Course Outline
School:
Community and Health Studies
Department:
Nursing
Course Title:
Ethics & Professional Practice
Course Code:
NUPD 703
Course Hours/Credits:
42
Prerequisites:
N/A
Co-requisites:
N/A
Eligible for Prior Learning,
Assessment and Recognition:
N/A
Originated by:
M. Forbes and S. Murphy
Revised by:
Lisa-Marie Forcier
Revision Date:
Fall 2021
Current Semester:
Winter 2022
Approved by:
Chairperson/Dean
Students are expected to review and understand all areas of the course outline.
Retain this course outline for future transfer credit applications. A fee may be charged for
additional copies.
This course outline is available in alternative formats upon request.
NUPD 703
CENTENNIAL COLLEGE
Ethics & Professional Practice
Acknowledgement of Traditional Lands
Centennial is proud to be a part of a rich history of education in this province and in this city. We
acknowledge that we are on the treaty lands and territory of the Mississaugas of the Credit First Nation
and pay tribute to their legacy and the legacy of all First Peoples of Canada, as we strengthen ties with
the communities we serve and build the future through learning and through our graduates. Today the
traditional meeting place of Toronto is still home to many Indigenous People from across Turtle Island and
we are grateful to have the opportunity to work in the communities that have grown in the treaty lands of
the Mississaugas. We acknowledge that we are all treaty people and accept our responsibility to honor all
our relations.
Course Description
This course will assist the RPN and the internationally educated nurse (IEN) to build on previous
knowledge and issues relating to ethics and professional practice gained in their diploma practical nursing
program, and international diploma nursing programs.
The course begins by exploring the origins of nursing and the image that nursing holds in society today.
Students will explore how nursing became a profession, and have an opportunity to examine personal
and emerging professional values exploring how values affect their role as a health care provider.
Self-regulation and how nurses are regulated in Ontario will be points of discussion. An introduction to the
social, political and economic context of health care will occur, exploring how they relate to the profession
of nursing.
Students will have an opportunity to examine the current issues and trends within health care, exploring
how they affect nursing in Ontario. This course will also allow students to explore ethical philosophy,
theories and current ethical issues affecting nurses today. Students will have the opportunity to reflect and
examine an ethical dilemma and use an ethical decision-making model to work through a complex
situation.
Students will explore how professional nursing organizations support professional nursing development.
Building upon previous knowledge of the change process and numerous levels of advocacy, including the
political process, students will select strategies that may facilitate functioning within the dynamically
changing health care delivery system.
Program Outcomes
Successful completion of this and other courses in the program culminates in the achievement of the
Vocational Learning Outcomes (program outcomes) set by the Ministry of Colleges and Universities in the
Program Standard. The VLOs express the learning a student must reliably demonstrate before
graduation. To ensure a meaningful learning experience and to better understand how this course and
program prepare graduates for success, students are encouraged to review the Program Standard by
visiting http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/. For apprenticeship-based programs,
visit http://www.collegeoftrades.ca/training-standards.
Course Learning Outcomes
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The student will reliably demonstrate the ability to:
1. Discuss and examine personal values and attitudes related to nursing and health care
2. Relate how the contributions of past and current nurse leaders have contributed to the reform and
shaping of the nursing profession and the Canadian health care system
3. Demonstrate a beginning understanding of the history and current mandate of major nursing
organizations/associations.
4. Demonstrate a beginning understanding of the structure and function of the Canadian health care
system and the issue of health care system reform.
5. Examine selected ethical, legal and professional development issues influencing nurses’ ability to
provide quality health care to diverse populations
6. Define and explain the concept of self-regulation and the nursing scope of practice.
7. Demonstrate knowledge of standards of practice, including current legislation relevant to nurses.
8. Demonstrate beginning ability to participate in scholarly discourse of controversial issues and
ethical dilemmas.
9. Apply the process of an ethical decision making model to client care situations.
10. Gain confidence in public speaking within the classroom setting.
11. Apply knowledge of quality assurance practices and political strategies to influence change.
12. Demonstrate interpersonal skills in relation to team (group) management
Essential Employability Skills (EES)
The student will reliably demonstrate the ability to*:
1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills the
purpose and meets the needs of the audience.
2. Respond to written, spoken, or visual messages in a manner that ensures effective
communication.
4. Apply a systematic approach to solve problems.
7. Analyze, evaluate, and apply relevant information from a variety of sources.
8. Show respect for diverse opinions, values belief systems, and contributions of others.
9. Interact with others in groups or teams in ways that contribute to effective working relationships
and the achievement of goals.
10. Manage the use of time and other resources to complete projects.
11. Take responsibility for one's own actions, decisions, and consequences.
*There are 11 Essential Employability Skills outcomes as per the Ministry Program Standard. Of these 11 outcomes, the following will be
assessed in this course.
Global Citizenship and Equity (GC&E) Outcomes
The student will reliably demonstrate the ability to*:
1. Identify one's roles and responsibilities as a global citizen in personal and professional life.
3. Analyze issues of equity at the personal, professional, and global level.
5. Identify and challenge unjust practices in local and global systems.
*There are 6 institutional Global Citizenship & Equity outcomes. Of these 6 outcomes, the following will be assessed in this course.
Text and other Instructional/Learning Materials
Text Book(s):
There is no required textbook for this class.
Readings are listed in topical outline, however please be aware that readings can change based on most
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Ethics & Professional Practice
updated evidence based practice. Please check course shell week prior to completing reading.
Online Resource(s):
Ecentennial/course shell.
Material(s) required for completing this course:
See above
Evaluation Scheme
➮ Reflection # 1: Reflect on a time in your clinical practice when you have experienced an
ethical dilemma. If you have not yet experienced an ethical dilemma,
you can reflect on a case study from the College of Nurses of Ontario, or
from readings. Use the steps of ethical decision-making from week 1
content to work through it. DO NOT use specific names of patients when
reflecting or work locations for confidentiality. Instead, use Mrs. X or Mr.
X and/or in a hospital/long-term care facility/community etc.
Your reflection should be no more than 2.5 pages (or 750 words).
Because this is a reflection, there should be a title page, you do not need
to include the reference of the ethical decision-making steps as I know
where you are taking these from. You can use headings or the step
number if you wish to keep things organized, although, this is NOT
required.
**IMPORTANT** You absolutely CAN NOT hand in the same paper,
scenario, or ethical steps from another class or previous learning you
may have done. All assignments for EVERY class, must be different, and
ORIGINAL content, as an expectation for your education. All assignments
go through Turnitin.com in the dropbox. If it is flagged as a non-original
assignment, it will be an automatic 0 on the assignment and Academic
Honesty, Program Policies and Student Conduct Policies will be applied.
➮ Group contract: Collaborative submission by group (template available on eCentennial) includes
timelines for completion of activities and the roles and responsibilities of each member.
The contract must include each member’s name and be submitted to the drop box.
➮ Term Test 1: Test will be done online covering concepts from weeks 1 through 5. It will be given in
multiple choice format. Announcements on course shell in week one for specific time and date. Term
Test # 1 takes place in week 6.
➮ GC&E Reflection: Global Citizenship is about understanding the need to challenge injustice
and inequality and having the desire and ability to work actively to do
so. It is about valuing the Earth as precious and unique, and
safeguarding the future for those coming after us. Global Citizenship is a
way of thinking and behaving. It is an outlook on life, a belief that we
can make a difference.
Review the following resources:
-Canadian Nurses Association (2019). Global Health Issues.
https://www.cna-aiic.ca/en/international-work/global-health-issues
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Ethics & Professional Practice
-Centennial College. (2021). Global Citizenship and Equity Integration.
https://www.centennialcollege.ca/centres-institutes/centre-for-globalcitizenship-education-and-inclusion/global-citizenship-education/globalcitizenship-and-equity-integration/
-Cesario, S.K. (2017). What does it mean to be a global citizen? (full
article available with rubric for assignment.
- Evans, H. (2016, May 4). What does it mean to be a citizen of the
world? [Video file]. https://www.youtube.com/watch?v=ODLg_00f9BE
-UNESCO. (2016, July 21). Learning to live together in peace through
Global Citizenship Education.
After reviewing the resources, complete an individual, original reflection
on what it means to you to be a Global Citizen.
What is Global Citizenship?
What does Global Citizenship mean to you?
What are your roles and responsibilities as a Global Citizen?
How can you apply these roles and responsibilities to nursing and patient
care?
Reflection to be completed and submitted to the online course dropbox. The reflection should be 2.5 pages (or 750 words) maximum, plus
title and reference pages.
➮ Creative Presentation: Students will work in groups of 5-6 to develop a creative presentation. The
presentation can be a maximum of 15 PowerPoint slides
Topics to be approved by course Professor by the end of week 4 to avoid duplication (please see
topic approval directions below).
Presentation Instructions:
Select a nursing professional practice issue or ethical issue from the following list or create your
own.
This presentation is to focus on:
Why this topic is important to nursing; How this topic influences patient care; How nurses can
advocate for change (for nursing and/or for patients or groups).
Topics:
1.Technology and privacy in health care
2.Quality improvement and quality care reviews
3.Reflective practice - CNO
4.What are nursing stereotypes? How do they affect nursing?
5.Informed consent
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6.COVID-19, Nursing in a Global Pandemic
7.The impact of horizontal aggression on patient care
8.Social media and the impact on the therapeutic relationship
9.How social determinants of health impact vulnerable and/or marginalized populations
10.Infection control and PPE
11.Unsafe discharges
12.Other topics of your choice (to be discussed with Professor)
Topic approval directions (please read carefully):
•Once you have had a chance to review the topics as a group. The group leader must put the topic
on the google doc in under the content section.
•Please review the google doc prior to identifying your topic. If the topic is selected by another group,
please choose an alternate topic.
•I will review google document frequently the first few weeks, you will see “Approved” followed by my
initials, if your topic is approved. If not, you will see a message from me in your email.
•The approved topic must be included in your group contract which is to be submitted at the end of
week 4.
Your group will be posting presentations in week 12 on the discussion board and dropbox. The
expectation is that each member of the group will contribute and be part of the presentation. The
same grade will be given to each member of the group; therefore, contribution should be equal and
work be evenly distributed so all members participate.
➮ Term Test 2: Test will be done online covering concepts from weeks 7 through 13 (excluding
presentations). It will be given in multiple choice format. Announcements on course shell in week
one for specific time and date. Term Test # 2 takes place in week 14.
Evaluation Name
Reflection # 1
Group contract
Term Test 1
GC&E Reflection
Creative Presentation
Term Test 2
Total
CLO(s)
EES
GCE
Weight/100
Outcome(s) Outcome(s)
1, 2, 5, 9
1, 7
15
12
1, 4, 8, 9,
Pass/Fail
10, 11
3, 5, 6, 7
7
25
1, 5, 11
1, 7, 8
1, 3, 5
15
4, 5, 9, 10, 12 1, 2, 7, 8,
20
9, 10, 11
4, 6, 7, 8
4, 7
25
100%
If students are unable to write a test they should immediately contact their professor or program Chair for
advice. In exceptional and well documented circumstances (e.g. unforeseen family problems, serious
illness, or death of a close family member), students may be able to write a make-up test.
All submitted work may be reviewed for authenticity and originality utilizing Turnitin®. Students who do not
wish to have their work submitted to Turnitin® must, by the end of the second week of class,
communicate this in writing to the instructor and make mutually agreeable alternate arrangements.
When writing tests, students must be able to produce official Centennial College photo identification or
they may be refused the right to take the test or test results will be void.
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Ethics & Professional Practice
Tests or assignments conducted remotely may require the use of online proctoring technology where the
student’s identification is verified and their activity is monitored and/or recorded, both audibly and visually
through remote access to the student's computer and web camera. Students must communicate in writing
to the instructor as soon as possible and prior to the test or assignment due date if they require an
alternate assessment format to explore mutually agreeable alternatives.
Student Accommodation
The Centre for Accessible Learning and Counselling Services (CALCS) (http://centennialcollege.ca/calcs)
provides programs and services which empower students in meeting their wellness goals,
accommodation and disability-related needs. Our team of professional psychotherapists, social workers,
educators, and staff offer brief, solution-focused psychotherapy, accommodation planning, health and
wellness education, group counselling, psycho-educational workshops, adaptive technology, and peer
support. Walk in for your first intake session at one of our service locations (Ashtonbee Room L1-04,
Morningside Room 190, Progress Room C1-03, The Story Arts Centre Room 285, Downsview Room 105)
or contact us at calcs@centennialcollege.ca, 416-289-5000 ext. 3850 to learn more about accessing
CALCS services.
Use of Dictionaries
•
•
Any dictionary (hard copy or electronic) may be used in regular class work.
Dictionary use is not permitted in test or examination settings.
Program or School Policies
Bridge to University Nursing Program Policies (9251-9252-9253)
Privacy
Students are expected to uphold the privacy of colleagues and clients in accordance with the policies
related to the Government of Ontario Personal Health Information Protection Act, 2021 (PHIPA) found at
http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_04p03_e.htm
Policies related to the Government of Ontario Freedom of Information and Protection Privacy Act (FIPPA)
found at http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90f31_e.htm
Students who fail to adhere to the standards of professional practice in regard to FIPPA and PHIPA
legislation will be charged with academic or non-academic misconduct (depending on the nature of the
infraction) and will be at risk of failing the course.
Students are expected to utilize social media sites in a responsible and professional manner at all times,
and in accordance with:
• Standards of practice developed by the College of Nurses of Ontario related to the use of social media:
• Social Media: Reflect before you post (2013). College of Nurses of Ontario.
http://www.cno.org/en/learn-about-standards-guidelines/educationaltools/webcasts/social-media-reflectbefore-you-post/
All students and employees have the right to study and work in an environment that is free from
discrimination and harassment and promotes respect and equity. Centennial policies ensure all incidents
of harassment, discrimination; bullying and violence will be addressed and responded to accordingly. For
more information on these and other policies, please visit: http://www.centennialcollege.ca/about-
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Ethics & Professional Practice
centennial/college-overview/college-policies
Communication
The Bridge to University Nursing Program requires that all official or formal electronic communications
from students or faculty be sent from an official college email account.
All electronic communication, including announcements, correspondence, grades, etc., will be done
through official school email: eCentennial or myCentennial email.
Communications are to be written in a professional and respectful manner. In addition, students are
requested to access their course eCentennial sites on a regular basis for particular course information.
All students are required to activate and maintain their Centennial College email on a regular basis.
Centre for Academic English- Students who require academic support are encouraged to visit the Centre
for Academic English, located in room 306, on the third floor. For more information, visit the Centre's
website at http://www1.centennialcollege.ca/mycentennial/centreforacademicenglish
Counselling Support and Students with Disabilities- Students with disabilities that required academic
adaptations or services must register with the Centre for Students with Disabilities (CSD), located in room
190, on the first floor. Counselling is also available in room 190. For more information, visit the CSD
website at
http://www1.centennialcollege.ca/mycentennial/csd
Learning Resource Centre- Tutors are available for math and science through the
library at eCentennial.
Assessment & Evaluation
Test dates and times are set prior to the beginning of the semester and will be available to the student
during class orientation. Test/quiz/evaluation will be assessed during the scheduled class day/time as
shown on the student timetable. Students are required to inform the Course instructor in writing prior to
any missed test/assignment/evaluation/presentation or a zero (0) grade will be entered.
If a student is unable to write a test/quiz they should immediately inform their professor by email prior to
the test start date. In exceptional circumstances (unforeseen family problems, serious illness, or death of
a close family member), students may be offered an alternative (pre-scheduled) test date.
Test review by request only, up to 2 weeks after and is by appointment only. Electronic devices, pens,
pencils and paper are not permitted in test review sessions. Students may review each test only once
during the semester. The procedure for reviewing term tests is at the discretion of the professor.
When writing tests, students must be able to produce an official Centennial College photo or another
official identification. If personal identification is not produced the right to take the test may be refused.
Tests or assignments conducted remotely may require the use of online proctoring technology where
the student’s identification is verified and their activity is monitored and/or recorded, both audibly and
visually through remote access to the student's computer and web camera. Students must communicate
in writing to the instructor as soon as possible and prior to the test or assignment due date if they require
an alternate assessment format to explore mutually agreeable alternatives.
All submitted work may be reviewed for authenticity and originality utilizing Turnitin®. Students who do
not wish to have their work submitted to Turnitin® must, by the end of the second week of class,
communicate this in writing to the instructor and make mutually agreeable alternate arrangements.
Grading
1. Students must achieve 60% or C in a course to warrant a passing grade.
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2. Any assignments submitted past the due date without prior written approval from the
course professor will receive a 5% deduction for every 24 hours late, and will not be
accepted 1 week post due date.
3. Students are required to inform the Course Professor by email prior to the missed
test/case study/evaluation/presentation or a 0 grade will be entered.
Missed Clinical/Lab
If a student is unable to attend a clinical or a lab on the scheduled day the student must contact the
clinical instructor PRIOR to the start of clinical either via email or by phone to notify of their absence.
Failure on the part of the student to notify the Clinical Instructor via email in advance of the scheduled
clinical or lab will result in potential unmet in their course.
Ryerson University Requirement
Upon successful completion students in the Bridging to University Nursing Program are eligible to apply to
the Post-Diploma Nursing Degree Program at Ryerson University (Daphne Cockwell School of Nursing).
Students must obtain a cumulative grade point average (cGPA) of 3.00 or higher and have no repeated
courses or failures on any academic transcript.
Grades Appeal
Students and faculty have rights and responsibilities in the Grades Appeal process. Students who need to
appeal a grade should consult the Grades Appeal policy and procedures. Students in the Bridge to
University Program at Centennial College who believe they may have grounds for a grade appeal should
consult the Centennial
Grades Appeal Policy
http://my.centennialcollege.ca/mydocs/pdf/SC-GradeAppeals.pdf
Academic Advising
A key aspect of academic advising is that the student is responsible for his or her own decisions.
Academic advisors exist because students require information and assistance to navigate the Centennial
Bridge to University Nursing Program and to make appropriate decisions.
The student's role is to explore academic, career and personal goals. If you require academic advising
please make an appointment with Matthew Edwards, Success Advisor, by email
(medwards@centennialcollege), using your my-centennial account (student services) or in-person at the
School of Community and Health Studies (Rm.352).
Course Policies
see above.
College Policies
Students should familiarize themselves with all College Policies that cover academic matters and student
conduct.
All students and employees have the right to study and work in an environment that is free from
discrimination and harassment and promotes respect and equity. Centennial policies ensure all incidents
of harassment, discrimination, bullying and violence will be addressed and responded to accordingly.
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Academic Honesty
Academic honesty is integral to the learning process and a necessary ingredient of academic integrity.
Forms of academic dishonesty include cheating, plagiarism, and impersonation, among others. Breaches
of academic honesty may result in a failing grade on the assignment or course, suspension, or expulsion
from the college. Students are bound to the College’s AC100-11 Academic Honesty and Plagiarism
policy.
To learn more, please visit the Libraries information page about Academic Integrity
https://libraryguides.centennialcollege.ca/academicintegrity and review Centennial College's Academic
Honesty Module:
https://myappform.centennialcollege.ca/ecentennial/articulate/Centennial_College_Academic_Integrity_M
odule_%202/story.html
Use of Lecture/Course Materials
Materials used in Centennial College courses are subject to Intellectual Property and Copyright
protection, and as such cannot be used and posted for public dissemination without prior permission from
the original creator or copyright holder (e.g., student/professor/the College/or third-party source). This
includes class/lecture recordings, course materials, and third-party copyright-protected materials (such as
images, book chapters and articles). Copyright protections are automatic once an original work is created,
and applies whether or not a copyright statement appears on the material. Students and employees are
bound by College policies, including AC100-22 Intellectual Property, and SL100-02 Student Code of
Conduct, and any student or employee found to be using or posting course materials or recordings for
public dissemination without permission and/or inappropriately is in breach of these policies and may be
sanctioned.
For more information on these and other policies, please visit www.centennialcollege.ca/aboutcentennial/college-overview/college-policies.
Students enrolled in a joint or collaborative program are subject to the partner institution's academic
policies.
PLAR Process
This course is part of a program that has been designed to bridge registered practical nurses and
internationally educated nurses to university degree level studies.
This course outline and its associated weekly topical(s) may not be reproduced, in whole or in
part, without the prior permission of Centennial College.
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Semester:
Section Code:
Meeting Time & Location:
Winter 2022
101/102
TBA
Professor Name:
Contact Information:
Ethics & Professional Practice
Lisa-Marie Forcier
Email: Lmforcier@centennialcollege.ca
Topical Outline (subject to change):
Week
1
2
Topics
Introduction to the
course and
foundational
concepts
Readings/Materials
Weekly Learning Outcome(s)
Canadian Nurses
Discuss the key elements of this course
Association (CNA).
(2017). Code of ethics Review course assignments
for registered nurses.
Identify the definitions of ethics and nursing
College of Nurses of ethics
Ontario (CNO).
(2019). Ethics.
Review key components of the Codes of
Ethics for nurses
International Council
of Nurses (ICN).
Discuss applied ethics and bioethics
(2012). The ICN code
of ethics for nurses.
Identify ethical decision-making steps
Raffin Bouchal, S., &
Astle, B. J. (2019).
Nursing values and
ethics. In B. J. Astle,
W. Duggleby, P. A.
Potter, A. G. Perry, P.
A. Stockert & A. M.
Hall (Eds.). Canadian
fundamentals of
nursing (pp. 87-95).
(6th ed.). Elsevier.
Chapter 7
Image of the nurse; College of Nurses of Identify images of nursing throughout history
Professionalism and Ontario (CNO).
and the present time
social media
(2019). Code of
Conduct.
Identify strategies to support a positive image
of nursing and nurses
International Nurse
Regulator
Examine the College of Nurses of Ontario
Collaborative. (2016). (CNO) Code of Conduct and how it applies to
THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)
Instructional
Strategies
Evaluation
Name and
Weight
Evaluation
Date
Professor facilitation
Content
presentation(s) and
page(s)
Self-reflection
questions/activities
Professor facilitation
Content
presentation(s) and
page(s)
Self-reflection
questions/activities
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Week
3
CENTENNIAL COLLEGE
Topics
Readings/Materials
Weekly Learning Outcome(s)
Social media use:
professionalism
Common expectations
for nurses.
Examine privacy and confidentiality in nurses
use of social media
Price, S. L., & McGillis
Hall, L. (2014). The
Identify the risk management for social media
history of nurse
use in nursing.
imagery and the
Recall the 6 P’s of social media use in nursing
implications for
recruitment: A
discussion paper.
Journal of Advanced
Nursing, 70(7), 15021509.
Responsibilities of a College of Nurses of Review the Nursing Act, 1991 and The
self-regulated nurse Ontario. (2020).
Regulated Health Professions Act, 1991
in Ontario
Authorizing
Mechanisms.
Identify the scope of practice of nursing in
accordance with the College of Nurses of
College of Nurses of Ontario
Ontario. (2019). Entryto-practice
Identify the College of Nurses regulatory
competencies for
functions
registered nurses.
Review the entry-to-practice competencies for
College of Nurses of Registered Nurses
Ontario. (2020).
Legislation and
Examine Professional Standards for nurses in
regulation: An
Ontario
introduction to the
Nursing Act, 1991.
Recall the controlled acts nurses are
authorized to perform in Ontario
Colleges of Nurses of
Ontario. (2020).
Legislation and
regulation – RHPA:
Scope of practice,
controlled acts model.
Ethics & Professional Practice
Instructional
Strategies
Professor facilitation
Content
presentation(s) and
page(s)
Self-reflection
questions/activities
Evaluation
Name and
Weight
Evaluation
Date
Reflection # 1
due
College of Nurses of
Ontario. (2018).
Professional
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Week
CENTENNIAL COLLEGE
Topics
Readings/Materials
Weekly Learning Outcome(s)
Ethics & Professional Practice
Instructional
Strategies
Evaluation
Name and
Weight
Evaluation
Date
Standards, revised
2002.
4
College of Nurses of
Ontario. (2012).
Requisite skills and
abilities for nursing
practice in Ontario.
Nursing legal issues; College of Nurses of
Documentation
Ontario. (2017).
Consent.
College of Nurses of
Ontario. (2019).
Documentation.
College of Nurses of
Ontario. (2019).
Professional conduct
professional
misconduct.
5
6
Review key components of Canada’s legal
system as it affects nursing practice
Discuss the legal responsibilities and
obligations of nurses
Professor facilitation
Content
presentation(s) and
page(s)
Self-reflection
questions/activities
Group
contract due
Discuss the concept of duty of care and
professional practice liability
Discuss and apply the concept of negligence
in nursing practice
Discuss how new technologies present legal
and ethical issues
Potter & Perry (2019),
Chapter 8: Legal
Review nursing documentation in accordance
Implications in
with the College of Nurses of Ontario
Nursing Practice,
pages 101-111.
Examine the legalities of nursing
documentation
Development of self Readings TBA on
Review clinical decision making in nursing
Professor facilitation
as a nurse;
course shell.
Content
Professional practice
Discuss nurses’ self-concept
presentation(s) and
page(s)
Examine quality assurance as part of being a Self-reflection
self-regulated professional
questions/activities
Term Test # 1
Readings/materials
covered from Weeks 1
to 5.
Discuss patient safety and quality
improvement in nursing
Term Test # 1
THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)
Term Test # 1 will be Term Test # 1
50 multiple choice
questions taken from
weeks 1-5. Test to be
completed in week 6.
13
NUPD 703
Week
7
8
CENTENNIAL COLLEGE
Topics
Readings/Materials
Weekly Learning Outcome(s)
Ethics & Professional Practice
Instructional
Strategies
Evaluation
Name and
Weight
Evaluation
Date
Please see course
shell for specific
information regarding
details about Term
Test # 1.
Understanding the
Martin, D., Miller, A. P. Discuss the evolution of the Canadian health Professor facilitation
Canadian healthcare Quesnel-Vallee, A.,
care system
Content
system
Caron, N. R.,
presentation(s) and
Vissandjee, B. &
Define the key principles of the Canada
page(s)
Marchildon, G. P.
Health Act and their implications for health
Self-reflection
(2018). Canada's
care delivery
questions/activities
universal health-care
system: Achieving its Identify the roles of the municipal, provincial
potential. The Lancet, and federal levels of government in the
391, 1718.1735.
delivery of health services
Looking at Global
Health; Being a
global citizen in
nursing
Petruka, P. L. (2019).
The Canadian health
care delivery system,
pages 18-30. In P. A.
Potter, A. G. Perry, P.
A. Stockert, A. Hall, B.
J. Astle & W.
Duggleby (Eds.),
Canadian
Fundamentals of
Nursing, (pp. 18-30).
Elsevier.
Potter & Perry (2019).
Chapter 9: Global
Health, pages 115129.
Define the concepts of Medicare and
privatization as sources of health care funding
Identify principal factors influencing health
care reform such as demographic changes in
Canada’s population
Discuss the principles of primary health care
and population health
Explore global health challenges and issues
related to health and human rights
Identify benefits of enhancing political
awareness among nurses
Professor facilitation
Content
presentation(s) and
page(s)
Self-reflection
questions/activities
GC&E
Reflection due
Describe methods by which nurses can
influence social and political change
9
Explore the nurses role as a Global Citizen
Indigenous Peoples Allan, B. & Smylie, J. Describe factors contributing to the health of
(2015). First Peoples, Indigenous Peoples
second class
treatment: The role of Review the Calls to Action for Health from the
THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)
Professor facilitation
Content
presentation(s) and
page(s)
14
NUPD 703
Week
CENTENNIAL COLLEGE
Topics
Readings/Materials
Weekly Learning Outcome(s)
racism in the health
Truth and Reconciliation Commission
and well-being of
Indigenous peoples in
Canada. Toronto, ON:
the Wellesley Institute.
Ethics & Professional Practice
Instructional
Strategies
Evaluation
Name and
Weight
Evaluation
Date
Self-reflection
questions/activities
Allen, L., Hatala, A.,
Ijaz, S., Courchene, E.
D. & Bushie, E. B.
(2020). Indigenous led
healthcare
partnerships in
Canada. Canadian
Medical Association
Journal, 192(9), E208E16.
10
Truth and
Reconciliation
Commission of
Canada (2015). Truth
and Reconciliation
Commission of
Canada: Calls to
Action
Mental health ethics Readings TBA on
Review the concept of informed consent in
course shell.
mental health
Identify the ethical considerations in mental
health
11
12
Professor facilitation
Content
presentation(s) and
page(s)
Self-reflection
questions/activities
Describe the current opioid crisis and current
evidence-based approaches
End-of-life ethics
Readings TBA on
Identify ethical principles in end-of-life care
Professor facilitation
course shell.
Content
Examine key ethical issues related to end-of- presentation(s) and
life-care
page(s)
Self-reflection
Review regulatory documents for MAiD
questions/activities
Nursing
Daly, Z., O'FlynnDiscuss students’ work environment
Professor facilitation
workplace/environm Magee, K. & Rodney, experiences
Content
ent
P. (2020). A call to
Describe the concepts of bullying, oppressed presentation(s) and
THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)
Creative
Presentation
due
15
NUPD 703
Week
CENTENNIAL COLLEGE
Topics
Readings/Materials
revisit and address
the histories of
bullying in nursing
education. Quality
Advancement in
Nursing Education,
6(3), 9.
Weekly Learning Outcome(s)
group behaviours and horizontal violence
Discuss the possible effects of horizontal
violence on nurses, nursing students and
professionalism
Ethics & Professional Practice
Instructional
Strategies
Evaluation
Name and
Weight
Evaluation
Date
page(s)
Self-reflection
questions/activities
Describe strategies nurses can implement
when experiencing or witnessing horizontal
violence
Granstra, K. (2015).
Nurse against nurse:
Horizontal bullying in Identify recommendations for reducing the
the nursing
frequency and effects of horizontal violence in
profession. Journal of nursing
Healthcare
Management, 60(4),
249-257.
13
Social justice;
Gender diversity
Registered Nurses'
Association of
Ontario. Preventing
and managing
violence in the
workplace.
Mikkonen, J., &
Raphael, D. (2010).
Social determinants of
health: The Canadian
facts. York University
School of Health
Policy and
Management. Read
pages 32-40.
Describe the social determinants of health.
Discuss the concept of social justice
Discuss related terms including: vulnerable,
marginalized and at-risk
Professor facilitation
Content
presentation(s) and
page(s)
Self-reflection
questions/activities
Identify the benefits of enhancing political
awareness among nurses
Explore the role of nurses in influencing policy
formation
Discuss the role of the nurse as advocate
14
Term Test # 2
Readings/materials
covered from Weeks 7
to 13 (excluding
Identify ethical considerations for gender
diversity
Test # 2
THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)
Term Test # 2 will be
50 multiple choice
questions taken from
Term Test # 2
16
NUPD 703
Week
CENTENNIAL COLLEGE
Topics
Readings/Materials
presentations).
THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)
Weekly Learning Outcome(s)
Ethics & Professional Practice
Instructional
Strategies
Evaluation
Name and
Weight
Evaluation
Date
weeks 7-13. Test to
be completed in week
14. Please see course
shell for specific
information regarding
details about Term
Test # 2.
17