ASSOCIATE OF HEALTH STUDIES
健康科學副學士
Definitive Document
2012 Cohort
Last updated August 2012
Page
CONTENTS
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12
General Information
The Philosophy of the Programme
Conceptual Framework of the Programme
Programme Aims and Intended Learning Outcomes
Entrance Requirements
Programme Structure
Alignment of Individual Courses
Learning and Teaching Methods
Assessment Principles
Examinations Procedures and Regulations
Graduation Requirements
Programme Operation and Management
Core Courses (18 courses)
Course Code Course Title
1
GEN1001
Developing English Language Skills
2
GEN1002
Applied Chinese Language
3
GEN1403
Introduction to Health Informatics
4
HSS1011
Applied Psychology
5
HSS1012
Applied Sociology
6
GEN1206
Communication
NUR1020
7
Essential Concepts of Chinese Medicine
NUR1019
8
Anatomy and Physiology
NUR1024
9
Integrative Nutrition
NUR1025
10
Basic Caring Skills
11 NUR1021
Introduction to Infection Control and Prevention
GEN2002
12
Creative Writing in Chinese
13 NUR3002
Ethics and Legal Issues in Health Care
NUR2020
14
Introduction to Gerontology
15 NUR2038
Health Promotion and Health Education
16 NUR2040
Acute and Chronic Diseases
17 GEN1301
The Development of Non-Profit Organizations in HK
18 NUR2041
Communicable Diseases in Contemporary Societies
Practicum
19
NUR2039
Practicum
Elective Courses
*Elective I
20 NUR2018
Pathophysiology
21 NUR2027
Women’s and Men’s Health
22 NUR3005
Rehabilitation and Adaptation in Ageing
23 NUR2028
Psychosocial Dimension of Health and Illness
*Elective Language Course
*GE Elective 1
3
4
5
6
7
8
9
12
15
15
17
20
22
24
27
30
33
36
39
42
45
47
50
52
55
58
61
64
68
71
73
76
79
82
Remarks: Students are allowed to select elective courses from course list available
in the College. This document provides an example only.
Compulsory Course
24
GEN1005
Appendix
Practicum Evaluation Report
Academic Writing
85
TUNG WAH COLLEGE
School of Professional Education and Lifelong Learning
1. General Information
Title of Programme
:
Associate of Health Studies
(健康科學副學士)
Host Department
:
School of Professional Education and Lifelong Learning
Supporting Departments
:
Department of Nursing and Health Sciences
Department of Humanities and Social Sciences
Mode of study
:
Full-time
Normal Duration
:
Two years
Maximum Duration
:
Four years
Award
:
Associate of Health Studies
(健康科學副學士)
This Definitive Programme Document is issued in August 2012. The College reserves the
right to make changes to this document as and when the need arises without prior notice.
Students are advised to update themselves from time to time by checking possible revised
version of the Definitive Programme Document. Any possible changes to this document will
be for the benefit of students and for the betterment of the programme; existing students can
choose not to be affected by changes made to the Definitive Programme Document.
2. Philosophy of the Programme
Health is a dynamic state that swings like a pendulum along a health enhancement cycle.
Roper, Logan and Tierney Model of Nursing (Roper, Logan, Tierney, 1985) defines 12
Activities of Living as: maintaining a safe environment, communicating, breathing, eating
and drinking, eliminating, personal cleansing and dressing, controlling body temperature,
mobilising, working and playing, expressing sexuality, sleeping and dying. The health of
individuals and communities is determined by psychological, cultural, social and
environment (inner cycle). The outer circle resembles a proactive approach in helping
individuals maintain health and prevent illness in their daily lives, and a reactive approach
in assisting individuals who are sick or disabled to apply appropriate strategy in health
promotion and health education programme for individual, family and community.
3. Conceptual Framework of the Programme
The conceptual framework shown in Figure 1 illustrates the philosophy of the programme.
The conceptual framework explains the relationship between nurturing health (四氣養生),
preventive health(治未病), and the 12 Activities of Living along the health enhancement
cycle that goes across our life span. This framework has been used to devise – and will be
used to direct the development of the curriculum for the Associate of Health Studies
programme.
In summary, this Programme aims to educate and cultivate students to deliver nurturing
health and preventive health measures, to educate and maximize their clients’ options in a
complex and challenging society according to the individuals’ status along the life span.
Reference
Roper, N., Logan, W.W., & Tierney, A.J. (1985). The Elements of Nursing. Edinburgh: Churchill
Livingstone.
Preventive Health
Environmental
Psychological
Health Education
Health Promotion
Social
12
Activities
of Living
Cultural
Nurturing health
Figure1 Conceptual framework for Associate of Health Studies programme
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4. Programme Aims and Intended Learning Outcomes
4.1 Programme Aims
The aim of the Programme is to prepare students to further their study at Bachelor
level and/or pursue a career in health services or become licensed health worker. The
following are the objectives of the AHS programme:
To broaden students’ perspectives through exposure to a wide range of general
education courses that foster all-round development in them;
(ii) To enhance students’ ability in health promotion, maintenance and restoration, and
prevention of illness through the delivery of primary, secondary, and tertiary health
care;
(iii) To develop students’ understanding of psychosocial, cultural and environmental
dimensions of health and illness;
(iv) To enhance students’ communication skills for delivery of individualized care as
well as for facilitation of teamwork;
(v) To provide students with experiential learning opportunities to facilitate integration
of theory and practice in their profession;
(vi) To promote self-directed and lifelong learning.
(i)
4.2 Programme Intended Learning Outcomes
Graduates from this Associate of Health Studies programme must achieve the
intended learning outcomes of Qualifications Framework (QF) Level 4 which implies
that upon completion of the Programme, students should be able to:
PILO1
PILO2
PILO3
PILO4
PILO5
PILO6
develop social awareness and understanding of the community value of non-profit
organizations in terms of their missions, culture and overall impact and significance
in Hong Kong;
provide support to people who require assistance in activities of living and assist
health care professionals to deliver service required;
promote and support lifestyle choices that enhance the health and well-being of
individual, family and community;
demonstrate effective skills in communicating with people in need and members of
the health care team;
recognize the inter-relationships between health and psycho-social, cultural and
environmental factors;
contribute to the future of the discipline through commitment to life-long and
life-wide learning.
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5.
Entrance Requirements
TWC’s minimum entry requirements for admission to Associate of Health Studies are
detailed as follows:
(i)
Have obtained Level 2 for Chinese Language and English Language and Level 2
for Mathematics and Liberal Studies plus one Elective/Applied Learning Subject at
Level 2 (“2222+2”) in HKDSE; OR
(ii)
Have obtained a pass in one AL subject or passes in two AS subjects in HKALE
and five passes in HKCEE including Chinese Language and English Language;
OR
(iii)
Have obtained a pass in one AL subject or passes in two AS subjects in HKALE
and Level 2 for Chinese Language and English Language plus passes in three other
subjects in HKCEE;
(iv)
Satisfactory completion (with GPA ≥2.5) of a Pre-Associate Degree Programme;
OR
(v)
Equivalent qualifications.
6. Programme Structure
The curriculum comprises generic courses and specialized courses in line with the level 4
generic level descriptors under the Qualifications Framework required by the HKCAAVQ.
The ratio of specialized to generic courses is about 40% to 60%. Students are required to
complete a minimum of 62 credits in order to be granted an Associate of Health Studies
award.
All programmes of TWC are expected to provide knowledge and information to
familiarise students of the history, philosophy and operation of NPOs in Hong Kong. As a
professional programme in the caring industry, the AHS programme nurtures graduates
with qualities and attributes related to NPOs (e.g. being responsible, self-disciplined,
ethical and giving). In particular, GEN1302 The Development of Non-profit Organizations
in Hong Kong has been designed to cultivate students’ basic awareness and understanding
of the community value of non-profit organisations in terms of their mission, culture and
overall impact and significance in Hong Kong. The course is compulsory for all TWC
students.
This 2-year Associate of Health Studies Programme consists of theoretical input and
practicum. The semester and year arrangement are presented in Table 1.
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Table 1 Programme structure of AHS Programme
Year (Yr)
Semester
(Sem)
Yr 1
Sem 1
(15 weeks
including
exam)
Yr 1
Sem 2
Yr 2
Sem 1
Yr 2
Sem 2
Total
Contact
Hours
(Credits)
Course
GEN1001 Developing English Language Skills
GEN1002 Applied Chinese Language
GEN1403 Introduction to Health Informatics
GEN1005 Academic Writing
HSS1011 Applied Psychology
HSS1012 Applied Sociology
Sub-total
GEN1206 Communication
NUR1020 Essential Concepts of Chinese Medicine
NUR1019 Anatomy and Physiology
NUR1024 Integrative Nutrition
NUR1025 Basic caring skills
NUR1021 Introduction to Infection Control and
Prevention
Sub-total
Elective Language Course
GEN2002 Creative Writing in Chinese
NUR3002 Ethics and Legal Issues in Health Care
NUR2020 Introduction to Gerontology
NUR2038 Health Promotion and Health Education
NUR2040 Acute and Chronic Diseases
Sub-total
GEN1301 The Development of Non-Profit Organizations in
Hong Kong
GE Elective 1
Elective 1
NUR2041 Communicable Diseases in Contemporary
Societies
NUR2039 Practicum
Nature of Studies
45 (3)
45 (3)
45 (3)
15 (1)
45(3)
45 (3)
240(16)
45 (3)
45 (3)
45 (3)
20 (1.5)
45 (3)
Nil
Nil
Nil
Nil
Nil
Nil
Generic Contents
Generic Contents
Generic Contents
Generic Contents
Generic Contents
Generic Contents
Nil
Nil
Nil
Nil
Nil
Generic Contents
Generic Contents
Generic Contents
Specialized Contents
Specialized Contents
25 (1.5)
Nil
Specialized Contents
225 (15)
45 (3)
45 (3)
45 (3)
45 (3)
45 (3)
45 (3)
270 (18)
Nil
Nil
Nil
Nil
Nil
Nil
Nil
Generic Contents
Generic Contents
Specialized Contents
Specialized Contents
Specialized Contents
Specialized Contents
-
45 (3)
45 (3)
Nil
Nil
Generic Contents
Specialized Contents
45 (3)
Nil
Specialized Contents
NUR1025
Basic
Caring
Skills
-
Specialized Contents
45 (3)
120 (1)
Sub-total
Total Year + Year 2
Pre-requisite/
Co-requisite
300 (13)
1,035 (62)
Generic Contents
-
Remarks:
1) Total credit = 62 (included 1credit practicum)
2) Total theoretical hours: 360 hours (Specialized Contents) + 555 hours (Generic Contents) = 915 hours
3) Total practicum time: 120 hours (1 credit)
4) Total number of hours of the programme = 1035 hours
7.
Alignment of Individual Courses
The Programme Committee also ensures the individual courses are developed to attain the
PILOs of the programme. Table 2 shows the alignment of the individual courses of the
programme against the PILOs.
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Table 2 Consolidated summary of the contribution of courses to PILOs
PILO
Course
GEN1001 Developing English Language Skills
GEN1002 Applied Chinese Language
GEN1403 Introduction to Health Informatics
GEN1005 Academic Writing
HSS1011 Applied Psychology
HSS1012 Applied Sociology
GEN1206 Communication
NUR1020 Essential Concepts of Chinese Medicine
NUR1019 Anatomy and Physiology
NUR1024 Integrative Nutrition
NUR1025 Basic caring skills
NUR1021 Introduction to Infection Control and Prevention
GEN2002 Creative Writing in Chinese
NUR3002 Ethics and Legal Issues in Health Care
NUR2020 Introduction to Gerontology
NUR2038 Health Promotion and Health Education
NUR2040 Acute and Chronic Diseases
GEN1301 The Development of Non-Profit Organizations in H.K.
NUR2041 Communicable Diseases in Contemporary Societies
NUR2039 Practicum
Programme Intended Learning Outcomes
(PILOs)
1
2
3
4
5
6
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Clinical Practicum
This Associate of Health Studies (AHS) programme requires students to undergo one
three-week practicum at the end of Semester Two of the Year Two. Students will be allocated
to health care institutions and/or organisations in the community settings for 5 days each
week (usually from Monday to Friday). The total period of practicum required will be 120
hours, which equals to 1 credit in the Programme.
8. Learning and Teaching Methods
8.1 The Learning and Teaching approach
The AHS programme adopts an Outcome-based Learning and Teaching (OBLT)
approach to facilitate active learning of students and Experiential Learning Strategies
to facilitate students’ practical application of knowledge. TWC adheres to the
principles of OBLT approach as suggested by Spady (1988). They are:
-
-
Clarity of focus: the curriculum should have clear learning outcomes that directly
foster desired competencies. Assessments should be able to reflect the achievement of
those learning outcomes.
Design down: the development of all curricular, learning and teaching activities
should be based on desired learning outcomes.
High expectations: the curriculum should establish high, challenging performance
standards in order to engage students in deep learning.
Expanded opportunities: various learning opportunities should be provided in order to
meet the needs of students at different levels.
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8.2 Specific Learning and Teaching Methods in Associate of Health Studies
The Associate of Health Studies adopts a teaching style appropriate for tertiary
education. Lectures, practicum, seminars, tutorials, role play, problem-based learning
and laboratory sessions will be scheduled whenever appropriate. Student will learn
theoretical knowledge by analysing actual health problems. They will work on the
various health problems and issues in tutorial groups.
Student Effort
For every class/laboratory contact hour, students are expected to put in 2 hours of student
effort. As such, in a 3-credit course with 45 contact hours, i.e. 14 lecture hours, 28 seminar
hours and 3 examination hours, the estimated student effort is 84 hours.
Lecture
Lectures will be conducted in large groups as an efficient method of presenting new didactic
materials. A diverse range of activities, such as case study, brainstorming, and open-ended
discussion and teamwork exercises will be integrated into the lectures to make them
interactive and more conducive to learning.
Seminar
Seminars will be student-based. Students will present papers on specific aspects of the
syllabus; hence communication and teaching skills will be developed. The sessions will be
organised by students and facilitated by teaching staff to ensure that presentations are
delivered with reasonable competence in terms of material selection, organisation and
communication. Various forms of presentation will be encouraged.
Tutorial
Tutorials offer students opportunities to clarify concepts learnt, to discuss related subject
matter and to share experience. The tutorial groups may vary in size depending on the
physical setting and the nature of the subject matter to be discussed. Larger groups may be
arranged for discussion of issues familiar to the students; while smaller groups may be more
appropriate for intensive exploration of particular topics. Small buzz groups can be organized
within large tutorial groups to enhance interaction.
Laboratory
Laboratory sessions will aim to give students time for hands-on practice in what has been
conceptually presented in lectures. The combination of clinical equipment and media
technologies in the laboratory will provide a safe and controlled environment for students to
refine their skills. The simulated scenarios will allow students to experience a variety of
health care settings. This would be useful for activities such as assessment, crisis
management, infection control practice, health education practice, and counselling/
assertiveness skill training.
Problem-based learning
Problem-based learning is a learning strategy in which students collaboratively participate in
discussing practical examples and their learning experiences in solving problems. Facilitated
by academic staff, students will work in small groups sharing their knowledge, identifying
problems associated with the scenarios given and use the problems to drive their learning
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process. Students acquire key concepts, principles, content knowledge and strategies
necessary to solve problems and are equipped to face challenging, open-ended problems and
transfer their learning experiences to problem-solving skills.
Practicum
The practicum comprises of three weeks and will take place at the end of Year II of the
Programme. Students will be supervised by a TWC staff in a ratio of not more than 1 teacher
to 8 students. Students will be allocated to community institutions or organisations, which
mainly have disabled and dependents to practice their communication, health education and
observation skills as well as further consolidate their caring skills under the supervision of
TWC staff. They will have the chance to offer direct care (for example, obtaining vital signs,
hygienic care) as well as health-restoring and health-promoting advice to their clients.
Language Enhancement
To further supplement TWC’s objective of enhancing the language proficiency of its students,
a General Education course GEN1005 Academic Writing is included in the curriculum with
the aim to strengthen students’ writing skills for academic purposes. Offered in the form of a
series of workshops/seminars, the course covers research, note-taking, paraphrase, summary,
direct quotation, and citation format, etc. All students are required to take this course.
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9. Assessment Principles
Students will be assessed for every course on the basis of their performances. Assessment
will be undertaken according to the following guiding principles:
- Assessment criteria should be made clear to students so that they understand what
is expected and required of them;
-
Assessment criteria should reflect learning objectives and measure intended
learning outcomes, as defined for respective courses and benchmarked at the
appropriate QF level;
-
Assessment should be reliable - i.e. designed to yield consistent results from
different markers and from the same marker at different times;
-
Assessment should fairly reflect students’ abilities and achievements; and
-
Assessment should be set at a level of challenge that enables teachers to assess a
student’s level of performance in each course and programme, and that allows
students to demonstrate their competence.
Forms and Types of Assessment
Forms of Assessment
Assessment can include any one, or any combination, of the following forms, according to
the nature of the course. They include strategies such as attendance and participation in class,
written work, research reports, tests, examinations, reflective journals, case studies,
presentations, portfolios, evaluation reports, and any other form appropriate to a specific
course.
As TWC puts a strong emphasis on outcome-based learning and teaching and experiential
learning, assessments will be designed in such a way that students are asked to reflect, review
and integrate their learning to demonstrate their level of competences and how they learn
through the process. Such assessment strategies can test and enhance the integrative abilities
of the students, which are both essential as assessment for learning and assessment of
learning.
Types of Assessment
Assessment can be conducted by one, or a combination, of the following three types of
assessment, as and when appropriate:
(a)
Assessment Conducted by Teaching Staff – this type of assessment can be in the form
of observation, tests, examinations, and through setting written assignments, oral
presentations, projects and evaluation reports in the practicum, etc.
(b)
Student Self Evaluation - through engaging in self-evaluation, students can learn how to
review their performance, diagnose strengths and weaknesses, and how to build on the
former and address the latter. This type of assessment can be incorporated into
presentation and critique sessions, and can be used in tutorials, laboratory and clinical
sessions and in reflective journals.
(c)
Peer Evaluation - is also an important tool for developing an understanding of the use
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of appropriate criteria when evaluating performance, and for helping others to improve.
This type of assessment can be incorporated into group assignments, presentation and
critique sessions and can be adopted in laboratory and studio sessions.
Assessment of Clinical Practicum
There are two components of assessments in the clinical practicum, viz. Practicum
Evaluation Form (PEF) and reflective journal.
Practicum Evaluation Form (PEF)
Normally students will be assessed twice in the practicum, namely the formative
(usually in the middle of the practicum) and summative (usually at the end of the
practicum) assessments. Both assessments will be carried out by College staff.
Feedbacks will be given to students after formative assessment so as to facilitate
students’ subsequent learning and improvement of client’s care. A continuous feedback
will be provided if necessary and appropriate to ensure the assessments are effective and
the students’ learning are being enhanced. The concepts of care delivery will be assessed
using a generic problem solving approach, viz. assessment, planning, implementation
and evaluation. Besides these assessments, students will also be assessed of their
professional behaviours (appearance and attitude/ conduct /communication skills and
relationship with others / skills and knowledge) during the practicum, staff in the
capacity of direct supervision should exercise professional judgement in recommending
a student to be suspended from practicum should the student’s behaviour and/or
performance is potentially compromising a client’s personal safety.
Reflective Journal
The reflective journal is kept by each student to note events, incidents and activities as
they occur during the practicum. The recording of these occurrences contributes to the
development of students’ understanding of, and skills in, both practical and theoretical
areas by enabling them to analyze critically and reflect on the relationship between
theory and practice, the actions of their colleagues, clients and their own responses, as
well as the learning objectives and their actual outcomes.
Grading Requirement of Practicum Evaluation Form and Reflective Journal
Students must submit a reflective journal and a duly signed PEF to the Department
within three working days after the last day of practicum. Moreover, students must also
obtain a satisfactory grading in their reflective journal and have a score of 3 or above of
all items in the PEF in order to obtain a satisfactory grade.
Failure in Clinical Practicum
Failed to obtain a satisfactory performance in any component of the practicum
A student failing any component in the practicum will have his/her case brought to the
Programme Committee for report and discussion. The Programme Committee will
deliberate on each student’s case and the student may be granted a second opportunity
to work on the failed component with the possibility of having supplementary
practicum. Should a student fail in the second opportunity or the supplementary
practicum, his/her case will be brought to the Programme Committee again. The
potential consequence may be a dismissal from the Programme.
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Failed to submit Practicum Evaluation Form (PEF) and Reflective Journal on time
Completed PEF, after the summative assessment, must be duly signed, viz. signed by
both the student and the supervisor. As the PEF is the only evidence of students’
assessment, students who failed to submit their original PEF will be regarded as failing
that particular practicum. Students are therefore strongly advised to make a hard copy
of the PEF before submitting the original form. The duly signed PEF and the reflective
journal must be submitted to the Department within three working days after the last day
of practicum.
Failed to obtain satisfactory performance in the supplementary practicums
Generally, a student must attend supplementary practicum if s/he has been absent (e.g.
sick leave). S/he must pass all the assessments in the supplementary practicums in order
to get credit for these practicums in her/his official records. Any student who fails to
obtain satisfactory performance in the supplementary practicum will have her/his case
brought to the Programme Committee for consideration. The potential outcomes include
dismissal from the Programme.
Absent from practicum without justifiable reason
Students are expected to attend all 15 days of the practicum. They are normally not
allowed to apply leave period during practicum. For the case of sick leave, students
should follow the practicum guidelines to inform his/her supervisor immediately and
submit the medical certificate. Any absent from practicum without justifiable reason
(e.g. sick leave ) is a serious misconduct. Such case may bring to the Programme Team
and investigate the details if required. The potential outcome of such misconduct
includes failing the whole practicum.
Academic Probation upon Admission
Students who are admitted through the non-standard entry route will be on academic
probation are required to attain a cumulative GPA (cGPA) of 2.0 or above in the first
academic year before they are allowed to register as a regular student and progress to
Year 2 of the Programme; if the student fails to meet the requirement, TWC reserves the
right to discontinue his/her studies.
Academic Probation on Progression
Student with cumulative GPA in one semester falls below 2.0, s/he will be required to
seek academic consultation from Academic Advisor, student may be required to take a
reduced load. If a student attains a cGPA below 2.0 for two consecutive semesters, s/he
will be dismissed from continuing his/her studies in the Associate of Health Studies
programme.
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Discontinuation of studies
A student shall be required to discontinue his/her studies on academic grounds at the
College:
a.
b.
c.
If he/she fails to meet the condition(s) stipulated in the offer letter issued at the
time he/she applied for admission to the College; OR
If his/her cGPA is below 2.0 for two consecutive semesters; OR
If he/she fails to complete the graduation requirements within the maximum
duration of study.
10. Examination Procedures and Regulations
TWC has set Examination Regulations for Students and General Regulations and
Administrate Procedures on Assessment and Examinations for Academic Staff. These
are designed to provide a guide as to how assessments and examinations are to be
conducted at TWC. Students will final these regulations in the Student Handbook.
External Examiners
An advisory structure is adopted as part of the quality assurance mechanism of TWC in
line with the standard practice of local and international tertiary institutions. External
Examiners will be appointed for programme to ensure that standards of TWC are
benchmarked against local and international standards in similar tertiary institutions that
courses are well designed, and that coursework assessments, examinations, grades and
awards are appropriate.
External Examiners are to give their views on the quality and appropriateness of the
examination papers and assess on the examination answer papers and coursework
assignments, and comment on the QF level relevance of the assessments.
After the completion of each examination period, External Examiners are required to
write reports at the course and programme level and submit them to the Examinations
Board, via the Department Head. When the Examinations Board has finished its work, the
final results for individual students will be submitted to the Academic Board for
confirmation of results and approval of academic awards.
11. Graduation Requirements
To be considered for the award of Associate of Health Studies, a student shall:
(i)
Have completed the minimum required credit units as prescribed for the
programme with a cumulative GPAof at least 2.0;
(ii) Have achieved grade point of 1.0 or above in all courses in the programme;
(iii) Have completed a 30-hour of Community Service.
(iv) Have completed a 120-hour of clinical practicum and obtained a satisfactory grade
in all evaluation components.
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Table 3: Classification of Award
Classification
Distinction
Credit
Pass
Cumulative GPA (cGPA)
3.5 or above
2.5 or above, below 3.5
2.0 or above, below 2.5
Grading System and Assessment Criteria
Assessment grades shall be awarded on a criterion-referenced basis. A student’s overall
performance in a course shall be graded as follows:
Grade
Short description Elaboration on course grading
description
A+
Outstanding
The student’s work exceeds the intended
course learning outcomes in all regards.
A
Excellent
The student’s work exceeds the intended
course learning outcomes in nearly all
regards.
B+
Very good
The student’s work exceeds the intended
course learning outcomes in most regards.
B
Good
The student’s work exceeds the intended
course learning outcomes in some regards.
C+
Very satisfactory
The student’s work meets the minimum
intended course learning outcomes and is
satisfactory in nearly all regards.
C
Satisfactory
The student’s work meets the minimum
intended course learning outcomes and is
satisfactory in most regards.
D+
Adequate
The student’s work meets the minimum
intended course learning outcomes and is
satisfactory in some regards.
D
Pass
The student’s work meets the minimum
intended course learning outcomes.
F
Fail
The student’s work fails to meet many of the
intended course learning outcomes.
“F” is a course failure grade, whilst all others (“D” to “A+”) are course passing grades. No
credit will be earned if a course is failed.
Letter grades are used in the result slips and transcripts to indicate the results of assessment.
A numeral grade point is assigned to each course grade as follows:
Grade
Grade Point
A+
4.5
A
4.0
B+
3.5
B
3.0
C+
2.5
C
2.0
D+
1.5
D
1.0
F
0.0
The award for passing of a course is based on outcome-based assessment criteria. Students
who achieve the intended learning outcomes by the specific learning criteria of the course
will be granted the relevant grade/ grade point without any quota system.
16
A student who reaches a semester GPA of 3.7 or above will be recommended for Head’s List
for the semester concerned and shall receive a letter of commendation.
12. Programme Operation and Management
A Programme Committee is set up to monitor the operation of the programme. Different
communication channels, including student/staff informal consultative group and student
feedback questionnaires, and the inclusion of a student representative in the Programme
Committee, will be used to solicit feedback and opinions from students/staff to
continuously improve the course delivery as and when appropriate.
Members of the Programme Committee will comprise:
Department Head
Programme Leader
Internal members
Student representative
Secretary
17
Course Description Forms
18
TUNG WAH COLLEGE
Course Outlines for Associate of Health Studies
Core Courses (18 courses)
Course
Course Title
Code
1
GEN1001
Developing English Language Skills
2
GEN1002
Applied Chinese Language
3
GEN1403
Introduction to Health Informatics
4
HSS1011
Applied Psychology
5
HSS1012
Applied Sociology
6
GEN1206
Communication
NUR1020
7
Essential Concepts of Chinese Medicine
NUR1019
8
Anatomy and Physiology
NUR1024
9
Integrative Nutrition
10 NUR1025
Basic Caring Skills
11 NUR1021
Introduction to Infection Control and Prevention
12 GEN2002
Creative Writing in Chinese
13 NUR3002
Ethics and Legal Issues in Health Care
NUR2020
14
Introduction to Gerontology
15 NUR2038
Health Promotion and Health Education
NUR2040
16
Acute and Chronic Diseases
17 GEN1301
The Development of Non-Profit Organizations in
Hong Kong
18 NUR2041
Communicable Diseases in Contemporary Societies
Practicum (1 Course)
19
NUR2039
Practicum
Page
20
22
24
27
30
33
36
39
42
45
47
50
52
55
58
61
64
68
71
*Elective Course (Choose 1 out of 4 courses)
20 NUR2018
Pathophysiology
21 NUR2027
Women’s and Men’s Health
22 NUR3005
Rehabilitation and Adaptation in Ageing
23 NUR2028
Psychosocial Dimension of Health and Illness
Compulsory Course (1 Course)
24
GEN1005
Academic Writing
Others:
*Elective Language Course
*GE Elective 1
73
76
79
82
85
Remarks: Students are allowed to select elective courses from course list available in the College.
This document provides an example only.
* Choices of Generic Courses and Elective Courses
The respective Departments reserve the right to change the generic and elective course(s) to be offered. The
offer of generic and elective courses is subject to the College regulations and availability of resources.
19
6
Course Description Form
Course Code
Course Title
Credit Units
QF Level
Pre-requisite
Objectives
Course
Intended
Learning
Outcomes
Course
Synopsis/
Indicative
Syllabus
Learning &
Teaching
Methodology
GEN1206
Communication
3
4
Nil
The objective of this course is to make students effective
communicators in different age groups and gender. (PILO 4)
Upon completion of the course, students are able to:
a. Define theories and principles of interpersonal communication
(PILO 4)
b. Understand the role of communication in different age groups
and gender (PILO 4)
c. Recognize cultural influences on one’s communication (PILO
4)
d. Apply effective communication strategies in establishing and
sustaining relationships (PILO 4)
e. Demonstrate various communication skills, e.g. interviewing,
attending, listening and negotiation skills, and be able to use
them as appropriate in various settings (PILO 4)
1. Interpersonal communication theories
1.1 Politeness theory
1.2 Social exchange theory
1.3 Dialectical perspective
2. The process of communication
3. Factors influencing communication
3.1 Perception
3.2 Cultural context
3.3 Space and distance
3.4 Time
4. Levels of communication
4.1 Interpersonal
4.2 Group
5. General communications techniques
5.1 Verbal skills
5.2 Nonverbal skills
6. Elements of communication
6.1 Empathy
6.2 Trust
6.3 Honesty
6.4 Validation
6.5 Active listening
7. Barriers to effective communication
Lecture
The content of the course will be conveyed primarily through
lectures. To benefit fully from lectures, students will be expected to
complete assigned reading material in advance.
20
Seminar
Seminars are used to reinforce the concepts learned in lectures
through student presentation and exchange of ideas. Through
these presentations, students can integrate theories into practice,
particularly in the context of their own performance.
Tutorial
Tutorials serve two functions. First, they give students the
opportunity to ask questions and clarify anything they did not
understand in the lectures. Thus they ensure that students
thoroughly understand the material given. Second, tutorials instigate
problem-based learning. There is a topic for each tutorial, and
students are required to select and discuss cases accordingly.
Assessment
Methods in
Alignment
with Course
Intended
Learning
Outcomes
Specific
assessment
methods/tasks
1. Group
presentation
2. Case study
Total
%
Course intended learning
weighting outcomes to be assessed
(Please tick as appropriate)
a
b
c
d
e




40
60
100





Group presentation
The preparatory work and discussion help students reflect their own
clinical performance and receive feedback from peer. (PILO 4)
Case study
Students are required to select one incident from their daily
experience and write a report summarizing how they established an
relationship with people and what communication techniques they
used, highlighting learning points. The written report reinforces
further integration of knowledge and practice, and deepens
self-reflection. (PILO 4)
Student Study Class contact:
Effort

Lecture
15 Hrs
Required

Seminar
15 Hrs

Tutorial
15Hrs
Other student study effort:
30 Hrs

Self-study
 Preparation for tutorial discussion and written
60 Hrs
assignments
Total student study effort
135 Hrs
Reading List
Textbook
Communication (2011) [combined electronic resource]. New York:
and
McGraw-Hall.
References
21
Recommended readings
1. Adler, R. B., & Rodman, G. (2011). Understanding human
communication (11th ed.). New York: Oxford University
Press.
2. Kozier, B., Erb, G., Berman, A., & Snyder, S. (2008).
Fundamentals of nursing: Concepts, process and practice. (8th
ed.). New Jersey: Pearson.
3. Balzer-Riley, J. (2011). Communication in nursing. (7th ed.).
St. Louis: Mosby.
4. Arnold, E. (2011). Interpersonal relationships: Professional
communication skills for nurse (6th ed.). London: Elsevier
Saunders.
22
7
Course Description Form
Course Code
Course Title
Credit Value
QF Level
Pre-requisite
Objectives
Course
Intended
Learning
Outcomes
Course
Synopsis/
Indicative
Syllabus
NUR1020
Essential Concepts of Chinese Medicine
3
4
Nil
This course aims to develop student’s ability to integrate basic
knowledge of Chinese medicine in nurturing health, preventive
health and restorative health (PILO 2, 3, 5).
Upon completion of this course, students will be able to:
a. Discuss the philosophical and theoretical development of Chinese
medicine (PILO 5)
b. Explain the interactions and interrelationships between life and
nature in Chinese medicine perspectives (PILO 5)
c. Describe and apply the concepts of nurturing health, preventive
health and restorative health in daily life (PILO 3, 5)
d. Explain the diagnostic methods and basic therapeutic modalities
in Chinese medicine (PILO 2, 3, 5)
1. The philosophical and theoretical development of Chinese
medicine
1.1
Historical background
1.2
Concept of holism and syndrome differentiation
1.3
Theory of Yin-Yang and Five Phases
2. The concept of health nurturing
2.1
Origin of the concept: The Yellow Emperor’s Inner
Canon
2.2 Introduction of the principle of nurturing health and
preventive health
2.2.1 Nurturing of body and vitality
2.2.1 Balance of Yin-Yang
2.2.1 Lifestyle modification
3. Human body structure
3.1 Qi, blood, body fluid and essence of life and spirit
3.2 Zang-fu
3.3 Meridian system
4. Interaction and interrelationship between life and nature
5. Causes of disease and pathogenesis
6. Diagnostic methods
6.1
Inspection
6.2
Auscultation and olfaction
6.3
Inquiry
6.4
Pulse palpation
7. Introduction of therapeutic modalities
7.1. Herbal medicine
7.2. Chinese food therapy
7.3. Physical therapy
8. Concept of evidence based practice and the practice of Chinese
medicine.
9. Application of the knowledge of Chinese medicine to daily life.
23
Learning &
Teaching
Methodology
Lecture
Lectures are used for delivery of the theoretical knowledge.
Students are given pre-reading materials before lectures.
Seminar/Case study
Seminars are used to reinforce the concepts learned in lectures
through student presentation and exchange of ideas. Case studies
are used to help students understand and consolidate what they have
learned in lecture and from their readings.
Tutorial
Tutorial will be organized to clarify concepts learned and discuss
related issues. Students will be required to work in small groups to
critically analyse a selected topic
Assessment
Methods
in Alignment
with
Course
Intended
Learning
Outcomes
Specific
assessment
methods/tasks
%
Course Intended learning
Weighting outcomes to be assessed
(Please tick as appropriate)
a
b
c
d

20




30
1. Diary
2. Group
Presentation



3. Examination
50
Total
100
Learning Diary
Students are required to search and collect real life examples to
illustrate the philosophy and theories taught in this course. It helps
students link up what they learned in the lectures. (PILO 3, 5)
Seminar presentation
Seminar presentation is used to assess students’ comprehension of a
selected health concern. It is also used to evaluate students’
presentation skills, language ability, and team collaboration. (PILO
3, 5)
Examination
An examination in the form of multiple choice questions, and short
and long questions will be used to assess students’ knowledge of
Chinese medicine and all of the intended learning outcomes. (PILO
2, 3, 5)
Student
Study Effort
Required
Class contact:
 Lecture
 Tutorial
 Seminar / Case studies
Other student study effort:
 Self-study
 Case studies and learning diary
 Preparation for the examination
Total student study effort
24
28 Hrs.
6 Hrs.
8 Hrs.
56 Hrs.
14 Hrs.
14 Hrs.
126 Hrs.
Reading List Textbooks
and
1. 王農銀. (2006).中醫基礎理論 [electronic resource]. 北京 :
References
中國中醫藥药出版社.第 1 版
2. 本叢書編委會編著. (2003). 基礎理論篇二中醫基礎理論、中
醫診斷學、內經學 [electronic resource]. 中國:上海科學技術
出版社.第 1-1 版.
Recommended readings
1. Maciocia, G. (2008). The practice of Chinese medicine: the
treatment of diseases with acupuncture and Chinese herbs.
London: Elsevier Churchill Livingstone.
2. Maciocia, G. (2005).The foundations of Chinese medicine: a
comprehensive text for acupuncturists and herbalists. (2nd ed.)
London. : Elsevier Churchill Livingstone.
3. Liu, ZW & Liu, L. (2009). Essentials of Chinese medicine
[electronic resource], New York: Springer, c.
4. 梁繁榮.(2007). 針灸學. 全國普通高等教育中醫藥類精編教
材. 上海：上海科學技術出版社.
5. 印會河, 張伯訥.(2003).中醫基礎理論. 台北：知音出版社。
6. 洪敦耕 (2002).中醫基礎理論提要內經選讀。香港：天地圖
書有限公司.
7. 朱文鋒. (2001) .中醫診斷學.上海：上海科技出版社.
8. 王新華, 童瑶. (2001).中醫基礎理論.北京：人民衛生出版社.
9. 何曉暉主編 (2000).中醫基礎學教學病案精選。長沙市：湖
南科技出版社
10. 羅獻瑞 (1992).實用中草藥彩色圖集. 廣州市：廣東科技出版
社.
Journals
1. American Journal of Chinese Medicine
2. Chinese Medical Journal
3. Chinese Journal of Evidence-Based Medicine
4. Journal of Evidence-Based Medicine
5. Journal of Traditional Chinese Medicine
6. The journal of Alternative and Complementary Medicine
Useful Websites
1. http://www.ajcm.org
2. http://www.china-med.net
3. http://www.jcm.co.uk
4. http://www.medicinechinese.com
25
8
Course Description Form
Subject Code
Subject Title
Credit value
QF Level
Pre-requisite
(s)
Objectives
Subject
Intended
Outcomes
Indicative
Syllabus
Teaching &
Learning
Methodology
NUR1019
Anatomy and Physiology
3
4
Nil
This subject aims to provide students with a basic understanding of the
structure, function and integration of the various physiological systems of
human body. (PILO 5).
Upon successful completion of this course, students will be able to:
a. Discuss the interrelations of body systems, organs, cells and
organelles (PILO 5)
b. Describe anatomical terminology of the human body (PILO 5)
c. Identify and locate anatomical structures corresponding to different
body systems (PILO5)
d. Analyze the integrative nature of the body systems (PILO 5)
e. Explain functions of anatomical structures and ways to promote
client’s well-being where relevant to nursing work (PILO 5)
1. Introduction to anatomy and physiology
2. Chemical basis of life and concept of maintenance systems, control
systems, defense systems and homeostasis
3. Anatomy and physiology of the following systems:
3.1. Respiratory system
3.2. Cardiovascular system
3.3. Blood, lymphatic & immune system
3.4. Nervous system
3.5. Special senses
3.6. Digestive system
3.7. Musculoskeletal system
3.8. Endocrine system
3.9. Reproductive system
3.10. Renal system
3.11. Skin (Integumentary system)
Lecture
Lectures are scheduled for delivery theoretical knowledge in preparation
for discussion on how the theories and techniques are applied in clinical
settings.
Tutorial/Problem-based learning
Tutorials are used to allow students to clarify concepts and queries.
Tutorials include online activities and the use of interactive multimedia.
Online activities include games that allow students to recognize,
remember and understand anatomical terminology, and thereby build
confidence in their mastery of the course.
A well-designed real-life scenario will be used to motivate student’s active
and independent learning of the subject matter and integrate the theoretical
input learnt from the course into clinical practice.
Laboratory
Laboratory work provides practice in applying knowledge that has been
26
presented in lectures and in developing essential skills. Online 3D
models will be used so as to gain a better understanding of spatial
relationships. They will be coached through several small scale
experiments to explore how the body works.
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes
to be assessed (Please tick as
appropriate)
a
1. 2 Online Quizzes
2. Written Test
Total
60
40
100

b
c



d
e



Online Quiz
Online quizzes are used to assess students’ understanding about the
concepts learned. It allows them to reflect and identify areas for
improvement in studying this subject (PILO 5).
Student
Study Effort
Required
Reading List
and
References
Written Test
Test will consist of multiple choice questions and short questions both of
which will assess all of the intended learning outcomes for the subject and
will specifically check their understanding of the integration of regional
and systemic anatomy and physiology (PILO 5)
Class contact:
14 Hrs
 Lecture
14 Hrs
 Tutorial/ Laboratory
17 Hrs
 problem-based learning
Other student study effort:
30 Hrs
 Self-reading
30 Hrs
 Preparation for seminar/problem-based
learning
30 Hrs
 Preparation for online quiz and written test
Total student study effort
135 Hrs
Textbook
Scanlon, V. C., & Sanders, T. (2007). Essentials of anatomy and
physiology (Kindle edition). [electronic resource]. Philadelphia: F.A.
Davis.
Recommended readings References
1. Waugh, A., & Grant, A. (2010). Ross and Wilson anatomy and
physiology in health and illness: With access to Ross & Wilson
website for electronic ancillaries and eBook (11th ed). Edinburgh:
Churchill Livingstone.
2. Moore, K. L., Dalley, A. F., & Agur, A. M. R. (2010). Clinically
oriented anatomy (6th ed.). Philadelphia: Lippincott Williams &
Wilkins.
3. Paul, A L. (Ed.) (2009) Handbook of Cardiac Anatomy, Physiology,
and Devices (2nd ed). Springer: New York.
4. Widmaier E.P., Raff, H., & Strang, K.T. (2011). Vander's human
27
5.
6.
7.
8.
9.
physiology: the mechanisms of body function with ARIS (12nd ed.).
New York: McGraw-Hill.
Shier, D.N., Butler, J.L., & Lewis, R. (2010). Hole's human anatomy
and physiology (12th ed.). New York: McGraw-Hill.
Fox, S.I. (2009). A laboratory guide to human physiology, concepts
and clinical applications (12th ed.). New York: McGraw-Hill.
Fox, S.I. (2009). Laboratory guide to accompany human physiology
(13th ed.). New York: McGraw-Hill.
Anatomy & Physiology Revealed (APR) Version 2.0, 2008, An
Interactive Cadaver Dissection Experience, CD-ROM, McGraw -Hill.
Abrahams, P. H., Boon, J. M., & Spratt, J.D. (2008). McMinn's colour
atlas of human anatomy (6th ed.). Philadelphia: Mosby.
Journal
Lancet
28
9
Course Description Form
Course Code
Course Title
Credit Value
QF Level
Pre-requisite
Objectives
NUR 1024
Integrative Nutrition
1.5
4
Nil
This course aims to develop students’ knowledge on (a) principles
of nutrition (PILO 2, 3), (b) food and nutrition from Eastern and
Western eating and food cultures (PILO 5), (c) nutrition in health
promotion (PILO 2, 3) and (d) contemporary issues in food and
nutrition (PILO 2, 3, 5)
Course
Intended
Learning
Outcomes
Upon completion of this course, students are able to:
a. Identify principles of nutrition (PILO 3)
b. Explain the concept of food and nutrition from Eastern and
Western eating cultures and perspectives (PILO 3)
c. Recognize the food and nutritional needs througout the lifecycle
(PILO 3)
d. Discuss the contemporary issues in food and nutrition (PILO 3,
5)
1. Prinicples of nutrition
2. Concept of food and nutrition from Eastern and Western eating
cultures and perspectives
a. Eastern and Western eating and food cultures
b. Chinese eating and food cultures
3. Food and nutritional needs througout the lifecycle
a. Infancy
b. School-aged children
c. Teenagers
d. Adulthood
e. Pregnacy women
f. Elderly
4. Contemporary issues in food and nutrition
Lecture
Lectures are used to deliver the theoretical knowledge and related
information. Students are given pre-lecture reading materials before
class.
Course
Synopsis/
Indicative
Syllabus
Learning &
Teaching
Methodology
Seminar
Seminars are used to help students explore relevant cultural
perspectives in food and nutrition. It allows students to develop
an understanding of diverse values, attitudes and interpretations on
selected issues.
Tutorial
Tutorials allow students to clarify concepts and questions. Students
will be required to work in small groups to critically analyse a
contemporary issue/selected topic.
29
Assessment
Methods
in Alignment
with
Course
Intended
Learning
Outcomes
Specific assessment
methods/tasks
1. Group
Presentation
2. Written Test
Total
%
Course Intended learning
Weighting outcomes to be assessed
(Please tick as appropriate)
a
b
c
d



50
50
100



Seminar presentation
Seminar presentation is used to assess students’ ability to apply
knowledge to practise on a selected concern related to food and
nutrition. Students should demonstrate their understanding in the
issues using various means (PILO 2, 3, 5). It can be in the form of
pamphlet or poster presentation or oral presentation.
Written test
Written test is used to assess students’ learning at recall,
comprehension and application levels (PILO 2, 3, 5).
Class contact:
 Lecture
14 Hrs.
 Seminar
6 Hrs.
Other student study effort:
 Pre-reading
28 Hrs.
 Preparation for the presentation and written test
20 Hrs.
Total student study effort
68 Hrs.
Reading List Textbook
Dudek, S.G. (2010). Nutrition essentials for nursing practice (6th
and
ed.). Philadelphia : Wolters Kluwer Health/Lippincott Williams &
References
Wilkins.
Student
Study Effort
Required
Recommended readingsReading List
1. Lippincott. (2007). Nutrition made incredibly easy (2nd ed.).
Philadelphia: Wolters Kluwer / Lippincott Williams & Wilkins.
2. Pitchford, P. (2003). Healing with Whole Foods: Asian
Traditions and Modern Nutrition (3rd ed.). California: North
Atlantic Books.
3. Shi, J., Ho, C.T., & Shahidi, F. (2011). Functional Foods of the
East. Boca Raton: CRC Press.
4. Smolin, L.A., & Grosvenor, M.B. (2010). Nutrition: Science
and Applications (2nd ed.). N.J.: John Wiley & Sons.
5. Watson, R. R. (2008). Handbook of Nutrition in the Aged (4th
ed.). CRC Press. [Electronic Book]
Journals
1. Journal of Human Nutrition & Dietetics
2. Journal of Nutrition for the Elderly
3. Journal of the American Dietetic Association
4. Nutrition Reviews
30
5. Trends in Food Science and Technology
6. Asia Pacific Journal of Clinical Nutrition
Useful Websites
1.
2.
3.
4.
Centre for Food safety: http://www.cfs.gov.hk/
HKEC, Nutrition Information Web: http://www3.ha.org.hk/dic/
World Health Organization: http://www.who.int/en/
U.S. Food and Drug Administration: http://www.fda.gov/
31
10
Course Description Form
Course Code
Course Title
Credit Value
Level
Prerequisite /
Co-requisite/
Exclusion
Objectives
NUR1025
Basic Caring Skills
3
4
Nil
This course will equip students with basic knowledge and
skills in performing basic procedures to provide safe support
for people in activities of living. (PILO 2, 4)
Intended Learning Upon completion of the course, students will be able to:
a. Observe vital signs of people at all ages. (PILO 2)
Outcomes
b. Demonstrate ability to perform basic procedures for care
of people who requires assistance in activities of living.
(PILO 2, 4)
c. Practice standard precaution at all times. (PILO 2)
1. Observe and measurement of vital signs
Course Synopsis/
1.1. Temperature, blood pressure, pulse, respiratory
Indicative Syllabus
1.2. Calculation of BMI
2. Assistance in activities of living
2.1. Maintaining a safe environment
2.2. Communicating
2.3. Breathing, e.g. cough, pain, smoking
2.4. Eating and drinking, e.g. nutritional state, hydration,
weight/height
2.5. Eliminating, e.g. stoma care, use of laxatives/diuretics
2.6. Personal cleansing and dressing, e.g. state of skin,
nails and hair
2.7. Controlling body temperature
2.8. Mobilising, e.g. posture, gait
2.9. Working and playing
2.10. Expressing sexuality
2.11. Sleeping
2.12. Dying, e.g. aware of prognosis
3. Standard precaution
3.1. Aseptic technique
3.2. PPE
3.3. Handling waste and sharp instrument
Teaching/Learning Lecture
Course content will be primarily delivered through lectures
Methodology
with supplement of video as appropriate.
Laboratory
Students will practice the basic skills and clarify concepts
taught in lectures. They are expected to perform each
procedure satisfactorily prior their practicum.
32
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
1. Skill test
2. Written test
Total
50%
50%
Course intended
learning outcomes to
be assessed (Please
tick as appropriate)
a
b
c




100 %
Skill Test
Skill tests are used to assess students’ ability to apply and
integrate their knowledge with proper technique. (PILO 2, 4)
Student Study
Effort Required
Written test
Written tests are used to assess students’ learning at the recall,
comprehension, application and analysis levels. (PILO 2, 4)
Class contact:

Lecture
15Hrs.

Laboratory
30Hrs.
Other student study effort:
Reading List and
References

Pre-reading
45Hrs.

Preparation of presentation
45Hrs.
Total student study effort
135Hrs.
Textbook
Berman, A. J., Snyder, S. J., Kozier, B. & Erb, G. (2012).
Fundamentals of nursing: Concepts, process, and practice
(9th ed.). New Jersey: Pearson Prentice Hall.
Recommended readings
1. Lynn, P. B. (2008). Taylor’s clinical nursing skills: A
nursing process approach (2nd ed.). Philadelphia:
Lippincott Williams & Wilkins.
2. Nettina, S. M. (2010). The Lippincott manual of nursing
practice (9th ed.). Philadelphia: Lippincott.
Journals
1. International Nursing Review
2. Journal of Advanced Nursing
3. Journal of Clinical Nursing
4. Journal of Continuing Education in Nursing
Useful websites
1. http://www.cdc.gov/
2. http://www.chp.gov.hk/
3. http://www.swd.gov.hk
33
Course Description Form
Course Code
NUR1021
Course Title
Introduction to Infection Control and Prevention
Credit Value
1.5
Level
4
Pre-requisite
Nil
Objectives
This course helps students to:
1. Understand concepts of infection prevent and control (PILO 3).
2. To apply relevant knowledge in local community and healthcare
settings (PILO 3, 6).
Course
Intended
Learning
Outcomes
Upon completion of this course, students will be able to:
a. Identify how pathogenic organism may be spread in healthcare
settings and community (PILO 3)
b. Demonstrate strategies for prevention of transmission of
pathogenic organism (PILO 3)
c. Explain how the infection control concepts are applied in practice
(PILO 3, 6)
Indicative
1. Health care staff’s responsibility in Infection Control
Syllabus
a. Standards of care in infection control
b. Evidence-based practice
2. Strategies for prevention of pathogenic organisms Transmission
a. Transmission based precautions
3. Application of environmental engineering controls and work
practice control
a. Risk of exposure
b. Work practice control
4. Occupational health and safety
Teaching &
Lecture
Learning
Methodology
Lectures deliver concepts, and information for later discussion in
seminars on how theories can be put into practice.
Seminar
Seminars are used to reinforce the concepts learned in lectures
through student presentation and exchange of ideas.
34
11
Tutorial
Tutorial will be organized to clarify concepts learned and discuss
related issues. Students will be required to work in small groups
to critically analyse a selected topic.
Laboratory
Laboratory work provides practice in applying knowledge that has
been presented in lectures.
Assessment
Methods
in Alignment
with
Intended
Learning
Outcomes
Specific
%
Course intended learning outcomes to be
assessment
methods/tasks
weightin
g
assessed (Please tick as appropriate)
Seminar
50
a
b
c


presentatio
n
Written test
50
Total
100%

Group presentation
Group presentation is used to assess students’ comprehension of a
selected infection control issues and concern. It is also used to
evaluate students’ presentation skills, language ability, and team
collaboration (PILO 3, 6).
Written test
Written test is used to assess students’ learning at recall,
comprehension and application levels (PILO 3).
Student Study
Effort
Class contact:

Lecture
13Hrs.
Expected

Seminar
6Hrs.

Tutorial/Laboratory
6Hrs.
Other student study effort:

Self-study
32 Hrs.

Preparation for seminar presentation
12 Hrs.

Preparation for written test
6 Hrs.
Total student study effort
75 Hrs.
35
Reading
and
References
List Textbook
NIL
Recommended readings
1. Kennamer, M. (2007). Basic infection control for health care
providers. (2nd ed). NY: Thomson Delmer Learning.
2. Minnaar, A (2008). Infection control made easy: A hospital
guide for health professionals. Cape town: Juta.
Journals
1. American Journal of Infection Control
2. Infection Control and Hospital Epidemiology
3. Infectious Disease Clinics
4. Journal of Hospital Infection
Useful Websites
1. Centers for Disease Control and Prevention: http://www.cdc.gov/index.htm
2. Center for Health Protection: http://www.chp.gov.hk
3. Department of Health, Hong Kong: http://www.dh.gov.hk
4. Hospital Authority, Hong Kong: http://www.ha.org.hk
5. World Health Organization: http://www.who.int/en
36
12
Course Description Form
課程編號
課程名稱
GEN2002
Creative Writing in Chinese (創意中文寫作)
學分
3
水平
4
先修課
Nil
本科以多元開放的教學模式，介紹各種富有趣味和啟發性的方法，如模
仿創新法、感官刺激法、圖像記憶法、角度轉換法等，並通過不同文類，
如散文、新詩、小說的寫作練習，激發學生的創意思維，提高其寫作與
表達能力。(PILO 4, 6)
目標
預期學習成果
學生在完成此課程後能夠：
a.
透過文字閱讀和視聽資訊領會文學作品之美。(PILO 4)
b.
透過多類型啟發思考的方式，以掌握較佳的表達技巧。(PILO 4)
c.
從不同的角度與情景去思考生活問題，且能總結及陳述不同的觀
點。(PILO 4)
整合抽象概念，透過寫作提出獨特的看法。(PILO 4, 6)
d.
課程簡介
1.
教授同學不同的寫作技巧
a. 模仿創新法
b. 感官刺激法
c. 圖像記憶法
d. 角度轉換法
2. 引導同學創作不同文類的作品
a. 小說創作
b. 散文創作
c. 新詩創作
d. 書評寫作
e. 廣告創作
教學及學習模 課堂講學
式
以多元開放的教學模式，介紹各種富有趣味和啟發性的方法。
小組研討
透過各種富有趣味和啟發性的方法，激發同學的創意思維，並鼓勵同學
書寫各種文類的作品，提高其寫作與表達能力。
37
與預期學習成
果一致的評估
方法：
評估方法
比重
(%)
a
b
c
d







1.
習作
80
2.
課堂報告
20
總計
100
待評估的預期學習成果
習作
透過課堂習作，評核同學對各種寫作技巧的掌握，以及寫作與表達能
力。(PILO 4, 6)
課堂報告
透過課堂報告，評核學生對抽象概念的整合能力，以及多元的思考能
力。(PILO 4, 6)
預期之學習時
間分配
課堂

講學
15 小時

小組研討
30 小時
自我研習
90 小時
總計
參考書籍和文
獻
135 小時
參考書
無
推薦閱讀
1. 張高評主編。(2008)《實用中文講義》。台北：東大圖書公司。
2. 賴聲川。(2006)《賴聲川的創意學》。台北：天下雜誌股份有限公司。
3. 詹宏志。(1996)《創意人──創意思考的自我訓練》。台北：麥田出
版社。
38
13
Course Description Form
Course Code
Course Title
Credit Value
QF Level
Prerequisites
Objectives
Courses Intended
Learning Outcomes
Indicative Syllabus
Teaching/Learning
Methodology
NUR3002
Ethical and Legal Issues in Health Care
3
4
Nil
The course aims to provide students with background knowledge of
basic ethical and legal principles which influence clinical decision
making.
1. Develop an understanding of the legal and ethical rights,
responsibilities, and obligations of health professionals in a
changing health environment. (PILO 3)
2. Appreciate the importance of patent’s right and accountability
within the legal framework of health care. (PILO 3)
Upon completion of the subject, students will be able to:
a. Understand the concepts of human value development and their
relationships with ethics and law related to health care (PILO 3)
b. Explain patient’s right and accountability (PILO 3)
c. Analyze the complexity of ethical and legal factors which
influence clinical decision making. (PILO 3)
d. Demonstrate ability to critically appraise complex ethical practice
and its relationship with culture (PILO 3)
e. Apply ethical principles and ethical decision making framework
to their practice (PILO 3)
1 Theories in ethics
1.1 Moral and virtue ethics
1.2 Good will and duty
1.3 Utilitarianism
1.4 Deontological theories
1.5 Human dignity
2 Ethical principles in health care
2.1 Beneficence,
2.2 Distributive justice
2.3 Informed consent
2.4 Integrity and totality
2.5 Respect for autonomy and freedom
3 Frameworks of ethical decision-making
4 Legal and ethical issues involved in end of life care
5 Legal issues involved in health care delivering
5.1 Patient’s rights and obligations
5.2 Consent to receive health services
5.3 Confidentiality
5.4 Public Law
5.5 Malpractice and negligence
5.6 Human subject research
6 Relationship and distinction between ethics and law
Lecture
Lectures will be primary means for conveying course content
39
Seminar
Seminars are used to strengthen knowledge gained in lectures.
Seminars will include oral presentations, discussions, and case studies.
Tutorial/Problem-based learning
Face-to-face tutorials are used to support lectures and seminar
sessions. It provides opportunities for students to ask questions, clarify
ambiguities, and discuss problems.
Problem-based learning uses a well-designed real-life scenario to
initiate student’s active and independent learning of the subject matter,
in particular, helps students to consolidate the theories and concepts
they have learned and to apply them in real health care situations,
thereby improving their ability to make critical decisions.
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methods/tasks
%
Intended subject learning
weighting outcomes to be assessed (Please
tick as appropriate)
a
b
c
d
e
1. Group
presentation
2. Case study
Total
40




60
100





Group Presentation
An Oral presentation is used to evaluate students’ ability to apply
what they have learned, and to collect and analyze relevant
information/data for solving problems in various health care settings
(PILO 3)
Student Study
Effort Required
Reading List and
References
Case study
A case study report is used to evaluate student’s ability to synthesize
the theories and concepts they have learned in ethical decision-making
(PILO 3)
Class contact:
 Lecture
15 Hrs.
 Seminar/Tutorial
30 Hrs.
Other student study effort:
 Pre-reading
30 Hrs.
 Preparation of presentation and written assignment
60 Hrs.
135
Total student study effort
Hrs.
Textbooks
1. Fletcher, L. and Buka, P. (1999). A legal framework for caring: an
introduction to law and ethics in health care. Hampshire:
Macmillan.
2. Lachman, V.D. (2011). Ethical Challenges in Health Care.
(Kindle Edition). New York: Springer Publishing Company
40
Recommended readings and relevant e-learning resource
1. Banks, S. and Gallagher, A. (2009). Ethics in professional life:
virtues for health and social care. Basingstoke. England: Palgrave
Macmillan.
2. Holstein, M. B., Parks, J. A. and Waymack, M. H. (2011). Ethics,
aging, and society: the critical turn. New York: Springer Pub. Co.
3. Husted, J.H. & Husted, G.L. (2008). Ethical Decision Making
in Nursing and Health Care: the Symphonological Approach.
(4th ed). [electronic resource]. Springer Publishing Company.
4. MacKinnon, B. (2012). Ethics: theory and contemporary issues
(7th ed). Boston, Mass.: Wadsworth Cengage Learning.
5. The Nursing Council of Hong Kong. Code of professional conduct
and code of ethics for nurses in Hong Kong. Retrieved from
http://www.nchk.org.hk/filemanager/en/pdf/conduct_eng.pdf
Journals
1. Journal of Nursing Administration's Healthcare Law, Ethics and
Regulation
2. Nursing Ethics
3. Nursing Standards
4. Yale Journal of Health Policy, Law, and Ethics
41
14
Course Description Form
Course Code
Course Title
Credit Value
QF Level
Pre-requisite
Objectives
Course
Intended
Learning
Outcomes
Course
Synopsis/
Indicative
Syllabus
Learning &
Teaching
Methodology
NUR2020
Introduction to Gerontology
3
4
Nil
This course aims to provide students with an overview of development
in gerontology and insights of integrative approach in promoting active
ageing. (PILO 2, 3, 5).
Upon completion of this course, students are able to:
a. Define gerontology and active ageing (PILO 2)
b. Understand the needs of health and social wellbeing of ageing
population (PILO 2, 3)
c. Identify factors influencing and associated with active ageing to
engage and empower older people to participate in social and
cultural activities. (PILO 2, 3, 5)
d. Discuss the integrative strategies in facilitating active social
engagement and health and social well-being. (PILO 2, 3, 5)
1. Definition of gerontology and active ageing
2. Policy framework promoting active ageing
3. Health and social care needs in ageing
3.1. social engagement
3.2. affect enhancement
3.3. giving citizen
3.4. nurturing health
3.5. preventive health
3.6. restorative health
4. Population ageing and its psychosocial, economic and healthcare
implications
5. Integrative approach and evidence-based practice in gerontology
6. Strategies to promote active ageing
6.1. Individual effort
6.2. Public awareness
6.3. Health and social care policy
7. Challenges in maintaining and facilitating active ageing
Lecture
Lectures are used to deliver theoretical knowledge and information on
the covered topics, and to stimulate the students towards further study.
Seminar
Seminars are used to help students explore contemporary issues and
experiences from multiple perspectives. It allows students to develop
an understanding of diverse values, attitudes and interpretations on the
selected issue.
Tutorial
Students have opportunities to ask questions and clarify topics they do
not understand in the lectures.
42
Assessment
Methods
in Alignment
with
Course
Intended
Learning
Outcomes
Specific
assessment
methods/tasks
%
Weighting
1. Seminar
presentation
2. Written
assignment
Total
50
50
Course Intended learning
outcomes to be assessed
(Please tick as appropriate)
a
b
c
d






100
Seminar presentation
Seminar presentations in groups are used to assess students’
comprehension of a selected common health concern and their ability to
provide health information to individuals, families, groups and the
community. It is also used to evaluate students’ presentation skills,
language ability, and team collaboration. (PILO 2, 3, 5)
Written assignment
Written essay can enhance student’s ability to connect, apply and
integrate learnt knowledge. It also demonstrates student’s writing skills
and referencing techniques. (PILO 2, 3, 5)
Class contact:
Student
Study Effort  Lecture
27 Hrs.
Required
 Seminar
9 Hrs.
 Tutorial
9 Hrs.
Other student study effort:
 Self-study
54 Hrs.
 Seminar Presentation/Case studies
36 Hrs.
Total student study effort
135 Hrs.
Reading List Textbook
Bengtson, V.L. (2009). Handbook of Theories of Aging (2nd ed.). New
and
York: Springer Publishing Company. [electronic resource]
References
Recommended readings
1. Chi, I., Neena, L., & Lubben, J. (2001). Elderly Chinese in Pacific
rim countries: Social support and integration. Hong Kong: Hong
Kong University Press.
2. Eliopoulos, C. (2010). Gerontological nursing (7th ed.).Philadelphia:
Lippincott Williams & Wilkins.
3. Hamerman, D. (2007). Geriatric bioscience: the link between ageing
and disease. Baltimore: Johns Hopkins University Press.
4. Mauk, K.L. (2010). Gerontological nursing: competencies for care
(2nd ed.). Sudbury: Jones and Bartlett.
5. Miller, C. A. (2009). Nursing for wellness in older adults: Theory
and practice (5th ed.). Philadelphia: Lippincott Williams & Wilkins.
6. Mollenkopf, H. & Walker, A. (2010). Quality of life in old age:
international and multi-disciplinary perspectives (social indicators
research series). Netherlands : Springer
43
7. Stuart-Hamilton, I. (2011). An introduction to gerontology. (Kindle
edition). Cambridge: Cambridge University Press.
8. Tabloski, P.A. (2010). Gerontological Nursing: The Essential Guide
to Clinical Practice. (2nd Ed). UpperSaddle River: Pearson.
9. Touhy, T.A., & Jett, K.F. (2010). Ebersole and Hess' gerontological
nursing & healthy ageing (3rd ed). St. Louis: Mosby
10. Wallace, M. (2008). Essentials of gerontological nursing. New
York: Springer Pub.
Journals
1. Journal of Gerontological Nursing
2. Elderly Care, Geriatric Nursing
3. Journal of the American Geriatrics Society
4. Journal of Ageing and Health
5. Age and ageing
6. Geriatrics
7. Asian Journal of Gerontology and Geriatrics
8. Journal of the Hong Kong Geriatric Society
Useful Websites
1.
2.
3.
4.
5.
6.
7.
8.
World Health Organization: http://www.who.int/ageing/en/
Centers for Disease Control and Prevention: http://www.cdc.gov/
Centre for Health Protection: http://www.chp.gov.hk/en/index.html
Department of Health: Elderly Health Service
http://www.info.gov.hk/elderly/english/index.htm
Hong Kong Housing Society: http://www.hkhselderly.com/tc/
Hong Kong Alzheimer’s Disease Association:
http://www.hkada.org.hk/ecmanage/page49.php
Hospital Authority:
http://www.ha.org.hk/visitor/ha_index.asp?Lang=CHIB5
The Hong Kong Society for the Aged:
http://www.sage.org.hk/eng/refer.htm
44
15
Course Description Form
Course Code
NUR2038
Course Title
Health Promotion and Health Education
Credit Value
3
Level
4
Prerequisite /
Co-requisite/
Exclusion
Nil
Objectives
This course will provide students opportunities to
1. Understand the concept of health promotion and health education
(PILO 3, 5 )
2. Equip with basic knowledge and skills in plan, implement and
evaluate health promotion and health education programmes for
individual, family and community (PILO 3, 4, 5)
Intended Learning
Outcomes
Upon completion of the course, students will be able to:
a. Describe the concept and scope of health promotion and health
education (PILO 3)
b. Understand the theory in health education programme planning,
implementation and evaluation. (PILO 3, 5)
c. Apply appropriate approach and strategy in health promotion and
health education programme for individual, family and
community. (PILO 3, 4, 5).
1. Introduction to health promotion and health education
Course Synopsis/
1.1.Basic concept
Indicative Syllabus
1.2.Historical development
2. Theoretical bases for health promotion and health education
2.1.Health behavior model
2.2.Approaches
2.3.Strategies
2.4.Processes
3. Contemporary issues in health promotion and health education
3.1. Differences and diversity of health promotion and health
education
3.2. Health needs for older adults
3.3. Services and programmes for major community health
problems
4. Current topics of concern in health promotion and health
education
4.1.Standard precaution
4.2.Healthy life style promotion
4.3.Disease prevention
45
Teaching/Learning Lecture
Course content will be primarily delivered through lectures.
Methodology
Seminar
Seminars will be used for students to design and implement a health
promotion campaign. It will broaden and deepen the knowledge
gained in the lecture.
Tutorial
Tutorials are used to help students to clarify concepts learned and
discuss relevant issues.
Assessment
Methods in
Specific assessment
methods/tasks
% weighting Course intended
learning outcomes to be
Alignment with
Intended Learning
Outcomes
assessed (Please tick as
appropriate)
a
1. Health Promotion
Campaign
75%
2. Reflective journal
25%
Total

b
c



100 %
Health Campaign
Health Campaign provides students opportunity to apply the
knowledge and skills learnt in the course to plan and implement a
health promotion programme. At the same time, it can also evaluate
students’ ability to analyze the current health needs of individual,
family and community. (PILO 3, 4, 5)
Reflective Journal
Reflective journal will be used to evaluate students’ application of
concepts and theories in health programs design and self-evaluation.
(PILO 3, 5)
Student Study
Effort Required
Class contact:

Lecture
24Hrs.

Seminar
15Hrs.

Tutorial
6 Hrs
Other student study effort:

Pre-reading
45Hrs.

Preparation of presentation
45Hrs.
Total student study effort
46
135Hrs.
Reading List and
Textbook
References
Healey, B. & Zimmerman, S. (eds.). (2010). The New World of Health
Promotion: New Program Development, Implementation, and
Evaluation. (Kindle Edition). Boston: Jones and Bartlett Publisher.
Recommended readings
1. Cottrell, R. R., Girvan, J. T. & McKenzie, J. F. (2011). Principles
and Foundations of Health Promotion and Education. (5th Ed.).
Boston: Benjamin Cummings.
2. Glanz, K., Rimer, B. K., & Viswanath, K.. (2008). Health
behavior and health education: Theory, research and practice
(4th ed.). San Francisco: Jossey-Bass
3. Naidoo, J., & Wills, J. (2009). Foundations for Health
Promotion. (3rd ed.). Toronto: Bailliere Tindall
Journals
1.
Health Education Journal, SAGE Journals Online.
2.
Health Education Research, Oxford University Press.
3.
Health Promotion International, Oxford University Press.
47
16
Course Description Form
Course Code
Course Title
Credit Value
QF Level
Pre-requisite
Objectives
Course
Intended
Learning
Outcomes
NUR 2040
Acute and Chronic Diseases
3
4
Nil
This course aims to impart on students the essential knowledge and skills
in nurturing and restorative health for people with non-infectious diseases
of respiratory and cardiovascular systems.
(PILO 2, 3, 4, 5)
Upon completion of the subject, students will be able to:
a. Assess and identify major concerns and common problems of people
with non-infectious diseases (PILO 2).
b. Apply corresponding pathophysiology knowledge when caring for
people with these non-infectious diseases. (PILO 2)
c. Address the physiological, psychological, social, cultural, spiritual
needs of people and environmental factor with these infectious
diseases through appropriate communication and basic caring skills
(PILO 2, 3, 4)
d. Develop integrative care plans (nurturing and restorative health) for
people with these non-infectious diseases (PILO 2, 3, 4, 5)
e. Explain the rationales for care offered and optimize their
interventions according to peoples’ dynamic health states (PILO 2, 3,
5)
Course
Synopsis/
Indicative
Syllabus
1. Etiologies and presentations of common non-infectious diseases.
2. Caring skills with rationales for caring of people with common
non-infectious diseases;
a. maintaining a safe environment
b. communicating
c. breathing
d. eating and drinking
e. eliminating
f. personal cleansing and dressing
g. controlling body temperature
h. mobilizing
i. working and playing
j. expressing sexuality
k. sleeping
l. dying
Learning &
Teaching
Methodology
Lecture
Lectures are scheduled to deliver theoretical knowledge in which
multimedia will be used when appropriate.
Laboratory with simulated scenarios
Laboratory sessions are arranged to provide real-life demonstrations on
skills introduced in lectures. Students are expected to have hands-on
practice in order to deepen their understanding of the required knowledge
in the skills. Simulated scenarios with high-fidelity patient simulators
48
will be used to offer students a close to reality situation to work on. In
these sessions, students will be given opportunities to practise their caring
skills and communication skills. These simulated sessions also provide
students with the opportunities to witness the instant effects of their
interventions and therefore learn through “mistakes” in an ethical and safe
environment. Briefing and debriefing sessions allow students to clarify
and consolidate their learning.
Assessment
Methods
in Alignment
with
Course
Intended
Learning
Outcomes
Specific
assessment
methods/tasks
1. Written test
2. Skill tests
Total
%
Course intended learning outcomes to
weighting be assessed
(Please tick as appropriate)
a
b
c
d
e



50



50
100 %
Written Test
Written test is used to assess students’ learning at the recall,
comprehension, application and analysis levels (PILO 2, 3, 4, 5)
Skill Test
Skill tests are used to assess students’ ability to apply and integrate their
knowledge with appropriate caring skills (PILO 2, 3, 4, 5)
Student Study Class contact:
Effort
 Lecture
26 Hrs
Required
 Laboratory
19 Hrs
Other student study effort:
 Self-study
50 Hrs
 Preparation for assessment
40 Hrs
Total student study effort
135 Hrs
Reading List
Textbook
Ignatavicius, D. D. & Workman, M. L. (2009). Medical-Surgical
and
Nursing: Text and E-book Package: Patient-Centered Collaborative Care
References
(6th ed.). US: Elsevier Health Sciences.
Recommended readings
1. Adams, M. P., & Holland, L. N., Jr. (2010). Pharmacology for nurses:
A pathophysiologic approach (3rd ed.). New Jersey: Pearson Prentice
Hall.
2. Black, J. M., & Hawks, J. H. (2009). Medical-Surgical nursing:
Clinical management for positive outcomes (8th ed.). Philadelphia:
W.B. Saunders.
3. Carpenito-Moyet, L. J. (2009). Nursing diagnosis: Application to
clinical practice (13th ed.).Philadelphia: Lippincott.
4. Craven, R. F. & Hirnle, C. J. (2008). Fundamentals of Nursing:
Human Health and Function (6th ed.) [Electronic Book]. Lippincott
Williams & Wilkins.
5. Fertman, C. I. & Allensworth, D. D. (2010). Health Promotion
Programs: from Theory to Practice. US: John Wiley & Sons.
49
[Electronic Book]
6. Jane, W., Lin, P. & Caroline, W. (2010). Acute Stroke Nursing.
UK: John Wiley & Sons. [Electronic Book]
7. Jarvis, C. (2011). Physical examination and health assessment (6th
ed.). St. Louis:Saunders.
8. Kee, J. L., Hayes, E.R. & McCuistion, L.E. (2011). Pharmacology: A
nursing process approach (Kee, Pharmacology). (7th ed.).
Philadelphia: Saunders.
9. Kovner, A. R., Fine, D. J. & D’Aguila, R. (2009). Evidenced-based
Management in Healthcare. US: Health Administration Press.
[Electronic Book]
10. Ladwig, B.G., & Ackley, B. J. (2010). Mosby's guide to nursing
diagnosis. St Louis: Mosby.
11. LeMone, P., & Burke, K. M. (2007). Medical surgical nursing:
Critical thinking in client care, Single Volume (4th ed.). California:
Addison-Wesley.
12. Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R. (2010).
Medical-surgical nursing: Assessment and management of clinical
problems (8th
ed.). St. Louis: Mosby.
13. Lynn, P. B. & Taylor, C. (2010). Taylor's clinical nursing skills: A
nursing process approach (3rd ed.). Philadelphia: Lippincott Williams
& Wilkins
14. Malarkey, L. M., & McMorrow, M. E. (2005). Saunders nursing guide
to laboratory and diagnostic tests. Philadelphia: Saunders.
15. McCance, K. L., & Huether, S. (2009). Pathophysiology: The biologic
basis for disease in adults & children (6th ed.). St. Louis: Mosby.
16. Mckernry, P., Tessier, E., & Hogan, M. (2006). Mosby’s
pharmacology in nursing. St Louis:Mosby.
17. Nettina, S. M. (2010). The Lippincott manual of nursing practice (9th
ed.). Philadelphia:Lippincott.
18. Philip, J. (2009). Essential Clinical Skills for Nurses: ECGs for
Nurses. UK: Jonh Wiley & Sons. [Electronic Book]
Useful websites
1. http://www.aaaai.org
2. http://www.lungusa.org
3. http://www.medicinenet.com
4. http://www.nhlbi.nih.gov
5. http://www.nurse.com
6. http://www.vh.org
7. Hospital Authority : http://www.ha.org.hk
8. World Health Organization: http://www.who.int/en/
9. Centers for Disease Control and Prevention:
http://www.cdc.gov/index.htm
50
17
Course Description Form
Course Code
GEN1301
Course Title
The Development of Non-profit Organizations in Hong Kong
Credit Value
3
QF Level
4
Pre-requisite
Nil
Objectives
This course aims at providing students a basic understanding of the social
welfare services in Hong Kong. The course will examine the emergence,
history and development of the local social welfare services since the 19th
century. The course will also analyze and discuss the development of
some representative non-profit organizations such as Caritas, Methodists
and Po Leung Kuk with special emphasis on the traditions and
contributions of Tung Wah Group of Hospitals. Through the various
learning activities such as lectures, seminars and visits, students will learn
the history and culture of Hong Kong social welfare services, and develop
the spirit of Tung Wah Persons with a caring attitude towards the needy
and the disadvantaged. (PILO 1).
Course
Intended
Upon successful completion of this course, students are able to:
a. Critically analyze the social development of Hong Kong in relation to
Learning
Outcomes
its social welfare policies and services (PILO 1)
b. Explain how leaders implement visions and values realistically in the
midst of challenge and limitation at the welfare organizations (PILO
1)
c. Give an account of the visions and missions of four major social
welfare organizations with the emphasis on Tung Wah Group of
Hospitals (PILO 1)
d. Demonstrate an appreciation of the work of non-profit organizations
(NPOs) and be able to minimize alienation, pay respect to human
dignity and have compassion to the helpless, the needy, and the
marginalized (PILO 1)
Course
Synopsis/
Indicative
Syllabus
1. History, development and contributions of the welfare organizations
from the 19th century in Hong Kong.
2. The relationship between Confucian ethics, Christian ethics and social
welfare organizations in Hong Kong.
3. Visions: respect human dignity
51
4. Implementation: Social administration
5. Case Study (1): Caritas & Methodists
6. Case Study (2): Po Leung Kuk
7. Case Study (3):Tung Wah Group
Learning &
Teaching
Methodology
Lecture
The core content of the course will be conveyed through lectures. To
benefit fully from lectures, students will be expected and encouraged to
complete pre-assigned learning materials in advance.
Seminar
Seminars are used to reinforce and critically analyze the concepts and
knowledge learned in lectures. Special topics and learning materials will
be assigned before the seminars. Through group discussions, students are
encouraged to share their ideas and thoughts with the class and facilitate
their learning in a collaborative way.
Visit
Several visits to some local representative non-profit organizations will be
arranged to give students tangible and direct experiences that pertain to
what they have learnt in the course. These visits enrich students' learning
by exposing them to experiences outside the classroom and make their
learning becomes more concrete, meaningful and memorable.
Assessment
Methods in
Alignment
with Course
Intended
Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Course intended learning
outcomes to be assessed
(Please tick as appropriate)
a
b
c
d
1. Group presentation
40




2. Individual
Reflection
30




3. Examination
30



Total
100%
52
Group presentation
Each group of students will select a case or a special topic related to the
development of non-profit organization for presentation. This learning
activity is to facilitate students’ cooperative learning and to train their
presentation, interpretation and organization skills. Emphasis will also be
put on the applications of the theories and knowledge learnt in lectures.
(PILO 1)
Individual Reflection
Students are required to write an individual reflection on evaluating their
learning processes and outcomes during and after attending the course.
Students are especially encouraged to reflect on their changes in attitudes
towards non-profit organizations in Hong Kong.
(PILO 1)
Written Examination
Students’ understanding and comprehension of the course materials will
be assessed by written exam. (PILO 1)
Student
Study Effort
Required
Class contact:

Lecture
14 Hrs

Seminar
20 Hrs

Visit
8 Hrs
Outside study:

Self-study
28 Hrs

Preparation for group presentation
28 Hrs

Preparation for individual assignments
28 Hrs
Total student study time
Reading List
and
126 Hrs
Textbook
Nil
References
Recommended readings
1. 丁 新 豹 (2009) 。 善 與 人 同 ： 與 香 港 同 步 成 長 的 東 華 三 院
(1870-1997)。香港：三聯書店。
2. 何佩然編著 (2009) 。源與流：東華醫院的創立與演進。香港 : 三
聯書店(香港)有限公司。
3. 何佩然編著 (2009) 。施與受：從濟急到定期服務。香港 : 三聯
書店(香港)有限公司。
53
4.
5.
6.
7.
8.
葉漢明編著 (2009) 。東華義莊與寰球慈善網絡：檔案文獻資料
的印證與啟示。香港 : 三聯書店(香港)有限公司。
劉潤和、王惠玲、高添強 (2006) 。益善行道 : 東華三院 135 周
年紀念專題文集。香港 : 三聯書店(香港)有限公司。
盧錦華, 李冠美合編(2003) 。香港基督敎社會工作 : 與上帝同
行。香港 : 循道衛理書室。
Chan Kam Tong & Diana Mak (edited) (c2003). Social services
administration in Hong Kong: Theoretical issues and case studies.
River Edge, N.J.: World Scientific.
Elizabeth Sinn (2003). Power and charity: a Chinese merchant elite
in colonial Hong Kong. Hong Kong: Hong Kong University Press.
(E-book)
Useful websites Web Resources
2 http://ngohk.blogspot.com/
(Hong Kong Non-profit Journal)
2 http://www.wisegiving.org.hk/tc/index.aspx (WiseGiving)
Video
東風破 (Merry-go-round) (2010). 千勣企業有限公司。
54
Course Description Form
Course Code
Course Title
Credit Value
QF Level
Pre-requisite
Objectives
Course
Intended
Learning
Outcomes
Indicative
Syllabus
Learning &
Teaching
Methodology
NUR2041
Communicable Diseases in Contemporary Societies
3
4
Nil
This course aims to develop students’ knowledge and skills in caring for
people with communicable diseases and their carers (PILO 2, 3, 4, 5).
Upon completion of this course, students are able to:
a. Outline characteristics of infectious diseases (PILO 5)
b. Assess and identify major concerns and common problems of people
with infectious diseases (PILO 5).
c. Address the physiological, psychological, social, cultural, spiritual needs
of people and environmental factor with these infectious diseases through
appropriate communication and basic caring skills (PILO 4, 5)
d. Develop integrative care plans (nurturing and restorative health) for
people with these infectious diseases (PILO 2, 3, 4, 5).
1. General principles and guidelines of infection control in disease
outbreaks
2. Common communicable diseases e.g. Hand, Foot and Mouth Disease,
Hepatitis B, Dengue fever, diarrheal diseases, Methicillin-Resistant
Staphylococcus Aureus (MRSA), Tuberculosis, Cholera, Acute
Infectious Conjunctivitis, Meningitis, Chickenpox and HIV infection
3. Management and protective measures for exposed individuals and
families. e.g. vaccination, isolation policy
4. Practical skills on maintain a safe environment, communicating, personal
cleansing and dressing, eliminating, controlling body temperature,
working and playing, dying.
Lecture
Lectures are used to deliver theoretical knowledge and information on the
covered topics, and to stimulate students towards further study.
Seminar
Seminars are used to help students explore issues and experiences in caring
of people with communicable diseases. It allows students to develop an
understanding of diverse values, attitudes and interpretations of the selected
issue. Group presentations are used to assess students’ understanding in the
care of people with communicable diseases.
Tutorial
Tutorials give students opportunities to ask questions and clarify lectures.
Laboratory
Laboratory work aims to give students time for hands-on practice with
knowledge and skills that have been conceptually presented. Students are
expected to perform skill through practical demonstration-and-return
demonstration activities.
55
18
Assessment
Methods
in Alignment
with
Course
Intended
Learning
Outcomes
Specific assessment
methods/tasks
1. Seminar
presentation
2. Skill test
3. Written test
Total
%
weighting
40
10
50
100
Course Intended learning outcomes to
be assessed (Please tick as appropriate)
a
b
c






d


Seminar presentation
Seminar presentations are used to assess students’ comprehension of selected
communicable disease and their ability to provide health information to
individuals, families, groups and the community. It is also used to evaluate
students’ presentation skills, language ability and team collaboration.
(PILO 4, 5)
Skill test
A skill test is used to assess students’ ability to apply and integrate their
knowledge and skills into practice. (PILO 2, 3, 4, 5).
Written test
A written test is used to assess students’ comprehension of what they have
been taught. (PILO 2, 3, 4, 5).
Class contact:
Student
Study Effort  Lecture
30 Hrs
Required
 Seminar/Tutorial
9 Hrs
 Laboratory
6 Hrs
Other student study effort:
 Pre-reading
56 Hrs
 Preparation for seminar/tutorial
20 Hrs
 Preparation for the written test
14 Hrs
Total student study effort
135 Hrs
Reading List Textbooks
1. McKinney, M. (Ed.) (2011). Lippincott’s guide to infectious diseases.
and
Philadelphia: Lippincott Williams & Wilkins.
References
2. Tilmouth, T., & Tilmouth, W. S. (2009). Safe and clean care: infection
prevention and control for health and social care students. Devon:
Reflect Press Ltd.
3. Salata, R.A. & Harris, J. (2008). Emerging Infections: an Atlas of
Investigation and Management. [electronic source]. Clinical
Publishing.
Recommended readings
1. Cohen, J., Powderly, W. G., & Opal, S. M. (2010). Infectious diseases
(3rd ed.). Edinburgh: Mosby Elsevier.
2. Hubbard, S., & Itoh, S. (2010). Doing well by doing good: innovative
corporate responses to communicable diseases. Tokyo: Japan Center
for International Exchange.
56
3. Lu, Y., Essex, M., & Roberts, B. (2010). Emerging infections in Asia.
Boston: Springer.
4. Motacki, K., O’Mara, N. B. & Kapoian, T. (2011). An illustrated guide
to infection control. New York: Springer Publishing Company.
5. Shetty, P. (2010). Nutrition, immunity and infection. Cambridge:
CABI.
6. Tyshenko, M. G. (2010). SARS unmasked: risk communication of
pandemics and influenza in Canada. Montreal: McGill-Queen’s
University Press.
7. Vynnycky, E. & White, R. G. (2010). An introduction to infectious
disease modeling. Oxford: Oxford University Press.
8. Wilson, J. (2006). Infection control in clinical practice (3rd ed.). New
York: Elsevier.
Journals
1. American Journal of Infection Control
2. Clinical Infectious Diseases
3. International Journal of Infection Control
4. Journal of Hospital Prevention
5. The New England Journal of Medicine
Useful Websites
1.
2.
3.
4.
Centers for Disease Control & prevention: http://www.cdc.gov
Centre for Health Protection: http://www.chp.gov.hk
Department of Health, Hong Kong SAR: http://www.info.gov.hk/dh
National Institute of Allergy and Infectious Diseases:
http://www.niaid.nih.gov/facts/overview.htm
5. The International Federation of Infection Control: http://www.theific.org
6. World Health Organization: http://www.who.int/en
57
Course Description Form
Course Code
NUR 2039
Course Title
Practicum
Credit Units
1
QF Level
4
Pre-requisite
1025 Basic Caring Skills
Objectives
This course contributes to the achievement of the Programme
Intended Learning Outcomes (PILOs 2, 3, 4) by developing
students’ basic ability to care for people in community and
institutional setting
Course
intended
Learning
Outcomes
Upon completion of this practicum, students will be able to:
a. Identify the basic health care needs of people with reference to
the 12 activities of living (PILO 2);
b.
c.
d.
Deliver basic care to people living in institutions (PILO 2);
Demonstrate essential communications skills during
interactions with clients, their significant others and the staff of
the practicum venues (PILO 3); and
Offer health restoring and promoting advices to clients and
their significant others according to their needs in different
community and institutional settings. (PILO 4).
Course
Synopsis/
Indicative
Syllabus
This practicum will last for 3 weeks. In the first week, students
will be allocated to institutions or organizations that provide caring
services for children. During this period, students will be offered
opportunities to observe and assess the health care needs of children
and are required to carry out health educational activities to the
children.
Students will then be allocated to community and institutional
settings to practise basic care and health education on people with
different needs for two weeks. One College staff will be
supervising at most 8 students in this practicum.
Learning &
Teaching
Methodology
Practicum and Post Conferences
Students are required to participate in a supervised practicum,
during which students are guided and instructed by College staff to
integrate theories with practice in providing basic care and health
education for people. Post conferences will be arranged to debrief
students’ practice and consolidate their learning.
58
19
Reflective Journal
Through writing reflective journals, students will revisit and
re-organize their learning by reflecting on their strengths and
limitations with the focus on seeking ways of improvement.
Assessment
Methods in
Alignment
with Intended
Learning
Outcomes
Specific assessment
methods/tasks
Course intended learning outcomes to be
assessed (Please tick as appropriate)
a
b
c
d
1 Practicum
Evaluation




2 Reflective Journal

Note

Students have to complete all assessment
tasks in order to accomplish this course.
Practicum Evaluation
Practicum Evaluation form is used to evaluate students’
performance in the provision of basic care for people. Students’
behaviors in the areas of self-directed learning, self-evaluation of
own work, communication, teamwork, and punctuality will also be
assessed. (PILO 2, 3, 4)
Reflective Journal
Students are required to submit two reflective journals upon
completion of practicum. These are used to record students’
learning and reflection on personal experience. (PILO 3, 4)
Class contact:
Student Study
Effort
Required

Practicum
120 Hrs
Other student study effort:

Preparation for practice
30 Hrs

Preparation for writing reflective journals
10 Hrs
Total student study effort
59
160Hrs
Course Description Form
Subject Code
Subject Title
Credit value
QF Level
Pre-requisite(s)
Objectives
Subject Intended
Outcomes
Indicative Syllabus
20
NUR2018
Pathophysiology
3
4
Nil
This subject provides an introduction to biological disturbances
with an emphasis on structural and functional changes caused
by diseases and disorders. It serves as a basis for understanding
clinical manifestations of common diseases. (PILO 5)
Upon successful completion of this course, students will be able
to:
a. Describe the biological basis of common
pathophysiological conditions (PILO 5)
b. Distinguish between normal body functions and their
pathological alterations (PILO 5)
c. Outline the patterns of inheritance of familial disease and
characteristics of ageing process (PILO 5)
d. Describe factors that cause pathological changes and the
interrelationship between ageing, chronic and degenerative
changes (PILO 5)
1. Concept of diseases: genetic, acquired and multifactorial
disorders
2. Cell & tissue damage: causes of cell damage and death;
acute and chronic inflammatory processes
3. Immune system and related disorders: hypersensitivity,
immune deficiencies and major histo-compatibility
complex
4. Disorder of cell growth, proliferation and differentiation:
neoplastic and non-neoplastic change
5. Circulatory disturbances: pathological basis of ischaemia
and infarction including definitions, pathogenesis of
atherosclerosis, thrombosis, embolism, venous occlusions,
capillary and arterial obstruction, infarction in specific
sites
6. Pulmonary disturbances: pathological basis of acute vs.
chronic and restrictive vs. obstructive conditions
7. Renal disturbances: fluid, electrolytes and acid-base
imbalance, acute vs. chronic condition
8. Digestive system disturbances: gastrointestinal and
hepatobiliary disorder
9. Endocrine dysfunctions: hormonal dysfunction, adrenal
gland dysfunction, thyroid dysfunction and pancreatic
dysfunction
10. Musculoskeletal system disturbances: injury over bone,
joints and other related tissues
11. Reproductive disorders: alteration in sexual maturation,
female and male reproductive system disorders and
60
Teaching &
Learning
Methodology
sexually transmitted disease
12. Neurologic disorders: alterations in cerebral homeostasis,
central nervous system dysfunction, peripheral nervous
system
13. Integumentary system disorders: different conditions for
skin, hair, nails
14. Infectious disease: invasion of infection agents
Lecture
Lectures cover theoretical knowledge in preparation for
students’ discussions on how theories and techniques are
applied in clinical settings.
Tutorial
Tutorials are used to supplement lectures. They include online
activities, face to face tutorials and the use of interactive
multimedia. Online activities include games that allow students
to recognize, remember and understand anatomical
terminology, and thereby build confidence in their mastery of
the subject. Other online activities help students identify and
label structures for systemic anatomy. 3D models help them in
the understanding of spatial relationships. Face-to-face tutorials
further check students’ knowledge and understanding.
Problem-based learning
Problem-based learning uses a well-designed real-life scenario
to initiate student’s active and independent learning of the
subject matter and integrates the theoretical input learnt from
the course into clinical practice.
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning
outcomes to be assessed
(Please tick as
appropriate)
a
b


c
d
1. First online
20
quiz



2. Second online
20
quiz




3. Examination
60
Total
100
Online quiz
Online quizzes are used to assess students’ learning on
theoretical knowledge. It allows them to reflect and identify
areas for improvement in studying this course (PILO 5).
Examination
Examination will include multiple choice questions and short
questions. The examination will assess all the intended learning
outcomes for the course and will specifically check students’
understanding on the integration of regional and systemic
61
Student Study
Effort Required
Reading List and
References
anatomy and physiology (PILO 5).
Class contact:
14 Hrs
 Lecture
14 Hrs
 Tutorial
14 Hrs
 Problem-based learning
Other student study effort:
36 Hrs
 Self-reading
24 Hrs
 Preparation for
Problem-based learning
24 Hrs
 Preparation for online quiz
and final examination
Total student study effort
126 Hrs
Textbook
Lippincott. (2010). Pathophysiology: an incredibly easy!
Pocket guide. (2nd ed). Philadelphia:Wolters Kluwer/Lippincott
Williams & Wilkins.
1.
Recommended readings
1. Adams, M., Holland, L. N., & Bostwick, P. M. (2008).
Pharmacology for nurses: A pathophysiologic approach
(2nd ed.). Upper Saddle River: Pearson/Prentice Hall.
2. Braun, C.A. & Anderson, C.M. (2011). Pathophysiology:
A clinical approach (2nd ed.). Philadelphia: Wolters
Kluwer / Lippincott Williams & Wilkins.
3. Crowley, L. (2009). An Introduction to Human Disease:
Pathology and Pathophysiology Correlations (8th ed.).
USA: Jones and Bartlett Publishers.
4. Madara, B. & Pomarico-Denino, V. Pathophysiology (2nd
ed). Sudbury, Mass. : Jones and Bartltt Publishers.
5. Mitchell, R., Kumar, V. & Fausto, N. & Aster, J. (2011).
Pocket Companion to Robbins & Cotran Pathologic Basis
of Disease (8th ed). Philadelphia: Saunders Elsevier.
6. Moore, K. L., Dalley, A. F., & Agur, A. M. R. (2009).
Clinically oriented anatomy (6th ed.). Philadelphia:
Lippincott Williams & Wilkins.
Journal
Lancet
Useful websites
1. Joanna Briggs Institute: http://www.joannabriggs.edu.au
2. Medline Plus : http://www.nlm.nih.gov/medlineplus/
3. The Hong Kong Medical Association:
http://www.hkma.org/english/pubmededu/hkmaedu.htm.
4. The Lancet: http://www.thelancet.com
5. Scienc Express: http://www.sciencexpress.org
6. World Health Organization: http://www.who.int./en/
62
21
Course Description Form
Course Code
Course Title
Credit Value
QF Level
Pre-requisite
Objectives
Course
Intended
Learning
Outcomes
NUR 2027
Women’s and Men’s Health
3
4
Nil
This course aims to equip students with the knowledge on women’s
and men’s health and related issues across lifespan (PILO 3, 4, 5)
Upon completion of this course, students are able to:
a. Discuss health needs of women and men in terms of activities of living,
social, psychological, cultural and environmental (PILO 3, 5)
b. Identify health beliefs and health seeking behavior of women and men
regarding lifestyles and health problems (PILO 3, 5)
c. Discuss symptom presentations in women and men (PILO 5)
d. Describe characteristics of effective communications in health
promotion for women and men (PILO 3, 4)
e. Explain importance of maintaining healthy lifestyles for women and
men of all ages (PILO 3, 5)
Indicative
Syllabus
1. Factors contributing to the well-being of women and men:
1.1 Lifestyle-related
1.2 Physical
1.3 Psychological
1.4 Sociocultural
1.5 Environmental
1.6 Politico-economical
2. Contemporary health concerns of women and men:
2.1 substance use: alcohol, cigarettes and drugs
2.2 stress management and coping mechanisms
2.3 menopausal issues
2.4 reproductive health
2.5 preparation for parenthood
2.6 symptom presentation
3. Effective strategies for nurturing and preventive health in women and
men
Learning &
Teaching
Methodology
Lecture
Lectures are used to provide theoretical knowledge.
Seminar
Seminars are used to offer a platform for students to debate current and
contemporary issues in women’s and men’s health.
Tutorial
Tutorials are used to provide students face-to-face discussion sessions for
clarifications of theoretical input in lectures.
63
Assessment
Methods
in Alignment
with
Course
Intended
Learning
Outcomes
Course Intended learning outcomes to be
Specific
%
assessed (Please tick as appropriate)
assessment
Weighting
methods/tasks
a
b
c
d
e
Group debate
60



Written
40




assignment
Total
100
Group debate
These sessions offer opportunities to students to demonstrate their
understanding of the topics covered in lectures through dynamic
interactions and sharing of ideas with their fellow classmates (PILO 3, 4,
5)
Written assignment
After the debates, students are required to summarize the supportive and
refutable ideas they received and integrate their learning through
reflections in writing (PILO 3, 4, 5)
Class contact:
 Lecture
15 Hrs
 Tutorial
15 Hrs
 Seminar
15 Hrs
Other student study effort:
 Pre-reading
30 Hrs
 Preparation for seminar and debate
35 Hrs
 Preparation for group report
25 Hrs
Total student study effort
135 Hrs
Reading List Textbooks
1.
Kirby, R., Carson, C. C., White, A. & Kirby, M. (2009). Men’s
and
health (3rd ed.). New York: Informa Healthcare.
References
2.
Maizes, V. & Dog, T. L. (2010). Integrative women’s health.
New York: Oxford University Press.
Student
Study Effort
Required
Recommended readings
1.
Annandale, E. (2009). Women’s health and social change.
London: Routledge.
2.
Bekaert, S. (2007). Women’s health: A practical guide for
healthcare professionals. Oxford: Radcliffe Pub.
3.
Boswell, G. & Poland, F. (2003). Women’s minds, women’s
bodies: An interdisciplinary approach to women’s health.
Basingstoke: Palgrave Macmillan.
4.
Charlington, L. A. (2008). Exercise and women’s health. New
York: Nova Science Publishers.
5.
Clouse A. L. & Sherif, K. (2008). Women’s health in clinical
practice: A handbook for primary care [electronic resource].
Totowa, N. J.: Humana Press.
6.
Gray, M. A. (2005). Fundamental aspects of men’s health.
London: Quay Books.
64
7.
Gupta, S., Holloway, D., Kubba, A. (2010). Oxford handbook of
women’s health nursing. Oxford: Oxford University Press.
8.
Heath, C. B. & Sulik, S. M. (2010). Primary care procedures in
women’s health [electronic resource]. New York: Springer.
9.
Heidelbaugh, J. J. (2008). Clinical men’s health: Evidence in
practice. Philadelphia: Saunders/Elsevier.
10. Ian, P. (2007). Men’s health: The practice nurse’s handbook.
Hoboken, N. J.: John Wiley & Sons.
11. Judd, S. J. (2009). Men’s health concerns sourcebook (3rd ed.).
Detroit, MI: Omnigraphics.
12. Kolander, C. A., Ballard, D. R. & Chandler, C. K. (2008).
Contemporary women’s health: Issues for today and the future (3rd
ed.). Boston: McGraw-Hill Higher Education.
13. Laws, T. (2006). A handbook of men’s health. Edinburgh:
Churchill Livingstone.
14. Maizes, V. & Dog, T. L. (2010). Integrative women’s health.
New York: Oxford University Press.
15. Oyelowo, T. (2007). Mosby’s guide to women’s health: A
handbook for health professionals. St. Louis: Mosby Elsevier.
16. Payne, S. (2006). The health of men and women. Cambridge:
Polity.
17. Peate, I. (2007). Men’s health: The practice nurse’s handbook.
Chichester: John Wiley & Sons.
18. Rosenfeld, A. (2009). Handbook of women’s health. Cambridge:
Cambridge University Press.
19. Sadler, C., White, J., Everitt, H. & Simon, C. (2007). Women’s
health. New York: Oxford University Press.
20. Wesley, M. K. & Sternbach, I. A. (2008). Smoking and women’s
health. New York: Nova Science Publishers.
21. WHO (2009). Women and health: Today’s evidence tomorrow’s
agenda. Geneva: World Health Organization.
Journals
1. American Journal of Men’s Health
2. International Journal of Men’s Health
3. Journal of Men’s Health
4. Journal of Midwifery & Women’s Health
5. Journal of Women’s Health
Useful Websites
1
Centers for Disease Control and Prevention:
http://www.cdc.gov/men
2
Centers for Disease Control and Prevention: http://cdc.gov/women
3
National Institutes of Health: http://health.nih.gov/category/MensHealth
4
National Institutes of Health: http://health.nih.gov/category/WomensHealth
5
6
7
U. S. Department of Health and Human Services Office on Women’s
Health: http://www.womenshealth.gov
World Health Organization:
http://www.who.int/topics/womens_health/en
Department of Health, Hong Kong SAR:
http://www.hkmenshealth.com
65
22
Course Description Form
Subject Code
Subject Title
Credit value
QF Level
Pre-requisite(s)
Co-requisites
Objectives
Course
Intended
Learning
Outcomes
Indicative
Syllabus
NUR3005
Rehabilitation and Adaptation in Ageing
3
4
Nil
Nil
This course aims to equip students with knowledge and strategies to facilitate
older people to adapt to the changing process in ageing and restoring optimal
functioning level (PILO 2, 3, 4, 5)
Upon successful completion of this course, students will be able to:
a. Develop concepts of rehabilitation and adaptation in ageing (PILO 5)
b. Identify changes in physical, psychosocial and cognitive function of ageing
with chronic diseases and during crises event (PILO 5)
c. Apply strategies to empower and facilitate older people to achieve
optimal functioning level and cope with issues arisen from ageing process
(PILO 2, 3, 4)
d. Identify current health and social care services in supporting rehabilitation
and adaptation of ageing in communities (PILO 2, 3)
1. Concepts of rehabilitation and adaptation in ageing
1.1 Positive and productive ageing
1.2 Adaptation, rehabilitation, mal-adaptation and escape
2. Rehabilitation and adaptation of older people with chronic problems
2.1 Physiological, cognitive and emotional changes from ageing
2.2 Optimizing living in home environment
3.2 Rehabilitation of functional capacity
3. Ageing effects on 12 activities of living and their adaptation
3.1 Maintaining safe environment
3.2 Communicating
3.3 Breathing
3.4 Eating and drinking
3.5 Eliminating
3.6 Washing and dressing
3.7 Controlling Temperature
3.8 Working and playing
3.9 Expressing sexuality
3.10 Sleeping
3.11 Death and dying
4. Rehabilitation and adaptation of older people during crisis events
4.1 Loss of significant others
4.2 Major changes in family structures
4.3 Disasters and adverse conditions
4.4 Critical illnesses
4.5 Relocation and translocation
5. Motivating and empowering older people for adapting to ageing
5.1 Multi-disciplinary approach
5.2 Designing enabling strategies for positive ageing and living
6. Current issues in adaptation and rehabilitation of older people
6.1 Effects of modernization on the Third Age
66
Teaching &
Learning
Methodology
6.2 Enhancing education level and literacy in the community
6.3 Changing cultures and social values with linguistic diversity
6.4 Extended longevity and quality of life in older people
Lecture
Lectures are used for the delivery of knowledge.
Seminar
Students will be asked to choose their own topics of interests related to the
rehabilitation and adaption in ageing. They will share information among their
classmates. Such peer learning activities will offer opportunities to train
leadership and communication skills. Students need to defend their views
while they have to learn to appreciate others’ standpoints. This enables them
to develop critical thinking.
Tutorial
Tutorials provide opportunity for students to ask questions, clarify ambiguities,
and discuss problems. In addition, students will be required to work in small
groups to critically analyze a given topic or health issue, and case scenarios are
provided to facilitate students to tackle with the current issues.
Assessment
Methods in
Alignment
with Intended
Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
3. Seminar
presentation
4. Reflective paper
Total
50
Intended subject learning outcomes to
be assessed (Please tick as
appropriate)
a
b
c
d




50
100%


Seminar
Students’ work can reflect their abilities in searching for information and
utilizing relevant resources for eliciting appropriate and relevant knowledge.
Presentations can reflect their abilities in integrating critiques and new insights
into their own selected topics of work. (PILO 2, 3, 4, 5)
Reflective paper
Reflective papers after presentations are used to assess students’ abilities to
analyze what they have learnt. It should be coherent and refer directly to
specific material that inspires them (PILO 2, 3, 5).
Student Study
Effort
Required
Class contact:
 Lecture
 Tutorial
 Seminar
Other student study effort:
 Self-reading
 Preparation for seminars and presentations
 Preparation for written assignments
Total student study effort
67
21 Hrs.
6 Hrs.
18 Hrs.
42 Hrs.
24 Hrs.
24 Hrs.
135 Hrs.
Reading list
Textbooks
and References 1. Fry, P. S. & Keyes, C. L. M. (2010). New frontiers in resilient aging :
Life-strengths and well-being in late life. . New York: Cambridge
University Press.
2. Nussbaum, J. F.,. Coupland, N. J. & Mahwsh, N. J. (2004). Handbook of
communication and aging research [electronic resource].(2nd ed.).
Lawrence Erlbaum Associates
Recommended readings References
1. Ahearn, F. L. (Ed.). (2002). Issues in global ageing. New York:
Haworth Pastoral Press.
2. Arking, R. (2006). The biology of aging: observations and principles
(3rd Ed.). New York: Oxford University Press.
3. Bowling, A. (2005). Ageing well: quality of life in old age. Berkshire:
Open University Press.
4. Ahearn, F. L. (Ed.) (2002). Issues in global ageing. New York:
Haworth Pastoral Press.
5. Elderly Commission of Hong Kong. (2001). Report on healthy ageing.
Hong Kong: HKSAR government.
6. Hummert, M. L., & Nussbaum, J. F. (Eds.) (2001). Aging,
communication, and health: linking research and practice for successful
aging. N. J.: Lawrence Erlbaum Associates.
7. Latach, M.K. & Lestienne, F. (2006). Motor control and learning
[electronic resource]. New York: Springer.
8. Phillips, D. R. (Ed.) (2000). Ageing in the Asia-pacific region: issues,
policies and future trends. London: Routledge.
9. Tulle, E. (2008). Ageing, the body and social change: agency and
indentity among ageing athletes. Basingstoke: Palgrave MacMillan.
Journals
1. Hong Kong Journal of Gerontology
2. International Journal of Ageing and Human Development
3. Journal of Aging Studies
4. Journal of Applied Gerontology
5. Journal of Ageing Studies
6. Research on Ageing
68
23
Course Description Form
NUR 2028
Psychosocial Dimension of Health and Illness
3
5
Nil
This course aims to provide students with knowledge on current psychological
and social dimensions of health and illness in both Eastern and Western
perspectives. It also explores the inter-relationships between people’s health
seeking behaviours, races and cultures. This course also requires students to
critically appraise their own psychosocial dimension of health and illness
through discussions (PILO 3, 5)
Intended Learning Upon completion of the course, students will be able to:
a. Articulate different dimensions of health and illness in diverse cultures and
Outcomes
changing environment (PILO 5)
b. Explain the inter-relationships between people’s health behaviours and their
concepts of health and illness (PILO 5)
c. Interpret the global health status of people in terms of the dynamic nature of
people’s psychosocial dimensions on health and their corresponding health
behaviours (PILO 5)
d. Discuss health promotion and motivational strategies to specific client groups
according to psychosocial views on their health needs(PILO 3, 5)
1. Relationships between concepts of health, illnesses and health seeking
Course Synopsis/
behaviours.
Indicative Syllabus
2. Integrated views on psychosocial dimensions of health and illness: Eastern
and Western cultures.
3. Sick role: individuals and families.
4. Stress and coping mechanisms for sub-optimal health status.
5. Psychosocial aspects of illness and care for the vulnerable groups.
6. Psychosocial views on health promotion and motivational strategies to
specific groups
Teaching/Learning Lecture
Theoretical input of knowledge will be delivered through lectures.
Methodology
Course Code
Course Title
Credit Value
QF Level
Prerequisite
Objectives
Tutorial
Tutorials offer direct face-to-face discussion opportunities to students to clarify
concepts and theoretical knowledge while promoting teacher-student
interactions.
Seminar
Seminars offer a discussion platform for students to articulate their learning and
understanding of the theoretical input. During seminar presentation, students
can integrate and consolidate their learning via dynamic debates and discussions.
69
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
Oral presentation
Written Assignment
Total
%
Course intended learning outcomes to
weighting be assessed (Please tick as
appropriate)
a
b
c
d




50


50
100
Oral Presentation
Oral presentation reflects students’ ability to present their understanding on the
theoretical content delivered in lectures with integration of other relevant
learning materials available. Appropriate use and critique of information will
also be assessed (PILO 3, 5)
Student Study
Effort Required
Reading List and
References
Written Assignment
Written assignment reflects students’ ability in organizing digested learning
materials with specific applications on selected topics of interest. Assimilation
of learning can also be assessed by their evidence of incorporating comments
and new knowledge from presentation sessions, especially on understanding
clients’ psychosocial adjustment to illness and other relevant issues (PILO 3)
Class contact:

Lecture
21 Hrs

Tutorial
15 Hrs

Seminar
9 Hrs
Other student study effort:

Pre-reading
35 Hrs

Preparation for tutorial
20 Hrs

Preparation of presentation/assignment
35 Hrs
Total student study effort
135 Hrs
Textbooks
1. Ragin, D. F. (2011). Health Psychology: an Interdisciplinary Approach to
Health. Boston: Prentice Hall.
2. White, K. (2009). An Introduction to the Sociology of Health and Illness.
London: SAGE Publication.
Recommended readings
1. Chan, F.C., Cardoso, E.D.S., Chronister, J.A. (2009). Understanding
Psychosocial Adjustment to Chronic Illness and Disability: A Handbook for
Evidence-Based Practitioners in Rehabilitation. New York: Springer
Publishing Company.
2. Dell, O.A.E.& Power, P.W. (2007). The Psychological and Social Impact of
Illness and Disability (Springer Series on Rehabilitation). (5th ed). New
York: Springer Publishing Company.
3. Evans, B., Marks, D. F., Murray, M. & Estacio, E. (2011). Health
psychology: Theory, Research and Practice. London: SAGE Publication.
4. Kalat, J. W. (2010). Introduction to Psychology (9th ed.). Wadsworth:
Cengage learning.
5. Lederman, R. P. (2009). Psychosocial Adaptation to Pregnancy: Seven
70
6.
7.
8.
9.
Dimensions of Maternal Role Development. (3rd ed.) London: Springer.
Morrall, P. (2008). Sociology and Health: Introduction. (2nd ed).
[electronic resource]. Taylor & Francis Routledge.
Rollnick, S., Miller, W.R. & Butler, C. (2008). Motivational Interviewing in
Health Care: Helping Patients Changing Behavior.
Snooks, M. K. (2009). Health Psychology: biological, Psychological, and
Sociocultural Perspectives. Sudbury: Jones and Bartlett.
Quinn, G. R. (2009). Deja Review: Behavioral Science. [electronic
resource]. McGraw-Hill Professional.
Journals
1.
Dynamic Psychology
2.
Health Psychology
3.
International Journal of Psychosocial Rehabilitation
4.
Journal of Health Psychology
5.
Journal of Psychosocial Nursing and Mental Health Services
6.
Journal of Psychosocial Oncology
7.
Psychosomatic Medicine
8.
Psychophysiology
9.
Critical Public Health
10. Sociology of Health and Illness
11. Public Administration and Management
71
24
Course Description Form
Course Code
GEN1005
Course Title
Academic Writing
Credit Value
1
QF Level
4
Pre-requisite
Nil
Objectives
The workshop aims to strengthen essay composition skills in the
context of academic writing.
Course
Intended
Upon completion of the course, students are able to:
a. Demonstrate ability to write for an academic audience (PILO 4,
Learning
Outcomes
b.
c.
d.
e.
6)
Apply quotation, paraphrase and summary (PILO 4)
Use academic and idiomatic vocabulary (PILO 4)
Apply correct MLA or APA citation style, including
parenthetical, in-text citation and works-cited pages (PILO 6)
Write English academic papers with accuracy and fluency
(PILO 4, 6)
Course
Synopsis/
Indicative
This course is a writing workshop. It introduces students to the
practice of writing for academic purposes with basic research
writing skills including conducting research, note taking, paraphrase,
Syllabus
summary, direct quotation, and MLA or APA style citation.
Students will also be introduced the important concept of plagiarism
and how to avoid it in academic writing.
Learning &
Teaching
Methodology
Seminar
Course content will be delivered primarily through seminars. Key
knowledge and skills on academic writing will be covered.
Assessment
Methods in
Alignment
with Course
Intended
Learning
Outcomes
Specific
assessment
methods/tasks
%
weighting
Course intended learning
outcomes to be assessed
(Please tick as appropriate)
a
b
c
d
e

Written assignment
70%




Speaking
assessment
30%




Total
100 %
72
Written assignment
Student’s ability in writing English academic papers can be assessed
by written assignments. (PILO 4, 6)
Speaking assessment
Student’s ability to present information and ideas orally can be
assessed by individual oral presentation and group discussion.
(PILO 3, 4, 6)
Student Study Class contact:
Effort
 Seminar
Required
Outside study:
Reading List
and
References
15 Hrs.

Self-study
15 Hrs.

Preparation of presentation and written assignment
15 Hrs.
Total student study time
45 Hrs.
Textbook
Nil
Recommended readings
1. American Psychological Association. (2009). Publication
Manual of the American Psychological Association, 6th
edition. Washington, D.C.: American Psychological
Association.
2. Gibaldi, J. (2009). MLA Handbook for Writers of Research
Papers, 7th edition.
New York:
Modern Language
Association of America.
3. Lester Sr., J. D. & Lester Jr., J. D. (2011). Writing Research
Papers: A Complete Guide, 14th edition.
New York:
Pearson/Longman.
4. Lipson, C. (2011). Cite Right: A Quick Guide to Citation
Styles--MLA, APA, Chicago, the Sciences, Professions, and
More, 2nd
edition. Chicago, London: University of
Chicago Press.
Useful websites
1. APA Style Online http://www.apastyle.org/
2. MLA Style of Citation http://www.mla.org/style_faq
3. Plagiarism and How to Avoid it http://ec.hku.hk/plagiarism/
4. Purdue OWL (Online Writing Lab)
http://owl.english.purdue.edu/owl/
73
APPENDIX
74
Practicum Evaluation Form
Programme _______________________________Year______ Semester_____
Student Name _____________________________ Student No. _____________
Supervisor Name
Practicum: First / Second
Organization / Institution
____________________Setting______________
Dates of Evaluation : Formative ______________ Summative_______________
Score
Standard Procedure
Quality of Performance
Assistance
Proficient, coordinated and confident;
Safe, accurate, with effect
5
Occasional expenditure of excessive energy;
Without supportive cues
and affect each time
Within an expedient time period
Safe, accurate, with effect
4
and affect each time
Efficient, coordinated and confident;
Some expenditure of excessive energy;
Within a reasonable time period
Occassional
cues
Frequent
Safe, accurate, with effect
supportive
verbal
occasional
3
and
Skilful in parts of behaviour and coordinated;
and affect most of the
Expends excessive energy;
time
Within a delayed time period
physical
directive cues in addition
to supportive ones
Safe
but
not
alone;
Unskillful and inefficient;
Performs at risk
Continuous
2
verbal
and
Considerable expenditure of excessive energy;
Not always effective;
frequent physical cues
With prolonged time period
With affect occasionally
Unsafe;
Unable to demonstrate procedure / behaviour;
Continuous
1
Unable
to
demonstrate
verbal
Lacks confidence, coordination, and
physical cues
behaviour
x
efficiency
Not applicable / Not Observed
Bondy, K.N. (1983). Criterion-Referenced Definitions for Rating Scales in Clinical Evaluation. Journal of Nursing Education, 22
(9), 376-381.
Krichbaum, K., Rowan, M., Duckett, L., Ryden, M.B. & Savik, K. (1994). The clinical evaluation tool: a measure of the quality of
clinical performance of baccalaureate nursing students. Journal of Nursing Education, 33 (9), 395-404.
Lofmark, A. & Thorell-Ekstrand, I. (2004). An assessment form for clinical nursing education: a Delphi study. Journal of
Advanced Nursing, 48(3): 291-298.
Watson, R., Stimpson, A., Topping, A. & Porock, D. (2002). Clinical competence assessment in nursing: a systematic review
of the literature. Journal of Advanced Nursing, 39(5): 421-431.
Woolley, G. R., Bryan, M. S. & Davis, J. W. (1998). A Comprehensive approach to clinical evaluation. Journal of Nursing
Education, 37 (8), 361-366.
Note: Student must score 3 or above for all items in order to obtain a satisfactory grade.
75
and
Score
Objectives
1.
F
Assessment
1.1 Collects data from a variety of sources.
1.2 Identifies potential and actual health
problems for clients and their families
1.3 Identifies presence of clients’ risk factors
1.4 Interprets data based on acquired knowledge
1.5 Formulates problem statements
1.6 Establishes priorities for care
2.
Planning
2.1 Develops goals with specific time frame
based on problem statements
2.2 Identifies interventions appropriate and
relevant to clients’ health problems
2.3 Explains rationales for selected interventions
2.4 Incorporates client and family strengths and
weaknesses in planning if appropriate
2.5
Identifies client’s health promotion needs
2.6 Participates in developing health teaching
plan
2.7 Demonstrates ability in organizing care
3.
Intervention
3.1 Provides for client’s safety in the practicum
setting
76
S
Remarks
Score
Objectives
F
3.2 Demonstrates safety and competence in
following selected psychomotor skills :
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
3.3 Demonstrates awareness of self in
relationship to clients and their significant
others
3.4 Uses appropriate communication techniques
according to clients’ situation
3.5 Responds appropriately with sensitivity to
client’s and the family’s verbal and
non-verbal cues
3.6 Respects the rights and dignity of clients and
their significant others
3.8 Implements health teaching plan according to
identified needs of clients and the family
4.
Evaluation
4.1 Document relevant data
4.2 Evaluates outcomes of care
77
S
Remarks
Score
Objectives
F
S
Remarks
4.3 Recognizes the need for modifying plans of
care
4.4 Develops alternative interventions as
appropriate
5.
Professional Behaviours
5.1 Recognizes own strengths and limitations
5.2 Demonstrates ability to reflect on own
feelings and understanding of work situations
through keeping of learning diary or journal
5.3 Seeks guidance as appropriate
5.4 Express constructive criticisms over own
work for improvement
5.6 Participates in group conferences and shares
pertinent learning experiences
5.7 Reports on time
F = Formative Assessment
S = Summative
Assessment
78
Narrative Comments
Supervisor
Student
Overall Performance: Satisfactory
/ Unsatisfactory
Student Signature
Date
Supervisor Signature__________________________
Date
79