechanisms
The RHPA and the controlled
acts
Four controlled acts
authorized to nursing under
RESOURCES
Blackboard NURS217
Content will be
evaluated on:
Midterm
Final Exam
Primary Texts
Kelly & Crawford
(CNO)
upon request.
10
UNIT
Topic
24, 44,
108 a
the Nursing Act 1991.

Initiation as different from
performing a controlled act
Limits and conditions for
initiating and performing a
controlled act.
Authorizing Mechanisms for a
controlled act (general)
Authorizing mechanisms as
they relate to administering a
controlled substance or
narcotic
Public Hospitals Act (PHA),
Regulation 965: effect on
initiating controlled acts
Accepting delegation
Delegation to Unregulated
Care Providers (UCP)
Unit 5
Ethics
Key ethical principles
LO#
Definitions
10, 11, 15
- Ethics
- Ethical issue
ETP#
- Ethical dilemma
64, 65, 67,
- Moral distress
69, 73, 74, Ethical values
75, 79, 80
Client well-being
Client choice
Privacy and confidentiality
Respect for life
Maintaining commitments
Truthfulness
Fairness
ASSESSMENT
Scholarly
assignment:
Ethics
Persuasive
Paper
RESOURCES
Working with Unregulated
Care Providers(CNO)
Authorizing Mechanisms
(CNO)
and Authority (CNO)
Medication (CNO)
Controlled Drugs &
Substances Act
Blackboard NURS217
Content will be
evaluated on:
Final Exam
Scholarly
assignment:
Ethics
Primary Texts
Kelly & Crawford, ch.20
(CNO)
Ethics (CNO)
CNO Learning Module Ethics
The ICN Code of Ethics for
Nurses
CNA Code of Ethics for RNs
Blackboard NURS217
Ethical reasoning
Utilitarian and deontological
theories
Distinguish legal rights and
ethical responsibilities
Ethics in practice: Personal and
professional
Personal values and beliefs:
self-awareness and effects on
relational practice
upon request.
11
UNIT
Topic
ASSESSMENT
RESOURCES
Personal ethics as
distinguished from
professional ethics
Nursing profession: Ontario
(CNO) Ethics, Practice
Standard
Nursing profession
International Council of
Nurses (ICN) Code of Ethics
Canadian Nurses Association
(CNA) Code of Ethics
Unit 6
Ethical decision making
Refusing assignments:
LO#
employment legislation
10, 11
Discontinuing nursing services
CNO Ethical Decision-Making
ETP #
Model applied in potential and
69,75, 79,
actual ethical situations
80
Inter-professional approach to
resolving ethical issues
Analyze case scenarios using
the Ethics, Practice Standard
2008, CNO
Unit 7
Legal and ethical practice
Consent
LO#
Informed consent
9
Health Care Consent Act 1992
Competence
ETP#
Client Advocacy
7a,b, 16,
Power of Attorney
38, 68, 69,
Substitute Decisions Act 1992
77, 78, 79
Client rights
Confidentiality and privacy
Personal Health Information
Protection Act, 2004
Restraints
Issues related to the use of
restraints
Chemical restraints vs.
Physical Restraints
Content will be
evaluated on:
Final Exam
Primary Texts
Kelly & Crawford
(CNO)
Scholarly
assignment:
Ethics
Ethics (CNO)
Content will be
evaluated on:
NURS 103: legislation,
governance, standards of
practice, practice guidelines;
restraints
NURS 209: Mental Health
Primary Texts
(CNO)
Final Exam
Scholarly
assignment:
Ethics
Blackboard NURS217
Legislation
Personal Health Information
Protection Act 2004
Health Care Consent Act
1996
Substitute Decisions Act 1992
Consent (CNO)
Confidentiality and Privacy Personal Health Information
(CNO)
Restraints (CNO)
upon request.
12
UNIT
Topic
ASSESSMENT
CNO Learning Module Consent

CNO Learning Module Restraints
Restraining confused clients
Unit 8
LO#
7
ETP #
45 a, 89
Inter-professional health care

teams
Contributing as a member of
the inter-professional health
care team
Effects of organizational
culture on the
inter-professional team
Content will be
evaluated on:
Final Exam
Current issues and trends

Empowerment and advocacy
Nurses and client
empowerment
ETP#
Role of the nurse as an
16, 7a, b,
advocate
67, 68, 77,
Continuous development of
78, 110
Blackboard NURS217
Review Unit re: legislations
Primary Texts
(CNO)
framework for entry-level
RPNs, pp. 10-13.
Entry to Practice
Competencies for RPN
(CNO)
Decision-making by the
Registered Practical Nurse on
entry into practice
Critical thinking and decision
making
Professional judgment
Using awareness of strengths
and limitations in
decision-making
framework
Consultation and collaboration
Autonomous decisions
Consultative and collaborative
decision-making
Effective relationships
between the RN and RPN:
collaboration and consultation
Deciding who is the most
appropriate professional
Three Factor Framework
(nurse, client, environment)
Unit 9
LO#
9, 12
RESOURCES

(CNO)
RN and RPN Practice: the
Client, Nurse and
Environment (CNO)
Blackboard NURS217
Content will be
evaluated on:
Final Exam
Primary Text
Kelly & Crawford, Ch. 15
On-line Resource:
Suzanne Gordon Video Clip
Blackboard NURS217
upon request.
13
UNIT
a-d, 112,
113 f, 117
a-d, 118,
121
Topic
ASSESSMENT
RESOURCES
the nursing profession

Addressing unsafe trends
within the health care system
Empowering nurses:
importance of membership in
committees that promote
optimal client care
Change in the health care

environment: technology
Issues related to informatics
and the use of the internet as a
source of information
Using the internet as source of
information and to validate
evidence-informed practice
The effects of new
technology(ies) on nursing
and the health care
environment (focus will be on
other than computer or
information based)
UNIT 10
Trends in nursing and the
LO#
health care environment
14
Effects of changing
ETP#
demographics on health care
41, 51, 63,
delivery
76, 81, 87,
Changes in the health care
90, 92,
system: e.g., telemedicine,
112
walk-in clinics, decreasing
in-hospital care and increasing
community based care
Diverse Client Populations
Broad definition of diversity
Respect of uniqueness and
differences within individuals,
families, groups, and
communities
CNO Practice Guideline on
Providing Culturally Sensitive
Care
Knowledge informed culturally
competent nursing practice
Relationship of culture and
diversity to law, ethics and the
Content will be
evaluated on:
Final Exam
Self-directed Learning
NURS 103: Culture
Primary Text
Potter & Perry (ch.10)
(CNO)
Entry-to-practice
competencies for RPNs
(CNO)
(glossary: culture, diversity)
CNO Providing Culturally
Sensitive Care(CNO)
Ethics (CNO)
Blackboard NURS217
Article
Frankish, Hwang & Quantz
(2009)
upon request.
14
UNIT
Topic
ASSESSMENT
RESOURCES
profession
Role of the practical nurse in
promoting culturally safe
nursing care
Unit 11
LO#
3
ETP#
108 b, c,
114
Needs of Unique Communities

Definitions, attributing
characteristics
Nursing considerations
Advocating for the health
needs of unique communities
(e.g., First Nations people in
urban centres. Homeless, new
immigrants)
Organizations & associations
Mandates of professional
associations and labor
organizations
Professional associations
roles in promoting the nursing
profession
Promoting the nursing
profession through
membership in professional
associations.
Content will be
evaluated on:
Self-directed Learning
NURS 103
See also Unit 2
Final Exam
Primary Text
Kelly & Crawford
(CNO)
RPNAO
Workplace Violence
Prevention Kit
Blackboard NURS217
Unit 12
LO#
12
ETP#
110 a-d,
112, 113f,
117a-d,
118,121
Documentation and Information

Sharing
CNO documentation
standards
Paper-based and electronic
documentation
Obtaining, forwarding and
transferring information within
and outside of the agency:
verbal and electronic means
(including computer, Internet,
telephone)
Using computer skills to
validate evidence informed
practice
Content will be
evaluated on:
Final Exam
Self-Directed Learning
Review NURS 101
Primary Text
(CNO)
Documentation (CNO)
upon request.
15
UNIT
Unit 13
Topic
ASSESSMENT
Preparing for the Jurisprudence

Examination
RESOURCES

(CNO)
Getting Ready for the

Pre-graduate Practicum
Establishing realistic learning
goals: using the SMART
(CNO, QA program) to build
competence
Please note: this course schedule may change as resources and circumstances require.
Student Evaluations
TYPE OF ASSESSMENT
Persuasive Paper
DATE DUE
Week 4
WEIGHT
15%
Week 6
25%
Scholarly Assignment: Essay: Ethics
Week 10
25%
Final Exam: Multiple Choice

Note: minimum 50% of the examination questions will be
related to Jurisprudence
Total
Week 15
35%
Midterm Exam: Multiple Choice
Note: minimum 50% of the examination questions

will be related to Jurisprudence
100%
Diploma Students:
In addition to meeting all program specific course and credit requirements, students must have a
Cumulative Program Grade Point Average (CPGPA) of 60 in order to be eligible for graduation.
Feedback Methodology
Feedback can be given in the following ways: grades, verbal/written comments, individual/group
consultation, and online comments.
Policies and Procedures
It is the students responsibility to be aware of the College Academic Regulations, which can be
found on the following, website: http://www.humber.ca/academic-regulations.
Humber College Institute of Technology and Advanced Learning Policies and Procedures can be
found on http://www.humber.ca/policies-and-procedures.
In addition, the School of Health Sciences Practical Nursing Program has a Handbook that
outlines program-specific policies and procedures. This Handbook can be found on the following
websites: www.humber.ca and course site https://learn.humber.ca.
upon request.
16
Academic Integrity
The School of Health Sciences (SHS) at Humber College Institute of Technology and Advanced
Learning (Humber ITAL) is committed to educating, preparing, and nurturing future professionals
who exemplify the core values of Academic Integrity (AI). We believe character and capacity is
strengthened through collaboration and attention to the values described by the International
Centre of Academic Integrity (ICAI) honesty, trust, fairness, respect and responsibility (ICAI,
2013) and the courage to always commit to these values.
To support this vision all students, within the School of Health Sciences, are expected to complete
all work in keeping to these values. All students will add the statement below to all assignments
required for submission to their professor/ placement instructor. It is expected that students will
indicate their signature and student number to verify their commitment to this pledge on their
assignments.
Integrity Pledge
I have maintained Academic Integrity in my work by adhering to the values of honesty and
integrity. I declare that this work respects APA requirements as well as policies within the School
of Health Sciences.
Student Signature
Student Number
Academic Complaint
If a student has questions or concerns regarding a grade on an assignment, test, or final
examination, the student should discuss the matter with the faculty member. The Program
Co-ordinator and/or the Associate Dean may be asked to assist if the faculty member and student
are unable to resolve issues. For relevant forms and a brief description, please refer to the
Academic Regulations, Academic Compliant (Category 1, Category 2) or Academic Appeal at:
http://www.humber.ca/academic-regulations. For further information see Section 13 of the
Admission Requirements and Academic Regulations for Degree, Diploma and Certificate
Studies.
Program Specific Policies
Refer to the Humber College Institute of Technology and Advanced Learning (Humber ITAL)
Practical Nursing Diploma Program Student Handbook and Educational Policies.
The Humber ITAL Practical Nursing Diploma Program Student Handbook and Educational
Policies contains the following program policies for which students are held accountable:
Educational Polices
Program Related Policies
Student Health Policies
Note: At the start of Year 1 and again at the start of Year 2 students are required to read and sign
that they have read and will comply with all relevant Humber College Institute of Technology and
Advanced Learning policies and all Practical Nursing Diploma Program policies outlined in the
Handbook and other documents, and that they will uphold all professional standards including
upon request.
17
confidentiality.
Prior Learning Assessment Recognition (PLAR)
Course credits may be granted in recognition of prior learning, and that Application for
Consideration is made through the Office of the Registrar at
http://www.humber.ca/plar/docs/pla.pdf.
Accessible Learning Services
Humber strives to create a welcoming environment for all students where equity, diversity and
inclusion are paramount. Accessible Learning Services facilitates equal access for students with
disabilities by coordinating academic accommodations and services. Staff in Accessible Learning
Services is available by appointment to assess specific needs, provide referrals and arrange
appropriate accommodations. If you require academic accommodations, contact:
Accessible Learning Services: http://www.humber.ca/student-life/swac/accessible-learning
North Campus: (416) 675-6622 X5090
Lakeshore Campus: (416) 675-6622 X3331
Disclaimer
While every effort is made by the professor/faculty to cover all material listed in the outline, the
order, content, and/or evaluation may change in the event of special circumstances (e.g. time
constraints due to inclement weather, sickness, college closure, technology/equipment problems
or changes, etc.). In any such case, students will be given appropriate notification in writing, with
approval from the Dean (or designate) of the School.
ESSENTIAL EMPLOYABILITY SKILLS

Essential Employability Skills (MTCU
Requirements)
Graduates of the program reliably demonstrate the ability

to:
Communication
Reading
1. communicate clearly, concisely and correctly in the written,
upon request.
18
Essential Employability Skills (MTCU

Requirements)
Graduates of the program reliably demonstrate the ability

to:
Writing
spoken and visual form that fulfills the purpose and meets the
needs of the audience
Speaking
Listening
2. respond to written, spoken, or visual messages in a manner

that ensures effective communication
Presenting
Numeracy
Understanding and Applying
Mathematical Concepts and Reasoning
3. execute mathematical operations accurately
Analysing and using Numerical Data

Conceptualizing
Critical Thinking & Problem Solving
Analysing
4. apply a systematic approach to solve problems
Synthesising
5. use a variety of thinking skills to anticipate and solve

problems
Evaluating
Decision-Making
Creative and Innovative Thinking
Information Management
Gathering and managing information
Selecting and using appropriate tools
and technology for a task or project
Computer literacy
6. locate, select, organize and document information using

appropriate technology and information systems
7. analyze, evaluate and apply relevant information from a
variety of sources
Internet skills
Interpersonal
Teamwork
Relationship management
Conflict resolution
Leadership
8. show respect for the diverse opinions, values, belief systems

and contributions of others
9. interact with others in groups or teams in ways that contribute
to the effect working relationships and the achievement of
goals
Networking
Personal
Managing self
Managing change and being flexible and
adaptable
Engaging in reflective practice
10. manage the use of time and other resources to complete

projects
11. take responsibility for ones actions, decisions, and
consequences
Demonstrating personal responsibility
PERSUASIVE WRITING ASSIGNMENT / ARGUMENT PAPER
upon request.
19
DUE DATE: WEEK 4
VALUE: 15%
The purpose of this assignment is to increase the students awareness of current professional,
legal/ethical issues or trends in the Canadian society. The students will be invited to use
persuasive writing and their knowledge of CNO practice standards and guidelines to defend their
position (stance) on the issue.
Choose a current professional, legal or ethical nursing issue in the media published between
2014-2015 (newspaper, radio, TV, internet) that is relevant to the Canadian society that interests
you. An argument does not have to be front-page news, but it must be debatable. It can be
anything you feel strongly about. The issue needs to be pre-approved by the course professor.
Students are expected to use evidence-based rationales to present their argument.
Maximum four (4) pages (1000 words) paper.
Requires a minimum of four (4) citations/references from the specified resources (see #4
below).
APA format
Due Week 4, NURS217; see below for submission instructions
Requires Turnitin originality report to be graded.
Use the following steps to structure the Argument Paper:
Introduction (1 page)
1. Present a topic.
2. Provide background of the issue.
3. Identify the controversy.
Present the controversy or issue involving nursing in your introduction. Your thesis
should state your position on the issue. You must first explain certain facts to the
reader (exposition) before arguing for or against a certain solution. You must take a
stance on the issue.
Body (2 1/2 pages)
4. Provide support (body paragraphs)
The body paragraphs of the essay should provide specific support. These supports
must include minimum of three (3) citation/reference to the chosen CNO document;
and, one (1) citation/reference of a credible source, for example, peer-reviewed
literature. (Total of a minimum of four (4) citations/references).
5. Composition
Include enough details and specific examples to support your position; however,
select only the facts that are relevant.
6. Consider differing opinions
upon request.
20
A persuasive essay may be strengthened by acknowledging conflict viewpoints and

repudiating them.
Conclusion (1/2 page)
7. Provide a forceful and a strong conclusion.
Do not introduce new material in the conclusion. Your conclusion should include a call
for some specific actions and leave the reader with a memorable idea or a question.
Format for submitting assignment
You must adhere to APA (current edition).
You are responsible for handing in the following material related to this assignment(unless
otherwise stated by the course professor):
- Attach a hard copy of the Originality Report (print the results after submission
to Turnitin.com) (Assignments will not be graded without Turnitin documentation)
Scholarly Assignment including a title page and reference page.
Attach a Scholarly Assignment Grading Rubric with your name and student number
(see Blackboard site)
Proofread your paper; ensure correct essay format, grammar, spelling, and punctuation. This
will be marked for completeness.
The penalty for late submission of assignments is a deduction of 20% per day late from your
original assignment mark (weekends count as 2 days). Assignments submitted five (5) days
after the due date will not be marked. Assignments (hardcopy) must be submitted in class on
the due date. If the student is unable to attend class due to extraordinary circumstances, the
assignment must be submitted to the Health Sciences front desk (M200), with an official
Humber indicated date and time stamp, no later than class time on the due date. Assignments
submitted after the class time (without prior discussion with the teacher, and without an official
Humber indicated date and time stamp) will be considered late. Assignments submitted on
Fridays after 1600 hours will not be considered received until 0800 Monday with a two-day
penalty for the weekend.
NURS217 SCHOLARLY ASSIGNMENT: ETHICS

DUE DATE: WEEK 10
VALUE: 25%
The purpose of this assignment is for students to examine an ethical issue (professional
misconduct) that resulted in an investigation by the Discipline Committee of the College of Nurses
of Ontario. It is a written individual assignment.
upon request.
21
Due: week 10 (in class); hardcopy only (unless otherwise stated by the course professor)
Format: Essay
Length: Minimum five (5) pages (1,250 words), maximum six (6) pages (1,500 words) excluding
title page (content exceeding the page limit will not be marked)
Step A
Access www.cno.org, how we protect the public link, the Discipline Committee Decisions.
Select a case from 2012-2014 in which a member (practical nurse, identifiable by letters rather
than numbers in the registration) has been found guilty of professional misconduct.
Step B
Introduction [One (1) page]
Briefly introduce and summarize the case and the discipline ruling. Use the following to outline
the allegation and the Discipline Committees decision.
What happened? What was the professional misconduct, e.g. physical or other abuse,
inappropriate behaviour, etc?
Identify the elements of the situation that lead to the allegation of misconduct:
What was the physical and or psychological state of the client at the time of the alleged
misconduct for example, the client was experiencing dementia, mental illness or was
physically or mentally challenged, vulnerable, e.g. elderly, child?
Was it only this nurse who was responsible? Or, was another nurse or person (e.g. a clients
family member, neighbor, and visitor) involved in this alleged professional misconduct
behaviour?
Were there contributing factors affecting the nurse: substance abuse, mental illness?
Were there contributing factors in the environment e.g., conditions?
What was the decision of the Discipline Committee? Briefly, do you agree with the decision
and why or why not?
Body [Three (3) pages]
Identify which of the Ethical Values described in the Ethics 2008 Standard it was alleged that
this nurse contravened and explain in your own words, how the values were breached. Please
provide rationales/support for your choice of ethical values.
Offer two (2) strategies that you would suggest in order to prevent a situation like this from
recurring again, e.g., policy, education, working conditions etc. and provide reasons why
these would work. Be brief.
To Support your position (#2, #3):
Refer to the Ethics 2008 Standard (CNO). Use a minimum of two (2) citations/references to
the Values Statements and use one (1) other reference from the Ethics 2008 for a minimum of
three (3) references from this Standard;
Use a minimum of one (1) citation/reference from each of two (2) other credible sources (other
Professional or Practice Standards, nursing ethical codes (national or international), Library
holdings, texts, law etc.) for a total of two (2) citations/references.
Total citations for the paper: minimum of five (5).
Conclusion [One (1) page]
Summarize the allegation in your own words, the ethical values contravened, and your
proposed solutions.
upon request.
22
Requirements of the assignment:

A correctly formatted cover page and reference page.
The paper should be a minimum of five (5) pages and a maximum of six (6) pages, excluding
the title page and reference page. Content beyond this will not be graded.
APA format followed.
Citations/references must be used in the essay.
Original clear, logical, well-developed and well-supported presentation of ideas that uses
information from the journal articles effectively.
Format for submitting assignment
You must adhere to APA 6th edition.
You are responsible for handing in the following material related to this assignment(unless
otherwise stated by the course professor):
- Attach a hard copy of the Originality Report (print the results after submission
to Turnitin.com) (Assignments will not be graded without Turnitin documentation)
- Scholarly Assignment including a title page and reference page (as per APA
must haves for PN document)
Attach a Scholarly Assignment Grading Rubric with your name and student number
(see Blackboard site)
Proof read your paper; ensure correct essay format, grammar, spelling, and punctuation.
Proper essay format, spelling and grammar will be marked for completeness.
The penalty for late submission of assignments is a deduction of 20% per day late from your
original assignment mark (weekends count as 2 days). Assignments submitted five (5) days
after the due date will not be marked. Assignments (hardcopy) must be submitted in class on
the due date. If the student is unable to attend class due to extraordinary circumstances, the
assignment must be submitted to the Health Sciences front desk (M200), with an official
Humber indicated date and time stamp, no later than class time on the due date. Assignments
submitted after the class time (without prior discussion with the teacher, and without an official
indicated date and time stamp) will be considered late. Assignments submitted on Fridays
after 1600 hours will not be considered received until 0800 Monday with a two-day penalty for
the weekend.
upon request.
23
NURS217 PERSUASIVE WRITING ASSIGNENT

Student #: ________________
Below Accepted
Standard
No thesis or argument
presented.
Background presented
is unrelated to the
issue.
Topic is not current
with insignificant
legal/ethical or
professional
relevance.
Needs Development
Thesis and/or
problem are vague
or unclear.
Background details
are a seemingly
random collection
of information,
unclear, or not
related to the topic.
Topic is barely
current with
unclear
legal/ethical or
professional
relevance.
No evidence of
controversy.
Satisfactory
Introduction states
the thesis but does
not adequately
explain the
background of the
problem. The
problem is stated,
but lacks detail.
Topic is somewhat
current with fairly
strong legal/ethical
or professional
relevance
Inadequate
evidence of
controversy.
Proficient
Adequate
evidence of
controversy.
Less than 3 main

points with poor
development of
ideas.
Introductory
paragraph contains
background
information and
states the problem,
but does not explain
using details.
Thesis of paper
stated
Topic is current with
strong legal/ethical
or professional
relevance.
Proficient
evidence of
controversy
3 or more main
points, but all
lack development.
Refutation vague.
Well-developed
thesis and
introductory
paragraph contains
detailed
background and a
clear presentation
of the problem.
Topic is current with
extremely strong
legal/ethical or
professional
relevance.
Substantial
evidence of
controversy.
3 or more main
points are present
but may lack detail
& development in
one or two.
Refutation
missing and/or
vague.
Excellent
Student Name: _________________________

Evaluation Criteria
INTRODUCTION
Introduction of
argument
Background/history
Define the problem
Thesis Statement
Relevance
MAIN POINTS
Body Paragraphs
Refutation
3 or more main
points are well
developed with
supporting
details.
Refutation
acknowledges the
opposing view but
does not
summarize
points.
Refutation missing.
Main points are

unclear. Ideas are
confusing.
Refutation
acknowledges
the opposing view
and
summarizes the
main points.
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate format upon request.
Mark
Earned
/10
/25
24
Evaluation Criteria
CONCLUSION
Citation/reference
from a credible
source
(minimum 4)
Writing Ability and

Paper Organization
Grammatical,
Spelling and
Presentation
Formatted
according to the
APA 6th edition
Excellent
Conclusion
summarizes the
main topics without
repeating previous
sentences.
Writers opinions
and suggestions for
change are logical
and well thought
out.
Excellent
citation/reference
that is supportive
and relevant.
Citations/references
are from credible
sources. Minimum
requirement of 4 is
met and surpassed.
Excellent writing
ability. Structure
and organization of
ideas are presented
in a clear manner.
Excellent
grammatical
structure. No
spelling mistakes.
Excellent APA
formatting.
No errors.
Conclusion
summarizes main
topics.
Fair suggestions
for change and/or
opinions are
included.
Conclusion
summarizes main
topics, but is
repetitive.
Conclusion does
not adequately
summarize the
main points.
Needs Development
Some suggestions
for change are
evident.
Adequate
citation/reference
that is somewhat
supportive and
somewhat relevant.
3-4citations/
references are from
credible sources.
Weak
suggestions for
change and/ or
opinions are
included.
Weak
citation/reference
that is hardly
relevant and
unsupportive.
Less than 3
citations/
references are
from credible
sources.
Poor writing ability.
Structure and
organization of
ideas are
presented in an
unclear manner.
Several
grammatical and
spelling mistakes.
6-8 errors.
Satisfactory
Good
citation/reference
that is supportive and
relevant.
Citations/ references
are from credible
sources. Minimum
requirement of 4 is
met.
Adequate writing
ability. Structure
and organization of
ideas are
presented in a
somewhat clear
manner.
Adequate
grammatical
structure.
Noticeable spelling
mistakes.
3-5 errors.
Proficient
Good writing ability.

Structure and
organization of ideas
are presented in a
mostly clear manner.
Good grammatical
structure and
minimal spelling
mistakes.
1-2 errors
Adequate attempt
at APA formatting.
3-5 errors.
Inconsistent APA
formatting.
6-8 errors.
Good APA
formatting.
1-2 errors
Below Accepted
Standard
Conclusion weak.
No suggestions for
change and/or
opinions are
included.
No citation/reference.
If citation/reference is
present, it is irrelevant
and unsupportive.
Citations/references
are not from credible
sources.
Unacceptable writing
ability. No structure
and no organization.
Ideas are unclear.
Grammatical Structure
and Spelling below
accepted college level.
>8 errors
No attempt of following
APA format.
>8 errors
Total
/5
/5
/10
Mark
Earned
/5
/60
25
NURS 217 SCHOLARLY ASSIGNMENT: Ethics
Satisfactory
Minimal presentation of
case. Minimal essential
case criteria presented.
No critical thinking evident.
Numerous inaccuracies or
irrelevant information.
Little to no citations
Disorganized.
Needs Development
/20
Student Number #___________________
Proficient
Some introduction and
presentation of case.
Some essential case
criteria presented.
Some critical thinking
evident. Several
inaccuracies or use of
irrelevant information.
Some use of incorrectly
cited sources.
Disorganized.
Little or no necessary
content, extremely
disorganized, no
citations.
/20
Mark Earned
Excellent
General introduction
and presentation of
the case. Critical
thinking apparent.
Most essential case
criteria presented.
Mostly presented in
own words, with
mostly accurate
citations. Generally
organized.
Minimal factual, minimal

evidence-based, sparse
explanation of ethical
values, minimal support
from theory. Limited
evidence of critical
thinking apparent, limited
ability to look at issue
from various viewpoints.
content, extremely
disorganized, no
citations.
/8
Relevant, thorough,
accurate introduction
and summary of the
case. Excellent
critical thinking.
Essential case criteria
presented.
Presented in own
words. Accurate
citations. Organized
& concise.
Some factual, some
evidence-based,
adequate explanation of
ethical values, some
content supported with
theory. Critical thinking
apparent in some areas,
basic ability to look at
issue from various
viewpoints.
Provided 1 preventative
strategy. Preventative
strategies unrealistic
and/ or not beneficial,
minimal ability to support
main argument, few/
unrealistic
recommendations given
Below Accepted
Standard
content, extremely
disorganized, no
citations.
Factual,
evidence-based
detailed explanation
of ethical values,
supported with
theory. Critical
thinking apparent,
strong ability to look
at issue from various
viewpoints.
Mainly factual,
mostly
evidence-based,
good explanation of
ethical values,
supported mostly
with theory. Good
demonstration of
critical thinking, good
ability to look at issue
from various
viewpoints.
Provided 1-2
preventative strategies
with some evidence of
being realistic and
beneficial, ability to
support main argument
evident, some outline of
recommendations
Student Name: _________________________

Evaluation
Criteria
Introduction and
summary of CNO
disciplinary case
and ruling.
Identification of
Ethical Values
within the case.
Discussion of
preventative
strategies
Provided 2
preventative
strategies that are
mostly realistic and
beneficial , well
support main
argument, good
outline of
recommendations
26
Provided 2
preventative strategies
that are realistic and
beneficial, consistently
supported main
argument, clearly
outlined
recommendations
Evaluation Criteria
Excellent
Proficient
Satisfactory
Basic position supported

with citations/references.
Citation/reference are
from non-credible
sources. Two (2) or more
relevant citations are
present.
Needs Development
Writing ability and

organization of paper
below college
standard.
NURS 366 SCHOLARLY ASSIGNMENT: Ethics continue
Support of position
Adequate position
supported with
citations/references.
Some citation/reference
are taken from other
credible sources. Three
(3) or more relevant
citations are present.
Acceptably written.
Several areas require
improvement in structure
and organization. Flow of
ideas is often disjointed.
Writing Ability and

Paper Organization.
Below Accepted
Standard
No
citations/references
given to support
position.
Adequate writing ability

and structure and
organization of work.
Flow of ideas disjointed in
a few areas.
(citations/references)
Excellent position
supported with
Citation/reference is
taken from other
credible sources. Five
(5) or more relevant
citations are present.
Good position
supported with
Citation/reference
are taken from other
credible sources.
Four (4) or more
relevant citations are
present
Good writing ability.
Structure and
organization of work
is good. Good flow of
ideas.
Good APA
formatting. 1-2 errors
APA format inconsistently

followed. 6-8 errors
Formatted according
to APA 6th Edition.
Excellent writing
ability. Structure and
organization of work
presents ideas and
evidence in an
excellent manner.
Flow of ideas is
seamless.
Excellent APA
Formatting. No errors.
No attempt to follow
APA format
>8 errors
Grammatical Structure
and Spelling below
college standard.
>8 errors
Good grammatical
structure and minimal
spelling errors
present. 1-2 errors
Several incorrect
grammatical structures
and spelling errors. 6-8
errors
Excellent
grammatical structure
and no spelling
errors.
Total
Adequate attempt at APA

formatting.
3-5 errors
Adequate grammatical
structure. Spelling errors
present.
3-5 errors
Grammatical
Presentation and
Spelling.
Notes:
Mark Earned
/8
/4
/4
/4
/68
27

Nurs217 Ethics Course Outline

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Nurs217 Ethics Course Outline

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Judy Martin, RN, BHScN, MScN

PN Program Practical Nurse, Year Two Coordinator

COURSE OUTLINE ACADEMIC YEAR 2015/2016

Program: Practical Nursing

Pre-requisite for: NURS250; NURS153; NURS252; NURS253

Date: August 31, 2015

Essential Employability Skills

Critical Thinking &

NURS 217 course content on Blackboard. http://learn.humber.ca

Primary Purpose of the Nurse

Workplace violence: Bullying,

the Nursing Act 1991.

CNO Learning Module Consent

Restraining confused clients

Inter-professional health care

Current issues and trends

Decisions about Procedures

the nursing profession

Change in the health care

Needs of Unique Communities

Documentation and Information

Preparing for the Jurisprudence

College of Nurses of Ontario

Getting Ready for the

Scholarly Assignment: Essay: Ethics

Final Exam: Multiple Choice

Midterm Exam: Multiple Choice

Note: minimum 50% of the examination questions

ESSENTIAL EMPLOYABILITY SKILLS

Graduates of the program reliably demonstrate the ability

1. communicate clearly, concisely and correctly in the written,

Essential Employability Skills (MTCU

Graduates of the program reliably demonstrate the ability

2. respond to written, spoken, or visual messages in a manner

3. execute mathematical operations accurately

Analysing and using Numerical Data

4. apply a systematic approach to solve problems

5. use a variety of thinking skills to anticipate and solve

6. locate, select, organize and document information using

8. show respect for the diverse opinions, values, belief systems

10. manage the use of time and other resources to complete

Demonstrating personal responsibility

PERSUASIVE WRITING ASSIGNMENT / ARGUMENT PAPER

DUE DATE: WEEK 4

A persuasive essay may be strengthened by acknowledging conflict viewpoints and

NURS217 SCHOLARLY ASSIGNMENT: ETHICS

Requirements of the assignment:

NURS217 PERSUASIVE WRITING ASSIGNENT

Less than 3 main

Student Name: _________________________

Main points are

Writing Ability and

Good writing ability.

NURS 217 SCHOLARLY ASSIGNMENT: Ethics

Student Number #___________________

Minimal factual, minimal

Student Name: _________________________

Basic position supported

Writing ability and

NURS 366 SCHOLARLY ASSIGNMENT: Ethics continue

Writing Ability and

Adequate writing ability