The focus of this introductory course is the study of the pathophysiology of selected prevalent health conditions that affect diverse populations across the life span. This course will examine the risk factors, etiology, pathophysiology, clinical manifestations, diagnostic testing, clinical management, and potential complications of selected health conditions. It will include a focus on pharmacotherapeutics, that is, the pharmacological management of selected health conditions. The class will also include a focus on health promotion and disease prevention. This first of two courses on pathophysiology and pharmacotherapeutics will introduce concepts essential to the understanding of the pathophysiology of diseases, including a focus on fluids and electrolytes, the inflammatory process and basic concepts of pharmacotherapeutics.

Nurses need to be knowledgeable consumers of research who are able to find, understand, critique, and apply evidence in everyday nursing practice. This course focuses on the application and critical examination of the research process used in the development of nursing science. The link between nursing research and scholarship is emphasized through an understanding of the relationships between research, theory, and practice. Critical analysis of the underlying paradigms and activities within qualitative and quantitative research will enable students to understand and appropriately integrate research into practice.

This course provides an introduction to the practice of nursing. Consideration is given to caring for individuals across the lifespan in a variety of clinical contexts. Health assessment, relational work, and therapeutic skills are discussed within the course. Content from this course complements the content learned in first year courses. It is an expectation that knowledge gained in this course is applied to all clinical settings.

This course will provide an introduction to the regulatory, legal, theoretical, and ethical foundations of the discipline of nursing and the place of nursing within health care. It will focus on the way in which the profession of nursing is organized as part of the Canadian health care system and explore concepts that inform the practice of nursing.

In this course, students will be introduced to gerontological nursing practice across a range of environments. Students will demonstrate an understanding of the complexities involved in supporting older persons and their care partners through transitions in care within and across healthcare institutions and the community. Healthcare models and frameworks will be explored for their promise in mitigating the hazards older persons and their care partners face due to these complexities. Students will gain an understanding that the individual's experience of care is highly influenced by the social and physical environment within which care is delivered. Additionally, attention will be given to the unique needs of a diverse aging population, including racialized, ethnoculturally diverse, 2SLGBTQ+, and gender-diverse older adults, who may face systemic barriers, culturally specific health beliefs, and differing family and community support structures. Students will be encouraged to apply principles of culturally safe, trauma-informed, and equity-oriented care in all aspects of gerontological nursing practice.

Students will learn to consider and apply the various sources of knowledge that inform nursing practice. They will engage in knowledge to action translation that aims to achieve the promotion and optimization of an older person's health and well-being, regardless of the presence or absence of acute/chronic illness or end-of-life care needs. Students will acquire theoretical and research-based knowledge related to person-centered, collaborative, cross-cultural practices. They will demonstrate respect for an older person's right to dignity, self-determination, safety, and freedom from abuse within the context of the law and regulatory standards.

Students will have the opportunity to apply knowledge at a beginning level while working with older persons and their care partners in a residential or non-acute institutional care setting during the clinical placement component of the course. Clinical practice expectations focus on building trusting, compassionate, and therapeutic relationships with older persons to promote healing and enhance functioning. Students will draw on knowledge related to health assessment and to foundational therapeutic and relational skills when caring for older persons to meet these expectations. The clinical component of the course will further inform students' understanding of the aging process from a holistic perspective and an appreciation for the contributions gerontological nurses make to advancing quality living and dying experiences for older persons and their care partners.

In this course, students will be introduced to key concepts and practices foundational to adult acute care medical-surgical nursing. Course content explores and identifies priority nursing assessments and interventions associated with symptom management of common illness conditions relevant to adult clients in medical and surgical hospital settings. The lived experience of clients and families coping with acute illness, as well as cultural and ethical concerns and their implications for nursing practice will also be considered.

Throughout the course, students will apply and strengthen their critical thinking, problem solving, decision making, clinical reasoning, and clinical judgment skills using the nursing process. This is integrated into classroom and clinical learning using unfolding clinical scenarios, case studies, assignments, in-person simulations, and virtual simulations.

During clinical placement, students will have the opportunity to further apply their learning while actively caring for adults and families in an acute medical or surgical setting under the supervision and support of their clinical instructor. Students are expected to integrate current course content knowledge and understanding with foundational nursing and therapeutic skills acquired in the fall term.

In this course, students will be introduced to key concepts and practices foundational to nursing care of children and their families. Course learning spans the pediatric population from infancy through adolescence. The course is grounded in principles of child- and family-centered care and developmental theory, which are integrated across both classroom and clinical learning.

Students will explore topics relevant to pediatric nursing, including sociocultural contexts of pediatric healthcare in Canada, growth and development, the impact of hospitalization, special needs, mental health, palliative care, and common pediatric illnesses and acute health conditions. Emphasis is placed on priority nursing assessments, interventions and supporting children and families across healthcare settings.

Throughout the course, students will apply and strengthen clinical reasoning, decision-making, and problem-solving skills through practice-based learning activities, including virtual and in-person simulation, case studies, and clinical experiences. During clinical placement in acute care and rehabilitative settings, students will have the opportunity to care for children and families across a range of health experiences and developmental stages.

In this course, students will be introduced to key concepts and practices foundational to nursing care of childbearing persons and their families. Course learning spans the perinatal care continuum from pre-conception through pregnancy, birth, and the postpartum transition. The course is grounded in principles of person-centred, family entered and trauma-informed care, integrated across classroom and acute care clinical experiences.

Students will explore topics relevant to the perinatal population including sociocultural and institutional contexts of perinatal care in Canada, healthy physiologic and psychologic changes in pregnant, labouring, postpartum clients, and the newborn transition to extrauterine life. Additional topics include nursing management of common adult and newborn complications, newborn feeding and care and supporting the transition from hospital to home.

Throughout the course, students will apply and strengthen clinical reasoning, decision-making, and problem-solving skills through practice-based learning activities, including virtual and in-person simulation, case studies, and clinical experiences. During clinical placement in acute care settings, students will have the opportunity to care for childbearing persons and families across the perinatal continuum.

This course introduces students to the theory and practice of community health nursing through the lens of primary health care. The course focuses on the health of various populations and explores the ways in which health is largely a socially determined phenomenon. The care of diverse populations within Canada who are structurally underserved feature prominently in class readings and lectures as students develop a critical understanding of the complex contexts and everyday circumstances in which members of different social groups negotiate access to health through various existing and overlapping health structures. Students explore a variety of key concepts including principles of population health, primary health care, social determinants of health, health promotion, disease prevention, epidemiology, health education, health systems/structures, cultural safety, and community capacity building. Students will ground their understanding of these concepts in core values of primary health care, including social justice and equity, as they begin to navigate the role of the community health nurse in providing greater access to care for diverse communities. This course lays the theoretical groundwork for the senior year course in primary health care and community health nursing practice.

This course provides students with an overview of the structure of the health care system at multiple levels, including national, provincial, regional or municipal, and organizational or institutional levels. Students examine current issues and challenges in the health care environment and the impact of these issues on patient/population health, nursing practice, and the nursing profession. Students examine the structures and relationships — including personal, political, and professional — that affect the everyday decisions of nurses and their approach to health care and health promotion. Students learn and apply the fundamentals of political action, policy analysis, and ethical decision-making skills in the context of their own current practice of nursing.

The overall intention of the course is to incite curiosity and promote critical reflexivity with regard to nursing practice. Critical reflexivity brings together the skills of critical thinking and reflexivity, and entails three components: first, interrogating our taken-for-granted assumptions that inform our practice; second, reflecting on our social position in relation to knowledge; and third, considering how knowledge is shaped by context, history, and power. We will engage with theoretical ideas drawn from the humanities and social sciences in order to gain a nuanced understanding of the complexities of care. Theoretical ideas covered in this course are also helpful in showing up how nursing both shapes and is shaped by broader social, historical, political and economic forces, prevailing ideologies, dominant discourses, and social relations of power. These have profound effects on our subjectivities and the lived bodies and daily realities of people whom we serve. Thoughtful engagement with the course readings will open up alternative modes of thought that will, in turn, generate productive possibilities for ethical nursing practice.

The focus of this course is the study of the pathophysiology of selected prevalent health conditions that affect diverse populations across the lifespan. The second of two courses on pathophysiology and pharmacotherapeutics, this course will build upon concepts introduced in NUR325H1. This course will examine the risk factors, etiology, pathophysiology, clinical manifestations, diagnostic testing, clinical management, and potential complications of selected health conditions. It will include a focus on pharmacotherapeutics, that is, the pharmacological management of selected health conditions. The class will also include a focus on health promotion and disease prevention.

This course provides undergraduate nursing students with foundational knowledge, skills, and relational capacities to support individuals, families, and communities experiencing mental health and substance use related concerns across the lifespan. Grounded in a holistic, integrated bio-psycho-social-spiritual and person-first approach, the course emphasizes mental health as integral to overall health and nursing practice in all care settings.

Experiences of mental health, mental illness, and substance use are common across populations and life stages, yet they are frequently misunderstood, stigmatized, and addressed in fragmented or siloed ways that separate mental health from physical health and social well-being. This course challenges such approaches by preparing students to recognize, assess, and respond to mental health and substance use concerns as core components of nursing care across all settings.

Course content integrates foundational theories and practices of mental health and substance use nursing with an emphasis on: (1) holistic and integrated approaches to mental health across the lifespan; (2) core nursing competencies in supporting people experiencing mental illness and substance use concerns; (3) reflexivity, intersectionality, and the examination of power, identity, and structural inequities; and (4) cultural safety, inclusive of Indigenous ways of knowing, and trauma-informed, anti-oppressive practices.

Students are encouraged to apply course concepts to their practicum experiences, regardless of practice setting, fostering a shift toward understanding mental health and substance use assessment and care as a fundamental nursing practice competency—the 'eighth vital sign.'

Learning activities, assignments, and clinical instructor debriefings emphasize integration, critical reflection, and the application of course content to real-world nursing practice.

Building on understanding from introductory courses in Year 1, students will gain a deeper understanding of the complexity of challenges that are specific to selected age groups, illness categories, institutional and home contexts. Complexity includes pathophysiology, individual and family circumstances, related interventions, and the care delivery context.

In this course, students examine the experience of individuals and their families during acute episodes of complex or persistent illness. Students will have the opportunity to develop their ability to provide care using a family-centered approach while expanding on their ability to use interprofessional collaboration to deal with the complexities of illness. Current theory and research will be discussed that relates to the lived experience of complex and/or persistent illness. Students are encouraged to apply a theoretical understanding of illness to situations encountered in their clinical placements. Critical reflections on practice using patient and family narratives are encouraged. Classes are in lecture and seminar format and students have the opportunity to explore issues that arise from course readings and how they relate to clinical practice and concurrent Year 2 courses.

In addition, all students participate in various simulation lab experiences. The goal of these sessions is to provide students with key content and the opportunity to practice nursing skills that are relevant to their clinical practice.

This course focuses on an examination of the multiple factors and processes that impact health and health care for individuals across the lifespan. Rather than situating health as the result of personal choice or individual behavior of clients and families, discussion in this course will focus on examining health and healthcare access as socially determined, including the complex contexts and everyday circumstances in which members of different social groups experience health and negotiate access to the mainstream healthcare system. Factors such as social class, income, gender, migration, race/ethnicity, ability/disability, and sexual orientation will be explored using social justice and intersectionality as organizing concepts to guide class discussions and assignments. Students will be introduced to the role of the community health nurse and how it is framed around the model of Primary Health Care and the Standards of Practice developed by the Community Health Nurses of Canada.

This course introduces advanced theoretical and conceptual perspectives and is designed to provide students with clinical practice skills caring for individuals, families, and communities. Primary Health Care is positioned as a model for health care reform, and an organizing system for health care that supports partnership relationships, community activism and advocacy, facilitating access and equity, and capacity building. The dynamic role of nursing and the importance of practicing collaboratively with members of inter-professional health teams and diverse communities is emphasized.

All students lead one group seminar with their peers, and everyone is encouraged to participate actively in seminar discussion and small group work. Students in all sections have the opportunity to develop and apply their knowledge in synchronous and asynchronous clinical learning activities.

The purpose of this course is to provide students with an opportunity to further develop their nursing knowledge and entry-level Registered Nurse competencies. The focus of practice will be on the integration of theoretical understandings from entry and senior-year courses to a selected clinical practice area under the supervision of a preceptor and faculty advisor. The course will also assist students with beginning to prepare for the registration exam (Next Generation NCLEX - NGN).