NURS 116 Health and Healing I: Introduction to the Context of Health and Health Promotion introduces learners to health promotion. They will explore how health is conceptualized and examine their own personal beliefs relating to health. They will examine immerging impacts on health such as climate change. They will examine the health of diverse Canadians using a variety of health information sources in order to understand the individual and macro level conditions that impact health. Learners will examine the Canadian health care system, its effect on health status, and factors that contribute to health inequity, including gender, sexual orientation, and exigencies that impact Indigenous health, and the Social Determinants of Health. Learners will be introduced to the concept of primary health care and explore the contributions of professional nursing to the health of individuals, families, and communities, across the lifespan.
Prerequisites: Admission to the Bachelor of Science in Nursing program.
Accessibility Services Notice
Students who would like an academic accommodation and who have a documented disability should contact Accessibility Services, if they have not already done so.Course Details| Total number of weeks | 15 |
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| Total Credits | |
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| Total Hours | 90 |
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Typical hours per week breakdown| Lecture | 3 |
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| Lab (lab, field, computer) | 3 |
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Learning Outcomes
Upon successful completion of this course, the learner will be able to:
- Describe historical and current theoretical understandings of health, health promotion, and primary health care in relation to nursing practice
- Discuss how RNs can impact the health status of Canadians
- Identify how contextual differences and beliefs about health influence health behaviors
- Identify factors contributing to health inequities in Canada and globally
- Demonstrate a beginning understanding of epidemiology in the context of physical and mental health
- Describes information communication technologies in the delivery of care
- Recognize the relationship between colonization, the social determinants of health, and health inequities for Indigenous peoples
- Describe the upstream drivers of climate change and ecological determinants of health
- Describe anti-Indigenous racism and its impact on the health of Indigenous peoples
- Describe the role and responsibilities of RNs to ensure individual, family, and community-centred care through interprofessional practice (RC -I)
- Demonstrate foundational nursing assessments and skills within the context of decision-making for nursing practice
Teaching and Learning Approach
Theory Class
Learners will grow their knowledge about current theoretical understandings of health, health promotion and
prerequisites of health through a nursing lens. Application of critical perspectives, critical thinking, and inquiry will
guide the learner as they explore personal concepts of health and wellness as well as contextual factors that
influence individual, family, community and societal health and wellbeing. This course will provide opportunities
for the learner to explore concepts related to overall health that include diversity, equity, and inclusion, social
equity and social justice, epidemiology, family, community, and society.
Learning activities are designed to actively engage the learner in gaining an understanding of the introductory
concepts of health within a Canadian and global context. Participants will critically examine current health issues
through case scenarios and dialogue with personal experiences and interpretations of readings, videos and
podcasts assigned for class preparation to foster the skills of analysis, research, critical thinking, and inquiry.
Learning activities will include lecture, various active learning strategies, review and discussion of selected
videos, in class multiple choice questions, case study questions, and student group led activities.
NURS116 Nursing Theory is facilitated using the Team-Based Learning format which involves learners as
partners in their learning and supports them as they develop a professional identity within a health care team.
Learners will be accountable for individual preparation to ensure that they are prepared to engage in a flipped
classroom that facilitates problem-based learning in a facilitated team environment. Learners are encouraged
and given the opportunity to be a partner in their learning and evaluation.
Nursing Skills Lab
Students will learn foundational nursing, health promotion, and prevention concepts, along with physical
assessment techniques, through discussion and instructor-led demonstration/return-demonstration activities.
Class time will be used to review key concepts, provide demonstrations (either instructor-led or through video),
and prepare students for hands-on lab sessions by outlining expectations, processes, and safety considerations.
Content will be supported by pre-class preparation activities available on the Learn site. These may include
online activities, readings from the nursing fundamentals and physical assessment texts, and open-source or
other supplemental resources. Simulation and case study formats will be used to consolidate skills such as
health history taking, physical assessment, and safe patient handling.
Knowledge and critical thinking will be evaluated through quizzes and lab activites. Formative feedback will be
provided throughout the course.
Learning Resources
Required:
1. Jarvis, C., Browne A.J., MacDonald–Jenkins, J. & Luctkar-Flude, M. (Eds.). (2024). Physical examination and
health assessment (Canadian, 4th Edition). Toronto, ON: Elsevier Canada.
2. Potter, P.A., Perry, A.G., Stockert, P. A., Hall, A.M., Ross- Kerr, J.C. Wood, M.J., …Duggleby, W. (Eds.).
(2024). Canadian fundamentals of nursing (7th Edition). Toronto, ON: Elsevier Canada
3. Stamler, L., Yiu, L., Dosani, A., Etowa, J. & van Daalen-Smith, C. (Eds.) (2020). Community health nursing: A
Canadian Perspective. (5th Edition). Toronto, ON: Pearson Canada.
Detailed Course Content, Topics, and Sequence Covered
1. 1. This schedule is a guide and is subject to change. Theory Course Orientation. Lab There will be no lab this week.
2.
2. Theory Health and Wellness Lab Foundational Skills and Assessments Infection Control 1
3. 3. Theory Critical Perspectives in Nursing Lab Infection Cotnrol 2 Health Records and Documentation
4. 4. Theory Family as Client Lab Relational Interviews & Health History
5.
5. Theory Determinants of Health 1 Lab Monday Lab Group: Decision Making & the Nursing Process Tuesday Lab Group: No lab, but still attend Monday Lab Prep Class for Exam.
6. 6. Theory Health Promotion, Primary Health, and Population Health Lab MSK: Body Mechanics & Safe Patient Handling Transfers and Ambulation
7. 7. Theory Community as Client Lab No lab class this week - College Closed Monday Lab Group: no lab Tuesday Lab Group: Decision Making and the Nursing Process
8. 8. Theory No Class (In lieu of Family Resource visits) Lab Vital Signs & Documentation
9. 9. Theory DOH 2 - Indigenous Peoples' Lab Personal Care 1
10. 10. Theory DOH: Ecological Determinants Lab Personal Care 2
11. 11. Theory Diversity, Equity, and Inclusion in Health Care (Teams to work on presentations) Lab Monday - Fall Study Break: NO LABS or Lab Class Tuesday - College Closed: NO LABs
12. 12. Theory Epidemiology and Communicable Diseases Lab Vital Signs 1
13. 13. Theory Team Presentations & Class Wrap Up Lab Vital Signs 2
14. 14. Theory Lab Exam 3 Lab Putting it all Together
Assessment
| Title |
Learning Outcomes |
Value |
| Lab - Exams (3) |
1-11 |
40% |
| Lab - Participation and Activities Theory - Resource Family |
1-6, 10, 11 |
10% |
| Assignment - Multiple Parts |
1-3, 7, 10 |
25% |
| Theory - Team Presentations Theory - Individual Readiness |
2-3, 7, 9, 10 |
10% |
| Assurance Tests (iRAT) |
1-10 |
10% |
| Theory - Team Readiness Assurance Tests (tRAT) |
1-10 |
5% |
| * Theory - Participation in Ecological Determinants Class |
2, 4, 8 |
Satisfactory/Unsatisfactory |
| Total |
100% |
*Ecological Determinants Class requirements:
Attendance at all classes is mandatory; however, for this class specifically, participation is included as an assessment because it involves a guest speaker and addresses a course learning objective that is not met otherwise. If you are unable to attend due to extenuating circumstances, an alternative assignment will be provided so you can still meet the learning objectives. This assessment(attendance or alternative assignment) will be graded on a Satisfactory/Unsatisfactory basis, and a Satisfactory is required to pass the course.
Grading Table
Standard Academic and Career Programs Grading Table
| Percentage |
Letter Grade |
GPA |
| 90-100 |
A+ |
4.33 |
| 85-89 |
A |
4.00 |
| 80-84 |
A- |
3.67 |
| 76-79 |
B+ |
3.33 |
| 72-75 |
B |
3.00 |
| 68-71 |
B- |
2.67 |
| 64-67 |
C+ |
2.33 |
| 60-63 |
C |
2.00 |
| 55-59 |
C- |
1.67 |
| 50-54 |
P |
1.00 |
| 0-49 |
F |
0.00 |
| |
DNW |
0.00 |
See the Academic Calendar for General Information including how to withdraw from course(s) and other regulations.
Disclaimer
Information contained in this course outline is correct at the time of publication. Content of the course is revised on an ongoing basis to ensure relevance to changing educational, employment and market needs. The instructor will endeavor to provide notice of changes to students as soon as possible. The instructor reserves the right to add or delete material from courses.