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YORK UNIVERSITY
FACULTY OF HEALTH, SCHOOL OF NURSING
Detailed course outline for
Trends and Contemporary issues for the Aging Adult in Canada
HH/NURS 3000 3.00
Online Course
eClass Course site https://eclass.yorku.ca/course/view.php?id=72665
Course Director: Ann Pottinger
Office: HNES 335
Email: pann@yorku.ca
Tel: 416-705-7178
Sections: N
Term: Winter 2021
Virtual Office hours: By appointment.
Please email me to book an
appointment
Email is the preferred method of correspondence. When corresponding by email,
please use your York U account and begin the subject with the course number e.g.
NURS 3000. Please also add your first and last name at the end of the email. I aim to
respond to emails within 24 business hours.
Copyrights & Ownership
These course materials are designed for use as part of the (NURS 3000) course at York
University and are the property of the instructor unless otherwise stated. Third party
copyrighted materials (such as book chapters, journal articles, music, videos, etc.) have
either been licensed for use in this course or fall under an exception or limitation in
Canadian Copyright law. Copying this material for distribution (e.g. uploading material to
a commercial third-party website) may lead to a violation of Copyright law.
Course Description
Calendar Course Description
Presents aging as a normal part of the life cycle and explores topics that demonstrate
quality of life at every age. Examines current trends and issues for the aging adult in
Canada with a nursing focus. Explores current topics such as ageism, sexuality,
technology, abuse, care giving, mental wellness, cross-cultural issues and the positive
contributions of older adults. Course credit exclusions: None. Open to: York University
BScN students.
Expanded Course Description
This course will examine current major issues in (gerontology/aging adult) using a life
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span perspective focusing on the needs and concerns along life's continuum in vaious
environments. Students will have the opportunity to reflect on what ageism is, myths and
stereotypes of aging, comparisons of ageism in younger age and older age, perspectives
on aging in different cultures, the complexities of ageism, cost to the individual and society
and how to counteract ageism. Students will learn how to assess abuse and the possible
interventions they may use.
Prerequisites:
None.
Time and Location
This course is offered exclusively online. You can access the course at any time
convenient to you. There are no lectures. Virtual Meet and Greet sessions are
scheduled. These sessions are optional.
All course discussions and activities will occur on eClass.
Learning Outcomes:
Upon completion of this course students will be able to:
 Define the life course perspective and describe how age/period/cohort, gender, race
sexuality, and ethnicity influence the life course.
 Understand how the growth in the demographics of the aging population in Canada
impacts various aspects of our society, past, present and future.
 Critically review studies of aging adults and understand how these studies can be
used to improve the health and well-being of society as a whole.
 Describe the effects of stereotypes on the older adult/person and how these
stereotypes may limit access to jobs, medical care or a person’s autonomy.
 Examine ageism and its intersections with racism, heterosexism, and other social
dynamics in society across the lifespan with a specific focus on older adults.
 Examine definitions, types, and indicators of abuse, as well as capacity to consent.
 Examine the prevalence and profile of caregivers in Canada, costs of caregiving,
caregiver health, supports and resources for caregivers, and ways of coping.
Critical Questions:
 What are your thoughts and feelings about aging and growing older?
 What assumptions do you have about being an older adult?
 What do older persons say about later life—what are their stories? And, what do
their stories say to you about growing older?
 How do different theories of aging portray older adults and the experience of aging?
 How do intersecting complexities of social justice influence quality of life in old age?
 What is nursing’s responsibility to promote social justice with an aging population?
 How does a diagnosis of dementia change one’s quality of life?
 How does personhood - one’s expression of self - change and remain the same in
later life?
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How are the following concepts relevant for older adults: stigma, embodied selfhood,
relational caring, geo-transcendence, ageism and intergenerational learning?
How do demographics, social determinants of health, and politics impact aging
experiences in Canada?
What are the complexities of ageism, and what cost is it to the individual and
society? How can nurses and communities counteract ageism?
What are the losses and gains of later life for older adults?
What relationships are important as we grow older? (including and beyond human
relationships). How do these relationships change quality of life?
Can being an older adult be one of the best times in one’s life?
Resources
A list of readings and resources is provided on eClass. These resources can be a place
for you to start to engage in the discussions set up for you. You are invited to add to
the curriculum of this course by providing various new resources you find meaningful
from the Internet and York libraries. Please know that you must use URLs to post
published papers and resources online – do not post pdf documents.
To search new articles beyond the ones on the course reference list:
Go to http://www.library.yorku.ca/ccm/jsp/homepage.jsp
 Under “Search library resources”, type in the name of the journal (e.g., Nursing
Science Quarterly) and then scroll down on the menu to the right to “Periodical Title”
 Click on the link to access the journal
 You will then need to sign in (Passport York or library number)
 Click on the desired year, e.g., 2016
 Click on the required issue, e.g., 26 (1)
 Scroll down to find authors’ names and click on PDF version; you can then print the
article for your own use.
 Use the URL permanent link to share this article with your classmates online
Web-Based Resources
 We all will be using the Internet as we search for relevant materials, videos
(tedTalks, YouTubes), images, texts, etc. Students are required to reference all
material in keeping with Copyright Law and the Principle of Fair Use.
Overview of Learning Activities and Pedagogy (Teaching-Learning Philosophy
and Practice)
The teaching-learning activities in this course are informed by complexity thinking.
Complexity ideas propose that all persons in a community of inquiry contribute and
learn together. Teachers and students come together to engage, share, and question in
order to develop more personal understandings. Diverse views and different
perspectives are required for deep learning and so in many ways we are all
responsible for contributing, not only to our own understanding and growth, but to that of
our colleagues and classmates. There are no right and wrong answers in complexity
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learning and we all have different views and understandings, because our
understanding is contextual, historical, and experiential. We are all coming together
from different places to spend time in a shared quest for insights and emergent learning.
There are many excellent resources on complexity pedagogy. One written by faculty at
York (Jonas-Simpson, Mitchell, Cross, 2015) can be found at this link,
http://www.sciedu.ca/journal/index.php/jnep/article/view/1601/1132
The course activities and assignments have been designed to align with the basic
beliefs of complexity thinking. Here are some ideas that you will experience as part of
our community of inquiry. The following definitions have been informed by:
Moss, L. J., & Normore, A. H. (2006). An exploratory analysis of John Dewey's writings:
Implications for schoolleaders. In M. S. Plakhotnik & S. M. Nielsen (Eds.),
Proceedings of the Fifth Annual College of Education Research Conference:
Urban and International Education Section (pp. 82-87). Miami: Florida
International University. http://coeweb.fiu.edu/research_conference/.
http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1244&context=sferc&seiredir=1&referer=http%3A%2F%2Fscholar.google.ca%2Fscholar%3Fq%3Dreflection%2
Bdefinition%2Bin%2Beducation%26btnG%3D%26hl%3Den%26as_sdt%3D0%252C5%
26as_ylo%3D2013#search=%22reflection%20definition%20education%22
Complexity Pedagogy Terms and Definitions
Reflection: A process of thinking about one’s thinking and actions in specific situations
in order to better understand the pros and cons of different ways of thinking and acting.
Recursion: An iterative process of revisiting what one knows in order to see with new
eyes. Recursion is a looping back with an intent to discover again.
Emergent Learning: As students and teachers inter-relate, offering different views and
posing different questions, new learning emerges in the shifts of understandings and
perspectives. All students and teachers can create teachable moments by introducing
different ways of thinking about things and posing alternative ways of acting in various
situations.
Perturbations: Disrupt the status quo by challenging assumptions, providing alternative
views, asking different questions that expand understandings. Perturbations may point
out paradox, ambiguity, and critical aspects of familiar ways of knowing.
Diversity: Difference is needed for deep thinking and critical understanding. Seeing only
one way does not represent the complexities of life and learning. When diverse views
are shared new insights often surface and propel thinking and problem-solving in new
ways that surface as difference is considered and conversed.
Non-linearity: Life, living systems, thinking, responses are all evolving historically,
experientially, reflectively and non-reflectively in stops and starts, transformative leaps,
and sometimes with unexplainable emergence. Change in living systems and processes
cannot be controlled with simple formula or directives. Living systems are continuously
evolving in unpredictable ways.
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Relationality: Reflects the ways people, things, ideas, preferences, patterns connect
and interrelate. An idea can link with many different experiences, an event might link
with many memories, a concept can connect with particular ideas across multiple
contexts in a web of relationality.
The teaching-learning activities are designed to engage you in exploring, discovering,
and clarifying how your ideas connect with other ideas about aging and later life. As you
will see, there is a strong emphasis on relational learning in the course. There is one
required group presentation, an initial and final individual narrative paper, a mid-term
and an evaluation of your participation with the community of your colleagues. These
assignments are designed to enable you to achieve the program objectives and course
learning outcomes.
Course Curriculum
The curriculum will consist of multiple resources available through the Internet and
library, such as research papers, YouTube videos, TedTalks, images, scholarly papers,
poetry, and short films/drama as examples.
Course Perspectives
The course perspectives provide some boundaries around the topics we might want to
discuss and on which we focus. The perspectives or big ideas for this course are:
1: Influence of Ageism, Stigma, Myths, and Stereotypes on Aging and Older Adults
2: Aging and the Social Determinants of Health
3: Losses and Gains, Restrictions and Freedoms of Later Life
4: Theories of Aging
5. Nursing Praxis with Older Adults
You will see a # attached to the reading materials (In Bibliography file) denoting
the perspectives above to help you focus your readings and viewing of videos.
This is my view, you are free to select the materials as you deem relevant to the
discussion of the week to support your points. Some articles may have more than
one perspective and you may use several times in your discussion. You are also
encouraged to your own materials to a discussion point.
Learning Evaluation
All assignments are due on the date designated. No late assignments will be accepted
or late penalty will be applied as applicable.
Grading, Assignment Submission, Lateness Penalties and Missed Tests
Grading: The grading scheme for the course conforms to the 9-point grading system
used in undergraduate programs at York (e.g., A+ = 9, A = 8, B+ - 7, B = 6, C+ =
5, etc.). Assignments and tests* will bear either
a letter grade designation or a corresponding
number grade (e.g. A+= 90 to 100, A = 80 to 90, B+ = 75 to 79, etc.)
(For a full description of York grading system see the York
University Undergraduate Calendar
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- https://calendars.students.yorku.ca/2020-2021/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 eClass
under the specified assignment tab located in the assigned week. All assignments will
adhere to APA guidelines (7th Ed.) in formatting and referencing.
Lateness Penalty: Assignments received later than the due date 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:
o for 2 days late, deduct 15% (e.g. mark of 75% would be reduced to 60%)
o for 3 days late, deduct 30%
o for 4 days late, deduct 50%
o 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 considered by the Course Director
but will require your written and signed declaration of your reason for needing an
extended due date. Generally, 24-hour notice for
extension requests is required. Assignments submitted later
than five calendar days without negotiation will not be accepted. There will be no
extensions for forum discussion participation or group assignment. Instead, the Course
Director may permit an alternate format assignment for valid reasons such as illness.
NOTE: 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.
Winter Term 2023 – Weeks for Online Discussion Contribution and Group
Facilitation
(Weeks for Online participation are from Monday to Saturday)
Week 1 – Jan. 9 to 14 – Introductions and Online Discussion
Week 2 – Jan. 16 to 21 – Online Discussion
Week 3 – Jan. 23 to 28 – Online Discussion
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Week 4 – Jan 30 to Feb. 4 – Online Discussion & First Online Self - Evaluation
Due Feb. 6, 2023, by 23:59 hrs
Week 5 –February 6 -11 Group A Presents & Facilitate Discussion Midterm
Assignment/Quiz (20%) opens Feb. 6 Due by Feb. 13 @ 2359 hrs
Week 6 –February 13 -17 Group B Presents & Facilitate Discussion
Week 7 – Feb. 18 to Feb. 24 – Reading Week - No online discussion
Week 8 – Feb. 27 to Mar. 4 Group C Presents & Facilitate Discussion
Week 9 – Mar. 6 to 11 Group D Presents & Facilitate Discussion
Week 10 – Mar. 13 to 18 Group E Presents & Facilitates Discussion
Week 11 – Mar. 20 to 25 Group F Presents & Facilitates Discussion Narrative
Scholarly Paper (35%) Due Mar. 24, 2023 by 23:59 hours (Group F may submit
Mar. 26).
Week 12 – Mar. 27 to Apr. 1 – work on your self-evaluation
Week 13 – Apr. 3 to 8 Week 12 – No posting - Final Online Self-Evaluation Due
April 10 by 23:59 hrs
Last date to drop a course without out receiving a grade is March 1, 2023
Evaluation/Evidence of Learning
Assignment
1. Contributions to eClass Discussions
(submit with highlighted rubric)
2. Midterm Assignment/Quiz
Due Date
Week 4 – Feb. 6, 2023 by
23:59 hours
Week 13 – Apr. 10, 2023
@ 23:59 hours.
Week 6 –Feb. 13, 2023
Group Assignment: Campaign of New Weeks 5, 6, 8, 9, 10, 11
3. Ways of Viewing Aging & Facilitation
of Discussion on eClass
4. Narrative Scholarly Paper
Week 11– March 24, 2022
Please submit with rubric attached after
reference page.
% of
Course
Grade
5%
20%
20%
20%
35%
Evaluation/Evidence of Learning Descriptions
1. Course Engagement and Contributions to Online Discussions: Cumulative:
Submit your self-evaluation during Week 4 and Week 12.
Week 4 Feb. 6 (5%) for discussion weeks 1- 4 inclusive
Week 13 April 10 (20%) for discussion weeks 5-12 inclusive
2-Page Assignment
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1st Page: You are required to highlight and submit the Self-Evaluation of Participation in
eClass Online Discussions Rubric (which is posted on eClass and here below) showing
the grade in each area you feel you achieved.
2nd Page: Provide examples from your posts on eClass to substantiate your grade for
each section of the rubric i.e.: engagement, exploration of content, emergence,
reflection /recursion. Provide ONE example from your posts for each criterion on this
rubric. Should you provide more than one example per criterion, only the first example
will be evaluated.
Participating in the online discussion is critical to achieve the learning outcomes in this
course. When engaging in the discussions online do not repeat the content of the
paper or resource you have been asked to engage with. Rather, share how the ideas
resonate with you, what the ideas mean to you, or share the ideas that disturb or
perplex you. Write about different views that you have from what was presented in the
article or resource – or views that are different from your classmates. Refer to SelfEvaluation of Participation in eClass Online Discussions Rubric.
Self-Evaluation of Participation in eClass Online Discussions Rubric
Criteria
Engagement
Weight 50%
Exploration
of Content
Weight 15%
Exceeds Standard
(A- to A+)
Meets Standard
(B to B+)
Below Standard
(C or less)
Contributes 2 X weekly to discussions,
suggests different viewpoints,
connections, and possibilities. Posts
insightful comments on personal
understandings and questions that
prompt further discussion by others.
Contributes descriptions of Aha
moments and feelings linked with
content. Starts a new discussion.
Contributes 1x
weekly to
opportunities for
discussion and poses
questions and
personal views.
Exploration of readings and resources
are incorporated into the discussions
in order to show shifts in
understanding and meaningful
connections. Offers new and different
interpretations of ideas, issues,
resources. Creative use of metaphor &
art to extend ideas being discussed.
Explorations of
readings and
resources are
incorporated into
discussions. Personal
views are expressed.
Poses questions
and personal views
less than once a
week but does not
participate in
sharing and
questioning.
Repeats what has
been said or what
is found in the
literature.
Discussion
contains minimal
references to
exploration of
resources. Short
perfunctory
postings.
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Adds new resource links to new
literature and videos.
Emergence
Weight 20%
Reflection &
Recursion 15%
Postings demonstrate how thinking is
changing in relation to others’
thoughts and ideas and in relation to
engagement with resources.
Contributes to the emergent learning
of others by offering perturbations.
Points out when new ideas emerge in
conversations.
Postings
demonstrate how
thinking is changing;
notes distinctions
and similarities with
others’ ideas.
Posting do not
demonstrate
awareness of
emergence in
personal thinking
or community
conversation.
Postings include many examples of
reflection, recursion, questioning, and
perturbations and how these
processes change thinking and acting
in practice. Shares various “aha”
moments and feelings with colleagues.
Postings have a
couple examples of
reflection and
recursion. Shares at
least one “aha”
moment with
colleagues.
Postings do not
include examples
of reflection or
recursion.
* Weekly means that every calendar week you are engaging in discussions from Monday through
Saturday until this evaluation is due. The system tells me how often and when you participate. You
cannot have flurries of activity at the end of the week and meet the weekly criteria
2. Midterm Assignment/Quiz (20%)
During week 6 a midterm assignment/quiz will be opened on eClass to work on for the week.
This midterm is an individual assignment/Quiz. It will consist of short answers and will relate to
the course content on eClass. Posted at the beginning of week 6 (Feb. 6) Due Feb. 13, 2023
Midterm will be administered as an eClass Quiz.
3. Group Assignment: New Ways of Viewing Aging Awareness Campaign and Facilitated
Discussion (20%):
Due Dates from Weeks 5, 6, 8, 9, 10, 11
This assignment has several steps:
Steps required for Group Assignment: Please note, On the Monday of the week in which
your group presents, I will open a Discussion area for your group to post materials for the
ensuing week’s campaign. But you can begin to work offline as a group anytime before
your week’s presentation. Students will sign up for topics. Each group has 4-7 students.
1. Each group sets up a discussion in EClass in order to share an awareness campaign that
challenges ageism, stereotypes, stigma and myths about aging and/or that supports health,
well-being and the quality of later life. To decide on your campaign focus, select an issue from
the course about aging that you feel other people should know about as a way to challenge
ageism, myths, stereotypes and stigma and support health, well-being and quality of later
life. You can draw on the course learning outcomes or critical questions for ideas (e. g.
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Impact of stigma for persons living with dementia; Sexuality and Aging; Poverty and
Aging; Exercise and Aging; Relationships and Aging; Elder Abuse; Inter-Generational
Learning
2. Prepare and present your awareness campaign materials such as: posters (e.g. that you might
post for public spaces such as bathroom stalls, subway walls) and/or videos you might post for
social media. If you choose to create a video or series of videos ensure they do not exceed 2.5
min each and 10 min in total. You can upload one file to the EClass discussion. If you are
submitting more than one file you will need to use York drop box for the additional posters or
videos. Please do not post your awareness campaign materials beyond our course at this
time. We may wish to post some of the materials from your campaigns at York with
permission from the University.
3. The EClass discussion where you present your awareness campaign is meant to stimulate
conversation online and must include the following throughout the week:
Post your Discussion about your awareness campaign on the Monday of the Week you
present:
 Give Rationale for your chosen awareness campaign when you start your EClass Discussion
Throughout the Week your Group presents the following from Monday to Friday:
 Present a deep exploration of the issue, including different views and perspectives found in
the literature and/or on the Internet. Why is it important that there is more awareness about
your topic on Aging?
 Offer a description of controversies/differing views linked with your issue.
 Connect the issue with experiences in nursing practice.
 Identify questions about the issue that remain unanswered or ambiguous for your group
members – invite your classmates on EClass to engage in these questions.
 Each member provides at least one resource throughout the week (e.g. a video and a research
or theory paper);
 Each group member facilitates the discussion with at least two comments that challenge
assumptions, presents different views, asks probing questions, etc
 Each group member provides follow-up on their classmates' comments throughout the week
(this can be divided among the group throughout the week).
Group presentations will be graded on the following criteria:
 Rigor: thoroughness of discussion of different views on topic of interest
 Understanding: clarity in presenting the complex and different views to the class.
 Application: reflective/critical thinking regarding the exploration and presentation of the
issue (include references for all resources used)
 Questions posed to class are provocative and critical/challenging of ideas and possibilities
 Creativity and aesthetics of awareness campaign
 Facilitation of the discussion throughout the week—See Tips for Facilitating Discussion
 See Grade Expectations at the end of this syllabus
Tips for Facilitating Discussion
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Ask questions that seek more depth or different views. E.g.: Can you say more about how
you were thinking or feeling at that time? Please give an example of that idea? Who has a
different view or perspective on that issue?
Be provocative by stating a different take on an issue. It can be your own view or a view
from the literature—provide reference. E.g.: Although some people think evidence guides
practice, I think values guide practice and this is why. Or, I read a contrary view about
evidence-based practice. Smith contends that evidence or data only guides 5% of practice
activities.
Share personal experiences and ask if others have a different experience or perspective they
can share.
Share your own feelings about an idea or topic and ask if others have similar or different
feelings.
Share your insights and shifting ideas and ask others who have different understandings or
insights to share them.
After the presentation week for your group, submit to the professor the
percentage that each group member contributed to the presentation and to
facilitating the week-long discussion. If all group members believe they
contributed in an equal way, make that statement. At times, group members are
not able to participate as expected and that also needs to be acknowledged. If
there is unequal participation, I will adjust grades accordingly. You may submit \
one form with the percentages, or you may submit an individual assessment.
Also include a one- page document to the professor – that includes a list of
resources submitted by each team member. For example, Paula Smith shared a
YouTube on Race and Aging (URL: ) and a research paper called Growing Old for
Chinese Canadians (URL and APA reference).
4. Final Assignment – Narrative Scholarly Paper (35%) – Due March 24, 2023
This assignment is a narrative scholarly paper using APA format in which you reflect on
the views and feelings you have explored and/or expressed this term about a topic or
major theme on aging and growing older.
Paper Format
Please write this paper in first person, double-spaced, in 12- point font, 2.5 cm margins
on all sides and use relevant headings. The length of the paper should be between 5
and 7 pages (maximum), excluding title page, references and appendices. (A general
guideline is 200 to a maximum of 300 words to discuss each of the 6 areas to be
included in your paper – see below).
Ensure you provide a reference list with at least 5 scholarly references from the course
or from your own literature search for this assignment. Use APA (7th Edition) formatting
when citing references and for the reference list.
Your paper should:
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1. Identify your topic/issue and provide background information. - why the topic/issue
resonates with you, importance of the topic/issue and include what conversation(s)
on EClass you found particularly meaningful and why.
2. Discuss your thoughts, feelings, insights or aha moments about your topic and
growing older and how these have changed for you during this course, if at all.
3. Discuss what theory of aging and concepts relate to your topic and why the theory
and concepts resonate with you.
4. Include one research study on aging that you have critically reviewed. Discuss how
might the findings relate to your topic /theme and give insight into enhancing the
health, wellbeing and quality of life of older adults.
5. Share what questions remain for you about aging and growing older.
6. Include a photo or an image of something that represents your feelings and thoughts
about aging and a brief description of how this photo represents your feelings and
ideas about aging. Include how your ideas about aging in this photograph link with
your topic and concepts from the course
See Rubric for this paper below:
Please attach this rubric after your reference page on your final paper
Marking Rubric Final Assignment Narrative Scholarly Paper: Aging Course NURS 3000
Introduction
1. Identification of
topic/issue
Weight = 5% of paper
Quality of discussion
of and response to 5
A+
Exceptional
A-to A
High to Excellent
B to B+
Satisfactory to Highly
Satisfactory
C to C+
Conditional
Introduction clearly
identifies what will
be done in the paper.
Clear articulation of
why the issue
resonates with writer
Importance of issue
stated
Specific
conversations on
eClass – what was
meaningful and why
stated.
Exceptional level of
critical reflection.
Introduction
clearly identifies
what will be done
in the paper.
Clear articulation
of why the issue
resonates with
writer
Importance of
issue stated
Specific
conversations on
eClass – what
was meaningful
and why stated.
Excellent level of
critical reflection
Excellent
consideration of
Introduction clearly
identifies what will
be done in the paper.
Clear articulation of
why the issue
resonates with writer
Importance of issue
stated
Specific
conversations on
eClass – what was
meaningful and why
stated.
Good to Very Good
level of critical
reflection
Introduction identifies
what will be done in
the paper.
Mention of why issue
resonates and why it is
important. General
reference to eClass
conversations
Fair to Quite good level
of critical reflection
Good to very good
consideration of the
Some consideration of
views of the 5
Exceptional
consideration of each
13
areas/questions (see
below) to be
addressed in this
paper.
Guide: 250-300 word
maximum to address
each area
Weight = 70 % of paper
Reminder: how you
write is important.
Attend to coherence,
flow, clarity; grammar.
Errors have the
potential to detract
from meaning.
APA: Please adhere
strictly to APA 7th
edition – title page,
citation, references,
gender neutral
language, page
numbering,
subheadings etc.
Use of literature and
resources.
Weight = 20% of paper
of the 5
areas/questions.
Reflects outstanding
work of exceptional
quality. Well
organized,
connections evident
and logical
conclusions with use
of headings. Deep
critical and analytical
thinking; innovative
ideas present and
well integrated with
other content and
feelings. No or
minimal APA and
grammatical errors.
Integrates notable
creativity with image
and thoughtful
description of
feelings and
thoughts.
the 5
areas/questions.
Well organized,
connections
identifiable, and
logical
conclusions &
connections with
use of headings.
Sound critical and
analytical
thinking.
Minimal (1 or 2)
APA and
grammatical
errors.
Integrates some
creativity with
image and
description.
5 areas/questions.
Organization of
thoughts could be
improved upon
although some
connections
identifiable. Some
critical and analytical
thinking. Some (3 or
more) APA and
grammatical errors.
Includes picture and
limited description.
areas/questions. Lack
of organization with
connections between
course material and
paper difficult to
identify. Vague
conclusions. Some
weaknesses in content
and/or structure with
important details or
perspectives left out.
Repeating APA and
grammatical errors.
Excellent use of the
literature (10 or
more
references/resources
with at least 5 from
scholarly journals);
Draws on a wide
range of current
and/or relevant
sources that serve as
the foundation of
arguments/proposals
. Evidence of much
effort and personal
involvement with the
topic. All 5
areas/questions
answered with
extensive reasoning,
creativity and
explanations.
Connects ideas and
concepts to one
another and to other
concepts beyond the
Good use of the
literature (at
least 5
references/resou
rce with at least 3
from scholarly
journals); draws
on a range of
current and/or
relevant sources
that serve as the
foundation of
arguments/propo
sals. Evidence of
effort and
personal
involvement with
the topic. All 5
areas/questions
answered with
reasoning and
explanations.
Connects ideas
and concepts to
one another.
Some use of the
literature (3-5
references with at
least one from a
scholarly journal);
most details and
perspectives are
discussed, but
considerations of
additional ones
would have improved
the assignment.
Some evidence of
personal involvement
with the topic. Most
of the 5
areas/questions
answered with
reasoning and
explanations. Ideas
and concepts are
organized.
Minimal use of the
literature (less than 3
references); minimal
evidence of critical and
analytical thinking;
transitions may be
inconsistent; evidence
may be occasionally
unconvincing or
incomplete. At times
lacks clarity and
succinctness. Minimal
evidence of personal
involvement with the
topic. Some of the 5
areas/questions
discussed with some
reasoning/explanations
but not sufficient for
assignment. Ideas need
organizing.
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Conclusion
Weight = 5% of the
paper
course or through
the use of metaphor.
Pulled together main
ideas in coherent,
succinct, overall
comments – creative
and original (not just
a summary of what
was done):
Did not introduce any
new ideas or new
references:
Pulled together
main ideas in
coherent,
succinct, overall
comments (not
just a summary of
what was done):
Did not introduce
any new ideas or
new references:
Pulled together main
ideas in coherent,
manner with
elements of a
summary style
approach.
Did not introduce any
new ideas or new
references:
Some main ideas pulled
together mostly a
summary of what was
done in the paper
and/or
Introduction of new
ideas or new
references:
NOTE: 5 areas or questions refer to the following (from assignment description items 2-6 – renumbered 1-5 below)
1. Discuss your thoughts, feelings, insights or aha moments about your topic and growing older and how these
have changed for you during this course, if at all.
2. Discuss what theory and concepts relate to your topic and why the theory and concepts resonate with you.
3. Include one research study on aging that you have critically reviewed. Discuss how might the findings relate to
your topic /theme and give insight into enhancing the health, wellbeing and quality of life of older adults.
4. Share what questions remain for you about aging and growing older.
5. Include a photo or an image of something that represents your feelings and thoughts about aging and a brief
description of how this photo represents your feelings and ideas about aging. Include how your ideas about
aging in this photograph link with your topic and concepts from the course.
Comments:
Letter Grade:
The professor reserves the right to change the grade based on end-of-term
assessment and evaluation.
Please note to receive an A grade in participation, you must participate at least two
times a week and your posting must be substantive and provocative—by posing
questions, challenging assumptions, providing different views, offering practice
examples, describing ideas in a different context, etc.
15
Grade Expectations
A+ Exceptional. Thorough knowledge of concepts and/or techniques and exceptional
skill or great originality in the use of those concepts/techniques in satisfying the
requirements of an assignment or course. Wow factor present.
Outstanding; work of exceptional quality (wow factor). Content is complete, accurate,
and at a high level; consistently strong in structure, expression, mechanics (grammar,
punctuation, and spelling), and presentation. Well organized, linkages evident, and
logical conclusions/proposals. Excellent comprehension of the subject; sound critical
and analytical thinking; innovative ideas on the subject. Contains original and credible
argument or presentation of the assigned topic with attention to many details and
perspectives; excellent use of the literature, and draws on a wide range of current
and/or relevant sources that serve as the foundation of arguments/proposals. Evidence
of much effort and personal involvement with the topic. Writing style is clear and
succinct with correct use of grammar, punctuation, spelling, and referencing format.
Errors of expression are infrequent and do not detract from the assignment’s
effectiveness.
A Excellent. Thorough knowledge of concepts and/or techniques together with a high
degree of skill and/or some elements of originality in satisfying the requirements of an
assignment or course. Other attributes are similar to “A+” assignment. Wow factor
present.
The principle difference between an “A+” and an “A” assignment is that the grader can
find very few or no areas for improvement in an “A+” assignment.
B+ Very Good. Thorough knowledge of concepts and/or techniques together with a
fairly high degree of skill in the use of those concepts/techniques in satisfying the
requirements of an assignment or course.
Very good quality work with no major weaknesses. Well focused on the topic; clear;
explicit; discussion shows more than adequate comprehension of the subject. Some
degree of critical and analytical thinking; some use of the literature; most details and
perspectives are discussed, but considerations of additional ones would have improved
the assignment. Evidence of personal involvement with the topic. In most cases, writing
style is clear and succinct with correct structure, grammar, punctuation, spelling, and
correct use of referencing format. Errors of expression are occasional rather than
chronic and do not obscure meaning.
The main difference between an “A” assignment and a “B+” assignment is in the quality
of the discussion/content/presentation of ideas with the “B+” assignment less
adventurous and less engaging than the “A” assignment.
B Good. Good level of knowledge of concepts and/or techniques together with
considerable skill in using them to satisfy the requirements of an assignment or course.
16
A competent assignment of good quality with no major weaknesses. Similar to a “B+”
assignment, but with evidence of a lesser degree of critical and analytical thinking.
C+ Competent. Acceptable level of knowledge of concepts and/or techniques together
with considerable skill in using them to satisfy the requirements of an assignment or
course.
An adequate assignment. Average work. Fair comprehension of the subject, but some
weaknesses in content and/or structure. Discussion is vague even though on topic;
important details or perspectives are left out. Minimal use of the literature; minimal
evidence of critical and analytical thinking; transitions may be inconsistent; evidence
may be occasionally unconvincing or incomplete. At times lacks clarity and
succinctness. Minimal evidence of personal involvement with the topic.
Occasional/many errors in structure, grammar, punctuation, spelling, and referencing
format, but not so serious or chronic that they make the assignment difficult or
impossible to understand.
The principle difference between an “B” assignment and a “C+” assignment is in the
quality of the discussion with the “C+” assignment being more vague than the “B”
assignment. A “C+” assignment may have more errors in structure etc. than are
acceptable in a “B” assignment. An overall grade of C+ is required to pass this course
C--Fairly Competent. Acceptable level of knowledge of concepts and/or techniques
together with some skill in using them to satisfy the requirements of an assignment or
course.
Similar to a “C+” assignment, but with evidence of a lesser degree of critical and
analytical thinking. Also contains more errors in structure etc. than are acceptable in a
“C+” assignment.
D+ Passing. Slightly better than minimal knowledge of required concepts and/or
techniques together with some ability to use them in satisfying the requirements of an
assignment or course.
In a Nursing course, considered an inadequate assignment. The assignment suffers
from one or more of the following: incorrect or absent information leading to
questionable conclusions; serious flaws in content; lacks clear and adequate
development and presentation of ideas; obvious flaws in critical and analytical thinking;
limited comprehension of the topic; limited evidence of involvement with the topic;
minimal use of literature; contains serious and repeated errors in structure, grammar,
punctuation, spelling, and referencing that obscure meaning.
The principle difference between a “C” assignment and a “D+” assignment is that a “D+”
assignment contains serious flaws in content, including incorrect information. A “D+”
assignment will have errors in structure etc. that are unacceptable in a “C” assignment
because they obscure meaning.
17
D Barely Passing. Minimum knowledge of concepts and/or techniques needed to
satisfy the requirements of an assignment or course.
In a Nursing course, a D is considered an inadequate assignment. Similar to a “D+”
assignment, but with very little understanding of the topic. Also contains many errors in
structure etc. that severely obscure meaning.
Sessional Dates for Fall Schedule
Here is a link to the Registrar’s Office for sessional dates:
https://registrar.yorku.ca/enrol/dates/2023-2023/fall-winter
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 (see Reports, Initiatives, Documents) https://secretariat.info.yorku.ca/files/CourseInformationForStudentsAugust2012-.pdf
 Senate Policy on Academic Honesty
(https://www.yorku.ca/secretariat/policies/policies/academic-honesty-senatepolicy-on/) and the Academic Integrity Website
(https://www.yorku.ca/unit/vpacad/academic-integrity/).
 Academic Honesty - Faculty of Health
Academic Honesty Videos. The following Academic Honesty animation videos
and accompanying documents/resources were created to support students as
they complete their different assignments (including, but not exclusive to, lab
reports, critical pieces, reflection pieces, term papers, PPT presentations, class
presentations, midterms, quizzes, exams, etc.) with integrity. www.yorku.ca




Ethics Review Process for research involving human participants
(https://www.yorku.ca/research/human-participants/)
Course requirement accommodation for students with disabilities, including
physical, medical, systemic, learning and psychiatric disabilities
(https://www.yorku.ca/secretariat/policies/policies/academic-accommodation-forstudents-with-disabilities-policy/; and
https://www.yorku.ca/secretariat/policies/policies/academic-accommodation-forstudents-with-disabilities-guidelines-procedures-and-definitions/)
Student Conduct Standards
(https://www.yorku.ca/secretariat/policies/policies/code-of-student-rights-andresponsibilities-presidential-regulation/)
Religious Observance Accommodation
(https://www.yorku.ca/secretariat/policies/policies/academic-accommodation-forstudents-religious-observances-policy-guidelines-and-procedures/
18
Failure to notify the Course Director of your needs in a timely manner may jeopardize
the opportunity to arrange for academic accommodation.
For other information, please see the current School of Nursing calendar at
https://nursing.info.yorku.ca/nursing-calendar/
It is the student’s responsibility to be aware of all due dates and academic
requirements.
Reappraisals: Please refer to York policy on grade reappraisal under services and
information for current students at https://myacademicrecord.students.yorku.ca/gradereappraisal-policy
OR the Faculty of Health New Student Handbook. In the School of Nursing, the only
academic work that is eligible for grade reappraisal is the final examination or final
paper. Term work is not eligible for grade reappraisal. To request grade reappraisal,
students can contact the School of Nursing Office
Student Conduct
Accountability
Students in the BScN Programs are accountable for their own learning and for
facilitating the learning of your classmates. Important ways to maximize valuable
learning opportunities and to ensure your accountability include being on time for class,
being consistently prepared, informing your group of absences prior to class time, and
supporting classmates and guests during presentations.
Respect
You are expected to demonstrate respect for yourself, your classmates, faculty,
preceptors, and clients. Respect helps to create a caring environment that supports
teaching and learning. Respect for one another is seen through actions such as active
listening, authentic communication, caring connections in personal and professional
encounters, coming prepared to each class, participating in small group and large group
discussions, sharing resources, critiquing one another’s work, and celebrating
accomplishments.
Library Links
The health librarian has complied a nursing and medicine research guide which has
many interesting multimedia resources for your learning and curiosity, please visit this
link to peruse the many resources available to you through the York University library:
http://www.library.yorku.ca/ccm/rg/im/NURSING
19
Calumet and Stong Colleges’ Student Success Programming:
Calumet and Stong Colleges aim to support the success of Faculty of Health students
through a variety of free programs throughout their university career:
 Orientation helps new students transition into university, discover campus resources,
and establish social and academic networks.
 Peer Mentoring connects well-trained upper-year students with first year and transfer
students to help them transition into university.
 Course Representative Program supports the academic success and
resourcefulness of students in core program courses through in-class
announcements.
 Peer-Assisted Study Sessions (PASS) involve upper-level academically successful
and well-trained students who facilitate study sessions in courses that are historically
challenging.
 Peer Tutoring offers one-on-one academic support by well-trained Peer Tutors.
 Please connect with your Course Director about any specific academic resources for
this class.
 Calumet and Stong Colleges also support students’ Health & Wellness, leadership
and professional skills development, student/community engagement and wellbeing,
Career Exploration, Indigenous Circle, awards and recognition, and provide
opportunities to students to work or volunteer.
 For additional resources/information about Calumet and Stong Colleges’ Student
Success Programs, please consult our websites (Calumet College; Stong College),
email scchelp@yorku.ca, and/or follow us on Instagram (Calumet College; Stong
College), Facebook (Calumet College; Stong College) and LinkedIn.
 Are you receiving our weekly email (Subject: “Calumet and Stong Colleges Upcoming events”)? If not, please check your Inbox and Junk folders, and if it’s not
there then please contact ccscadmn@yorku.ca, and request to be added to the
listserv. Also, make sure to add your ‘preferred email’ to your Passport York
personal profile to make sure you receive important news and information.