BSN Program

NURSING 2209
Healing II
Sections 1 and 2
-

Section 1 Fridays
1030-1220h
Room: C307
Prav Dhaliwal RN
BScN MSN
Office: B153o
Telephone:
604-323-5817
Email:
pdhaliwal@langara.b
c.ca
Office Hours:
Thurdays: 13001500h by
appointment

Section 2 Mondays
1030-1220h
Room: A333
Lanie Fajardo RN
BSN MN
Office: C317a
Telephone:
604-323-5041
Email:
lfajardo@langara.bc.
ca
Office Hours:
Mondays
by appointment

Table of Contents
Course Outline...............................................................................................3
Process..........................................................................................................3
Learning Outcomes .......................................................................................3
Overview of Concepts....................................................................................4
Required Texts...............................................................................................4
Resources

Evaluation.......................................................................................................5
Assignments...................................................................................................6
Professional Responsibilities.........................................................................6
Schedule........................................................................................................7
Appendix A: Research Paper ........................................................................9
Appendix B: Research Paper Rubric .12
Appendix C: Midterm and Final Exams .14
Appendix D: Online Discussions 14

COURSE OUTLINE
Healing II builds on content from Healing I and involves understanding peoples
experience related to variety of complex health challenges during a perioperative
period. Throughout the term, the classes are structured around pharmacology, family,
and cultural safety. There is significant content embedded in the course related to
determinants of health, Aboriginal health and diverse abilities specific to this
perioperative specialty. Understanding this specialized knowledge, participants will
further develop their repertoire of cognitive, psychomotor, interpersonal, and
organizational skills to promote healing. In addition, participants will be able to develop
pattern recognition, clinical decision-making, and increased self-directedness and
awareness while caring for perioperative clients.
PROCESS
Nursing 2209 is a weekly 4-hour nursing course, with two hours dedicated to classroom
and two hours online component. Classes consist of a variety of methods including but
not limited to short lectures, discussions, individual work, and small and large group
work. Participants gain an experiential knowledge of the course concepts with a variety
of increasingly complex health challenges. Participants continue to integrate knowledge
from clients(individual and family) lived experiences, nursing theory, nurses work,
pathophysiology, and pharmacology in developing a broader view of these challenges..
CLASS OR CLINICAL PRACTICE CANCELLATION
The nursing department makes every effort to replace a nurse educator when he or she
is unable to attend a class or clinical practice. If a nurse educator needs to cancel a
class or a clinical practice day, for whatever the reason, information regarding the class
cancellation will be posted on Desire to Learn (D2L) as well as at the Registrar's Office
(B-Building). As for the cancellation of clinical practice, individual nurse educators will
inform his or her students of how cancellation will be conveyed during orientation week.
It is important then to log on to D2L the day of class and of clinical practice.
LEARNING OUTCOMES
Participants in 2209 integrate theoretical knowledge related to medical-surgical care of
clients using decision-making framework with emphasis placed on safe, ethical, and
competent management of healing initiatives. By the completion of the course,
participants will

Explore and integrate determinants of health into decision making

Value the influence of research in changing practice in a speciality area
Utilize the Decision making framework to plan safe and competent care
Value the role of family, cultural safety, and diverse abilities in health care
Integrate select pharmacological information related to health challenges in the
perioperative area
Explore the different approaches utilized in perioperative care to facilitate healing
Understand their personal meaning of varying and increasingly complex episodic
health challenges.
Explore nurses' work in relation to people's experiences with health and healing.
Integrate theoretical knowledge within a moral and caring context with a specific
focus to Aboriginal Health.
Learn to practise safely through their abilities to perform more complex practice
skills.
Develop their critical thinking, decision making for nursing practice, and
communication skills.

OVERVIEW OF CONCEPTS

The organization of this course is around the philosophical foundations of the curriculum
and reflects the following concepts:

transition/change family, diverse abilities, pharmacology- surgical care

resilience/hardiness diverse abilities, aboriginal health
control/abuse - chemical dependency/pharmacology
vulnerability/poverty diverse abilities, cultural safety
energy/healing family, diverse abilities, pharmacology, cultural safety
suffering/grief - crisis management
wellness/illness - family

REQUIRED TEXTS
Austin, W., & Boyd, M.A. (2010). Psychiatric nursing for Canadian practice. Philadelphia
, PA: Lippincott.
Brophy, K.M., Scarlett-Ferguson, H. & Webber, K.S. (2010). Clinical drug therapy for
Canadian practice. (2nd Canadian Edition). Philadelphia , PA: Lippincott

Davis, B., & Logan, J. (2008). Reading research. A user-friendly guide for nurses and
other health professionals (4th ed.). Toronto, ON: Mosby
Deglin, J. H., & Vallerand, A. H. (2009). Daviss drug guide for nurses (11th ed.).
Philadelphia, PA: F.A. Davis Company.
Lewis, S. L., Heitkemper, M. M., Dirksen, S. R., OBrien, P. G., & Bucher, L. (2014).
Medical-surgical nursing in Canada (3rd ed.; M. A. Barry, S. Goldsworthy & D.
Goodridge, Canadian Eds.). Toronto, ON: Elsevier Canada.
Potter, P., Perry, A., Ross-Kerr, J.& Wood, M. (2014). Canadian fundamentals of
nursing, (Rev. 5th ed.). Toronto: Elsevier Mosby.
Weber, J., & Kelly, J. (2009). Health assessment in nursing. (4th ed.). Philadelphia:
Lippincott, Williams & Wilkins.

RESOURCES
Resources include required texts from previous terms and also:

Canadian Nurses Association. (2008). Code of ethics. The centennial edition.

Ottawa: Author.
Langara School of Nursing, Nursing. (2013). BSN handbook. Vancouver, BC: Author.
Langara School of Nursing. (2014). Term 4. Performance Appraisal Form.
Vancouver, BC: Author.
The Writing Centre, located on the second floor of the Langara College Library.

EVALUATION
In order to receive a minimum of 65% or a C+ or S grade in Nursing 2209, students
must complete and submit all classroom assignments. As per College policy, a failing
grade will be given if a student does not complete all of the course requirements.
According to Langara School of Nursing policy, 65% or a C+ or S grade is the minimum
grade requirement for successful completion of all nursing courses. The grading scale
for the Nursing Department is as follows:
A+ 95 100%
B+ 80 84%

A 90 -94 %
B 75 79%

A- 85 89%
B- 70 74%

C+ 65 69%
D 50 54%

C 60 64%
F 49% or below

C- 55 59%

The dates for submission of assignments are pre-established and outlined in all course
syllabi. Completion and submission of all assignments is an expectation of Langara
School of Nursing.
There is a late penalty of 5 % (of the total mark for the assignment) per day
including weekends and holidays. If the submission of an assignment is on the due date
and after the specified time, it is considered one day late. A request for extension must
be discussed with the appropriate nurse educator at least one week in advance of the
due date, or the request will not receive consideration. Subject to the nurse educators
agreement to grant an extension, the amended due date and time will be documented,
either by letter or email, and forwarded to the student during regular business hours,
within three (3) days of the agreement.
Anticipate a 1-2 week turn around response period from your nurse educator in order to
adequately reflect and provide you with feedback to encourage improvement in your
understanding of the course concepts and/or scholarly writing.
ASSIGNMENTS
Evaluation of the Learning Outcomes of Nursing 2209 include:
Evaluation
Research Paper
Midterm
Final Exam
Online Discussions
Online Quizzes

Weight
20%
20%
30%
15%
15%

Due Date
Nov. 16th 2015
Oct. 26th 2015
Exam Period
Weeks 4, 7, 11
Weeks 3, 5, 8, 12

PROFESSIONAL RESPONSIBILITIES
Langara School of Nursing requires all members of the College community (students
and nurse educators) to conduct themselves in a manner that promotes a learning and
working environment characterized by encouragement, free inquiry, integrity, mutual
respect, professionalism, recognition of achievement, and social responsibility. The
College community respects diversity, is civil, and provides for individual safety
(http://www.langara.bc.ca/about-langara/policies/student.html, 1).

Every practicing nurse in British Columbia, from the beginning student to the expert
nurse, is required to assume full responsibility for knowing and adhering to the
professional standards of practice. These standards serve primarily to ensure an
acceptable level of professionalism (CRNBC, 2008). One of the College of Registered
Nurses of British Columbia (CRNBC, 2008) standards of practice is Professional
Responsibility and Accountability. Students are expected to have a working
knowledge and adhere to the policies of Langara College and those outlined in
the Langara School of Nursing Student Handbook. In particular, the following
policies will be reviewed during Week 1 of the semester.
1.
2.
3.
4.
5.
6.
7.

ATTENDANCE AND PARTICIPATION

SAFE PRACTICE APPRAISAL (SPA)
CLASS CONDUCT
PROFESSIONALISM & ACADEMIC HONESTY
ASSIGNMENTS AND EXAMS
EXAM SECURITY
WEB NETIQUETTE

Students are also required to use professional language and APA style for all
assignments. Questions relative to the methods of evaluation should be directed to the
nurse educator teaching the course section in which students are registered.
If you are going to miss class due to sickness, you need to notify me before class either
through email or phone. If you did not notify me before class, any work or assignment
missed that had marks attached to it will be given a zero

SCHEDULE

Wee
k
1

Date

Concept/Thread

Sep.
11

Sept.
18

Content
Overview of Course
Introduction to
Fluid and
Electrolytes

Balance/Imbalance
-Pharmacology

Fluid and
Electrolytes
continued

Two hour online

component
Review Fluid and
Electrolyte
chapter

ATI module
Fluid and
Electrolyte
content, pp:

472-500,856,
862, 883.
Review Acid
Base Worksheet
(Online under
week 2)
3

Sept.
25

Balance/Imbalance
-Pharmacology

Fluid and
Electrolyte cont
Acid base
imbalance

On-line Quiz #1,

Oct.
2

Transition &
Change/
Energy & HealingFamily, Cultural
safety, Diverse
Abilities

Pre-operative
Care/assessments
Review of quiz #1

On-line
Discussion #1
ATI Module:
Perioperative
Care, pp: 10831104

Oct.
9

Transition &
Change/
Energy & HealingFamily, Cultural
Safety, Diverse
Abilities

Intra-operative
care,
Post-operative Care

Oct.1
6

Post-operative
continued

Oct.
23
Oct.
30

Acute Pain

Midterm

Acute Pain

ATI Module:
Pain
management
and Cancer
Pain, pp: 41,
1069,
pharmacology
module: unit 9

Wellness/Illness,
VulnerabilityCultural Safety,
Family, Diverse
abilities

Online Quiz # 2

Online
Discussion # 2:
Acute pain
9

10

11

12

Nov.
6

Wellness/IllnessFamily,
Pharmacology,
Cultural Safety

Nov.
13

Vulnerability/Pover
ty, Control/abuseDiverse Abilities,
Cultural Safety,
Pharmacology,
Aboriginal Health

Substance Abuse
and Cirrhosis

Vulnerability/Pover
ty, Control/AbuseDiverse Abilities,
Cultural Safety,
Pharmacology,
Aboriginal Health
Wellness/Illness,
VulnerabilityCultural Safety,
Family, Diverse
abilities

Nutrition

Nov.
20

Nov.
27

Sirs/Sepsis

Review of quiz # 3,

ATI module:
Pharmacology
module, Unit 11,
Chapter 42
Online Quiz # 3
Research Paper
Due
ATI module:
Pharmacology
module: Unit 2,
chapter 12;
Med/Surg
module:
Hepatitis &
Cirrhosis: p: 610
ATI Module
Nutrition, unit 2
and 3
On-line
discussion # 3
Guest speaker
Online quiz # 4

9
Appendix A
Research Paper
Total 20 Marks
Maximum 6-8 pages
Throughout your nursing program, you have learned about the importance of evidencebased practice and how research evidence influences change. While caring for a surgical
client and having a sound knowledge of the family concept from previous terms, you will
now use this foundation to advance your writing with influential research.
In Term 4 you will meet clients who have had surgical experiences and are in the
process of discharge, you will analyze this process within the context of a course
themes and concepts.
Themes:
Evidence based Practice, Pharmacology, Diverse abilities, Determinants of
Health, and Cultural safety.
Concepts: Transition/Change, Resilience/Hardiness, Vulnerability/Poverty,
Wellness/Illness

Overview
When a client is discharged back to his/her home from an acute care admission
due to an episodic health challenge, preparation for this transition is expected. It is one
of the essential roles of the nurse to anticipate and plan for this transition, preparing the
client and his/her family for the challenges they will face at home.

This assignment requires you to identify an issue/dilemma that exists in the

current health care system relevant to the care of or discharge process of the surgical
family. You will further develop this issue/dilemma by collecting data from various
resources such as the surgical family, other health care professionals, educators, and
literature research.
LEARNING OUTCOMES

Explore the personal meaning of having a surgical intervention and treatment

modalities with a family.
Explore and identify a need for change
Explore how the selected concept relates to the individuals/familys experience.
Compare your identified issue with that described in the literature.
Experience and document the assessment, planning and provision of discharge
teaching and health promotion interventions.
Reflect on the process of evaluation of planned care/teaching
Reflect on what has been learned when writing this paper and how it will
influence your future practice.

In Preparation for the learning experience

1. In consultation with your clinical instructor, identify an issue that you have
come across while caring for or planning discharge for a surgical client. For
instance issues related to pain management, family involvement, having a
new colostomy, informed consent etc Each class, some potential issues will
be explored that you may come across in your clinical practice and that may
be used for the basis of your paper.
2. Once a dilemma has been identified, explore and gather data on why this is a
dilemma in current practice, what its implications are and what needs to
change. This can be done by interviewing your client, family, nurses, and
other health care professionals. In addition, you will need to research this
issue and compare and contrast your findings to that of the research.
In Preparation for writing the paper
The paper consists of the following:
The Introduction ( 3 marks) should include
What your paper is about; be explicit,
1. This includes an argumentative thesis statement. From the data you
collected, provide the context to what you will be writing about. Find a
topic that you felt absolutely important to include in your teaching

plan/discharge planning that needs to be part of nursing practice. For

example, family members not being present for the discharge teaching.
How will that affect the outcome? Why is this important? Who needs to
be involved? Looking at some these questions, you should be able to
formulate a thesis statement as follows:
1. Family members need to be part of discharge teaching as important
information needs to be passed on that will help reduce patient
anxiety and time of recovery once at home.
2. In order to reduce readmissions, family members need to be part of
the discharge teaching.
set the scene, and situate yourself
Use literature in your introduction to help contextualize your situation

The Body of the paper should include

Literature Review (4 marks)
Using literature, indicate what the current literature suggests about your
topic/problem identified in your thesis.
1. Information about the episodic health challenge if relevant to your thesis or
dilemma identified.
2. Discussion of the identified topic and why it is a problem in the current
health setting. Provide as much evidence as possible to why this is an
issue in the current health care system. At this point, you are not
providing solutions, just setting the stage by expanding on the issue at
hand.
Research findings vs. clinical findings (4 marks)
1. Compare and Contrast your findings to that of the recent and relevant
literature and/or research.
2. Identify common themes and patterns as they relate to your findings and
the research. Internet sites may be used to a maximum of three
references. Textbooks and journal literature are preferred, minimum of 6
references
3. Support all claims with literature. For example, if your family stated that
the transition was difficult for them due to lack of accessibility of health
services, and then bring in literature that supports these findings. This will
strengthen your paragraphs and provide supportive evidence that this
actually happens with families.
4. Choose one course concept or thread that is relevant to this paper.
Describe the chosen course concept and discuss how it relates to your
familys experience and the topic/issue identified.

Reflection: (4 marks)

Reflection on what you learned from this assignment and explain how your new
learning will help you provide care for future individuals/families being
discharged. Provide minimum three clinical implications identified in the literature
that could possibly be utilized to change current practice. Provide some insight
into what you learned (Think Deeply). How will your insight change practice?
What part of practice will be influenced; i.e. policy makers, communication
system, personal interactions with clients etc.

The Conclusion (2 mark ) should include

A brief summary of what your paper was about and identification of main themes
or points. Need to summarize all key findings.
Writing Style (3 Marks)
1. Easy guide will be used to determine grade.
2. Ensure document is in APA 6th ed., format specifically the documents
Organization/mechanics/effectiveness of expression
APA format ( 0.5 deducted for each mistake)
-Reference/Title page/Page setup/Font by APA
-Meets page requirements (+-1/2 page)

Submission of this paper is necessary for successful completion of Nursing 2209

Healing ll. In certain unexpected circumstances, it may be necessary to request an
extension for submission of your paper. This request needs to be negotiated with your
nurse educator individually and preferably at least a week prior to the submission date.
It is understood that this would be the exception.
No papers will be returned until all assignments have been received.

Appendix B
INTRODUCTION (3 marks)
Include specifically what the paper is about and describe the context of the
situation: set the scene and -situate yourself (what happened, who was involved,
what you were thinking and feeling, how did you recognize this to be an issue).
Used literature to help provide context to situation, has a well -developed an
argumentative thesis.
BODY (12 marks total)
Literature Review (4 marks)
Using literature, indicate what the current literature suggests about your

/3

topic/problem identified in your thesis.

1. Information about the episodic health challenge
2. Discussion of the identified topic and why it is a problem in the
current health setting

/4

Research findings vs. clinical findings (4 marks)

3. Compare and Contrast your findings to that of the recent and
relevant literature and/or research.
4. Identify common themes and patterns as they relate to your
findings and the research. Internet sites may be used to a maximum
of three references. Textbooks and journal literature are preferred,
minimum of 6 references
5. Support all claims with literature. For example, if your family stated
that the transition was difficult for them due to lack of accessibility of
health services, and then bring in literature that supports these
findings.
This will strengthen your paragraphs and provide
supportive evidence that this actually happens with families.
6. Choose one course concept or thread that is relevant to this paper.
Describe the chosen course concept and discuss how it relates to
your familys experience and the topic/issue identified.

Reflection (4 marks)
Reflection on what you learned from this assignment and explain how your
new learning will help you provide care for future individuals/families being
discharged. Provide minimum three clinical implications identified in the
literature that could possibly be utilized to change current practice.
Provide some insight into what you learned (Think Deeply)How will your
insight change practice? What part of practice will be influenced; i.e.
policy makers, communication system, personal interactions with clients
etc.

CONCLUSION: (2 mark)
Recapitulate main points of paper, summarize your learning, and include a final,
broad statement about possible implications, future directions for research etc.
WRITING STYLE/APA (3 Marks)
ORGANIZATION (1)
Meets page& reference requirements/Minimum 6 to maximum 8 pages text/
Minimum 6 references
Writing fits assignment theme: Demonstrates intelligent thinking on
subject/Central idea is developed through logical thought/General statements

/4

/4

/2

fully supported: facts, example, details/Demonstrates sound knowledge, detailed

clinical description/analysis/Emphasis and proportion in allotment of space to
each point/Paragraphs unified, adequately developed, thoughts move
logically/Adequate transitions connect all elements of paper/Every sentence
contributes to development of thesis/Story line easily understood, Uses a
minimum of 6-7 pieces of literature.
Has table of contents, headings, Appendices as needed.
EXPRESSION (1)
Thesis moves clearly, logically: Intro, body, conclusion/Point of view is consistent,
appropriate/Sentence patterns varied; thought expressed clearly, forcefully;
proper word order, subordination/Specific words clear, accurate, appropriate to
writer, reader, subject/Level of language, vocabulary is consistent (no quotes in
the summary; paraphrase only).
MECHANICS (1)
Consistent use of standard grammar, appropriate usage, punctuation and
spelling/Relatively free from all mechanical errors/Only an occasional error in
punctuation or spelling; No serious mechanical errors (fragments or unnecessary
shifts in tense, incorrect verb form, lack of subject-verb agreement).
APA format (0.5 mark deducted for each mistake)
References/text citations/title page/page setup/APA font/meets page
requirements
Strengths:

/3

Areas to improve:
/20

Appendix C
Midterm and Final Exams
Midterm: See Schedule (1 hour)
Multiple Choice, matching, diagram labeling, true/false, multi-select questions
Final Exam: TBA-during exam period (2 hours)
Final exam will accumulative, but emphasis will be on the last five weeks.
Multiple Choice, matching, diagram labeling, true/false, multi-select questions,100
questions.
Appendix D
Online Discussions
Two hours of this class are devoted to online learning. This term, in N2209, you
will make up these two hours by completing online quizzes and discussions.
Working in groups of five, you will have three online discussions on various
topics. The discussion will be guided by some questions following case
scenarios/case studies. The requirements for the following discussions are as
follows:
1) Each group member will answer one of the questions for each case study and
reply or give feedback to another persons response to any of the questions.
2) A minimal of two literature resources (Journal article) used as supportive
evidence for your answers.
3) There needs to be one closing statement for each discussion by the end of each
discussion week done by either one of you. DISCUSSIONS WILL CLOSE ON
SUNDAYS AT MIDNIGHT.
4) Any discussion that does not have a closing statement will not be marked.
5) Any discussions completed after Sunday midnight will not be marked. If a
discussion is missed, you will receive a zero for that discussion.
6) Discussions need to be in APA format (especially when citing and referencing).
7) Each discussion will be marked out of 10.
Online Quizzes
For the weeks indicated in the schedule, you will complete online quizzes. The quizzes
will be open after class and end on Sunday midnight. You only get one attempt to
complete a quiz. Depending on the number of questions, each quiz will vary in the
length of time given to complete the quiz. For example, you will only have 20 minutes to
complete a quiz with 10 questions. There will be no make-up quiz if a quiz is missed.

There will be no rewrites as well. These quizzes are valuable to your learning, as they
will enhance your exam writing skills, provide opportunity to review course content and
prepare you for the midterm and final exam. If you have any concerns about your ability
to complete these quizzes, please come see me.
There may be times where I will replace an online quiz with some activity to be
completed in class for the same amount of marks. If you miss this activity, you will get a
zero, unless you were sick and have notified me in advance.