This course provides a structured environment for thesis students to finish drafting their proposals and course-based students to implement their capstone projects. For thesis students, emphasis is placed on advancing their thesis proposals and preparing for their proposal defense. For course-based students, emphasis is placed on students working collaboratively to execute their capstone projects, sharing progress, receiving constructive feedback, and refining their work based on peer and instructor input. Prerequisite: NURS 590.

Engage in structured inquiry in relation to issues from health care and/or nursing practice. Emphasis is placed on exploring key elements of such issues, identifying knowledge gaps, and shaping current understanding in pursuit of questions and methods appropriate for systematic research and inquiry.

Participate in guided inquiry, applying research skills and inquiry approaches, designing solutions, and contributing to a knowledge-building community. Student teams investigate a current nursing issue from a range of perspectives informed by advanced leadership, education, clinical and research-based knowledge, theory and practice.

Develop critical thinking skills through exposure to approaches to knowledge and knowledge production in diverse disciplines and cultures, including Indigenous ways of knowing. Emphasis is placed on issues of inequality, inclusion, and power in knowledge production, and systematic scholarly analyses of everyday nursing experiences.

Explore diverse methods and approaches to formal research inquiry, including Indigenous research approaches. Compare and contrast research methods and practices, including approaches to framing of the research question, generating and analyzing data, presenting and disseminating findings. Increase understanding of research literacy, appraisal of rigour, and roles of research team members leading and participating in research endeavours.

Explore the complex nature of nursing practice in the context of evolving healthcare systems, including fiscal, policy and regulatory environments. Emphasis is placed on models of care delivery, relationships within and between systems, and issues of health inequity, gender, culture, and bias.

Examine use of knowledge in diverse settings, by different stakeholders, and for various types of decision-making. Explore evidence-based decisions, guidelines, policies and procedures; quality improvement, and knowledge translation strategies.

Explore philosophical and ethical questions related to nursing practice, professionalism, scholarship, and research, including Indigenous research ethics. Emphasis is placed on the nature of responsibility and professional obligation associated with systematic nursing inquiry and knowledge application.

Exploration of conceptual and theoretical perspectives from nursing and other disciplines that have influenced the development of nursing knowledge and structure of the discipline of nursing.

The purpose of this course is to foster advanced scholarly inquiry and to assist students to understand, position, and defend their research theoretically and methodologically in the context of multiple perspectives and different theoretical standpoints. Emphasis will be placed on the diverse but distinctive nature of nursing inquiry created through engagement of multiple communities within health related contexts.

A critical analysis of the issues and environments that influence the lives of older Canadians. Focus is on theories and knowledge about age-related normative and non-normative changes and their interaction with the physical, social, community and policy environments of older adults.

The objective of this course is to provide students with the knowledge, methodological skills, and guidance through all steps of an appropriate systematic literature review for the dissertation project. Emphasis is placed on examining the methods of conducting comprehensive syntheses of quantitative, qualitative, and mixed methods research evidence. Challenges, debates, and issues in evidence-based/evidence-informed practice and policy will be addressed.

The focus of this course is on acquiring and applying in-depth knowledge of pathophysiology and pharmacology relating to health variations in a medical specialty. Diagnostic and clinical reasoning frameworks are expanded to support application of conceptual learning within a specialized practice context. Note: This course can be repeated for credit if taken in a different specialty focus stream.

The focus of this course is on the development and application of advanced diagnosis and clinical management skills within a specialized practice context. Students will refine application of specialty practice theory with an emphasis on the nurse practitioner's role on the specialty clinical practice team. Note: This course can be repeated for credit if taken in a different specialty focus stream. Prerequisite: NURS 620.

The focus of this course is on the examination and application of advanced topics in policy, ethics and leadership within a specialty practice context. This course synthesizes the role of the nurse practitioner as leader, mentor, educator, and policy developer to advocate for and ensure the delivery of safe and equitable care within specialty practice. Note: This course can be repeated for credit if taken in a different specialty focus stream. Prerequisite: NURS 621.

A course aimed at developing in-depth knowledge regarding a topic(s) related to PhD-level nursing. Learning experiences may include clinical experience.

A course designed for in-depth, individual study of a topic related to PhD-level nursing. Learning experiences may include clinical experience.

This course focuses on statistical analysis of health data, primarily through use of parametric statistical testing. This applied statistics course will support students in developing knowledge and skills in the management, analysis, and interpretation of quantitative data. The course will include both theoretical and practical aspects, using SPSS statistical software. Prerequisite: Graduate level statistics course within the last 5 years and proficiency with statistical analysis software (i.e. SPSS).In exceptional circumstances, including extensive or relevant quantitative research experience, an exception may be sought from the instructor.

Critically examine research designs while considering application and integration of theory, research question, population of interest, and research methods (quantitative, qualitative, and mixed). Assess challenges and potential mitigation strategies related to logistical aspects of research activity. The research lifecycle and the complexities of operationalizing the research project will be explored, critically discussed and applied to the student's research project(s).

Exploration of the roots of nursing through analysis of the development of the profession within the larger social context. Examines developments at individual and collective levels including selected organizations, events, and individuals central to the evolution of the profession. Prerequisite: consent of Instructor.

The focus of this course is on critical analysis of issues related to migration and health in the Canadian context. Determinants of health are used as a framework to define relevant topics, explore theoretical perspectives, and incorporate knowledge from a variety of disciplines. Research challenges in conceptualization and implementation of immigrant health projects are explored. The concepts of cultural competence and cultural safety are examined in depth and implications for policy and research are explored.

This course provides an advanced examination of the theoretical reasoning, methods and research strategies of specific approaches within contemporary qualitative inquiry. Students explore the key ontological and epistemological foundations that underlie different theoretical orientations and how different approaches lead to differences in research methods and practices. Prerequisite: Graduate Masters level, introductory qualitative research methods course. In exceptional circumstances, including extensive or relevant qualitative research experience, an exception may be sought from the instructor.

This seminar offers an introduction to doctoral student roles and responsibilities, doctoral nursing program outcomes, and planning of personal milestones and timelines for development as a nurse researcher and scholar.

The seminar explores strategies for doctoral nursing students to develop their scholarly profile, build academic networks, and communicate effectively with diverse audiences. Prerequisite: NURS 696

This seminar focuses on forms of engagement in scholarly communities, such as peer review, research collaboration, and strategies for intellectual exchange. Prerequisite: NURS 697.

This seminar focuses on doctoral students' dissertation proposals and development as nurse scholars and researchers. Students will have opportunities to integrate previous course work, develop aspects of the dissertation project, prepare for the candidacy examination, and explore proposed and ongoing research, and career development. Recommended for Winter term in the second year of the program. Prerequisite: NURS 698 (Community of Inquiry III).

Course-based MN students complete a capstone project which focuses on areas such as clinical outcomes, evidence-based practice, quality improvement, or knowledge diffusion. Based upon an approved capstone proposal, students are guided through the process of completing the capstone project and final report. Prerequisite: NURS 591

The focus of this clinical course is the active integration of theory and practice through clinical practice in up to four clinical areas related to the specialty, inclusive of academic half days. The Nurse Practitioner fellow will demonstrate early application of diagnostic reasoning and therapeutic management at a specialty level. Note: This course can be repeated for credit if taken in a different specialty focus stream. Prerequisite: NURS 622.

The focus of this clinical course is the advanced integration of theory and practice in a clinical fellowship within a specialty practice area, inclusive of academic half days. The course will prepare the Nurse Practitioner fellow for transition to independent practice and leadership within a specific medical specialty area. Nurse Practitioner fellows will demonstrate application of diagnostic reasoning and therapeutic management at the level of an entry to practice clinical specialist. Note: This course can be repeated for credit if taken in a different specialty focus stream. Prerequisite: NURS 910.

Principles of nutrition. The need for and functions of the major nutrients for humans. May contain alternative delivery sections: refer to the Tuition and Fees page in the University Regulations section of the Calendar.

This course introduces students to the profession of dietetics and its position with in the Canadian health care system. Topics covered include: history of dietetics; the structure of the health care system in Canada; roles of the Registered Dietitian, concepts of dietetic practice and jurisprudence for Registered Dietitians.

Fundamentals of nutrition, emphasizing energy, carbohydrates, lipids and proteins. The lab will use common techniques to illustrate principles of human nutrition. Not to be taken if credit received for NUTR 303. Prerequisites: BIOCH 200 and PHYSL 210. Pre- or corequisite: BIOCH 310.

Fundamentals of nutrition with emphasis on vitamins and inorganic elements. The lab will use common techniques to illustrate principles of human nutrition. Not to be taken if credit received for NUTR 304. Prerequisites: BIOCH 310 and NUTR 301.

Fundamentals of nutrition with emphasis on vitamins and inorganic elements. Not to be taken if credit received for NUTR 301. Prerequisites: BIOCH 310 and PHYSL 210. NU FS 305 recommended.

Fundamentals of nutrition with emphasis on vitamins and inorganic elements. Not to be taken if credit received for NUTR 302. Prerequisites: BIOCH 310 and PHYSL 210. NUTR 303 or NU FS 305 recommended.

Basic theory related to nutritional requirements for all levels of athletic performance. Application of sports nutrition concepts for recreational to elite level athletes. Course content includes energy systems, hydration, pre- and post-event nutrition, weight management and body composition issues of athletes and ergogenic aids. Prerequisite: NU FS 305 or (NUTR 301 or 303).

Familiarizes students with skills required for the formation of a research problem, and for the execution and presentation of empirical research. Lectures incorporate key concepts of experimental design, logistics of data collection and basic analysis and are complemented by work with a faculty advisor to develop a research proposal. Students will present their proposal in a seminar. Prerequisites: NUTR 301 and 302.

An independent research project in nutritional science topics, supervised by a faculty member. It includes implementation of a research project, data analysis and presentation of results orally and in writing. Corequisite: NUTR 400.

An independent research project in nutritional science topics, supervised by a faculty member. It includes implementation of a research project, data analysis and presentation of results orally and in writing. Corequisite: NUTR 400.

Application interprofessional competencies within the context of athlete nutrition and health. Students will apply core interprofessional competencies in communication, collaboration, role clarification, conflict resolution and reflection. Pre- or corequisite: INT D 403, or equivalent introductory interprofessional health education course (INT D 408), or approval of Health Sciences Education and Research Commons, Health Sciences Council. (Offered jointly by the following faculties: Agricultural, Life and Environmental Sciences, Kinesiology, Sport and Recreation; and Rehabilitation Medicine.) [Agricultural, Life and Environmental Sciences].

Application interprofessional competencies within the context of athlete nutrition and health. Students will apply core interprofessional competencies in communication, collaboration, role clarification, conflict resolution and reflection. Pre- or corequisite: INT D 403, or equivalent introductory interprofessional health education course (INT D 408), or approval of Health Sciences Education and Research Commons, Health Sciences Council. (Offered jointly by the following faculties: Agricultural, Life and Environmental Sciences, Kinesiology, Sport and Recreation; and Rehabilitation Medicine.) [Agricultural, Life and Environmental Sciences].

Application interprofessional competencies within the context of athlete nutrition and health. Students will apply core interprofessional competencies in communication, collaboration, role clarification, conflict resolution and reflection. Pre- or corequisite: INT D 403, or equivalent introductory interprofessional health education course (INT D 408), or approval of Health Sciences Education and Research Commons, Health Sciences Council. (Offered jointly by the following faculties: Agricultural, Life and Environmental Sciences, Kinesiology, Sport and Recreation; and Rehabilitation Medicine.) [Agricultural, Life and Environmental Sciences].

This is an advanced course examining the relationship between the role of lifestyle factors in the etiology and pathophysiology, as well as the treatment of type 2 diabetes and cardiovascular disease. Application of recent findings to our understanding of these chronic metabolic diseases will be addressed. Prerequisites: (NUTR 301 or 303) and (NUTR 302 or 304).

An independent research project on topics in nutritional science and supervised by a faculty member. Normally this is a continuation of work begun in NUTR 400. It includes implementation of a research project relevant to dietetic practice, data analysis and presentation of results orally and in writing. Prerequisite: NUTR 400.

A lecture and reading course to review current research and the scientific basis of nutrition intervention in the prevention and treatment of chronic human disease. Translation of research findings to nutrition recommendations in topical areas including global health and food supply, obesity, cardiovascular disease, polycystic ovary syndrome and behavior-cognitive disorders. Prerequisites: (NUTR 302, NUTR 304, or NU FS 305) and NU FS 356. 6 units in PHYSL recommended.

Basic principles of nutrition in clinical situations. The role of diet in the management of various diseases. The laboratory sessions include practical experience in providing individualized nutritional care for clients from various cultural backgrounds. Prerequisites: (NUTR 201 or NUTR 401, which can be taken as co-requisite), NU FS 356, BIOCH 310 and NUTR 302. May contain alternative delivery sections; refer to the refer to the Tuition and Fees page in the University Regulations section of the Calendar.

The principles of diet therapy in selected areas of current interest. Emphasis on case studies, research, and practical problems in clinical dietetics. Prerequisites: NUTR 468. May contain alternative delivery sections refer to the Tuition and Fees page in the University Regulations section of the Calendar.

Builds on concepts learned in introductory community nutrition that relate to health promotion, food security, policy, program planning and community nutrition throughout the lifecycle. Students will develop the skills to write a community grant application. Prerequisites: (NUTR 302 or NU FS 305), NU FS 356 and NU FS 377.

A lecture and reading course in vitamins and inorganic elements. Introduction to seminar presentation and critical evaluation of current literature. Students will learn how to write a scientific paper. Graduate students may not register for credit (see AFNS 579). Credit will only be given for one of AFNS 579, NUTR 479 and NU FS 479. Prerequisites: NUTR 301 or 303 and NUTR 302 or 304.

Lectures and discussion to improve readiness of students to work independently in the development of professional practice skills in dietetics. Required before placement in NUTR 483, 484, 485, 486, 487 and 488. Prerequisites: NU FS 250, NU FS 373, NU FS 377, and NUTR 468. Corequisite: NUTR 476.

Practical experience in provision of nutrition care, focusing on basic skills of assessment, planning, implementation and evaluation. Continuing care agencies, rural health centres and acute care hospitals. Prerequisite: NUTR 482.

Practical experience in assessing needs; program planning; implementation; and evaluation in a variety of community settings. Prerequisites: NU FS 223, NU FS 377, and NUTR 482.

This course builds on NUTR 470 to enable students to consolidate skills and competency in assessing needs; program planning; implementation; and evaluation in a variety of community settings. Prerequisite: NUTR 484.

Practical experience in assessing; process planning and implementation; and evaluation of foodservice and management operations in a variety of settings. Prerequisites: (NU FS 363 or 361), NU FS 461, ACCTG 300, (SMO 200 or 301).

This course builds on NUTR 472 to enable students to consolidate skills and competency in assessing; process planning and implementation; and evaluation of food service and management operations in a variety of settings. Prerequisite: NUTR 486.

Practical experience in a variety of acute, continuing care and ambulatory care settings. The student is expected to demonstrate professional competencies in assessment, planning, development and monitoring of nutrition care plans for patients and clients. Prerequisites: NUTR 476, NUTR 482, and NUTR 483.

Practical experience in a variety of acute, continuing care and ambulatory care settings. The student is expected to demonstrate professional competencies in assessment, planning, development and monitoring of nutrition care plans for patients and clients. Prerequisites: NUTR 476, 482 and 483.

Practical experience in a variety of acute, continuing care and ambulatory care settings. The student is expected to demonstrate professional competencies in assessment, planning, development and monitoring of nutrition care plans for patients and clients. Prerequisites: NUTR 476, 482 and 483.

Student internship in obstetrics and gynaecology for students registered in the MD program.

This course will cover the microscopic structure of cells and tissues that make up human body systems with in-depth exploration of the microscopic structure and development of the oral cavity.

This course will cover the microscopic structure of cells and tissues that make up human body systems with in-depth exploration of the microscopic structure and development of the oral cavity.

This survey course introduces the general biochemical concepts that are the basis of life. Topics will include protein structure and function; enzyme kinetics; lipids and biological membranes; carbohydrate, fatty acid and amino acid metabolism; and nucleic acid structure and function. Prerequisites: CHEM 101 or equivalent and CHEM 261 or 164 or equivalent. Students who have obtained credit for BIOCH 200 cannot take OBIOL 203 for credit.

A multidisciplinary course that examines the unique physiology, biochemistry and nutrition of oral structures. Topics will include functions of the periodontal tissues, the termporomandibular joint, mastication, deglutition, speech, special reflexes involving cranial nerves, receptors of the stomatognathic system, and salivary glands and relevance of saliva to caries. Oral manifestations of metabolic disease, the physiology of pain, and the role of nutrition in the development of oral tissues and the maintenance of oral health will also be discussed.

Introduction to the principles of pathology with consideration of the more common diseases affecting the human body. Visual differentiation between normal and abnormal tissues; the physiological and pathological changes which affect the teeth, their supporting structures and the oral mucosa, including oral manifestations of selected systemic disturbances.

Introduction to the principles of pathology with consideration of the more common diseases affecting the human body. Visual differentiation between normal and abnormal tissues; the physiological and pathological changes which affect the teeth, their supporting structures and the oral mucosa, including oral manifestations of selected systemic disturbances.

(Embryology/Anatomy): Provides foundation in embryology and anatomy relevant for craniofacial biology (development, form, function) with relevance to clinical practice. The course covers concepts of developmental biology, genetics, and anatomy of the craniofacial complex and introduces some advanced concepts.

(Physiology and Cellular Mechanisms): This course reviews concepts relevant for oral physiology and discusses underlying cellular mechanism. Focus is on foundational knowledge with relevance to clinical practice. Current and advanced concepts will be discussed.

Credit. Practical experience in approved facilities and community agencies. Prerequisites: consent of Department; OCCTH 324 and completion of all Year 3 academic courses; attendance at Professional Development Seminar.

Conceptual models and theoretical approaches applied to occupational therapy practice.

Occupational therapy theoretical foundations, clinical reasoning, and practical approaches for the identification of occupational performance deficits. In addition students will learn basic practical client interaction skills.

Underpinned by theoretical perspectives, a framework is provided for students to (a) understand, develop and demonstrate professionalism, (b) learn the parameters, behaviours and skills that comprise professional practice, including therapeutic use of self and the organizations and documents that support and guide Canadian occupational therapists, and (c) work effectively with colleagues and with those they will supervise. Students participate in one week of fieldwork.

Introduction to professionalism, collaborative approaches, theoretical practice models and frameworks in the OT context. Exploration of communication and therapeutic relationships. Initiation of clinical reasoning in the analysis of occupational participation. Students complete a one-week introductory fieldwork placement.

Understand professional responsibilities, ethical approaches, regulation and supervision. Application and evaluation of practice processes and clinical reasoning in the analysis of occupational participation.

Students are introduced to philosophical and scientific foundations of human occupation. Through the application of theory and analysis of occupations, students will understand the dynamic relationship between people, contexts, and the occupations. Exploring the relationship between occupation and health and well-being, this course offers principles for occupational therapy practice.

Students will critically analyze structural inequality and human occupation. Students will explore occupational therapy as a political practice that has the potential to reproduce and mitigate oppressive social relations that shape the occupations of everyday life. Students will explore how intersectional oppressions (and related social issues) influence/shape human occupation; question underlying social norms, assumptions and values; and develop practices that affirm human diversity.

Focusing on occupational therapy in community contexts, students will learn approaches focused on using occupation to transform social inequities and pursue occupational justice. Students will develop capabilities for participatory, action-oriented inquiry and social innovation, addressing community-identified and population-level needs and priorities.

Apply the occupational therapy process using practice reasoning in clinical scenarios. Demonstrate collaborative relationship building.

Students explore foundational knowledge of mental health and psychosocial considerations related to evidence-informed occupational therapy. This course emphasizes competencies involved in contextually sensitive case formulation.

Students examine occupational therapy theories, modes of inquiry, and psychosocial interventions aimed at mental health promotion and facilitation of recovery and occupational participation across the lifespan.

Students explore therapeutic approaches, emerging trends, and the diverse needs of complex, specialized populations. This course emphasizes advancing occupational therapy mental health capabilities in diverse practice contexts.

Apply and integrate the occupational therapy practice process in complex case-based scenarios. Demonstrate practice reasoning in the context of assessment and intervention planning to support occupational participation.

Students use evidence-informed and inquiry-driven methods to analyze how technology impacts occupational performance, well-being, and functioning. Students will enhance their theoretical knowledge and practical skills of assistive, environmental and advanced technologies used in professional practice. Additionally, students will critically examine the ethics, inequities and barriers to access to technology.

Practical experience providing service within diverse practice contexts to promote occupational participation through the application and integration of the core knowledge and skills of occupational therapy. Level 1/Novice.

Practical experience providing service within diverse practice contexts to promote occupational participation through the application and integration of the core knowledge and skills of occupational therapy. Level 2/Intermediate.

Practical experience providing service within diverse practice contexts to promote occupational participation through the application and integration of the core knowledge and skills of occupational therapy. Level 3a: Advanced.

Practical experience providing service within diverse practice contexts to promote occupational participation through the application and integration of the core knowledge and skills of occupational therapy. Level 3b: Advanced/Entry to Practice.

Practical experience in approved facilities and community agencies to apply and integrate the core knowledge and skills of occupational therapy. Prerequisites: Consent of Department; attendance at mandatory fieldwork session(s); completion of all Year 1 academic courses.

Integration and synthesis of the occupational therapy practice process in a family-centred context. Develop ability to demonstrate practice reasoning within micro, meso and macro level contexts to support occupational participation.

Integrate, analyze and evaluate the occupational therapy practice process in complex practice-based scenarios. Demonstration of flexible, responsive and creative practice reasoning for comprehensive complex case scenarios.

Students are required to complete a minimum of two OCCTH modules or their equivalent (eg. an Independent Study OCCTH 599 or another department-approved external equivalent course). In addition, they must complete two modules from among those specified by the department. Note: Course title is variable; course may be repeated.

Application of practical assessment and intervention approaches in physical and mental health.

Practice principles of occupational therapy services in relation to the broader practice environment. Develop readiness for transition to the workforce.

Students explore occupational participation for children and how it is influenced by developmental trajectories, life events and opportunities, family contexts, and broader environments. The occupational therapist's role in supporting children, families and communities is explored through family-centred and strengths-based perspectives.

Application of occupational therapy principles with an emphasis on older adults and families, supported by evidence-based practice, and the incorporation of both current theories and complex integrated case studies.

Application and integration of occupational therapy principles and practice for community service models. Community development approaches and collaboration highlight emerging roles for occupational therapists within the community-level in local, national, and international contexts.

The relationship between the client's occupational performance strengths and resources in meeting the demands and expectations of productivity roles in workplace, home and community.