NURS 124 Wi26 Course Outline and Syllabus Approved

UNIVERSITY OF ALBERTA​ College of Health Sciences​ Faculty of Nursing Undergraduate Programs​ BScN AFTER DEGREE PROGRAM​ BScN BILINGUAL PROGRAM​ BScN COLLABORATIVE PROGRAM​ Northwestern Polytechnic, Keyano College,​ Red Deer Polytechnic, University of Alberta​ BScN HONORS PROGRAM Winter 2026 NURS 124​ FOUNDATIONS OF NURSING I​ COURSE OUTLINE AND SYLLABUS Note: students are expected to familiarize themselves with this course outline, the Undergraduate Nursing Programs Student Manual and online course site. Calendar statement NURS 124 - Foundations of Nursing I​ Units 3​ ​ ​ Approved Hours 3-0-0​ Description ​ ​ Fee index 6​ The course introduces the Canadian Healthcare System, including conceptual frameworks of primary health care across the lifespan and the concepts such as health law that apply to nursing and nursing practice. Within the context of relational practice, and the Fundamentals of Care Framework, concepts related to professional identity, the nurse/client relationship, the nursing process, and patient and family centered care will be explored. The course will continue to highlight the meanings of health and healing and the diversity of beliefs, values, and perceptions of health. Note: Available only to students in the Collaborative Program. Prerequisites MMI 133 (or equivalent), NURS 106 (or NURS 140 and 150), and NURS 120. Corequisite: NURS 123, NURS 125. Students must achieve a minimum grade of C+ in order to progress in the program. Course hours Lecture: 3 hours/week​ ​ ​ Seminar: 0​ ​ ​ ​ Lab: 0 ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 1 OF 26 Course delivery method This course is in-person. Please refer to Bear Tracks for the regularly scheduled course meeting times and locations. Course objectives Upon completion of this course, the student must be able to: 1.​ Describe the Canadian Health Care System, frameworks for primary health care, and the role of the nurse within these contexts. 2.​ Examine the therapeutic nurse patient relationship and the principles of the patient and family centered care across the lifespan. 3.​ Analyze the social determinants of health and their influence on health across the lifespan, access to care, and health inequities. 4.​ Apply the nursing process and demonstrate its applicability to various health care contexts and populations. 5.​ Determine relational nursing practice across the lifespan in selected health care contexts. Course contacts​ ​ Title Name Office number Office Hours Email Instructor VJ Gibbins PhD, RN Kipnes Academy (formerly ECHA) 4-204 By appointment vjgibbins@ualberta.ca Jolene Yung PhD(c), RN Kipnes Academy (formerly ECHA) By appointment jyyung@ualberta.ca Section B01 Instructor Section B02 Note: -​ Please see the Canvas course site for specific details on instructor availability and methods for booking / requesting an appointment to meet outside of scheduled class time. -​ Please allow 2 business days for a response. Include “Nurs 124” in the subject line. -​ Please ask general questions in class or on the Canvas discussion forum. Please only email the instructor for personal matters. -​ Professional and respectful communication is expected. Please refer to email etiquette. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 2 OF 26 Declarations The Faculty of Nursing, in alignment with the Canadian Indigenous Nurses Association (CINA), Canadian Association of Schools of Nursing (CASN), and Canadian Nurses Association (CNA), is committed to addressing racism within the nursing profession. Students are required to read the full text of the three declarations below: Canadian Indigenous Nurses Association and Canadian Association of Schools of Nursing. (2025). Cultural humility and cultural safety standards for nursing education. https://www.casn.ca/wp-content/uploads/2025/02/CASN_Cultural_Humility_Safety_ Standards_2024_EN.pdf Canadian Nurses Association. (2021a). Nursing declaration against anti-Black racism in nursing and health care. https://hl-prod-ca-oc-download.s3-ca-central-1.amazonaws.com/CNA/2f975e7e-4a4 0-45ca-863c-5ebf0a138d5e/UploadedImages/documents/Nursing_Declaration_AntiBlack_Racism_November_8_2021_FINAL_ENG_Copy.pdf Canadian Nurses Association. (2021b). Nursing declaration against anti-Indigenous racism in nursing and health care. https://hl-prod-ca-oc-download.s3-ca-central-1.amazonaws.com/CNA/2f975e7e-4a4 0-45ca-863c-5ebf0a138d5e/UploadedImages/documents/Nursing_Declaration_Anti-I ndigenous_Racism_November_8_2021_ENG_Copy.pdf Territorial Acknowledgement The University of Alberta acknowledges that we are located on Treaty 6 territory, and respects the histories, languages, and cultures of First Nations, Metis, Inuit, and all First Peoples of Canada, whose presence continues to enrich our vibrant community. L'Université de l'Alberta reconnaît qu'elle est située sur les terres du Traité 6 et respecte les histoires, les langues et les cultures des Premières Nations, des Métis, des Inuits et de tous les peuples autochtones du Canada, dont la présence continue d'enrichir notre communauté si vivante. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 3 OF 26 Required textbooks (Note: Foundations textbooks will be used as references throughout the program. Please retain your copies as they will be required resources in future courses). Gregory, D., Raymond, C., Patrick, L., & Stephen, T. (2020). Fundamentals : Perspectives on the art and science of Canadian nursing (2nd ed.). Wolters Kluwer. Required resources Resources specific to this course: Lapum, J., St-Aman, O., Hughes, M., Tan, A., Bogdan, A., Dimaranan, F., Frantzke, R., & Savicevic, N. (2019). The scholarship of writing in nursing education: 1st Canadian edition. Pressbooks, Toronto Metropolitan University. https://pressbooks.library.torontomu.ca/scholarlywriting/ General Faculty of Nursing resources: Canadian Nurses Association. (2025). Code of ethics for nurses. https://www.cna-aiic.ca/en/nursing/regulated-nursing-in-canada/nursing-ethics/ 2025-coe College of Registered Nurses of Alberta. (2021). Social media and e-professionalism: Guidelines for nurses. https://crna.com/media/n2yphl5o/social-media-and-e-professionalism-guideline s-for-nurses-mar-2021.pdf College of Registered Nurses of Alberta. (2022). Professional boundaries: Guidelines for the nurse-client relationship. https://crna.com/media/xkiay5ul/professional-boundaries-guidelines-for-the-nur se-client-relationship-2022.pdf College of Registered Nurses of Alberta. (2022). Requisite skills and abilities for becoming a registered nurse in Alberta. https://crna.com/media/bhvmngcz/requisite-skills-and-abilities-for-becoming-a-r egistered-nurse-in-alberta-2022.pdf College of Registered Nurses of Alberta. (2023). Culturally safe and inclusive practice: Practice advice. https://crna.com/media/nfekhrli/culturally-safe-and-inclusive-practice-advice-2023.pdf ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 4 OF 26 College of Registered Nurses of Alberta. (2023). Practice standards for registrants. https://crna.com/media/pphpzbq2/practice-standards-for-registrants-2023.pdf Faculty of Nursing, University of Alberta. (2025). Undergraduate nursing programs student manual. https://sites.google.com/ualberta.ca/nursing-ug-student-resources?usp=sharing *Students - Retrieve from the Undergraduate Student Resource Site under Student Services Team. Purdue Online Writing Lab. (n.d.). APA Formatting and Style Guide (7th Edition). Purdue Online Writing Lab. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_an d_style_guide/index.html University of Alberta. (2024, September 1). Student academic integrity policy [PDF]. https://www.ualberta.ca/en/alfresco/uappol/academic/student-academic-integri ty/policy/student-academic-integrity-policy.pdf University of Alberta. (2025). Academic integrity for students [Online]. https://www.ualberta.ca/en/student-success-experience/services/student-condu ct-accountability/academic-integrity-training-resources/academic-integrity-stude nts/index.html University of Alberta Library. (2025, November 17). APA citation style quickguide [PDF]. https://guides.library.ualberta.ca/ld.php?content_id=35043857 University of Alberta Library. (2025, November 24). APA citation style (7th edition) [Online]. https://guides.library.ualberta.ca/apa-citation-style Required supplies Technology is central to the delivery of all Faculty of Nursing coursework, assignments, and exams. In order to be successful, students are required to have the following resources for learning in Nursing courses: ●​ Windows or Apple laptop with a Google Chrome browser. ●​ Functioning webcam with a microphone Before purchasing a device, please read the Information Services and Technology technology requirements webpage carefully. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 5 OF 26 Course evaluation The final grade is based on the following assessments and there are no additional assignments or marks provided in the course. All course components and assignments must be completed to pass the course. Assignments/Course components Dates MST= Mountain Standard Time MDT = Mountain Daylight Time Weight Course objectives Group Sign-Up Sheet to be completed **If the class votes for student-selected groups Fri, Jan 30, 2026 by 4pm MST 0% ​Relational Practice Case Analysis ​(individual assignment worked on in-class) Fri, Feb 6, 2026 by 4pm MST 10 % 2, 4, 5, 6 ​Family Assessment Care Plan (group assignment) Fri, Feb 27, 2026 by 4pm MST 20 % 1, 2, 3, 4 25 % 2, 3, 4, 5 25 % 1, 3, 5, 6 20 % 2, 3, 4, 5 Patient/Family Education Plan (group) -​ 15% project mark from instructor/TA -​ 5% project mark avg from 2 peer groups’ evaluations of your project -​ 5% quality of feedback your group provided to other groups (marked by instructor/TA). Advocacy Arts-Based Project (group) -​ 15% Project mark from Instructor -​ 10% Project mark avg from 2 peer groups’ evaluation and feedback Intra-group process peer evaluation of individual students’ contributions 6 Group project due by Wed, Mar 11, 2026 by 4pm MDT Group’s feedback to 2 other groups due by: Fri, Mar 20, 2026, 4pm MDT Group Project due Wed, Mar 25, 2026 by 4pm MDT Feedback to 2 other groups due Thu, Apr 2, 2026 by 4pm MDT Wed, Apr 8, 2026 by 4pm MDT Course grading method: At the end of this course, students will receive a letter grade based on their final raw score. Please refer to the Final grades section of this course outline for more information. Foundational Minimum Pass (FMP): This course is denoted as Foundational Minimum Pass (FMP). This means that students must receive a final grade of C+ or higher in order to proceed in their Nursing program. Please refer to the University of Alberta Calendar 2025-2026 for more information. Please refer to the Absence from Term Work Policy as stated in the University of Alberta Calendar 2025-2026. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 6 OF 26 Note: Dates and details of course assessments are subject to change due to unforeseen circumstances. All updates will be posted on the online course site. A 10% reduction of available marks will be applied for each 24 hours (or part thereof) after a submission deadline to all late assignments unless prior written consent has been given by the instructor. The faculty is incorporating universal design principles by providing all students with up to 1.5 times the required time for midterm and final exams only. Class activities designed to facilitate learning and/or exposure to exam type questions that are worth up to and including 10% of the total grade are exempt from the 1.5 multiplier. If you have ANY other exam related accommodations you MUST register any applicable midterm or final exam(s) in Accommodate by the deadline. In an event of incapacitating mental and/or physical illness, severe domestic affliction or for circumstances as described in the University's Discrimination and Harassment Policy and Accommodation Policy (including religious belief), a maximum of one excused absence from a quiz or a midterm exam may be granted. A make-up test or assignment written prior to the final exam may be offered, date to be determined OR the weight of the missed term work will be applied to the final exam, at the discretion of the course instructor. Missed make-up tests or assignments will result in the weight of the missed term work being applied to the final exam or other term work or exams at the discretion of the course instructor. Supports for Students: Please check out this list of resources available to all students at the University of Alberta. Academic Success Centre Services The Academic Success Centre (ASC) provides services to support University of Alberta students in the areas of accommodations, learning, and writing. The ASC coordinates reasonable accommodations to eligible students who encounter medical or non-medical restrictions to their ability to perform the daily activities necessary to pursue studies at a post-secondary level. To that end, they work with students to coordinate disability-related accommodation needs for participation in University programs. For more information, and to register for services, visit the Academic Accommodations webpage. The ASC also provides peer-based and professional academic support in the areas of learning and writing. They offer individual appointments, group workshops, and online courses to students in all University of Alberta programs, and at all levels of achievement and study. At Writing Services, undergraduate students can work with a peer tutor to get feedback on a draft of their paper. Graduate students can book an appointment with a graduate writing advisor to get feedback on their documents. For more information, please visit the Writing Services webpage. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 7 OF 26 Assignments descriptions ​Lectures facilitate students’ understanding and application of course concepts. Students are expected to conduct themselves in accordance with the University of Alberta's Academic Regulations concerning "Attendance" and "Absence From Term Work". Regarding Artificial Intelligence (AI) use for assignments. The Philosophy: Thinking Like a Nurse. This course is not about finding a single "right" answer; it is about learning how to think like a nurse. This requires you to practice cognitive skills that are likely new and different from your previous academic experiences. Think of it this way: Using AI to do your thinking in a Foundations of Nursing course is like asking a friend to take your driving lessons and read the manual for you. On the day of the road test, you will be the one behind the wheel, and you will not know how to parallel park. The Reality: Low Stakes vs. High Stakes. If thinking like a nurse were easy, nursing school would not take four years. We ask you to do the hard work now, in this low-stakes lecture environment, so you are ready for the high-stakes arena of clinical practice. Make the most of this opportunity for your own benefit. The clinical setting requires you to have independent, solid thinking skills to keep your patients safe. You must practice the messy process of critical thinking yourself to develop the clinical reasoning and judgment required for professional practice. The Policy (for this course): Prohibited vs. Permitted Use. We will discuss AI in healthcare and may even use it during lectures to support our research processes. However, for your graded work, the following rules apply: ●​ Strictly Prohibited: Using AI tools to generate your ideas, write your reflections or case study submissions/care plans, or subvert the need for you to brainstorm and discuss case scenarios, is strictly prohibited. All submitted work must be yours and/or group members’ original effort. Please refer to the University’s statement on Academic Integrity and AI. ●​ Permitted Use: We will discuss how to appropriately use AI for formatting your own ideas, assisting with literature searches, or creating visual images. ●​ Exceptions: The only assignments where AI use is permitted are the Patient/Family Education Plan and the Advocacy Arts-Based Project. ●​ Citation Requirement: If you use AI for the permitted assignments, you must cite it. This includes referencing the specific prompts you used (i.e., the exact words you entered to generate the output). Instructions on how to cite AI will be provided in lecture. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 8 OF 26 Group Assignment Determination (Not Marked) Due Date: Friday, January 30, 2026, by 4:00 PM Overview Collaboration is a core component of this course. While this specific activity is not graded, finalizing your group placement is mandatory to ensure you can participate in the upcoming group assignments (Family Assessment, Patient Education, & Advocacy Project). The Process The Vote (Week 1): During the first class, students in attendance will vote anonymously on the method of group formation (Instructor-Assigned vs. Student-Selected). ○​ The decision will be determined by a majority vote (51% or greater) of those present. ○​ In the event of a tie, the instructor will make the final decision and inform the class. Group Size: The required number of students per group will be specified during the lecture. Formation Options Depending on the outcome of the class vote, one of the following procedures will apply: ●​ Option A: Student-Selected Groups A "Group Sign-Up Sheet" will be posted on the Canvas course site. It is the responsibility of the students to form their teams and ensure all names are entered into the sheet by the due date. ●​ Option B: Instructor-Assigned Groups The instructor will create the groups. Students who have specific factors that should be considered regarding their placement are asked to email the instructor immediately following the vote. Submission & Deadlines ●​ Deadline: Group formations must be finalized and the Sign-Up Sheet completed by Friday, January 30, 2026, by 4:00 PM. ●​ Default Placement: Any student who is not listed in a group (or has not been assigned) by the due date will be randomly assigned to a group at the discretion of the Instructor/TA. Relational Practice Case Analysis (10%) Due Date: Friday, February 6, 2026, by 4:00 PM Overview Nursing is fundamentally relational. Beyond clinical skills, the quality of the nurse-patient relationship drives health outcomes. In this assignment, you will move from ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 9 OF 26 theory to application by analyzing a specific interaction through the lens of Relational Inquiry. You will demonstrate how the "5 C’s" shape professional practice in a simulated scenario. Submission Guidelines ●​ Format/Method: Individual Assignment submitted on the Canvas course site using a Google Form or similar app. This is primarily an in-class activity. The case scenario will be released on the Canvas course site during the scheduled class time. Answers will be in sentence or paragraph form in response to the trigger questions provided. Answers should follow principles of scholarly writing (complete sentence structure, appropriate grammar, and syntax), and when required, citations must adhere to APA 7th edition formatting. ●​ AI Policy: Strictly No Generative AI. This assignment tests your ability to interpret human nuance and relational dynamics; the use of AI tools to generate this analysis is not permitted for this assignment. The Task. Following the lectures on Relational Inquiry and Practice, you will analyze a provided case scenario using the framework discussed in class. ●​ The Framework: Your analysis must apply the 5 C’s of Relational Inquiry: 1.​ Compassionate: How is kindness and empathy demonstrated? 2.​ Curious: Is the nurse asking questions to understand context, or making assumptions? 3.​ Committed: Is there a dedication to the patient's well-being despite challenges? 4.​ Competent: Is the care safe and knowledgeable? 5.​ Corresponding: How does the nurse relate to the patient as a human being? ●​ Timing: While this is designed to be worked on during class time (allowing you to ask the instructor questions as you work), the submission window remains open until 4:00 PM that day. This ensures you have adequate time to refine your answers after class if needed. Grading. Please refer to the Canvas course site for the detailed marking rubric. Your analysis will be evaluated on your ability to correctly identify and apply the 5 C’s to the specific details of the case scenario. Family Assessment Care Plan (20%) Due Date: Friday, February 27, 2026, by 4:00 PM Overview Nursing practice often focuses on the individual, but patients exist within complex family systems that influence their health outcomes. In this assignment, your group will shift ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 10 OF 26 the "unit of care" from the individual to the family. You will demonstrate your ability to apply the Calgary Family Assessment Model (CFAM) to identify family strengths, structural or developmental issues, and functional patterns. Submission Guidelines ●​ Format: Group Assignment. Written Care Plan using a template with question prompts. Some prompts may require bullet-point-style answers while others require paragraphs for answers. Paragraph-style answers should follow principles of scholarly writing (sentence structure, grammar, syntax), and when required, citations must adhere to APA 7th edition formatting. ●​ Template: You must use the specific Family Assessment Template provided on the Canvas course site. ●​ AI Policy: Strictly No Generative AI. This assignment relies on your specific analysis of a case study; the use of AI tools to generate content for this care plan is not permitted. The Task. Following the lectures on Family Nursing, your group will be assigned a specific case study (e.g., a scenario similar to the family discussed in class). ●​ Assessment: Using the CFAM framework, analyze the data provided in your case study. You will categorize findings into Structural, Developmental, and Functional domains. ●​ Analysis & Planning: Based on your assessment, your group will brainstorm and prioritize hypotheses (What is going on here?) and generate solutions (What do we/the family want to do about it?) and build a comprehensive Care Plan of actions/interventions to initiate and formulate the strategy for evaluating the effectiveness or outcomes of the interventions. ●​ The Process: All group members are expected to actively participate in the brainstorming, discussion, and analysis phases. This is not a task to be "divided up" in isolation; it requires collaborative clinical judgment to see the whole picture. Group Accountability. Your contribution to this assignment is a critical component of your semester-long collaboration. ●​ Peer Evaluation: Each student’s participation, effort, and intellectual contribution to this Care Plan will be assessed by their group members. ●​ Impact: These observations will form the basis of the grades submitted in the Intra-Group Process Peer Evaluation (20%) at the end of the term. ●​ Grading. Please refer to the Canvas course site for the detailed marking rubric. Ensure your group reviews the rubric before starting the assignment to understand how depth of analysis and application of the CFAM model will be scored. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 11 OF 26 Patient/Family Education Plan (25% Total)​ Due Dates: ​ ​ ​ ●​ Part 1 (Group Poster 10%): Wednesday, March 11, 2026, by 4:00 PM ●​ Part 2 (Peer Feedback: Received 5%; Provided 5%): Friday, March 20, 2026, by 4:00 PM Overview This assignment bridges the gap between assessment and intervention. Building directly on the work you completed for the Family Assessment Care Plan, your group will now design a specific educational intervention for that same family. You will demonstrate how to translate clinical requirements into a format that is accessible and engaging for patients. Submission Guidelines ●​ Format: Group assignment using any app or medium you wish (examples: Canva, Google Slides, Google Doc, PDF, Word, PowerPoint, OneNote, Obsidian, etc.) but it may only be one page with a maximum dimension of 11” by 17” (TABLOID). Following the template example provided on the Canvas course site, parts of the assignment will require bullet-point style format, some may be presented in a table or chart format, and some may require paragraph-style responses. There is no word limit, but submissions should be free of spelling and grammatical errors and all references should be cited and included in a reference list following APA 7th Edition formatting guidelines. ●​ Platform: Canvas Discussion Board (Specific instructions on how to upload/arrange threads will be provided in class/on the Canvas course site). ●​ AI Policy: Please refer to the Canvas course site for the specific statement on appropriate/inappropriate AI use for this assignment. Part 1: The Education Plan (Due Mar 11) Using the same family case study your group analyzed previously, identify one intervention that requires patient teaching or health promotion. ●​ Format: Create a one-slide or one-page (maximum) electronic poster. ○​ This is a digital presentation; it will not be printed on paper. ○​ You are encouraged to exercise creativity, but please refer to the provided resources regarding presentation aesthetics (readability, color contrast, layout). ●​ Required Components: The poster must include all required components including: ○​ Family Assessment synopsis and presenting issues necessitating the patient/family teaching session. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 12 OF 26 ○​ SMART Goal/Learning Objectives for the education session (i.e., By the end of this teaching session, the family/family member will be able to…). ○​ Learner Readiness Assessment that utilizes the PEEK Model (Physical, Experiential, Emotional, Knowledge readiness) and other teaching strategies explored in class/readings to structure your plan. ○​ Education Plan Itinerary with expected timeframes for each component (e.g., 2 mins - Introductions, etc.). ○​ Example Script of things you might say during or at the end of the teaching session to evaluate the effectiveness of the teaching. The Education Plan Itinerary and the Example Script may be combined in one section. Part 2: Peer Review & Feedback (Due Mar 20) Once posted, each group will be assigned to review the presentations of two (2) other groups. ●​ The Task: You must review the assigned posters and provide marks and feedback statements using the assignment rubric available on Canvas. ●​ The Goal: Constructive feedback is a skill. Unlike the previous assignment, a portion of your grade is determined by the quality of the feedback you provide to your peers, not just the poster you create. Grading Breakdown ●​ 15% Rubric mark from the Instructor/TA for your group's poster. ●​ 5% Calculated as the average of the rubric marks provided by the two peer groups reviewing your poster. ●​ 5% Assigned by the Instructor/TA based on the quality of the feedback YOUR group provided to the two other groups following the Rubric for Group Feedback (located on Canvas course site). Advocacy Arts-Based Project (25% Total)​ Due Dates: ​ ​ ​ Part 1 (Group Submission 15%): Wednesday, March 25, 2026, by 4:00 PM Part 2 (Peer Feedback 5%): Thursday, April 2, 2026, by 4:00 PM Overview Following our lectures on health disparities and social justice, this assignment challenges your group to engage in advocacy using an arts-based methodology (adapted from Photovoice). Your goal is to draw social attention to a specific issue and advocate for a change in policy or practice about a social issue that impacts the health of individuals, families, or communities. The possible topics for you to select from will arise from our lectures that discuss the social inequities that are experienced by people and groups in our ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 13 OF 26 communities, often due to social policy or legislation. Current events and “Hot Topics” will be explored. As an example, it is estimated that up to 800,000 Albertans do not have a family physician or nurse practitioner. As the Canada Health Act specifies the physician as gatekeeper to health care, is it any wonder that health outcomes from chronic diseases are declining, often cited as being due to access barriers (Brehon et al., 2025), or lack of screening and surveillance strategies (Hajizadeh & Jalili, 2025)? For this example, groups may choose to focus their advocacy on access barriers such as lack of family physicians for population size, long ER-wait times that delay care, or on often years-long waits for diagnostic screening tests like colonoscopy or MRI. Framing of this project as advocacy for increased focus on the principles of the Fundamentals of Care Framework will be based on the reading from Kitson et al., (2025). Submission Guidelines Part 1 - The Arts-Based Advocacy Submission (Due Mar 25) While the group must agree on a central social justice issue/topic, individual members may take different directions or perspectives (even opposing views) on that issue. A template (powerpoint slide or similar app) for the submission will be provided. It will include a space for EACH GROUP MEMBER to post their own arts-based artifact (see below for details), followed by a narrative description of how the artifact represents the advocacy position the individual is taking. All group members’ posts will be included on the one-page/slide/poster and presented together and be focused on/around the same issue. ●​ The Template: All artifacts and narratives must be compiled into the PowerPoint/ Google Slide, or other app template provided by the instructor. Note: You may alter colors, backgrounds, and fonts, but must maintain the general layout unless authorized by the instructor. ●​ Submission: Further clarification will be provided closer to the due date, but the presentation will be submitted on Canvas either through an assignment dropbox, or posted by the group directly to a group-specific Discussion Board thread. This will be determined by the instructor closer to the due date. ●​ AI Policy: Please refer to the Canvas course site for the specific statement on appropriate/inappropriate AI use for this assignment. Components of the Arts-Based Advocacy Submission ●​ The Artifact (Art/Media): Each student must contribute an artistic representation of their perspective or stance on the issue they are advocating for. This may include: ○​ Taking a photo or selecting an existing image (being mindful of copyright and attributions for others’ work). ○​ Writing a poem or song. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 14 OF 26 ○​ Drawing an image/illustration. ○​ Recording a video or audio file (inserted as playable media). ●​ The Narrative (Reflection): Accompanying the artifact, you must provide a reflective narrative describing what the image/media represents, the emotion it evokes, and your specific advocacy message (the change you want to see). A word count will be determined and communicated in the assignment description on Canvas. Part 2: Peer Review & Feedback (Due Apr 2) Scholarly discussion is central to this assignment. You are encouraged to view and comment on any group’s project, but you have specific requirements for grading: ●​ Mandatory Review: Your group will be assigned to evaluate two (2) other groups’ presentations. ●​ Deliverables: You must post feedback and a completed rubric evaluation for those two groups to the Discussion Board thread of their posting. Yes, everyone will see the comments and rubric marks you assign to other groups. ●​ Professional Dialogue: This project covers complex viewpoints. While strong opinions are natural, all dialogue and debate must remain professional, respectful, and scholarly. ●​ Grading Breakdown ○​ 15% Rubric mark from the Instructor/TA for your group's submission. ○​ 10% Calculated as the average of the rubric marks provided by the two peer groups reviewing your work. Individual Accountability & Fairness The template is designed to highlight individual contributions within the group project. We are committed to ensuring this process is fair and constructive for everyone involved. ●​ Individual Grading: If a group member fails to contribute, provides a contribution of noticeably poor quality, or is suspected of using AI inappropriately for their section, the instructors reserve the right to investigate and assign a separate individual grade to that student. ●​ Grading Protection: Instructors reserve the right to intervene if a group's peer feedback marks are unfairly pulled down by the poor performance of a single member. ●​ Zero Tolerance for Bullying: Retaliatory grading, harassment, or bullying via peer evaluations will not be tolerated. Such behaviors will be investigated and may be escalated to the Associate Dean under the UAlberta Student Conduct Policy. ●​ Instructor Review: The instructors review all evaluations. We reserve the right to overturn or remove any feedback/grades that reflect poor judgment, bias, or inappropriate conduct. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 15 OF 26 ●​ Dispute Resolution: If you are concerned about the fairness of the evaluations you received, please email the instructor immediately to arrange a meeting. Intra-Group Process Peer Evaluation (20%)​ Due Date: Wednesday, Apr 8, 2026, by 4:00 PM Overview: Collaborative practice is a cornerstone of the nursing profession. In Week 1, the class will collaborate with the instructor to create the marking rubric for this assignment. Near the end of the term, you will use that rubric to provide a confidential evaluation of your peers’ contributions to the group’s success over the semester. Submission Guidelines ●​ Format: This is an individual assignment. No Generative AI inputs are permitted. ●​ Method: You must complete one confidential evaluation form for each member of your group via the [Google Form/Canvas Link]. ●​ Grading: Your grade for this assignment is the average of the scores given to you by your group members, subject to instructor review. Requirements & Deductions ●​ Required Submission (for your mark): You must evaluate every member of your group. ●​ Non-Submission Penalty: If you fail to submit an evaluation for a peer, 2% will be deducted from your own total assignment score for each missing evaluation. ●​ Risk of Failure: A score of zero (0/20) on this assignment is possible if you do not participate in group work. Please note that in this FMP course, a total course grade below 71% is considered a failing grade. A zero on this assignment puts you at significant risk of failing the course. ●​ Absences: Illness or personal emergencies affecting your group contribution will be evaluated on a case-by-case basis in accordance with the University’s Absence from Term Work Policy. Professional Accountability (The "Why") Nursing identity relies on the public’s trust that we will do what we say we will do. This assignment simulates the professional accountability required in clinical practice. ●​ Communication is Key: We understand that life happens. If you cannot contribute as planned, you are expected to communicate with your group to renegotiate expectations—just as you would with a clinical team. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 16 OF 26 ●​ Evaluation Criteria: Without prior communication regarding extenuating circumstances, group members will evaluate your contribution based solely on their perception of your effort and output. Fairness & Safety We are committed to ensuring this process is fair and constructive. ●​ Zero Tolerance for Bullying: Retaliatory grading, harassment, or bullying via peer evaluations will not be tolerated. Such behaviors will be investigated and may be escalated to the Associate Dean under the UAlberta Student Conduct Policy. ●​ Instructor Review: The instructors review all evaluations. We reserve the right to overturn or remove any feedback/grades that reflect poor judgment, bias, or inappropriate conduct. ●​ Dispute Resolution: If you are concerned about the fairness of the evaluations you received, please email the instructor immediately to arrange a meeting. Final grades The assignments are marked as raw scores according to the percentage weight assigned to each. The marks on course assignments will contribute to the overall letter grade according to the percentage that each assignment is weighted in the course. At the end of the course, all assignment scores are totaled for a term summary mark in the course based on the grading scale below. The FINAL COURSE GRADE is based on the cumulative total of individual student’s weighted assignment marks. Faculties may define acceptable grading practices in their disciplines. Such grading practices must align with the University of Alberta Assessment and Grading Policy and its procedures, which are available online at the University of Alberta Policies and Procedures Online (UAPPOL) website. Due attention is paid to descriptions of grade points according to the University of Alberta Calendar 2025-2026. A letter grade of C+ or higher is required to pass this course. Letter Grade Percent A+ 95-100 A 91-94.9 A87-90.9 B+ 83-86.9 B 79-82.9 B75-78.9 C+ 71-74.9 C 67-70.9 ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 17 OF 26 CD+ D F 63-66.9 59-62.9 55-58.9 0-54.9 Course grades obtained by undergraduate students: Descriptor Letter Grade Grade Point Value Excellent A+ A A- 4.0 4.0 3.7 Good B+ B B- 3.3 3.0 2.7 C+ Satisfactory C C- 2.3 2.0 1.7 Poor D+ Minimal Pass D 1.3 1.0 Failure 0.0 F or F4 Note: F4 denotes eligibility of a student to apply for a reexamination of a course. Important dates Please review the dates below for the Winter 2026 term, which are set by the Office of the Registrar. Refer to the University Calendar Dates and Deadlines and Academic Schedule 2025-2026 for more information. January 16, 2026 ●​ Add/Delete (No Academic Record) deadline for classes taught over the full term* *Add/Delete (No Academic Record) deadline for Fall/Winter A/B courses was September 15, 2025 ●​ Add/Delete (No Academic Record) deadline for classes taught in the first half of the term January 23, 2026 ●​ Fee refund (50%) deadline for classes taught in the first half of the term ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 18 OF 26 January 30, 2026 ●​ Fee payment deadline February 4, 2026 ●​ Fee refund (50%) deadline for classes taught over the full term ●​ Fee refund (50%) deadline for Fall/Winter A/B classes Note: If you withdraw from a two-term (A/B part) course from October 3, 2025 to January 16, 2026, you will be assessed full fees for Fall Term. If you withdraw from January 17, 2026 to February 4, 2026, you will be assessed Fall Term fees and 50% of Winter Term fees. After February 4, 2026, you will be assessed full fees for both terms. February 6, 2026 ●​ Withdrawal (Grade of W) deadline for classes taught in the first half of the term March 6, 2026 ●​ Add/Delete (No Academic Record) deadline for classes taught in the last half of the term March 13, 2026 ●​ Fee refund (50%) deadline for classes taught in the last half of the term April 3, 2026 ●​ Withdrawal (Grade of W) deadline for classes taught over the full term ●​ Withdrawal (Grade of W) deadline for classes taught in the last half of the term ●​ Withdrawal (Grade of W) deadline for A/B classes taught in the Fall/Winter terms Note: Due to the University being closed for Easter holidays on April 3 and April 6, there may be delays in processing withdrawal requests. Policy statements The course outline acts as an agreement between the student and the instructor of this class regarding the details of the course. If there are differences in wording about grading between the course outline and information posted on the online course site or in the Gradebook or on other sites, the wording in the course outline is the official document. Policy about course outlines can be found under the Course Requirements, Evaluation Procedures and Grading in the University of Alberta Calendar 2025-2026. The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Student Academic Integrity Policy ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 19 OF 26 and the Student Conduct Policy (on the University of Alberta Policies and Procedures Online (UAPPOL) website) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. The use of any resource without proper referencing, including Artificial Intelligence (AI) tools, is a violation of the Student Academic Integrity Policy. Additionally, AI writing tools may contain factually incorrect or outdated information, and generate biased, racist, sexist, or otherwise problematic statements. Refer to your online course site to learn your instructor’s expectations regarding AI tools in your course. Nursing students are prohibited from using generative AI tools (e.g., ChatGPT, Gemini, DeepSeek, etc.) to produce or assist with narrative charting in any clinical practice setting. Use of AI-generated content in charting may compromise patient privacy, confidentiality, documentation integrity, and regulatory compliance; and may be considered academic or professional misconduct. Students are expected to document accurately, objectively, and independently, in accordance with professional and institutional standards. Students are responsible for the legitimate access and academic integrity in using any online resources such as extra exam-like questions and learning activities, including appropriate distribution according to copyright guidelines. Any questions related to use of online or electronic study resources should be forwarded to the course instructor. Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s). Instructors will mark, provide appropriate feedback, and return to students all term work in a timely manner. Substantive feedback should be provided prior to the course withdrawal deadline. See the University of Alberta Assessment and Grading Policy on the University of Alberta Policies and Procedures Online (UAPPOL) website. Normally term work will be returned on or by the last day of classes in the course, with the exception of a final major assignment (which may be due on the last day of classes), which will be returned by the date of the scheduled final examination or, in non-examination courses, by the last day of the examination period. All exceptions must be authorized by the Faculty Council (or delegate) in the Faculty offering the course. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 20 OF 26 Course Schedule This section contains working documents that are subject to change due to unforeseen circumstances. Students will be notified of any changes to these documents. Weekly assigned reading lists as well as weekly learning objectives will be available on the Canvas course site ahead of time. Course Schedule Week Date (2026) Wed Jan 7 Concepts Explored Focus / Assignments Professional Identity Course Orientation ●​ Orientation to the course, setting expectations ●​ Academic awareness - why we are exploring these concepts in this course. ●​ Class Vote re: group formations - instructor created versus student-created? ●​ Class to collaboratively create the Rubric that will be used for the Group Process Individual Evaluations ●​ Reviewing academic integrity expectations for in-class participation, individual, and group work assignments. ●​ Review the expectations for the Professional Identity Development Plan assignment, Due Fri, Jan 16, 2025 Academic Integrity I 1 Fri Jan 9 Nursing Knowledge Development Nursing Philosophy (introduction) Nursing Theory / Theories 2 ●​ Profession versus Discipline of Nursing. What constitutes knowledge? ●​ Introduce philosophical terminology: ontology and epistemology and their relationship to nursing professional identity. ●​ Different types of theories and theoretical approaches Wed Jan 14 Nursing Theory to Guide Practice ●​ Primary focus on the Fundamentals of Care Framework and how they are taught, practiced, and embodied across the 4 year nursing program. Fri Jan 16 Clinical Judgement ●​ Learning how to think like a nurse. Discuss how we teach and learn critical thinking, clinical judgement, and clinical reasoning in nursing school, and beyond. ●​ Example of in-class activity - “Can you Spot the Thought?” ●​ Differences between analytical thinking and critical thinking. Question: Why are escape rooms so successful? Because people like their critical thinking to be tested, and they enjoy NOT BEING RIGHT every time! 100% success every time is boring and does not represent learning! If you could solve an escape room within the time allotted -​ Critical Thinking -​ Clinical Judgement -​ Clinical Reasoning ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 21 OF 26 every time… how likely would you be to pay to do it again? ●​ In this course, we are going to learn different ways to learn; which means: learning to not expect 100% and A+ on every attempt! Wed Jan 21 Nursing Process Transitioning to the Clinical Judgement Measurement Model (CJMM). Clinical Judgement Fri Jan 23 Nursing Care Plans 3 4 Nursing Process CJMM ●​ Building on how the Nursing Process was introduced in Nurs 120, we will compare and contrast the Nursing Process to the CJMM and the Tanner Clinical Judgement Framework used in 2nd & 3rd year clinical courses. ●​ Explore points where the classic approach to the Nursing Process is challenging for students and how simple changes in language on the CJMM help simplify this foundational cognitive skill/ability required for all nursing practice. You don’t want to miss this lecture. ●​ Learning how to develop Nursing Care Plans begins in the early years of nursing school as tables with headers that are filled in with patient/family-specific data. ●​ As you progress in the program and into the 3rd year clinical courses, you will learn how to transition that thinking into concept maps that demonstrate the relationships between the concept areas that have alterations to be addressed by the care plan. ●​ As you consolidate your thinking in 4th year, those paper-based processes become engrained, natural ways to think about your patients’ care and becomes second nature (i.e., done in your head!). ●​ Almost every course that follows this semester will require you to create a nursing care plan (demonstrate your ability to think like a nurse). So again, you don’t want to miss this foundational lecture! Wed Jan 28 Nursing Care Plans & SMART Goals ●​ SMART goals can feel… well, not smart, sometimes. This lecture will explore when and how SMART goals can and should be used for your own learning (i.e., learning goals), and in your Nursing Care Plans for your patients. Fri Jan 30 Learning Support Plans & SMART Goals ●​ In-class practice of completing personal learning goals using the SMART Goal framework. ●​ In-class practice of creating SMART Nursing Care Plans using the Nursing Process-CJMM. ●​ DUE: **If in week 1, the class voted for student-selected groups for the group assignments, the Group Sign-Up Sheet on Canvas Must be completed by 4pm, Fri Jan 30, 2026 SMART Nursing Care Plans ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 22 OF 26 Wed Feb 4 Relational Inquiry I ●​ The public’s trust in nursing (almost always rated as higher trust in nursing than any other profession), is a cornerstone of our collective professional identity. The two lectures this week will explore how and why that trust exists. ●​ Exploring the concepts of Patient/Family-Centred Care that were introduced in Nurs 120 Fri Feb 6 Relational Inquiry II ●​ “Wit and the Comma” This lecture is about putting relational inquiry into practice! ●​ DUE: Relational Practice Case Analysis in-class submission / due by 4:00pm, Friday Feb 6, 2025 (individual assignment) Wed Feb 11 Family ●​ This lecture will explore the concept of family and inter-family relationships (also known as dynamics). ●​ Explore the Calgary Family Assessment Model (CFAM) and how you will use this for the Family Assessment Fri Feb 13 Family Assessment CFIM 5 6 Family Assessment CFAM ●​ This lecture will explore the Calgary Family Intervention Model that you will also use as part of your Family Assessment group project. ●​ Release of Family Scenarios assigned to each group for the assignment. Reading Week February 16 - 20 7 8 Wed Feb 25 Patient and Family Centred Care (PFCC) ●​ This lecture will expand on the concept of patient and family-centred care (PFCC), and focus more specifically on PFCC in an in-patient hospital setting. Fri Feb 27 PFCC, the Nursing Process-CJMM, and Nursing Care Plans ●​ Putting it all together. This lecture will focus on the integration of the concepts you’ve learned about over the past few weeks and provide dedicated group work time to finish up your assignment. ●​ DUE: Family Assessment Care Plan due by 4pm, Friday Feb 27, 2025 (group assignment) Wed Mar 4 Patient and Family Education / Teaching ●​ Virtual Working Week - no in-person Nurs 124 class this week. Instructors available via Zoom or in-person for office hours/ consultation on your projects. ●​ Dedicated Group Work Time (both lectures this week) to work on your group patient teaching assignment. ●​ Resources on Canvas you MUST review to help you with your family teaching assignment project. ○​ PEEK Model of assessing learning needs/readiness Nurse as Teacher skills for teaching Health Literacy I Academic Integrity II ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 23 OF 26 Fri Mar 6 Wed Mar 11 for learning. ○​ Various teaching approaches and principles you may want to consider ●​ Finding Reliable Information. Review the materials provided on Canvas and as directed to the UAlberta Library site, regarding finding reliable information (i.e. searching for an article). ●​ Complete the Google Scholar integration with your UAlberta browser for easier article searching/finding. ●​ APA is Awesome! Complete modules and review materials provided on the basic structures for APA citations and reference lists, and where to find quick reference guides to help you in this and all future courses! You will learn more about this through the available online modules (optional, self-paced learning), and in future courses. Health Policy - Canada Health Act - Regulatory Colleges Healthcare Quality Health Disparities 9 Fri Mar 13 Social Justice - Advocacy / Activism Nursing Leadership ●​ You learned about the Canada Health Act in Nurs 120. This lecture will build on what you learned and explore how the Canada Health Act has both uplifted healthcare and how might actually stifle innovation in healthcare delivery. Current Trends - What’s happening in Alberta? ●​ These lectures are not about who’s right and who’s wrong, but rather about asking questions to seek clarification about how and why someone might believe something differently than you do. It’s about finding empathy in debate and disagreement. ●​ We will identify deficits and disparities in the current healthcare system that you will base your Group Advocacy project on. ●​ DUE: Family Education Project due by 4pm on Wed Mar 11, 2025 (group project) ●​ This lecture will explore ways nurses can have an impact on the health disparities and injustices in our communities as well as within the healthcare system. ●​ Nursing leadership will be explored from a critical philosophical view (Immanuel Kant’s Critical Philosophy). Establishing a framework for understanding human subjectivity, ethics, and the positioning and intersectionality of nursing, health, and policy. Don’t worry - this lecture will be far more concrete than this overview! ●​ Family Education Projects to be posted on Canvas by Friday, March 13. Groups begin reviewing and providing feedback to their assigned peers’ projects. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 24 OF 26 10 Wed Mar 18 Health Literacy II Fri Mar 20 Clinical Judgement, & Professionalism Evidence-Based Practice (EBP) Evidence-Informed Decision-Making 11 ●​ This lecture will explore how AI can help and hinder information gathering - i.e., finding reliable sources. How right or wrong are Dr. Google and Dr. ChatGPT? ●​ How AI is transforming teaching, learning, and practice in nursing. How will you adapt? How will you maintain your integrity and actually develop your thinking/reasoning/ judgement and not just your AI-prompting skills? ●​ Evidence-informed thinking and decision-making is the foundation of evidence-based practice. Intricately tied to the processes of critical thinking and clinical reasoning to make clinical judgments. ●​ The challenges of separating scientific knowledge and ideological position statements. ●​ Making an Impact through your writing, and how you provide feedback and share information. ●​ In-Class activity - “Prove Me Wrong!” ●​ DUE: Complete Feedback on Two other Groups’ Education Project due by 4pm Friday, Mar 20, 2025 (group assignment) Wed Mar 25 Knowledge Translation / Mobilization ●​ The advocacy arts-based project you will submit today explored not only health inequities, disparities, or challenges, it also explored an alternative way of communicating your ideas. The lectures this week will explore additional arts-based and other mediums for communicating thoughts, ideas, and innovations that make an impact, raise awareness, or promote change. ●​ DUE: Advocacy Arts-Based Project due by 4pm Wednesday, Mar 25, 2025 (group assignment) Fri Mar 27 Key Theories of change ●​ Today’s focus will explore specific public health information used by Public Health campaigns that intend to teach and promote behaviour change. We will discuss the relative effectiveness of these campaigns and how we might consider those strategies and/or principles as ways to effect change in our settings. We will discuss how communication has an impact through the words used, the manner in which they are communicated, and the types of questions you ask. We will explore the social psychology of nursing student interactions with instructors & nurses in clinical practice. ●​ Advocacy Projects posted by Friday. Groups begin reviewing and providing feedback to their assigned peers’ projects. ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 25 OF 26 Wed Apr 1 Developing Clinical Judgement for Acute Care 12 Fri Apr 3 ●​ Looking Ahead! Nursing Process Care Plans for Nurs 221 and beyond! Reviewing the skills you learned in Nurs 124. Preparing you with clinical success strategies ●​ DUE: Feedback on Two other Groups’ Advocacy Project due by 4pm Thursday, Apr 2, 2025 (group) Good Friday - University Closed Wed Apr 8 Developing Clinical Judgement for Acute Care ●​ Looking Ahead! Concept Mapping of Acute Care Concepts to simplify your Nursing Care Planning Process. Reviewing what we learned about the Fundamentals of Care Framework (FoCF). (SPOILER Alert - you learned how to define and describe the FoCF, but you also practiced applying it and putting it into action through the assignments and projects in this course!) ●​ DUE: IntraGroup Peer Evaluations due by 4pm Wednesday, Apr 8, 2025 (individual assignment) Fri Apr 10 Professional Identity ●​ Looking Ahead! Reflecting on the Professional Identity Development Plan you developed in the first weeks of this course - What have you learned? What did you learn about yourself? Are you perhaps stronger/more confident about aspects of learning and stepping into the professional nursing role than you were 4 months ago? ●​ Developing learning goals for yourself for the next steps now that you are officially - 2nd Year Students! 13 ©UNIVERSITY OF ALBERTA, BScN PROGRAMS, 2021. ALL RIGHTS RESERVED. NO PART OF THIS MODULE MAY BE ALTERED WITHOUT PERMISSION FROM THE UNDERGRADUATE CURRICULUM COMMITTEE NURS 124 COURSE OUTLINE & SYLLABUS DEV. 2017 REV. 1.0 APPROVED DEC 2025 PAGE 26 OF 26