FACULTY OF HEALTH
SCHOOL OF
NURSING
Course: NURS 4546: Health and Healing: Global Context of Nursing
Course Webpage: https://eClass.yorku.ca
Term: Winter 2022 Section M
Prerequisite / Co-requisite(s): Open only to students in the BScN programs or with permission of
the Course Director and Undergraduate Director. Course credit exclusion: None.
Course Director:
Mohammed Majid RN
mmajid@yorku.ca
Office Hours: By appointment only (zoom or telephone).
Time: Thursdays 11:30 – 14:30 ***Online format due to COVID-19 until further notice***
Location: Zoom & eClass
Course Description:
This course focuses on global health issues and trends related to present and future scenarios of human
and planetary health. Caring, the central concept in nursing is explored within the global context. Nurses’
roles, responsibilities and actions are examined in relation to the promotion of global health.
Expanded Course Description:
This course expands thinking about health by considering the human actions and planetary conditions that
support and/or undermine global health and well-being. The focus is on issues around access to health
and health care at the local and global levels and the obligation of nurses to promote global health and
healing. Students explore global health disparities, the socioeconomic, environmental, and political factors
that contribute to them, and the special health needs of vulnerable populations. Also explored are the
relationships of sustainable economic development, social equity, and ecological sustainability to global
health, along with the role of international aid and humanitarian relief agencies.
Learning Outcomes/Course Objectives - Linked to SON Program Goals (P.G.)
Upon completion of this course, the student will demonstrate the ability to:
1. Understand the social, political, economic and environmental challenges that hinder improved health
status on a global scale (P.G. 2 & 3);
2. Analyze selected international health issues such as infectious disease, child and reproductive health,
mental health, nutrition, water and sanitation (P.G. 2,3 & 7);
3. Gain an appreciation of upstream approaches including policies and programs aimed at reducing global
health disparities and promoting global health (P.G. 2,3 & 7);
4. Critically evaluate the role of nurses and nursing in contributing to global health (P.G. 2,3,6 & 7);
5. Critique extant nursing theories for their ability to address and provide guidance in relation to expanded
concepts of health and well-being (P.G. 2,3,6,7 & 8);
6. Develop individual and professional strategies and/or actions that may be taken to promote global health
(P.G. 2,3,4,6,7 & 8).
Links to CNO Entry-to-Practice Competencies (2020):
https://www.cno.org/globalassets/docs/reg/41037-entry-to-practice-competencies-2020.pdf
Role
Clinician
Professional
Communicator
Collaborator
Coordinator
Leader
Advocate
Educator
Scholar
Mapping of NURS 4546
1.5, 1.7, 1.17, 1.211.23, 1.25
2.5
n/a
4.3
n/a
6.1-6.3, 6.6-6.8, 6.106.11
7.3-7.6, 7.8, 7.10-7.11,
7.14
8.2
9.1-9.3, 9.6-9.8
Links to NCLEX-RN Categories and Sub-Categories:
• Safe and Effective Care Environment
 Management of Care
 Safety and Infection Control
• Health Promotion and Maintenance
• Psychological Integrity
• Physiological Integrity
 Basic Care and Comfort
 Reduction of Risk Potential
 Physiological Adaptation
Concepts:
Caring in a global context, environmental sustainability, determinants of health, ethics, future generations,
global citizenship, global health, global health priorities, health disparities, health of special populations,
health and gender, human rights, humanitarian assistance, international funding,
leadership/activism/proactive stances, national and international nursing organizations, non-government
organizations, nursing theory, peace and war, social justice, vision.
Organization of the Course/Teaching-Learning Approaches
Learning is a journey of discovery that is fostered through engagement with others. With this in mind,
classes are highly interactive and experiential, fostering dialogue and critical reflection. Cooperative learning
principles are used as guides for group activities. Each person is responsible for participating in large or
small groups in a way that demonstrates respect, caring, and individual accountability. Teaching-learning
forums include the eClass course website and the zoom, and activities include small and large group
discussions, presentations and written work.
Course Website
The eClass course management system will be used for posting lecture slides and resources and
additional communication.
Students are required to check the course eClass regularly. Students should use their York U
email for course communication.
There are four steps to properly accessing the course site:
• Go to https://eClass.yorku.ca/
• Ensure you are using a supported web browser
• Ensure your web browser is configured as required
• Log into eClass using Passport York ID and password on the right hand side
• Select course HH/NURS 4546
Course Text / Readings
There is no required text for this course.
Course materials used in this course are available from e-resources of York Libraries.
Additional readings or videos may be assigned or recommended during the course.
The following text is recommended for this course:
1 American Psychological Association (APA). (2020). Publication manual of the American
Psychological Association: the official guide to APA style. (Seventh edition.). Washington, DC
Course Evaluation/Evidence of Learning
The learning evidences for this course are designed to evaluate your knowledge, critical thinking
and application of essential concepts that will enable you to transform your nursing practice. The
final grade for the course* will be based on the following items, weighted as indicated:
Assignment/Test
Percentage
of Course Grade
Week 2
Opinion/Critical thinking opening/closing
schools
5%
Week 5
Week 1 - 4 Reflection and Application of
Concepts Assignment
30%
Weeks 8 - 11
Group Presentation
20%
Weeks 3 - 11
Presentation Short Papers
15%
Weeks 12
Individual Briefing Note + Advocacy Letter
30%
* As per Faculty of Health and School of Nursing program policies, a student’s final course grade is
not necessarily confined to a compilation of marks earned on individual course components. Final
course grades may be adjusted to conform to Program or Faculty grades distribution profiles.
** The last date to drop a course without receiving a grade is March 18, 2022. Students must
contact the undergraduate program coordinator or director in advance of any deadlines, in
order to exercise any course removal or withdrawal options.
Please note: Extensions are not normally granted and, if urgently required, an extension MUST
be negotiated at least 24 hours before the due date and supporting documentation must be
provided. Late grade penalties as outlined below will apply.
Description of Course Evaluation/Evidence of Learning
1.Class Format and Engagement on Zoom
This course requires you to consider, among many things, what it means to be a caring nurse and a
committed global citizen. Good citizenship is based on an ethic of personal responsibility, a sense of
belonging and a contribution to the good of the whole. This calls for students to consider and cultivate
critical and constructive approaches throughout the course. Thus, there is considerable emphasis on
effective group processes that foster both individual accountability (meeting personal obligations) and
interdependence (learning from and with one another). Accordingly, this requires students to demonstrate
personal responsibility, cultivation of a positive learning environment, and contribution toward the small and
larger groups’ learning.
The participatory nature of this class will provide ongoing assessment of your understanding of the social,
political, economic, and environmental challenges that are hindering health on a global scale, as well as
your knowledge of selected international health issues, upstream approaches to promoting global health
and the ability of nursing theories to provide guidance in relation to expanded concepts of health and
wellness. Online formats such as zoom can be onerous. To create an environment of shared learning, open
dialogue and engagement, students will have several opportunities for engagement as listed below.
A) Students are expected to critically read and reflect on all required readings. Being able to answer
the following questions is an indication that you are reading critically. The questions below and others
will be posed during classes to invite students to engage in discussion.




What is the author’s thesis?
What assumptions support that thesis?
What are the arguments made to support the thesis?
o Are the arguments clearly made? Are they adequately supported?
Do you agree with the arguments? Why/why not?
o What are the strengths/weaknesses of the argument and
conclusions?
What are the implications of the article for health, nurses and nursing?
B) Each class will begin with a segment titled. “What’s in the news?”. Students are expected to monitor
news (newspapers, radio, television, or online sources) for articles and trends relevant to the global
issues and share them with the rest of the class.
C) In addition to large group participation, each student will join a smaller group, reflecting one of
12 key global themes. Each student will have an opportunity to select a group/theme during the first or
second week of class. As there are limited spaces in each group, some students may not be assigned
to their first choice. The group selection will determine the presentation theme (details below).
D) Each group will be expected to ‘take the lead’ on starting discussion on one of the readings from
weeks 3, 4, 5, & 6. The expectation is that each of you will actively participate. Each group will have up
to 10 mins to speak to a key issue/s in the article and relate it to a current media story to further
illustrate the issues examined. The group will prepare a question to encourage discussion with the class.
2. Reflection and Application of Concepts Paper (30%) (Related to Learning Outcomes 1, 4 & 6)
Students will demonstrate their understanding of economic globalization and neoliberalism’s impact on
global health through a critical reflection. Reflections should be no less than 3 pages and no longer
than 4 pages (not including title page and references). Students should address the following
questions:
1. Using examples from weeks 1-4 discuss how your understanding of the concepts economic
globalization and neoliberalism were made clearer by course materials.
2. Have your assumptions about global health been challenged by these course materials and if so
in what way?
3. Why do these concepts and your assumptions matter to you as a global citizen and nurse?
4. How will this new knowledge influence your personal and professional actions moving forward?
***Students do not need to include outside resources for this assignment. Students should be thoroughly
engaging with course materials to explain questions 1 to 4.
Additional Formatting Requirements:
o
o
o
o
o
o
o
o
o
Title page with your name, student number, professor’s name, course, and date of submission
12-point font
Arial or Times New Roman
Double-spaced
1” margins
Spell-checked
APA Referencing (7th Edition)
Please attach a copy of the Marking Rubric
Please do not hand in pdf documents, they will not be graded.
3. Group Presentation (20%) – During Weeks 8 - 11 (Related to Learning Outcomes 1 – 4 & 6)
The group presentation provides students with experience in working together to produce a project and
present it to the larger group. The presentation will also enable an assessment of your understanding of
the social, political, economic, and environmental challenges to global health, an assessment of your
understanding of a selected global health issue, and your ability to evaluate the role of nurses and
nursing in promoting global health through policy advocacy.
The list of groups follows (see weekly class schedule for presentation date).
1. Value of pandemic education
3. Food safety & security
5. International nurse migration
7. Global vaccination distribution
9. Child poverty
11. Healthy work environments
2. Water as a commodity
4. Climate change
6. Women and poverty
8. Access to health care
10. Refugees & humanitarian emergencies
12. Biodiversity
Assignment: You are a delegation from the International Council of Nurses (ICN), presenting to a United
Nations Committee informing them of the issue and recommending solutions to address your topic in an
online format. You must present effectively by focusing on the following:





How & Why is (your topic) linked to/influenced by globalization forces?
What are the implications for global health?
What are the implications for global health equity/inequity?
What policy (national or international) responses could/should be introduced to effectively respond to
these health implications?
How could/should individual nurses and/or the nursing profession respond/advocate/ lobby to improve
this issue and effectively promote global health?
Presentation Evaluation Criteria:
 Explicitly establishes the relevance of the topic within the global context of health and nursing
 Material is well organized and presented clearly
 Evidence of a thorough investigation of the topic







Presentation is visually effective
The material is creatively presented
Group members share the presentation time equitably
Additional resources are provided on the topic
Overall quality/impression of presentation
Presentation evaluations will take peer assessments into account.
Presentations are no longer than 20 minutes. This includes recorded voice over slides in power
point. The entire presentation with recorded slides cannot be more than 20 minutes.
Note:
1. The group presentation evaluation self-assessment sheet must be filled in completely, signed off by all
group members and submitted to professor on the day that the presentation is posted.
2. In producing the group presentation, a small group activity, it is important to establish dates, times, and
deadlines for work to be submitted by individual members. It is the responsibility of all individuals
working on group presentations to maintain close communication with their group members.
4. UN Committee Presentation Responses: 15% (Related to Learning Outcomes 2, 4 & 6)
Each week of the group presentations (weeks 8-11), except for the week of their own group
presentation, groups will assume the role of the UN committee that presenting groups are speaking to.
Groups will be tasked with deciding which global health issue out of those presented in that week
warrant immediate action. Groups must choose one group out of the three presented. Groups will
explain why they chose the selected group and why the other two groups were not chosen. In making
this decision, groups should reflect on how well the group’s arguments are presented, if suggestions are
realistic and attainable, and if your committee has sufficient knowledge and understanding about how
global forces have impacted the global health issue. UN Committee responses will be marked on how
well they present their justification for choosing the selected group and analysis of the three issues.
Groups are expected to submit one single-spaced typed page with their response. Groups will have
one week following the posting of the presentation to formulate and hand in their response.
Submissions will close the following Thursday at 11:30am, which marks the beginning of the next class.
Groups will be expected to submit three (3) short papers (one each week of the group
presentations, except the week of their own presentation) which will be worth 5% each. If less
than 3 papers are submitted, the remainder will be worth a maximum of 10% in total.
Evaluation criteria:
a)
b)
c)
d)
Ideas are expressed coherently.
Demonstrates engagement with each group’s content and critical analysis of the issues presented.
Demonstrates an understanding of how global forces impact the issues presented.
Please ensure group name (i.e. HIV/AIDS Group) and group members individual names are listed
at the top of the response.
5. Individual Briefing Note + Advocacy Letter - based on your Presentation topic: 30%. (Related to
learning Outcomes 1- 4 & 6)
Submission Date: Week 12
Assignment: You are a nurse working for the Canadian Nurses Association (CNA) in a policy position. You
have been asked to prepare a briefing note for the CNA Board of Directors that offers background information,
analysis and recommendations on a global health issue (taken from your topic/presentation). Your briefing note
will be on an issue that is related to your presentation topic (it does not have to be on the entire topic area – but
on a component related to your presentation). In addition to the briefing note, you are asked to draft a onepage advocacy letter to a relevant decision-maker that is related to the issues in your briefing note.
Your briefing note should be a maximum of 5 pages (not including title page or references), and should
include the following elements:
1. An introduction and brief summary of the issue/problem that the Canadian Nurses Association needs to
address – for example:
a. What is the problem?
b. Why is it a problem/how & why is it linked to global forces?
c. What are the health implications of this problem? For example:
i. How does it affect global health equity/inequity?
ii. Are problems experienced differently in developed versus developing countries?
d. How does the problem/issue affect nursing on a global scale?
i. What are the implications of this?
2. A discussion of policies/actions to address this global problem.
a. What solutions/actions/policies will address this global issue? Why? What is the evidence
supporting these solutions?
b. What should national/ provincial/ governments or non-government bodies do to address this
problem? Why?
3. A policy/advocacy plan for CNA to achieve the desired policy solutions.
a. What specific action/s should CNA advise the Canadian government/ICN/and provincial nursing
associations to take? Why?
b. What actions should CNA take in cooperation with the provincial associations
i. Include supporting evidence for your recommendations, and the implications of not
following the recommendations.
Your one-page advocacy letter from you as a nursing student will be addressed to a policy maker (e.g., PM,
Premier, etc.) encouraging/advocating for a specific policy action related to your briefing note. The letter should
be properly structured & organized and should clearly articulate the policy action sought, and why it is
recommended. The letter should be addressed to the decision maker that is appropriate for the policy sought.
Additional Formatting Requirements for Briefing note:
 Title page with your name, student number, professor’s name, course, and date of submission
 12-point font
 Double-spaced
 1” margins
 Spell-checked
 APA Referencing
 Briefing note not to exceed 5 pages (not including references and title page). Your advocacy letter
will be an additional one-page.
 In your briefing note, please integrate your references within your discussion (as you would in an essay)
rather than having a “string” of direct quotes without your analysis.
 Please attach a copy of the Marking Rubric
 Please do not hand in pdf documents.
Formatting Requirements for Letter:
 Do not include references in your letter.
 Ensure letter is properly formatted (addressed and organized appropriately)

Signed by you – as a nursing student at York University.
Grading, Assignment Submission, Lateness Penalties and Missed Tests
Grading: For a full description of York grading system see the York University Undergraduate Calendar
- http://calendars.students.yorku.ca/2017-2018/academic-and-financial-information/academicservices/grades-and-grading-schemes
Assignment Submission: Proper academic performance depends on students doing their work not only
well, but on time. Accordingly, assignments for this course must be received on the due date specified for
the assignment. Assignments are to be handed in online and submitted to the assignment tab on eClass.
All assignments will adhere to APA guidelines (6th edition) in formatting and referencing.
Lateness Penalty: Assignments received later than the due date, without negotiated extensions,
will be penalized. Any assignment that is not submitted by the date and time specified, OR any
assignment for which an extension is granted that is not handed in by the negotiated date and time,
to the location specified, is subject to the following penalty(s):
For 1 day late (any time up to 24 hours after date/time due), the penalty is 5% deducted from
the grade for the assignment (e.g. mark of 75% would be reduced to 70%)
For each subsequent day late (each 24-hour period), the reduction increases daily:
• For 2 days late, deduct 15% (e.g. mark of 75% would be reduced to 60%)
• for 3 days late, deduct 30%
• for 4 days late, deduct 50%
• for 5 or more days late, deduct 100% (assignment is given zero [0])
Exceptions to the lateness penalty for valid reasons such as illness, compassionate grounds, etc., may
be entertained by the Course Director but will require supporting documentation (e.g., a doctor’s
letter/attending physician’s statement). Generally, 24-hour notice for extension a request is required.
Assignments submitted later than five calendar days without negotiation will not be accepted.
IMPORTANT COURSE INFORMATION FOR STUDENTS
All students are expected to familiarize themselves with the following information, available on the
Senate Committee on Academic Standards, Curriculum & Pedagogy webpage, and document at
http://secretariat.info.yorku.ca/files/CourseInformationForStudentsAugust20121.pdf
• Senate Policy on Academic Honesty and the Academic Integrity Website available at:
http://www.yorku.ca/secretariat/policies/document.php?document=69#_Toc89156096
• Access/Disability: course requirement accommodation for students with disabilities,
•
•
•
including physical, medical, systemic, learning and psychiatric disabilities at
http://cds.info.yorku.ca
Ethics Review Process
Religious Observance Accommodation
Student Conduct in Academic Situations
For other information, please see the current School of Nursing calendar at
https://nursing.info.yorku.ca/files/2020/07/2020-2021-SON-SupplementalCalendar_Final_Revised-4.pdf?x24172
It is the student’s responsibility to be aware of all due dates and academic requirements.
Weekly Schedule
Week/
Date
Week 1
Jan 13
Content/Theme/
Readings
Course Introduction
Learning Objectives/ Activities/Assignments
Course Format
Unnatural Causes: In Sickness & In Wealth: Is inequality making us sick? (Available via online
streaming from York libraries. Kanopy Firm – initially produced by California newsreel – 2008).
http://ezproxy.library.yorku.ca/login?url=https://stream.mcintyre.ca/yorku/title/21080
*Guest Lecture: Implications of Neoliberalism and Economic Globalization on Global Health
Emergencies - Dr. Emmanuel Musa, World Health Organization
Week 2
Jan 20
Introduction to Global
Health
Sandberg, L. Anders, “Subverting the Enterprise University: The Case of the Alternative Campus Tour
at York University, Toronto, Canada,” International Studies in Widening Participation, 2, 2, 2015, pp.
12-19.
https://alternativecampustour.info.yorku.ca/files/2018/08/Subverting-the-EnterpriseUniversity.pdf?x89661
Allan, B. & Smylie, J. (2015). First Peoples, second-class treatment: The role of racism in the health
and well-being of Indigenous peoples in Canada Toronto, ON: The Wellesley Institute
http://homelesshub.ca/resource/first-peoples-second-class-treatment-role-racism-health-and-wellbeing-indigenous-peoples (Copy & paste link in your browser. Please read the Executive Summary)
Baru, M. (2018). Globalisation and neoliberalism as structural drivers of health inequities. Health
Research Policy and Systems, 16(S1), 91–91. https://health-policysystems.biomedcentral.com/articles/10.1186/s12961-018-0365-2
Week 3
Jan 27
Linking Globalization
to Health
Determinants
McGibbon, Elizabeth et al. “Toward Decolonizing Nursing: The Colonization of Nursing and Strategies
for Increasing the Counter-Narrative.” Nursing inquiry 21.3 (2014): 179–191.
https://journals-scholarsportalinfo.ezproxy.library.yorku.ca/details/13207881/v21i0003/179_tdntcoasfitc.xml
Falk-Rafael, Adeline. (2006). Globalization and Global Health: Towards Nursing Praxis in the Global
Community. Advances in Nursing Science, 29(1), 2-14.
http://ezproxy.library.yorku.ca/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00012272200601000-00002&LSLINK=80&D=ovft
Spiegel, J, M., Labonte, R., & Ostry, A. S. (2004). Understanding “globalization” as a determinant of
health determinants: A critical perspective. International Journal of Occupational and Environmental
Health, 10(4), 360-367.
http://resolver.scholarsportal.info.ezproxy.library.yorku.ca/resolve/10773525/v10i0004/360_uaadohdacp
Week 4
Feb 03
Globalization, Health
& Infectious Diseases
Rosa, W. E., & Upvall, M. J. (2019). The case for a paradigm shift: from global to planetary nursing.
Nursing Forum, 54(2), 165–170. https://doi.org/10.1111/nuf.12310 . [lead = Climate Change Group]
https://journals-scholarsportalinfo.ezproxy.library.yorku.ca/details/00296473/v54i0002/165_tcfapsfgtpn.xml
VanTyler, S. & Sheilds, L. (2015) Stories of African HIV+ Women Living in Poverty, Health Care for
Women International, 36 (8), 902-916. [Lead = HIV/AIDS Group]
https://journals-scholarsportalinfo.ezproxy.library.yorku.ca/details/07399332/v36i0008/902_soahwlip.xml
Khan, B. K. (2012) Understanding the gender aspects of tuberculosis: A narrative analysis of the lived
experiences of women With TB in slums of Delhi, India. Health Care for Women International, 33:1, 318. [lead =Women’s Reproductive Health Group]
http://www.tandfonline.com.ezproxy.library.yorku.ca/doi/pdf/10.1080/07399332.2011.610541
Week 5
Feb 10
Globalization,
Health &
Environmental
Sustainability
Ali, S., Gugliemini, O., Harber, S., Harrison, A., Houle, L., Ivory, J., Kersten, S., Khan, R., Kim, J.,
LeBoa, C., Nez-Whitfield, E., O’Marr, J., Rothenberg, E., Segnitz, R. M., Sila, S., Verwillow, A., Vogt,
M., Yang, A., & Mordecai, E. A. (2017). Environmental and Social Change Drive the Explosive
Emergence of Zika Virus in the Americas. PLoS Neglected Tropical Diseases, 11(2).
https://journals.plos.org/plosntds/article?id=10.1371/journal.pntd.0005135
.[Lead = Clean Water & Sanitation Group]
Carney, M.A., Krause, K.C. Immigration/migration and healthy publics: the threat of food insecurity.
Palgrave Commun 6, 93 (2020). https://www.nature.com/articles/s41599-020-0461-0
[lead =Food Safety & Security Group]
Link TV. (2012, June 6). Earth focus episode 41: Biodiversity and health [Video file].
Retrieved from https://youtu.be/BO4Rag4bcBU. [lead = Biodiversity Group]
Due: Reflection and Application of Concept Paper
Week 6
Feb 17
Globalization, Health,
Gender & Structural
Violence
Fugate Woods, N. (2009). A global imperative: Development, safety, and health from girl child to
Woman. Health Care for Women International 30(3), 195 – 214. [lead = Child Poverty Group]
https://journals-scholarsportalinfo.ezproxy.library.yorku.ca/details/07399332/v30i0003/195_agidsahfgctw.xml
McMillan, Karen E, and Heather Worth. “‘If They Paid Me Well I Can Stop Doing Sex Work’ : Sex Work
and the Garment Trade in Fiji.” New Zealand sociology 32.1 (2017): 27–47. [lead = Women & Poverty
Group]
https://www-proquestcom.ezproxy.library.yorku.ca/docview/1988003693?OpenUrlRefId=info:xri/sid:primo&accountid=15182
Farmer, Paul. (2004) An Anthropology of structural violence: The Sidney W. Mintz Lecture for 2001.
Current Anthropology Vol. 45 (3): 305-25. (Required = pp 1 – 13) [lead = Refugees & humanitarian
emergencies Group]
Reading
Week
Week 7
March 03
Feb 19-25
Globalization, Health
Care & Health Care
Providers
No scheduled activities
Lexchin, J. (2012). Those who have the gold make the evidence: How the pharmaceutical industry
biases the outcomes of clinical trials of medications. Science & Engineering Ethics, 18(2): 247-61.
https://link-springer-com.ezproxy.library.yorku.ca/article/10.1007/s11948-011-9265-3
[lead = Access to Healthcare Group]
Choiniere, J., MacDonnell, J., Campbell, A., & Smele, S. (2014). Conceptualizing structural violence in
the context of mental health nursing. Nursing Inquiry, 21(1), 39-50.
https://journals-scholarsportalinfo.ezproxy.library.yorku.ca/details/13207881/v21i0001/39_csvitcomhn.xml
[lead =Healthy Work Environments Group]
Timmons, S., Evans, C., Nair, S. (2016). The development of the nursing profession in a globalised
context: A qualitative case study in Kerala, India. Social Science & Medicine., 166, 41–48.
https://www-sciencedirectcom.ezproxy.library.yorku.ca/science/article/pii/S0277953616304348?via%3Dihub
[Lead = International Nurse Migration Group]
Week 8
March 10
Group
Presentations
1. HIV/AIDS
2. Clean water & sanitation
3. Food safety & security
Week 9
March 17
Group Presentations
4. Refugees & humanitarian emergencies
5. Climate Change
6. Women and poverty
Week 10
March 24
Group Presentations
7. Women’s reproductive health
8. Access to health care
9. Child poverty
Week 11
March 31
Group Presentations
Week 12
April 07
Political Competence
and Action
Course Wrap Up and
Evaluation
10. International nurse migration
11. Healthy work environments
12. Biodiversity
Hamilton, P. & Campbell, M. (2011). Knowledge for reforming nursing’s future: Standpoint makes a
difference. Advances in Nursing Science. 34(4): 280-296.
Leurer, M. D. (2013). Lessons in media advocacy: A look back at Saskatchewan’s nursing education
debate. Policy, Politics & Nursing Practice 14(2): 86-96.
Whyte, N., Duncan, S. (2016). Engaging Nursing Voice and Presence During the Federal Election
Campaign. Nursing Leadership., 29(4), 19–34.
https://www-longwoods-com.ezproxy.library.yorku.ca/content/24986/nursing-leadership/engagingnursing-voice-and-presence-during-the-federal-election-campaign-2015
Due: Briefing Note and Advocacy Letter Due (Dec 2 – Dec 3)