1

Program John Stone

Year 1, PN Coordinator
john.stone@humber.ca
416-675-6622 ext 4282
COURSE OUTLINE

Coordinator:

ACADEMIC YEAR
2014/2015

Course Title: Practical Nursing Practice Three

Course Code: NURS 153

Schedule
Type Code:
N/A

Credit Value: 3

Class Hours: 144

Pre-Requisite(s):
ANAT 100
NURS 100
NURS 102
PHYS 150
NURS 151
PSYC 210

Program: Practical Nursing

Pre-requisite for: NURS 209

NURS 208
NURS 218
NURS 217

WRIT 121
NURS 101
PSYC 110
NURS 150
NURS 152

Co-requisite(s): None

NURS 250
NURS 252
NURS 253

This course builds toward meeting and is in partial completion of the following:

Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2011) www.cno.org

Examination Blueprint 2012-2016, www.cpnre.ca
Practical Nursing Program Standard, www.tcu.gov.on.ca

Approved By:
Associate Dean:

Signature:

Date June 20, 2014

Course Description
In this course, Practical Nursing students will be exposed to three (3) professional themes: community service
learning (CSL), a reassessment of fundamental nursing skills through simulation and a theoretical year one
cumulative examination. In the community service learning portion, students gain experience in a community service
organization/agency. The community service and theoretical learning model supports students in increasing their
skills in accountability, decision-making, and collaborative/consultative practice. Students meet their learning needs
and interests by independently obtaining a volunteer position at community service organization/agency. Students
utilize knowledge of social sciences, social responsibility, and the determinants of health to contribute to the
planning for services and to participate in the services provided by the organization/agency. Students develop an
understanding of the community, volunteerism, culture and diversity, teaching and learning principles, research,
evidence based nursing practice and reflective practice. Using community theoretical underpinnings, students
identify how the nursing role and the role of civic engagement can be integrated into a community setting. This
course begins in September (Semester 1) and ends May/June (year 1).The correlation between community nursing
and fundamental nursing skills is reassessed through simulation scenarios. A year one cumulative exam is used to
evaluate students experience and its impact on long-term knowledge.
Course Rationale
Nurses are involved in the community as nurses and as volunteers. In this final year one course, students
participate as volunteers in a community organization/agency while building on foundational knowledge of the
community, community service, community theory, the determinants of health, health and well-being within the
context of nurses role in promoting a healthier population. Students identify how the nursing role and role of
civic engagement can be integrated into a community setting.
Learning Outcomes
Upon successful completion of this course, students will be able to:
Community Service Experience:
I.

Recognize the effects of own and others beliefs, values, and assumptions.

II.

Use critical thinking, problem-solving and good decision-making at all times.

III.

Behave professionally, ethically and responsibly by complying with the Humber ITAL Code of Conduct
and the community organizations/agencys polices and standards. (ETP# 79, 115).

IV.

Communicate effectively with clients, organization/agency personnel, volunteers and others. (ETP #1,
47).

V.

Complete community service responsibilities and work assignments in an organized and timely manner.
(ETP# 21, 103, 104)

VI.

Work effectively as a member of the community organizations/agencys team to provide and improve
community services in the best interest of the public. (ETP# 17, 62, 82, 103, 104).

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Community Service Theory
Upon successful completion of this course, students will be able to:
1. Use self-reflection to become self-aware related to own practice, promotion of a healthier population,
community resources, and how nurses as can contribute to identifying and meeting needs of a unique
community (51, 87, 89).
2. Use principles of research to select, read and evaluate evidence used to inform nursing practice and to
evaluate own learning plan. (ETP # 84, 119).
3. Discuss the importance of respecting diversity and having cultural competence when working in the
community. (ETP # 41).
4. Appreciate the significance of the role of community services.
5. Examine the concepts of community health, community health nursing, and the roles and
responsibilities of nurses in the community. (ETP# 29).
6. Describe the roles of members of the interprofessional and/or health care team as these relate to the
community practice setting. (ETP# 27).
7. Use the principles outlined in the Ethics Standard (College of Nurses of Ontario) when
making decisions and professional judgments. (ETP # 103, 104)
8. Discuss how practical nurses working in the community use the nursing process; assessment of
determinants of health; and, knowledge of community resources and developmental theories to support
clients determination and prioritization of their health care needs and outcomes. (ETP# 15, 30, 41, 50).
9. Utilize health teaching strategies in the community practice setting to support healthy lifestyle choices
and to enhance client learning. (ETP# 14, 28b, 28c, 28f, 40, 49, 62)
10. Create a plan for the client(s) based on the determinants of health, clients needs, relevant research,
and other evidence to address the gaps identified in the practice setting (ETP# 28 a-f, 29, 51,62, 87,
90).
11. Integrate community theory and research and their community experience into all aspects of practice.
12. Integrate knowledge of nursing, skills, and judgment to determine appropriate
nursing interventions based on the client's health needs as demonstrated in simulation.
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some
clinical settings, the client may be referred to as a patient or resident. (see Glossary, Entry-to-Practice Competencies for
Ontario Registered Practical Nurses, 2011).
Note: The learning outcomes have been numbered as a point of reference; numbering does notimply prioritization,
sequencing, nor weighting of significance. Learning outcomes are inter-related and interactive with each other.

4
Essential Employability Skills
Essential Employability Skills are transferable skills that provide the foundation for a students academic,
vocational, and personal success.

Communication

Numeracy

Critical Thinking &

Problem Solving
Information
Management

Interpersonal

Personal

Learning Resources
Canadian Nurses Association. (CNA). (2005). Social determinants of health and nursing: A summary of the
issues. Retrieved from: http://www.cna-aiic.ca/en/
College of Nurses of Ontario. (CNO). (2010). Practice Guideline: Consent. Retrieved from http://www.cno.org
College of Nurses of Ontario. (CNO). (2009). Practice Guideline: Culturally Sensitive Care. Retrieved from
http://www.cno.org
College of Nurses of Ontario. (CNO). (2009). Practice Standard: Documentation, revised 2008. Retrieved from
http://www.cno.org
College of Nurses of Ontario. (CNO). (2009). Practice Standard: Ethics. Retrieved from http://www.cno.org
College of Nurses of Ontario, (CNO). (2009). Practice Standard: Infection prevention and control. Retrieved
from http://www.cno.org
College of Nurses of Ontario. (CNO). (2013). Practice Standard: Therapeutic Nurse-Client Relationship,
Revised 2006. Retrieved from http://www.cno.org
Jackson, D., Andrew, S., & Cleary, M. (2012). Family and community health nursing: Challenges and moving
forward. Contemporary Nurse: A Journal For The Australian Nursing Profession, 41(1), 141-144.
Jarvis, C. (2014). In Browne, A., MacDonald-Jenkins, J., & Luctkar-Flude, M. (Eds.), Physical
Examination and Health Assessment: Canadian Edition (2nd ed). Toronto: Elsevier
Lewis, S. M., Heitkemper, M. M., Dirksen, S. R., OBrien, P.G., & Bucher, L. (2014). In Barry,
M., Goldsworthy, S., & Goodridge, D. (Eds), Medical-surgical nursing in Canada:
Assessment and management of clinical problems (3rd ed.). Toronto: Elsevier.
Melnyk, B. (2004). Integrating levels of evidence into clinical decision making. Pediatric Nursing, 30(4), 323325.
McElmurry, B., Park, C., & Buseh, A. (2003). The nurse-community advocate team for urban
immigrant primary health care. Journal of Nursing Scholarship, 35(3), 275-281.
McHugh Schuster, P. & Nykolyn, L. (2010). Communication for Nurses: How to prevent harmful events and
promote patient safety. Philadelphia: F. A. Davis Company.
NURS153 course content on Blackboard. http://learn.humber.ca
Potter, P., & Perry, A.G., (2014). In Ross-Kerr, J., Wood, M., Astle, B., & Duggleby, W. (Eds),

5
Canadian fundamentals of nursing (5th ed). Toronto: Mosby.
Swiadek, J.W. (2009). The impact of healthcare issues on the future of the nursing profession: The resulting
increased influence of community based health nursing. Nurse Forum, 44(1),1924.http://onlinelibrary.wiley.com/doi/10.1111/j.17446198.2009.00123.x/abstract;jsessionid=565CF16B010CE6F9B54119739DE6BBB7.d04t02?
deniedAccessCustomisedMessage=&userIsAuthenticated=false
Wilkinson, R. & Marmot, M. (2003). Determinants of health; The solid facts (2nd Ed). World
Health Organization (WHO). Retrieved from: http://www.euro.who.int/document/e81384.pdf
Winters, C. A., & Echeverri, R. (2003). Academic education. Teaching strategies to support evidence-based
practice. Critical Care Nurse, 32(3), 49-54.
Supplemental Resources:
American Psychological Association. (2010). Publication Manual of the American Psychological
Association, 6th ed. Washington, DC: American Psychological Association.
Registered Nurses Association of Ontario. (2006). Establishing Therapeutic Relationships. Retrieved from
http://rnao.ca/sites/rnao-ca/files/Establishing_Therapeutic_Relationships.pdf

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Professional Portfolio
QA Requirements
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two components: Reflective
Practice and Practice Review.

Reflective Practice self-assessment, peer feedback and create, implement and evaluate a learning
plan.
Practice Review: are randomly selected by CNO to complete this review (this occurs after graduation
and registration as a practice nurse).

Of these, as a student you are responsible for the reflective practice.

At Humber College, all students have a professional responsibility to keep their written records of selfassessment and peer feedback and learning plans and peer feedback while enrolled in the Practical Nursing
program. These are part of the Professional Portfolio that will be submitted in NURS 460 and will be the
foundation for continuing competence after graduation.
NOTE: You are required to keep evidence of your progress through the program; these include essays,
reflective practice journals, article reviews, care plans, online submissions, and other scholarly assignments
and transcripts. You will select examples of these to comprise part of the professional portfolio that is submitted
in NURS 460.

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Course Content

UNIT
Unit 1
Learning
Outcomes
#:
1, 2, 3, 4,
5, 6

Entry-topractice
(ETP)
Competen
cies
ETP # 27,
29, 41, 51,
84, 87, 89,
119

TOPIC
NURS 153 ORIENTATION:
Date, Time, & Location: TBA

Weekly Clinical
Simulation Session
Online Blackboard SelfDirected Modules/Unit
Online Discussion

Introduction to Community
Nursing
Concepts of community
health, community
health nursing and
roles and responsibility
of the community
health nurse
Client within the
community versus
client in previous
clinical placements
Determinants of health
and application to
client/community
Culture & Diversity
Culture and diversity
and role within the
community and nursing
role
Culture and diversity as
they affect health and
wellness
Concept of Cultural
Competence
Development of cultural
competence
Community Service
Learning

ASSESSMENT
Simulation
Community
Assessment
Assignment
Year 1
Cumulative
Exam and
Module Test

RESOURCES
Self-Directed Learning:
153 Blackboard Unit 1
Review NURS 103 content
Review NURS 101 content
Review NURS 104 content
Review NURS 150 content
Review NURS 151 content
Review NURS 152 content
Review ANAT & PHYS content
Primary Texts:
CNA Social determinants of health and
nursing: A summary of the issues.
Retrieved from (2005):
http://www2.cnaaiic.ca/CNA/documents/pdf/publication
s/BG8_Social_Determinants_e.pdf
CNO Providing Culturally Sensitive
Care (2009)
http://www.cno.org/Global/docs/prac/41
040_CulturallySens.pdf
CNO Therapeutic Nurse-Client
Relationship (2013)
http://www.cno.org/Global/docs/prac/41
033_Therapeutic.pdf
Lewis, S. M., Heitkemper, M. M.,
Dirksen, S. R., OBrien, P.G., & Bucher,
L. (2014)
Potter & Perry (2014).
Swiadek, J.W. (2009). The impact of
healthcare issues on the future of the
nursing profession: The resulting
increased influence of community
based health nursing. Nurse Forum,
44(1),1924.http://onlinelibrary.wiley.com/doi/10.1
111/j.17446198.2009.00123.x/abstract;jsessionid
=565CF16B010CE6F9B54119739DE6
BBB7.d04t02?
deniedAccessCustomisedMessage=&u
serIsAuthenticated=false
Wilkinson, R. & Marmot, M. (2003).
Determinants of health; The solid facts
(2nd Ed). World Health Organization

(WHO). Retrieved from:

http://www.euro.who.int/document/e813
84.pdf
Secondary Text:
Registered Nurses Association of
Ontario (2007): Embracing Cultural

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Please note: this course schedule may change as resources and circumstances require.
See following in Section B at end of Course Outline

Community Service Learning Professional Responsibilities

Student Conduct Contract
Suggested Community Service Learning (CSL) Sites
Contact Information Sheet For Community Service Learning
Time Sheet For Community Service Learning
NURS 153 Progression Flow Chart

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Copyright
Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All
members of the Humber community are required to comply with Canadian copyright law, which governs the
reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of
copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example,
photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book.
See the Humber Libraries website (http://library.humber.ca) for additional information regarding copyright and
for details on allowable limits.
Learning Delivery Format
Assignment
Critical Discussions
Online
Case Studies

Classroom
Multi-Media
Tutorial
Clinical Simulation

* Please note topics covered in class, online, group work, textbooks, and other course related materials are
testable and is the responsibility of the student.
Student Evaluations
TYPE OF ASSESSMENT
Orientation session
Community Service Learning
(Year 1: September to
May/June intercession)

DATE DUE
Fall or Winter semesters
128 hours

Value
Mandatory
Complete/Incomplete

Fall and winter semesters and

intercession
May/June
(Intercession)
Weeks 1-3

Satisfactory/Unsatisfactory

Reflective Practice through a

Community Assessment
Assignment
Online Discussion

Noon, Monday May 25, 2015

60% or greater

Week 1-4

Complete/Incomplete

Year 1 Cumulative Exam

Week 5 (Thursday June 11th,

2015) time/location TBA
Week 6

60% or greater

Weekly Clinical Simulation

Sessions
Online Blackboard SelfDirected Modules

Final Evaluation

Included in Cumulative Exam

Satisfactory/Unsatisfactory

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Final Grade and Progression
A final grade of SATISFACTORY OR UNSATISFACTORY will be assigned for this course. Please see NURS
153 Evaluation Chart for more details. In order to achieve a SATISFACTORY grade for this course the
following FIVE (5) components MUST be COMPLETED SUCCESSFULLY:
1) Clinical Simulations
2) Online modules
3) Community Service Learning Hours
4) Year One Cumulative Exam
5) Community Assignment
Determination of a Satisfactory (SAT) grade AND Progression:
A. Students who receive a:
1) Satisfactory grade in clinical simulation,
2) Completion of all CSL hours,
3) Greater than 60% on the Community assignment,
4) Complete Community Modules, AND
5) Greater than 60% on Year 1 Cumulative Exam
Will receive a Satisfactory Grade for NURS 153.
B. Students who receive a(n):
1) Unsatisfactory grade in clinical simulation,
2) Incomplete for CSL hours,
3) Less than 60% on the Community assignment,
4) Incomplete Community Modules, AND
5) Less than 60% on Year 1 Cumulative Exam
Will receive a final grade of Unsatisfactory for NURS 153 AND will NOT proceed to Semester 3.
C.

Students who receive a(n):

1) Satisfactory grade in clinical simulation,
2) Completion of all CSL hours,
3) Greater than 60% on Year 1 Cumulative Exam,
4) Less than 60% on the Community assignment, AND/OR
5) Incomplete Community Modules,
Will need to be presented to the Clinical Excellence Committee (CEC) AND be placed on
Academic Probation.

D. Students who receive a(n):

1) Completion of all CSL hours,
2) Greater than 60% on the Community assignment,
3) Complete Community Modules,
4) Greater than 60% on Year 1 Cumulative Exam, AND
5) Unsatisfactory grade in clinical simulation
Any Unsatisfactory grade in any one (1) Simulation session, will have a FINAL attempt in August
of 2015. If the Simulation remains unsatisfactory after the final attempt; the student will be
placed on Academic Probation.

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E. Students who receive a(n):
1) Satisfactory on Clinical Simulation
2) Completion of all CSL hours,
3) Greater than 60% on the Community assignment,
4) Complete Community Modules, AND
5) Less than 60% on Year 1 Cumulative Exam
Will need to complete a Learning Plan identifying areas requiring improvement and strategies to
address these areas. A consultation will need to be done with the faculty member and/or
Program Coordinator. A second attempt to write the Year 1 Cumulative Exam will be provided in
August 2015.
If a mark greater than 60% is achieved on the second attempt; a Satisfactory grade will be given
in NURS 153 and will be able to proceed to Semester 3.
If a mark of less than 60% is achieved on the second attempt for the Year 1 Cumulative Exam,
the student will be placed on Academic Probation.
Orientation:
Orientation sessions will be offered throughout the Fall (Semester 1) and in the Winter semester (Semester 2).
Attendance at both orientation sessions is mandatory. You will be given 8 hours credit towards your 128
Community Service Learning (CSL) hours required for this course.
Community Service Learning (CSL) Hours
All students will complete a minimum of 128 hours of Community Service Learning (CSL). Students may
choose only ONE (1) organization/agency to complete their CSL hours. If for any reason students cannot
complete their CSL experience at that Community Organization/Agency they MUST notify the liaison
person/coordinators at Humber ITAL.
Students may choose from a list of suggested organizations/agencies to complete their CSL hours.
Completion of hours must be done on the students own time that is hours outside of scheduled class or other
Practical Nursing Program hours.

Weekly Clinical Simulation Session:

All students must complete 4 Clinical Simulation sessions during the Year 1 May-June intercession.
A faculty member will conduct the clinical simulation sessions. The sessions will occur on assigned dates/times
in the month of the May-June intercession period. Students will:

Bring all necessary lab equipment and be in full uniform adhering to the uniform and grooming and
hygiene policy as per PN Student Handbook.
Be assigned an appointment time to go to the Clinical Simulation Labs (located on the E- wing, 4th
floor). It will be required that students arrive a minimum of 15 minutes before the scheduled Simulation
session.
Receive a synopsis/client report of a clinical situation/scenario and will be required to apply nursing
theory and/or clinical knowledge and skills.

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All students must receive a Satisfactory grade for each of the simulations in order to proceed.
Receive feedback from the NURS 256 faculty member on your performance with the given clinical
scenario. Faculty may provide a referral form to the student to spend time in the Lab and/or other
identified Humber Resources/Centers for additional remediation based on the Simulation Session and
feedback received. Students will be required to take the referral form to the Lab Technician and/or other
identified Humber Resource/Centre to work on areas of weakness. The student will need to complete
all necessary remediation work prior to the next Simulation Session. You must bring back your
signed Referral Sheet to be eligible for your next Simulation session.

ALL CLINICAL SIMULATIONS ARE MANDATORY AS PER THE P.N. PROGRAM STUDENT HANDBOOK:
9.
Clinical Simulations Students are expected to participate in a simulation experience at the
time they are scheduled for clinical. As clinical simulation experiences are considered clinical
experience, they are mandatory students must be in the appropriate uniform and on time, or they will
not be able to participate in the clinical simulation.
Students, who miss a Simulation session with a valid reason AND have appropriate documentation,
will be able to make up the session in week 5 of the May-June Intercession period.

Failure to achieve a Satisfactory mark in any of the Clinical Simulation Sessions will be required
to attend mandatory FINAL retesting date on August 2015. Please see above description and
NURS 153 Evaluation chart for additional details.

Online Blackboard Self-Directed Modules

Students are required to complete three self-directed community clinical modules that are available on the
NURS 153 Blackboard site. Each self-contained module includes learning objectives, and resources.
Completion of all three modules is required. Module content will be tested during the Year 1 Cumulative Exam.
You will need to achieve an overall mark of greater than 60% on the Cumulative Exam in order to be
satisfactory.
Community Assessment Assignment
An assessment of the agency you choose to complete your CSL hours in will be done and submitted to your
NURS 153 teacher. You will need an overall mark greater than 60% on the assignment in order to be
satisfactory. Please see NURS 153 Evaluation chart for additional details for Progression. Assignment details
are found in Section B at the end of the course outline.
Year 1 Cumulative Exam
A year 1 cumulative Exam will take place in the May-June period. Content will cover all clinical and
theory courses taken in year 1. The exam will be in multiple choice format. A specific time/date will be
announced closer to the time. You will need an overall mark of 60% or greater on the Year 1
Cumulative Exam in order to be satisfactory. Please see the NURS 153 Evaluation chart for
additional details.
Community Service Learning:

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Students must do the following in choosing a Community Service Learning (CSL) Organization/Agency:
1) Review the list of suggested CSL agencies (not limited to those suggested on list). CSL hours may NOT
be completed in a hospital setting.
2) Ensure that ALL CSL hours can be completed at this one organization/agency.
3) Confirm that the CSL Organization/Agency is within drive/bus/walk for ALL of your hours).
4) Complete the necessary CSL Organization/Agency forms; submit these forms to the organization/agency
and inform the organization/agency of availability for scheduled hours.
5) Provide any required documentations (Police check, immunization card etc.) to the CSL
organization/agency PRIOR to the commencement of any hours.
Please note that various agencies will have different requirements for completing hours. Time spent per
day will also vary. For example, some agencies will only allow 3-4 hours at a time spent at their
organization/agency. This may affect the time frame you will need to complete your 128 hours. Some
agencies have very limited spots available, so start the process early!
*** You must independently search out information about the community organization/agency where you
wish to work e.g. Internet, brochures, former clients, literature, before speaking with a representative of
that agency. ***
1) Attend any required orientation sessions. Orientation sessions at the CSL organization/agency will
count towards your hours. Please remember to include this on your Time Sheet and have the
organization/agency sign.
2) Track your time on the Time Sheet (see attachment) as you complete your CSL hours and ensure that
the organization/agency verifies your attendance by signing the Time Sheet at the end of each shift.
Tally up the hours and have the agency provide a letter stating that you have completed the required
hours once ALL CSL hours have been completed. Time sheets AND letter must be submitted together.
Otherwise hours completed that are not verified by the organization/agency will not count.
3) In the first week of May (of Year 1) students must post on the Blackboard site a brief synopsis of the
agency the student is attending, i.e. Name, address, purpose/mandate, philosophy, and
population/needs served, to share with the class population to learn community resources available.
Students can complete their online E- module components in the May- June period (Intercession Year 1). CSL
hours will be completed on your own time/schedule (outside of school/class hours) in collaboration with the
CSL agency needs.
**If you are currently volunteering at an agency that you feel would meet the criteria of your CSL hours, you
will need to provide a summary of your agency and meet with the Year 1 PN Program Coordinator to determine
if hours can be counted towards NURS 153.

GRADE DESCRIPTIONS CAN BE FOUND IN THE PRACTICAL NURSING DIPLOMA PROGRAM

STUDENT HANDBOOK AND EDUCATIONAL POLICIES.

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If a student is demonstrating difficulty meeting the Learning Outcomes for a Clinical Practicum course, their
name will be forwarded to the Clinical Excellence Committee (CEC). For more information on CEC, please
review your PN student handbook.
School Specific Field:
Please refer to Humber Institute of Technology and Advanced Learning Practical Nursing Diploma Program
Student Handbook and Educational Policies.
Diploma Students:
In addition to meeting all program specific course and credit requirements, students must have a
Cumulative Program Grade Point Average (CPGPA) of 60 in order to be eligible for graduation.
Policies and Procedures
It is the students responsibility to be aware of the College Academic Regulations which can be found on the
following website: http://www.humber.ca/academic-regulations
The School of Health Sciences has a handbook, which outlines specific program-based policies and
procedures. This handbook can be found on the course blackboard site.
Academic Integrity
Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students
avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any
misrepresentation of academic accomplishment.
Research Activity
Not Applicable
Academic Concern/Appeals
If a student has questions or concerns regarding a grade on an assignment or test, the student should discuss
the matter with the faculty member. The Program Coordinator and/or the Associate Dean may be asked to
assist if the faculty member and student are unable to resolve issues. For additional information please refer to
Section 13 of Colleges Academic Complaint and Appeal Policy at the web site identified above.
Prior Learning Assessment Recognition (PLAR)
Course credits may be granted in recognition of prior learning, and that Application for
Consideration is made through the Office of the Registrar at http://www.humber.ca/plar/docs/pla.pdf.
Disability Services
Humber seeks to create a welcoming environment where equity, diversity and safety of all groups are
fundamental. Humber is dedicated to providing equal access to students with disabilities. The Disability
Services staff are available by appointment to assess specific needs, provide referrals and arrange appropriate
accommodations. If you require academic accommodations, contact:
Disability Services: http://www.humber.ca/disabilityservices/
North Campus: (416) 675-6622 X5180
Lakeshore Campus: (416) 675-6622 X3265

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Disclaimer
While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content,
and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement
weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case,
students will be given appropriate notification in writing, with approval from the Dean (or designate) of the
School.
SECTION A: ESSENTIAL EMPLOYABILITY SKILLS
Essential Employability Skills
(MTCU Requirements)
Communication
Reading
Writing
Speaking
Listening
Presenting
Numeracy
Understanding and Applying
Mathematical Concepts and
Reasoning

Graduates of the program reliably demonstrate the

ability to:
1. Communicate clearly, concisely and correctly in the
written, spoken and visual form that fulfills the purpose
and meets the needs of the audience.
2. Respond to written, spoken, or visual messages in a
manner that ensures effective communication.

3. Execute mathematical operations accurately.

Analyzing and using Numerical Data

Conceptualizing
Critical Thinking & Problem Solving
Analyzing

4. Apply a systematic approach to solve problems.

Synthesizing

5. Use a variety of thinking skills to anticipate and solve

problems.

Evaluating
Decision-Making
Creative and Innovative Thinking
Information Management
Gathering and managing
information

6. Locate, select, organize and document information

using appropriate technology and information systems.

Selecting and using appropriate

tools and technology for a task or
project

7. Analyze, evaluate and apply relevant information from

a variety of sources.

Computer literacy
Internet skills
Interpersonal
Teamwork
Relationship management
Conflict resolution
Leadership
Networking

8. Show respect for the diverse opinions, values, belief

systems and contributions of others.
9. Interact with others in groups or teams in ways that
contribute to the effect working relationships and the
achievement of goals.

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Essential Employability Skills
(MTCU Requirements)
Personal
Managing self
Managing change and being flexible
and adaptable
Engaging in reflective practice
Demonstrating personal
responsibility

Graduates of the program reliably demonstrate the

ability to:
10. Manage the use of time and other resources to
complete projects.
11. Take responsibility for ones actions, decisions, and
consequences.

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APPENDIX A
COMMUNITY SERIVCE LEARNING (NURS 153)
NURS 256 FORMS
*** Please review the following documents and submit the forms PRIOR to the start of
your Community Service Learning:

1) COMMUNITY SERVICE LEARNING PROFESSIONAL RESPONSIBILITIES

2) STUDENT CONDUCT CONTRACT
3) CONTACT INFORMATION SHEET FOR COMMUNITY SERVICE LEARNING

Please submit ALL three (3) Forms to the 1st Year Practical Nurse Program Coordinator
(M2??) OR Sheila West-Merker, Associate Dean (M219) PRIOR to the start of your
Community Service Learning Hours.

20

COMMUNITY SERVICE LEARNING PROFESSIONAL RESPONSIBILITIES

As a community service learner, students have the opportunity for a unique and valuable experience to
help broaden practice and community involvement. Note: the CSL arrangement is between
individual students and the Organization/Agency, therefore Organization/Agency rules and
regulations, apply and students MUST ADHERE to these.
The following outline professional responsibilities when completing the 128 Community Service
Learning
(CSL); it is representative but not all-inclusive of those responsibilities. Students:
1)
2)

3)

4)
5)
6)
7)
8)
9)

10)
11)
12)

Consider the connection between NURS 153 and other course concepts and the experience
when choosing a CSL organization/agency.
Comply with all standards, policies, rules, regulations set out by the Community
Organization/Agency and where applicable, such as conduct that reflects well on Humber
College, the Humber ITAL Practical Nursing Diploma Program Student Handbook and
Educational Policies Handbook
While at the Community Organization/Agency:
a. Respect the dignity and worth of each person with whom you interact;
b. Complete Community Service Learning hours (128) on own time throughout the year, that is,
not during timetabled program hours and as scheduled by the Community
Organization/Agency;
c. Attend all required Community Organization/Agency orientation;
d. Complete all registration forms/process set out by the Community Organization/ Agency;
e. Realize that the Community Organization/Agency relies on you to be there when scheduled.
Please, show up when scheduled, or notify the organization/agency of any absence, in
advance of the scheduled starting time;
f. Be present and punctual at the agreed upon time and place and stay for the scheduled service
hours unless directed otherwise by the Community Organization/Agency;
g. Take direction for Community Organization/Agency supervisors/representatives and
adhere to applicable policies and procedures;
h. Maintain professional behavior (that is, punctuality, politeness, respect for the Community
Organization/Agencys policies, procedures, rules, regulations and the confidentiality of clients
and the Community Organization/Agency information; and,
i. Do not misrepresent service hours completed with a Community Organization/Agency.
j. Students will perform NO nursing skill
Contact the Community Organization/Agency supervisor and Humber ITAL PN program
coordinator if any conflict, injury and/or safety issue(s) occur.
Agencies will be approved before student begins volunteer hours or the hours will not be
counted
All CSL hours MUST be completed by May/June Intercession period.
Maintain privacy and confidentiality at ALL times.
It is your responsibility to track hours on the Time Sheet attached.
Community Organization/Agency must provide a letter or form verifying that you have
completed all necessary CSL hours, this letter/form AND the signed time sheet must be
submitted by May/June period.
Keep safety in mind: do not take valuables with you when you complete your hours, do not travel or
undertake CSL hours at night unless appropriate safety precautions are taken.
Students may NOT work in an acute care or long-term care facility or with family members.
Student may NOT perform any nursing skills.

21
Student Name:
Student Number:

STUDENT CONDUCT CONTRACT

As a student of Humber College, participating in 128 Community Service Learning hours,
you are given a unique and valuable experience. As a participant at the Community
Organization/ Agency, you agree to:
1) Comply with following (not limited to):
a. Regulatory standards and legislation applicable to the Community Organization/
Agency and as described by the Community Organization/Agencys policies and
procedures;
b. Health and safety rules and regulations and all policies and procedures related to
health and safety;
c. Policies related to dress, decorum including language, and behaviour, punctuality;
d. Carry out CSL assigned duties in a safe, competent, and timely manner;
e. Any other applicable policy.
f. Students will provide NO nursing skills
2) Fulfil the agreement you enter into with the Community Organization/Agency (i.e. hours,
duties etc.) to the best of your ability.
3) Maintain professional behaviour at all times.
4) Respect the confidentiality and anonymity of people involved with the Community
Organization/Agency.
5) Ensure that you will NOT choose an Organization/Agency where there will be a conflict of
interest (i.e. working with family members).
6) Give notification to the Community Organization/Agency if unable to fulfil scheduled
hours/shift or if late. Notification must be in advance whenever possible or at the soonest
possible opportunity.
7) Respect the inherent dignity and worth of each person with whom you interact with.
8) Realize that community organizations are dependent upon your services: arrive when
scheduled and, if unable, make the Community Organization/Agency aware in advance or
as soon as possible of any necessary scheduling changes or late arrival.
9) Not accept any payment, gift, benefits and/or any compensation for work done.
10) Not knowingly accept a position that is normally paid.
11) Not misrepresent volunteer hours served with the Community Organization/Agency.
12) Inform the person with whom you liaise at the Community Organization/Agency and/or the
SHS coordinator at Humber, if you encounter issues or concerns during your hours/shift or
as a result of your/hours or shift.
13) Students may NOT work in an acute care or long-term care facility or with family members.
14) Student may NOT perform any nursing skills

22
I
outlined above.

have read and agree to the areas

Student Signature & Date:

The Community Service Learning arrangement exists between individual students and the
Organization/Agency; therefore, the Organization/Agency rules and regulations, apply
and students MUST ADHERE to these.

23

CONTACT INFORMATION SHEET FOR COMMUNITY SERVICE LEARNING

STUDENT CONTACT INFORMATION
Student Name:
Student E-Mail:
COMMUNITY ORGANIZATION/AGENCY INFORMATION
Name of Community
Organization/ Agency:
Address:

Contact Person:
Phone Number:
Contact Persons
Signature and Initials:
Date Signed:
Brief description of role/functions/duties/activities students will be participating in during the CSL
hours:

Approved by 1st Year PN Program Coordinator OR Sheila West-Merker, Associate Dean

Not Approved until Additional Information Provided:
Not Approved

**** Submit prior to the start of your CSL hours. ALSO, attach this information sheet
with your Time Sheet for Community Service Learning AND the Community

24

Organization/Agencys letter/form stating completion of CSL hours. ****

TIME SHEET FOR COMMUNITY SERVICE LEARNING

Student Name:
Community Organization/Agency Name:
Community Organization/Agency Contact Person:

Date

# of
Hours

Brief description of service learning activities in

which you participated or observed

Initials:
Organization/Agency
Representative

I certify that this is a true and correct record of the time and dates that I have volunteered.
26
Student signature:
Organization/Agency
Representatives Signature:
Date:
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alternate format upon request.

NURS 256 VOLUNTEER OPPORTUNITIES

NO Long Term Care Facilities OR hospitals
- must not be providing direct patient care
MAY NOT BE PAID OR replace a paid position
MAY NOT VOLUNTEER with a family member or a relative

Examples of Places to Volunteer:

Salvation Army
Salvation Army Thrift Shop
Variety Village
Mental Health Associations
St. John Ambulance
Red Cross
Food Banks
Churches, Temples, Synagogues, places of worship
- (must interact with the population not just attending the service, cleaning or
clerical work)
Street services for marginalized populations (homeless)
Soup kitchens
Day Cares
Humber College
BillionHours.com
27

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alternate format upon request.

REFLECTIVE PRACTICE THROUGH A COMMUNITY ASSESSMENT ASSIGNMENT

Assignment includes a(n):
Introduction
Provide a brief self-reflection on your experience in your Community Service
Organization/Agency. These next questions are focusing questions that means that
you can use one or more of them to reflect on your experience so that you better
understand yourself and how you can contribute to nursing in your own practice and to
meet the needs of clients; they are not a must-respond to each of these list..
o What did I learn about my personal strengths/limitations from this experience? (I
have learned that)
o What areas of my personal assumptions, feelings, values and beliefs matter in
professional caring change and why?
o What did I contribute to the organization/agency or the community it serves by
volunteering there?
o What will I do differently in my nursing practice in light of this learning that has
occurred in the Community Service Organization/Agency? Or will continue to do
because I have been at this organization/agency?
o How did this situation challenge or reinforce my values, beliefs, and convictions?
o How did this situation challenge or reinforce my sense of personal identity?
o What professional behaviors did I demonstrate?
o What did I learn about this organization/agency resources I can use in my
practice?
Include a brief description of the Community Service Learning Organization/Agency:
o The organization/agency (mission, vision, values, philosophy etc.)
o Health and/or community needs the agency is serving.
o Clients served. This could include gender, culture/ethnic group (as part of mandate)
age range, health problems, etc.
Discussion of the Determinants of Health
Use the determinants of health to discuss the needs of the clients being supported by
the organization/agency.
Select two (2) determinants of health that affect the clients health and well-being.
Include the following in your discussion:
o List the two (2) determinants of health and explain why each of these particular
determinants of health were chosen.
o Discuss how these determinants affect the clients current overall health status
Identification and Discussion of Community Resources
Provide two (2) Community Resources, other than the organization/agency at which CSL
hours were completed, that are currently available to support in clients addressing those
determinants of health or are related to these determinants of health.
For each Community Resource, include (may be in point form):
o Name & address of site
o Purpose of community resource
o Registration & cost to attend programs or services
o Availability of programs and services
o Proximity and access to Community Organization/Agency; parking, public transportation
etc.
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alternate format upon request.

28

Explain how EACH Community Resource meets the needs of the clients.
Explain how EACH Community Resource promotes the determinants of health for the
client/family.
Use minimum of four (4) references to support your paper.
Two (2) resources must be from a peer-reviewed journal.
Must use the article, Social determinants of health and nursing as a resource and
reference (see NURS 153 learning resources).

Format for submitting assignment:

1. You must adhere to APA 6th edition. It is recommended that you follow the APA must
haves for PN document (as posted on Blackboard).
2. You are responsible for handing in the following material related to this assignment:
Attach a hard copy of the Originality Report (print the results after submission
to Turnitin.com).
(Assignments will not be graded without Turnitin.com documentation)
Scholarly Assignment including a title page and reference page (as per APA
must haves for PN document)
Attach a Scholarly Assignment Grading Rubric with your name and student
number
3. LENGTH MUST BE a minimum of 3 pages, but a maximum of 5 pages (excluding title
page and the reference page); any paper longer than 5 pages will not be read beyond
the 5th page.
4. Proof read your paper; ensure correct grammar and spelling.
5. The penalty for late submission of assignments is a deduction of 20% per day late from
your original assignment mark (weekends count as 2 days). Assignments submitted five
(5) days after the due date will not be marked. Assignments (hard copy) must be
submitted to the NURS 153 professor on the due date. If the student is unable to do this
due to extraordinary circumstances, the assignment must be submitted to the Health
Sciences front desk (M200), with an official Humber indicated date and time stamp, no
later than noon on the due date. Assignments submitted after this time (without prior
discussion with the professor, and without an official Humber indicated date and time
stamp) will be considered late.
6. MUST BE SUBMITTED to your NURS 153 teacher no later than NOON TUESDAY
(Noon, Monday May 25, 2015) of the May-June intersession.
Format: Essay, hardcopy only.
Length: Maximum 4-5 pages excluding title page and reference page (content exceeding the
page limit will not be marked)
Value: 25%
DO NOT INCLUDE any specific client/patient/family identifying information and/or details, such
inclusion is a breach of confidentiality and is unprofessional and unethical and will be dealt with
according to the Humber Institute of Technology and Advanced Learning Practical Nursing
Diploma Program Student Handbook and Educational Policies.

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alternate format upon request.

29NURS
Student:____________________________

153 Self/Teacher Evaluation

Student #:________________

Teacher:___________________________
Community Service Theory Learning Outcomes:
1. Use self-reflection to become self-aware related to own practice, promotion of a healthier
population, community resources, and how nurses as can contribute to identifying and meeting
needs of a unique community. (ETP # 51, 87, 89).
2. Use principles of research to select, read and evaluate evidence used to inform nursing practice
and to evaluate own learning plan. (ETP # 84, 119).
3. Discuss the importance of respecting diversity and having cultural competence when working in
the community. (ETP # 41).
4. Appreciate the significance of the role of community services.
5. Examine the concepts of community health, community health nursing, and the roles and
responsibilities of nurses in the community. (ETP# 29).
6. Describe the roles of members of the interprofessional and/or health care team as these relate to
the community practice setting. (ETP# 27).
7. Use the principles outlined in the Ethics Standard (College of Nurses of Ontario) when
making decisions and professional judgments. (ETP # 103, 104)
8. Discuss how practical nurses working in the community use the nursing process; assessment of
determinants of health; and, knowledge of community resources and developmental theories to
support clients determination and prioritization of their health care needs and outcomes. (ETP#
15, 30, 41, 50).
9. Utilize health teaching strategies in the community practice setting to support healthy lifestyle
choices and to enhance client learning. (ETP# 14, 28b, 28c, 28f, 40, 49, 62)
10. Create a plan for the client(s) based on the determinants of health, clients needs, relevant
research, and other evidence to address the gaps identified in the practice setting (ETP# 28 a-f,
29, 51,62, 87, 90).
11. Integrate community theory and research and their community experience into all aspects of their
practice.

12. Integrate knowledge of nursing, skills, and judgment to determine appropriate

nursing interventions based on the client's health needs.
30

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alternate format upon request.

NURS 153 Self/Teacher Evaluation

Summary (Please indicate learning outcome #s that you are addressing):
Learning Outcome #s__________________________________________

Summary:
1) Clinical Simulation:
SAT/ UNSAT/ FINAL ATTEMPT (August, 2015)
2) CSL hrs:
Complete / Incomplete
3) Community Assignment (>60%):
Y/N
4) Year 1 Cumulative Mark (>60%):
Y / N / FINAL ATTEMPT (August, 2015)
5) E Module Test Mark (>60%):
Y/N

Student Signature:___________________________________
Date:____________________
Teacher Signature:___________________________________
Date:_____________________

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alternate format upon request.

31

Humber College Institute of Technology and Advanced Learning 2014/2015 This document is available in
alternate format upon request.

NURS 153
Student Name

REFLECTIVE PRACTICE THROUGH A COMMUNITY ASSESSMENT ASSIGNMENT

______________________________________

Assignments are to be submitted at the date and time requested, unless otherwise approved by the Professor. The penalty for late
submission of assignments is a deduction of 20% per day late from your original assignment mark (weekends count as 2 days).
Assignments submitted to the Health Science drop box outside M200 must be in the drop box by 1200hrs (noon) on the due date.
Receipts for Turnitin.com must be included for the assignment to be accepted. Assignments submitted without the correct
turnitin.com receipts will be considered incomplete. If turnitin.com receipts are submitted for assignments following the due date,
the above stated penalty for late submissions applies.

Assignment Criteria

Excellent

Good

Satisfactory

Needs Improvement

Introduction
- Personal
Reflection

Well thought out

and an in-depth
reflection of their
personal
experience at
completing CSL
hours
Introduction to
Agency written well
All details included
Includes
information that
enhances
knowledge and/or
provides new
insights of the
agency

Good reflection of their

personal experience at
completing CSL hours.
Good discussion and
insight on personal
reflection.
Good introduction of
agency.
All details of agency
included
Includes information
that shows good
application of content
throughout.

Satisfactory
reflection of their
personal
experience at
completing CSL
hours.
Agency details
provided in
satisfactory
manner
Details included of
agency at
satisfactory
manner

Minimal reflection of
their personal
experience at
completing CSL
hours. Unclear at
times with areas of
personal reflections;
questions remain.
Minimal agency
details provided.
Details lacking in
certain areas of
introduction.
Unclear on many
areas of introduction

Two (2)
determinants
chosen
Excellent
discussion for each
determinant that
shows new
knowledge and
critical thinking
evident.

Two (2) determinants

chosen
Discussion for why
each determinant was
chosen done well.
Shows some
examples of critical
thinking and new
knowledge.
Discussion of how

Two (2)
determinants
chosen
Discussion of why
each determinant
was chosen done
at a satisfactory
level.
Discussion of how
both determinants

Missing one (1) or

both determinants of
health
Discussion of why
determinant of health
was chosen is
minimal and/or only
done for 1
determinant
Discussion of how

Introduction to
Community
Agency

Includes name,
description of
agency, type and
needs of clients

Determinants of
Health
- 2 determinants of
health selected.
- Discussion of
why each
determinant was
selected.
- Discussion of
how each

Below Accepted
Standard
No reflection of
personal
experience at
completing
CSL hours
No Agency
introduction
included
Included
identifying
client
information

No
determinants
chosen and/or
discussed/
listed
No discussion
of why each
determinant
was chosen
No discussion

Humber College Institute of Technology and Advanced Learning 2014/2015 This document is available in alternate format upon request.

Mark

/10

/10

determinant
affects the
clients health.

Discussion of how
each determinant
affects the client
done very well and
offers new insight
into the subject
matter.
Two (2) resources
provided, chosen
well that address
the needs of the
identified
determinant.
Discussion of each
research includes
critical and creative
perspectives of
meeting the needs
of the client.
Discussion of how
each resource
promotes health
includes critical and
creative
perspectives in
relation to the topic

each determinant
affects client done well
and shows some
application into the
subject matter.

effect client health

done at a
satisfactory level.

determinant affects
the clients health is
minimal and/or only
done for 1
determinant

Two (2) resources

provided, chosen well
that address the needs
of the identified
determinant.
Resource details
provided for each,
discusses some new
perspectives
addressing the needs
of the client.
Discussion of the how
each resource
promotes health done
well. Some new
perspectives
discussed are evident.
Creative thinking
evident.

Two (2) resources

provided, chosen
that address the
needs of the
identified
determinant.
Satisfactory
discussion of how
the resource
meets the need of
client.
Satisfactory
discussion of how
each resource
promotes client
health.

Missing one (1) or

both community
resources.
Minimal discussion
on resource details.
Minimal discussion
about the resource
and how it meets
needs and/or how it
promotes health of
client.

Grammar and
spelling appropriate
to college level

No errors in
grammar and
spelling

Minimal errors in
grammar and spelling,
(1-2).

Moderate amount
of errors in
grammar and
spelling, (3-4).

Severe errors in
grammar and
spelling (5-8).

APA format

0 errors

1-2 errors

3-4errors

Community
Resources:
- Provides 2
community
resources
- Community
resources details
provided
- Discussion of
resource meeting
needs of client
- Discussion of
resource
promoting health
of client

Total Mark
TURNITIN certificate
Certificate attached No certificate attached
attachedPlease refer to the
X2 NURS 153 calendar for date/time/location of evaluation

on how each
determinant
affects clients
health.

No resources
provided/
discussed
/10

5-8 errors

Errors in
grammar and
spelling exceed
acceptable limit
(> 8).
> 8 errors

/4

Late submission 20% x

___days

Deduction of: ___

%

/42

__days x __% =
- ___deduction

criteria

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/4

NURS 153
EVALUATION
1.
Clinical Sim
1. Clinical
Sim
2.
Modules
2. Modules
3.
CSL Hours
Hours
3. CSL
4.
Cumulative Exam
4. Cumulative
Exam
5.
Community Assignment
5. Community
Assignment

1-5 (SAT)

1-5
(UNSAT)

Proceed to
3rd
Semester

Can't
proceed to
3rd
Semester

1,2,4,5
(SAT)
3 (UNSAT)

UNSAT

Can't
proceed to
3rd
Semester

1,3,4,5
(SAT)
2 and/or
5 (<60%
mark for
each
UNSAT)
Presented
to CEC and
on
Academic
probation

2,3,4,5
(SAT)
1 (UNSAT)
Incorporate
feedback - FINAL
attempt in AUG.
If UNSAT, on
academic
probation

1,2,3,5
(SAT)
4
(<60%=UN
SAT)
Learning
Plan
consultatio
n with
Faculty
FINAL
attempt
exam in
August
If SAT,
proceed to
3rd
Semester

Please see Course Outline and / or Calendar for

details/dates/times/locations

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If UNSAT=
on
academic
probation.

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