Honours Bachelor of Science - Nursing

Anatomy & Physiology II

In this course, the second of two in the program, students continue to study human anatomy and physiology, systematically exploring the structure and function of the human body. Learners examine the concepts associated with the cardiac, lymphatic, respiratory, digestive, and urinary systems, as well as principles of fluid and electrolyte balance, acid-base balance, and genomics with a focus on material that is essential for clinical application. Students will have the opportunity to acquire and apply new knowledge through a combination of lecture and experiential learning lab approach.

Professional Nursing & Ethical Practice

In this course, the second of three in professional nursing, learners expand upon their professional development, with a focus on ethical issues impacting health care (e.g., confidentiality, informed consent, equity and social justice, power imbalances, medical assistance in dying). Ethical, professional, and legal concepts and theories inform the developing professional nurse as they examine moral, ethical, legal, and regulatory nursing knowledge and responsibilities in relation to current practice. Integration of new, concurrent, and prior learning is essential for success.

Holistic Health Assessment

In this course, learners acquire knowledge and skills in the holistic assessment of individuals across the lifespan, with emphasis on the adult population. The focus is to develop the role of the nurse as clinician by obtaining knowledge and skills necessary for competence in health history interviewing, physical examination, interpretation of normal and abnormal findings, and documentation with application occurring in the Lab and Clinical settings. Integration of new concurrent, and prior learning is essential for success.

Clinical II - Introduction to the Clinical Setting

This clinical experience, the second of six, introduces learners to the hospital environment with a focus on the clinical aspects of personal care, health assessment, and documentation. Learners provide all aspects of personal care to a client, complete a health history, perform physical assessments, formulate nursing diagnoses, develop nursing care and client education plans, evaluate care, and document care provided. Through relational practice, learners consider the influence of psychological, sociocultural, spiritual, cultural diversity, and previous trauma in client care. In addition, learners must demonstrate ethical and evidence-informed clinical decision-making within a practice setting. Learners participate in a high-fidelity simulation in the Human Simulation Lab to enhance learning and challenge critical thinking within a safe environment. Integration of new, concurrent, and prior learning is essential for success.

Non-Core Breadth Elective (lower level)

Pathophysiology Concepts & Nursing Care I

In this community course, the first of three, learners focus on the role of community and public health registered nurses in health promotion and health protection activities within communities, schools, and groups. Learners recognize the influence of social, political, and economic determinants of health on community health and well-being. Learners explore models of care delivery, health promotion and health protection theories relevant to community assessment and development, and program planning, implementation and evaluation. In addition, learners will examine the care and advocacy of the older person focusing on health promotion, illness prevention, and the coordination and management of care for these clients to enjoy optimal quality of life while aging in place or transitioning to community-based long-term care settings. Integration of new, concurrent, and prior learning is essential for success.

Statistics for Nursing Research

This course, the first of three in research, focuses on basic statistics and introduces learners to qualitative data used in social and biological sciences. There is an emphasis on understanding the fundamental application of health research data. The course will prepare entry-level baccalaureate nurses with the knowledge to conduct and interpret descriptive and inferential statistics.

Introduction to Pharmacology

In this course, learners examine the theory and principles of pharmacology as it relates to nursing practice, providing the requisite knowledge to administer medications in a safe, ethical, and legal manner. Learners explore various categories of medications examining the use, standard dosages, potential adverse events, and nursing responsibilities in medication administration. In addition, learners explain the importance of client education for the safe use of medications. Integration of new, concurrent, and prior learning is essential for success.

Clinical III - Labs

This clinical experience, the third of six courses, continues in the hospital environment with a focus on integrating new knowledge and skills learned in concurrent courses and previous clinical experiences with performance expectations increasing across all aspects of nursing practice. The weekly experiential lab component prepares learners with knowledge to perform selected nursing skills (e.g., basic and complex wound care, injections, medication administration, catherization, specimen collection) and discuss ultural care and humility through interactive activities. In the clinical environment, learners provide all aspects of personal care to a client, including holistic health assessments, safe medication administration, care interventions (e.g., wound care, catheterization), develop nursing care and client teaching plans, and documentation of all care performed. Through relational practice, learners demonstrate caring and therapeutic relationships with clients. In addition, learners must demonstrate ethical and evidence-informed clinical decision making within the practice setting. In addition, simulation-based learning experiences are offered in the nursing labs as opportunities for learners to apply their cognitive, psychomotor, and affective skills in a safe, supportive environment. Simulation experiences are authentic to practice and are intended to provide experience in anticipation of practice in the clinical setting. Each simulation applies theoretical concepts related to learning outcomes and objectives of the course.

Microbiology - Infectious Disease & the Immune Response

This course introduces learners to the field of microbiology. Learners distinguish between bacteria, viruses, fungi, and protozoa and their structure, classification, microbial growth, and genetics. Learners discuss epidemiology of diseases, extent of host involvement, genomic influence in pathogenicity, and the immune system response to infections. Learners will learn approaches to microbial infection control and will study common infections affecting different organ systems. Integration of new, concurrent, and prior learning is essential for success.

Community I - Introduction to Community Nursing & Aging in Place

In this community course, the first of three, learners focus on the role of community and public health registered nurses in health promotion and health protection activities within communities, schools, and groups. Learners recognize the influence of social, political, and economic determinants of health on community health and well-being. Learners explore models of care delivery, health promotion and health protection theories relevant to community assessment and development, and program planning, implementation and evaluation. In addition, learners will examine the care and advocacy of the older person focusing on health promotion, illness prevention, and the coordination and management of care for these clients to enjoy optimal quality of life while aging in place or transitioning to community-based long-term care settings. Integration of new, concurrent, and prior learning is essential for success.

Research & Evidence - Informed Practice

This course, the second of three in nursing research, examines the purposes and processes of nursing and health-related research. Learners improve upon previously used information and communication technologies (ICT) search strategies and develop critical appraisal skills to examine quantitative and qualitative research evidence. Learners explore clinical questions and relevant studies to understand how research translates into clinical practice. Prior learning in Statistics for Nursing Research enhances learners' understanding and application of data collection methods to research questions in published health journals and reports.

Mental Health & Addictions

This course examines the nursing knowledge, attitudes, and skills that learners need to promote and maintain mental health and wellness across the lifespan. This course focuses on comprehensive cognitive and mental health assessments; crisis intervention and prevention; herapeutic communication techniques/skills; and the promotion of positive mental health outcomes. Using principles of physiology, pharmacological and non-pharmacological interventions, and collaborative practice, learners discuss quality client care through a trauma and violence-informed lens. Case-based discussions and simulations prepare learners to employ critical thinking and evidence-informed clinical judgement to plan safe and professionally competent care. Integration of new, concurrent, and prior learning is essential for success.

Clinical IV - Labs

This clinical experience, the fourth of six, continues in the hospital environment and expands into the community with a focus on integrating new knowledge and skills learned in concurrent courses and previous clinical experiences with performance expectations increasing across all aspects of nursing practice. The weekly experiential lab component prepares learners with knowledge to perform selected nursing skills (e.g., blood administration, NG insertion, ostomy care, IV medications, mental health communication techniques), perform skills related to community nursing practice, and discuss cultural care and humility through interactive activities. In the clinical environment, learners provide all aspects of personal care to a client, including holistic health assessments, safe medication administration, care interventions (e.g., mental health communication techniques, additional technical skills), develop nursing care and client teaching plans, and documentation of all care performed. Through relational practice, learners demonstrate caring and therapeutic relationships with clients. In addition, learners must demonstrate ethical and evidence-informed clinical decision-making within the practice setting. In addition, simulation-based learning experiences are offered in the nursing labs as opportunities for learners to apply their cognitive, psychomotor, and affective skills in a safe, supportive environment. Simulation experiences are authentic to practice and are intended to provide experience in anticipation of practice in the clinical setting.? Each simulation applies theoretical concepts related to learning outcomes and objectives of the course.

Introduction to Sociology

Sociology is the scientific study of society. This course is a general introduction to the concepts, theories, and major perspectives of sociology. An examination of research studies drawn from Canada and beyond our borders will highlight the significance of using a sociological imagination. Students in this subject will also be involved in the science of sociology by developing their own sociological research proposal.

Pathophysiology Concents & Nursing Care II

This course, the second of three in pathophysiology concepts and nursing care, focuses on aspects of human disease and the clients' experiences with acute and chronic health variations of increasing complexity. Learners examine the structural and functional changes of cells, tissues and organs, using program health concepts (e.g., perfusion, gas exchange, cellular and hormonal regulation, nutrition, inflammation, infection, tissue integrity, mobility, sensory protection, fatigue), and relevant diagnostic tests to explain clients' signs and symptoms and how selected diseases impact each of the body systems. Learners employ the nursing process to facilitate critical thinking and clinical reasoning in discussing the therapeutic management of health variations. Integration of new, concurrent, and prior learning is essential for success.

Community II - Public & Population Health

In this course, the second of three in community and public health, learners examine epidemiological, environmental, and global health issues while considering the impact of globalization on specific populations and settings with a focus on current and complex issues in population health affecting Canada and other countries. Learners analyze the social, political, and economical determinants of health and how they are addressed in the current context and, through upstream thinking and equity and social justice initiatives, how to decrease their negative influences on health. In addition, learners discuss emergency preparedness and disaster management in the community, population, and global context. Integration of new, concurrent, and prior learning is essential for success.

Young Families Health - Maternal Infant Care

In this course, learners focus on the nurse's role in meeting the health care needs of young and growing families. Learners examine the nursing care of the maternal-child-family unit during the antenatal, perinatal, and postpartum period. In addition, learners examine the nursing care of infants, children, and youth. Learners apply the principles of family-centred care, health promotion and protection, growth and development, and trauma-informed care to support critical thinking and evidence-informed clinical judgement in planning for safe and competent care of young families. Integration of new, concurrent, and prior learning is essential for success.

Clinical V - Labs

This clinical experience, the fifth of six, focuses on caring for multiple clients in a variety of clinical areas and community settings with performance expectations increasing across all aspects of nursing practice. In the experiential learning lab, the fifth of eight, prepares learners to perform selected nursing skills (e.g., chest tubes, trach care, chest tubes, post-partum assessment, newborn assessment, pediatric dosage, and pediatric medication administration). In the clinical setting, learners provide all aspects of personal care to a client, including holistic health assessments, safe medication administration, care interventions, develop nursing care and client teaching plans, and documentation of all care performed. Through relational practice, learners demonstrate caring and therapeutic relationships with clients. In the community, learners work with clients, families, and groups across various levels of care. Learners must apply knowledge of the determinants of health and primary health care principles according to the Canadian Community Health Nursing Standards of Practice, Public Health Ontario Standards of Practice, and other associated standards within the placement setting. Learners are expected to establish and maintain collaborative community relationships/partnerships and utilize practical experience to move toward independent practice. In addition, learners must demonstrate ethical and evidence-informed clinical decision making within the practice setting. Learners participate in a high-fidelity simulation in the Human Simulation Lab to enhance learning and challenge critical thinking within a safe environment. Integration of new, concurrent, and prior learning is essential for success. Simulation-based learning experiences are offered in the nursing labs as opportunities for learners to apply their cognitive, psychomotor, and affective skills in a safe, supportive environment. Simulation experiences are authentic to practice and are intended to provide experience in anticipation of practice in the clinical setting. Each simulation applies theoretical concepts related to learning outcomes and objectives of the course.

Indigenous Health & Healing

In partial fulfillment of the Truth and Reconciliation Commission of Canada (TRCC) Call to Action 24 and other health-related Calls to Action, this course provides foundational learning for healthcare providers to be able to provide equitable, non-discriminatory care to Indigenous peoples. Learners will analyze how historical, political, economic, and social forces, including settler colonialism and assimilation practices, have shaped the health and well-being of Indigenous communities today. Learners will critique the Social Determinants of Health looking at the impacts of settler colonialism, including structural and systemic barriers, inequitable healthcare services, and misconceptions about Indigenous peoples. Learners will look to Indigenous rights frameworks, and the unique rights of Indigenous peoples to understand the necessity of Indigenous peoples' self-determination in their health and well-being. Lastly, learners will have meaningful opportunities to reflect on and critique the roles and responsibilities of the healthcare professions and healthcare professionals in addressing settler colonialism and different levels of racism that impact Indigenous peoples. Upon completion of the course, learners are encouraged to pursue additional development opportunities related to Indigenous health and well-being. The integration of previous and concurrent program knowledge is essential for success.

Pathophysiology Concepts & Nursing Care III

This course, the last of three in pathophysiology concepts and nursing care courses, focuses on aspects of human disease and the clients' experiences with critical or life-threatening health variations. Learners examine the structural and functional changes of cells, tissues, and organs using health and illness concepts and relevant diagnostic tests to explain clients' signs and symptoms and how selected diseases impact each of the body systems. In addition, learners examine the fundamental knowledge including definitions, concepts, evidence-informed best practices, and the provision of palliative and end-of-life care. Learners employ the nursing process to facilitate critical thinking and clinical reasoning in discussing the therapeutic management of health variations. Integration of new, concurrent, and prior learning is essential for success.

Nursing Research in Community, Population Environmental Health

This course intersects nursing research and community health, where learners discuss issues in community, public health, population, and global health affecting the local community, the region, or population of Canada, and identify gaps in the current health care evidence. Guided by faculty, learners critically appraise community-based health research evidence and use the principles of community-based research to analyze the social, political, and economical determinants of health in a community. Connecting with key stakeholders and community partners, learners complete a community health assessment for a population or group and, through upstream thinking and equity and social justice principles, and propose a plan for research to address health disparities and improve health outcomes. Integration of new, concurrent, and prior learning is essential for success.

Clinical 6 PLYS Labs

This clinical experience, the last of 6, continues learners' experience focusing on caring for multiple clients in a variety of clinical areas and community settings with performance expectations increasing across all aspects of nursing practice. In the experiential lab, learners to perform selected nursing skills (e.g., advanced wound care, central line management, parenteral nutrition, blood gas analysis, basic ECG interpretation) and to apply relational practice skills using simulated clients. In addition, learners complete palliative assessments, and participate in a simulated disaster. In the clinical setting, learners provide all aspects of personal care to a client, including holistic health assessments, safe medication administration, care interventions, development of nursing care and client teaching plans, and documentation of all care performed. It is an expectation that learners will be able to provide complete care and documentation for a minimum of two clients by the end of the term. Through relational practice, learners demonstrate caring and therapeutic relationships with clients. In the community, learners work with clients, families, and groups across various levels of community with a greater emphasis on population health and safety. Learners must apply knowledge of determinants of health and primary health care principles and standards associated within the placement setting. Students are expected to establish and maintain collaborative community relationships/partnerships and utilize practical experience to move toward independent practice. In addition, learners must demonstrate ethical and evidence-informed clinical decision making within the practice setting. Integration of new, concurrent, and prior learning is essential for success. In addition, simulation-based learning experiences are offered in the nursing labs as opportunities for learners to apply their cognitive, psychomotor, and affective skills in a safe, supportive environment. Simulation experiences are authentic to practice and are intended to provide experience in anticipation of practice in the clinical setting. Each simulation applies theoretical concepts related to learning outcomes and objectives of the course.

Degree Level Non-Core Breadth Elective (higher level)

Professional Nursing Leadership

This course, the last of three on professional nursing, focuses on the principles of management and leadership in the delivery of healthcare. An overview of leadership and management theories assists the student in understanding the principles involved in the key skills employed by highly successful nurse leaders (e.g., critical thinking, effective communication and conflict resolution, the art of delegation, team building, resource management, policy development, continuous quality improvement, change leadership, stress management). Seminar-style group discussions require learners to hone skills specific to the nursing profession's role in leadership within our current and envisioned future healthcare system. In addition, learners discuss current issues and trends in nursing leadership and management, and the contribution of the professional nurse to society. Integration of new, concurrent, and prior learning is essential for success.

Experiential Learning - Transition to Practice I

This experiential learning course, the first of two in transition to practice, facilitates transition of the learner from the role of nursing student to the role of professional nurse. Through praxis seminars and simulation activities, learners consolidate program learning in the pursuit of entry-to-practice competence in preparation for registration exams and independent professional practice as a registered nurse. Topics include a review of selected health variation, health promotion, and health protection assessments and interventions; and the ethical, legal, political, professional and interprofessional issues, as they relate to professional accountability and safe, competent, and compassionate nursing practice. Learners participate in low and high-fidelity simulation in the Human Simulation Lab to enhance learning and challenge critical thinking within a safe environment. Integration of new, concurrent, and prior learning is essential for success.

Integrated Hospital Practicum

This clinical experience is one of two precepted clinical experiences that enables the pre-graduate nursing student to synthesize theory, research, and professional and technical skills in clinical nursing practice. Learners must integrate concurrent and prior learning to continue to deliver competent, safe, ethical, and evidence-informed practice. The expected learner outcome is to practice at a proficient nursing student level with a comprehensive acquisition of entry-to-practice competencies identified by the College of Nurses of Ontario. Based on learner interests, individual learning needs, and career goals pre-graduate nursing students practice in the hospital setting. Integration of new, concurrent, and prior learning is essential for success.

Integrated Community Practicum

This clinical experience is the second of two precepted clinical experiences that enables the pre-graduate nursing student to synthesize theory, research, and professional and technical skills in clinical nursing practice. Learners must integrate concurrent and prior learning to continue to deliver competent, safe, ethical, and evidence-informed practice. The expected learner outcome is to practice at a proficient nursing student level with a comprehensive acquisition of entry-to-practice competencies identified by the College of Nurses of Ontario. Based on learner interests, individual learning needs, and career goals, pre-graduate nursing students practice in the community setting. Integration of new, concurrent, and prior learning is essential for success.

Leadership & the Future of Nursing

In this capstone course, the last of three in nursing research, learners apply a critical lens and the perspective of a scholarly professional in the examination of trends and issues in nursing that are influencing the profession. Professional nursing roles, health care systems and nursing practice issues such as intra- and inter-professional collaboration, social justice, nursing regulation, and professional associations are just a few of the topics that learners can select to research and develop a plan for innovation, quality improvement and/or change. Integration of new, concurrent, and prior learning is essential for success.

Experiential Learning - Transition to Practice II

This experiential learning course, the second of two in transition to practice, facilitates transition of the learner from the role of nursing student to the role of professional nurse. Building upon the skills gained in Transition to Practice 1 and through praxis seminars and simulation activities, learners continue to consolidate program learning and strengthen entry-to-practice competence in preparation for registration exams and independent professional practice as a registered nurse. Learners engage in employment readiness and career search skills. Review of selected health variation, health promotion, and health protection assessments and interventions; and ethical, legal, political, professional and interprofessional issues as they relate to professional accountability and safe, competent and compassionate nursing practice continues. Integration of new, concurrent, and prior learning is essential for success.

Integrated Hospital Practicum

This clinical experience is one of two precepted clinical experiences that enables the pre-graduate nursing student to synthesize theory, research, and professional and technical skills in clinical nursing practice. Learners must integrate concurrent and prior learning to continue to deliver competent, safe, ethical, and evidence-informed practice. The expected learner outcome is to practice at a proficient nursing student level with a comprehensive acquisition of entry-to-practice competencies identified by the College of Nurses of Ontario. Based on learner interests, individual learning needs, and career goals pre-graduate nursing students practice in the hospital setting. Integration of new, concurrent, and prior learning is essential for success.

Integrated Community Practicum

This clinical experience is the second of two precepted clinical experiences that enables the pre-graduate nursing student to synthesize theory, research, and professional and technical skills in clinical nursing practice. Learners must integrate concurrent and prior learning to continue to deliver competent, safe, ethical, and evidence-informed practice. The expected learner outcome is to practice at a proficient nursing student level with a comprehensive acquisition of entry-to-practice competencies identified by the College of Nurses of Ontario. Based on learner interests, individual learning needs, and career goals, pre-graduate nursing students practice in the community setting. Integration of new, concurrent, and prior learning is essential for success.