Rankin School of Nursing

Students learn about nursing as a profession, the role of the professional nurse and the evolution of nursing. Exploration of professional identity, comportment, and moral, altruistic, legal, ethical, and regulatory standards and principles are addressed. Concepts of collective collaboration, leadership and evidenced-informed practice and their core competences are introduced. Introduction to learning plans and portfolio development are also included. Three credits.

Students learn about select human health body structures and functions and adaptive responses that support health. Students gain requisite foundational skills that promote health, prevent illness, manage disease processes, restore optimal function, and alleviate suffering for persons across the lifespan. The course is divided into three modules: homeostasis, pharmacology, and communication and nursing informatics. Supervised lab practice is a required component for all course modules. Six credits.

Students gain a broad understanding of health and wellness and how they are created in society, with emphasis on the determinants of health and social justice. A focus is on the Canadian health care system and concepts of person-centred care, primary health care, cultural competence, critical thinking, and population health promotion including person-centred teaching and learning. The role of theory and evidence, including best practice guidelines to support the care of healthy individuals, populations, and communities is introduced. Community practice application. Three credits.

Caring and the nursing process are introduced, with a focus on health history and development of plans of care. Students gain basic psychomotor skills to assess normal body structures and functions and to conduct a comprehensive physical exam. Students apply professional and ethical practice, communication and relationship building skills, and evidence and best practice guidelines and critical thinking in the care of select healthy persons across the life course through a required three-hour supervised lab practice per week and clinical applications. Three credits.

Students learn the fundamentals of research and the application of evidence in nursing and health care. The research process and research methodologies are examined, with an emphasis on critically reading and interpreting research evidence, selecting best practice guidelines, and making evidence-informed decisions. Collaborative approaches to research and knowledge translation strategies are introduced. Three credits.

Students are introduced to pathophysiology and disease processes. The focus is on select structures and functions that support health and wellbeing, including fluid and electrolyte balance, acid-base balance, elimination, sleep, gas exchange, neuro/intracranial regulation, comfort/pain, infection, inflammation, and immunity. This course builds on pharmacological applications of select medication routes, calculations and medication safety, particularly related to intravenous therapy. Complementary therapies to manage pain are emphasized. Three-hour supervised lab practice is a required component of the course and clinical applications. Prerequisites: Successful completion of all semester three courses. Three credits.

This integrated practice experience focuses on the care of families during the childbearing and childrearing years. Principles of primary health care and the nursing process are applied. Students integrate psychomotor skills and techniques and health assessments. Students also apply professional and ethical practice, communication, relationship building skills, evidence-based practice and best practice guidelines, and critical thinking and judgment to work effectively with families, groups, and various health care teams/members. Includes clinical application. Prerequisites: Successful completion of all semester three courses. Three credits.

Perinatal nursing is introduced from a wellness perspective. Core concepts include relational inquiry, ethical dilemmas; cultural humility; trauma-informed care; anti-racism; strengths-based person and family-centered care; and evidence-informed practice for care of perinatal families. Credit will be granted for only one of NURS 233 and NURS 238. Three credits.

Nursing care of children and families is introduced from a wellness perspective. Core concepts include relational inquiry, ethical dilemmas; cultural humility; trauma-informed care; anti-racism; strengths-based person and family-centered care; and evidence-informed practice for care of families with children. Credit will be granted for only one of NURS 233 and NURS 239. Credit will be granted for only one of NURS 233 and NURS 239. Three credits.

Disrupting the dominant settler narrative, this course centre Indigenous voices and epistemologies, as it explores the strength, resilience and innovation of Indigenous Peoples. Indigenous worldviews of wellness and (w)holistic conceptualizations of health are considered as we enter relational spaces in the context of equity informed healthcare. This course will be framed around the presence of Indigenous Elders/Knowledge Holders, culturally responsive pedagogies and grounded with opportunities for land-based and Treaty informed learning. Three credits.

Students learn the leadership and management roles of the nurse within collaborative teams. Concepts of power dynamics, management, human resource management, principles of assignment and delegation, conflict resolution, and program planning and evaluation are emphasized. Leadership is explored within the complexities of today’s public policy systems and profession-based systems and organizations. Strategies to critique and facilitate the use of evidence, including research and practice guidelines for evidence-informed nursing and collaborative practice are examined. Three credits.

Students build on concepts of pathophysiology and disease processes gained from NURS 232. The focus is on selected human structures and functions that support physical and mental health and wellbeing, including glucose and hormone regulation, cellular regulation (including cancer), clotting, perfusion, and sensory perception. Attention is given to pharmacology for addiction and mental health issues. Pharmacological applications, including complementary therapies related to major acute physical and mental health conditions for persons and families across the lifespan, are a focus. Weekly independent clinical skills study and labs are a required component of the course. Three credits.

Students learn about acute, episodic, and life threatening mental and physical illness for persons across the lifespan. Attention is specifically given to select cognitive, mood and affect, social functioning disorders, psychiatric emergencies, and select cardio-vascular, circulatory and hemolytic function, digestive and gastrointestinal, endocrine and metabolic, respiratory and gas exchange, and reproductive disorders. Understanding ethical dilemmas and legal issues and the application of cultural competence and safety and evidence informed practice is a focus. The course is divided into three modules: mental health illness; physical health illness; and illness during pregnancy and childhood. Six credits.

This integrated practice experience focuses on the care of stable and unstable persons experiencing acute, episodic, and life-threatening physical health challenges or injuries and mental health issues. Principles of primary health care and the nursing process are applied. Students have opportunities to strengthen previous skills as well as integrate new psychomotor skills and techniques including professional and ethical practice, communication, evidence-based practice and best practice guidelines, and critical thinking and judgment. Includes clinical applications. Pass/Fail. Three credits.

Students will learn advanced critical thinking and application of the nursing process for the care of persons experiencing complex physical and mental health problems across the lifespan. Students will build on previous understanding of health assessment, health education, self-management, support and restoration, and advanced nursing therapeutics, including pharmacological and complementary therapies. Emphasis is on the interaction among multiple developmental, biophysical, psychosocial, spiritual, and sexual human functions and structures for persons experiencing complex co-morbidities and chronic illness. A one-hour weekly virtual clinical application review is a required component of the course. Three credits.

This course focuses on building students’ understanding and competence in applying theories, current evidence, and best practice guidelines in the care of diverse individuals and in caring for persons experiencing acute, episodic, and life-threatening illnesses in varied contexts and amidst underlying co-morbidities, with an emphasis on the aging population and health equity. Six credits.

During this integrated practice experience, students focus on the care of persons experiencing complex multi-system physical and mental health challenges (co-morbidities and chronic illness) and caring for multiple persons. Principles of primary health care and the nursing process are applied. Opportunities to strengthen previous theoretical application, critical thinking and judgment, evidence-informed practice, communication skills, and therapeutic skills through the care of persons and families experiencing complex co-morbidities and chronic physical and mental illness and in the care of multiple persons. Includes clinical applications. Pass/Fail. Three credits.

Examines the relationship between injustice and health outcomes nationally and globally. Core social justice ideas are analyzed, including the cycle of oppression, distinctions between equality and equity, and achievement of human rights as an ethical imperative. Throughout the course, social, ecological, and structural determinants of health are explored with numerous case examples. Modern and historical contexts are explored in key justice related areas: corporatization of health care; policy-created poverty; worldwide water crisis; links between planetary health and human health; and global conflict as a key driver of injustice. Learning includes analysis of selected award-winning films. Cross listed with WMGS 364. Three credits. Note: Fourth-year courses focus on trends and developments in the health field, the role of the professional nurse, and the application of research to the practice of nursing.

This seminar course is devoted to the theoretical, methodological and ethical issues involved in preparing an honours thesis. Students attend regular weekly/biweekly research seminars and develop a research proposal in an area of health research of mutual interest to both the student and their supervisor. Restricted to BSc in Nursing with Honours students in the four-year program. Three credits.

The topic for 2025-2026 is Digital Health in Nursing. Students will build upon foundational knowledge of digital health including information and communication technologies (ICTs), robotics, artificial intelligence (AI), big data and evolving technology during this elective course. Students will apply concepts of professional ethics, health equity, health education and nursing informatics as current trends of digital health is discussed, applied and evaluated. Innovative solutions are discussed and explored. Three credits.

Students critically examine local and global contemporary issues in nursing, nursing education and delivery of health care. Students also critique theories that guide nursing practice, knowledge development approaches in nursing, and health information and communication technologies. Particular emphasis is on transitioning from student to beginning practitioner role and on professional career development that includes values clarification, professional image, professional socialization, nursing licensure and regulation, and inter-professional practice. Three credits.

Students critically examine population and public health issues, focusing on select local and global communicable diseases, chronic diseases, injuries, population emergencies and disasters, and millennium development goals. Understanding how nurses work inter-disciplinarily and inter-sectorally to prevent and address complex and current local and global population health issues is a focus. Emphasis is also on various roles of the interdisciplinary team to influence determinants of health and systems change. Three credits.

In this integrated practice experience, students select a focused area of nursing from a variety of practice, policy, or research settings in order to integrate, refine and apply competencies in professional and ethical practice, theoretical and critical thinking, leadership and inter-professional collaboration, application of evidence-informed practice, and psychomotor skills. Efforts are made to place students in practice settings related to their concentrated area of study in nursing. Pass/Fail. Six credits.

Designed to create an interdisciplinary learning experience for nursing, human nutrition and human kinetics students, this seminar course is an introduction to public policy change for health. The objective is to develop a fundamental understanding of healthy public policy development, analysis, and change from interdisciplinary and social justice perspectives. Issues such as healthy public policy, social and ecological determinants of health, social justice, health equity, and interdisciplinary/cross-sectoral and citizen lead policy action are explored. This course would be beneficial for students pursuing professions in the policy for health or healthcare delivery. Credit will be granted for only one of NURS 433, NURS 495, HKIN 495, or HNU 495. Restricted to third and fourth-year students in human kinetics, human nutrition and nursing. Cross-listed as HNU 433 and HKIN 433. Three credits.

During this final practice experience, students consolidate nursing knowledge and entry-to-practice competencies. The focus is the transition from the student to baccalaureate graduate registered nurse role through a mentored experience. Students assume responsibility for learning and increasingly complex assignments as they near the end of their baccalaureate education. Application of relevant evidence and best practice guidelines is required. Includes 440 hours of clinical practice experience. Fifteen credits.

Forensic nursing refers to the application of nursing science and knowledge when legal issues are involved. Regardless of the setting, nurses frequently interact with victims and perpetrators of crime, violence, and trauma. This course will examine how to incorporate theoretical issues of violence and forensic principles into nursing practice to ensure best patient outcomes, and includes content on theoretical foundations, forensic science, victimization and perpetration, trauma responses, specific populations, and an overview of justice approaches. Three credits.

Provides an overview of theories, current practices, and relevant issues in the field of palliative care, with a focus on the nurse’s role. In line with the philosophy of nursing at StFX, students will explore concepts of self-care and health promotion as they relate to quality of life issues. Restricted to third- and fourth-year BScNursing students and post-RN students. Three credits.

Using nursing and sociological perspectives on aging, students will explore holistic care of the older client, including current gerontological issues and trends and their implications for nursing. This course may be used as an open or NURS elective by third- or fourth-year BScNursing students. Three credits.

A continuation of NURS 395, students work under the supervision of a thesis supervisor to complete a research project based on the student’s research proposal developed in NURS 395. Students will defend and submit a completed thesis ready for binding. The final thesis must demonstrate original work completed by the student. Prerequisite: NURS 395. Three credits.