The focus of this clinical course is on the novice level of engagement in assessment and physical examination skills, laying a foundation for diagnostic reasoning and therapeutic management skill development within future courses. Students spend 200 hours within a clinical care setting and use this time to achieve competency in history taking and physical examination activities. Students will observe, compare, and contrast their new nurse practitioner role expectations. Prerequisites: NURS 519, NURS 521, NURS 523, and NURS 524.

The focus of this clinical course is on the intermediate level of engagement in diagnostic reasoning and therapeutic management within a care setting. Students will demonstrate application of diagnostic reasoning and therapeutic management at an intermediate learner level. Prerequisites: NURS 552. Corequisite NURS 549, NURS 550.

The focus of this clinical course is on engagement in diagnostic reasoning and therapeutic management beginning at an advanced learner level and moving progressively toward entry to practice nurse practitioner competencies. Students will demonstrate application of diagnostic reasoning and therapeutic management as they advance progressively toward an entry to practice level. Prerequisites: NURS 553.

The focus of this course is to provide a consolidated practicum experience in the role of the advanced practice nurse. Prerequisites: NURS 553. Corequisite: NURS 554.

Students will explore theories of learning and the related implications for effective educational endeavors in various contexts of nursing practice. The course will facilitate how learning outcomes in nursing practice are influenced by the orientation, characteristics, and actions of those who teach and learn, as well as the resources and constraints within each context where the teaching and learning processes occur.

Explore historical and contemporary perspectives on nursing pedagogy, with emphasis on the language, concepts, and theories that have shaped education in nursing. Underlying influences such as empirical, behaviourist, emancipatory, and interpretive philosophies will be examined as these perspectives interact with the dynamics of politics, economics, gender, culture, and power as experienced by learners in nursing. Approaches to learner-centered education informed by the scholarship of teaching and learning in nursing will be explored.

Examine approaches to learning and teaching in diverse nursing practice settings. Develop a repertoire of strategies related to planning educational experiences that may include establishing relational contexts for learning, becoming an inclusive educator, understanding feedback, measuring learning outcomes, and incorporating technology.

An elective course aimed at developing in-depth knowledge regarding a topic(s) related to advanced-level nursing. Learning experiences may include clinical experience. Prerequisite: consent of Instructor.

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

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

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

Analyze aspects of healthcare planning and evidence-informed decision-making related to core functions of nursing leadership across diverse settings. Emphasis is placed on health human resources, change management, fiscal planning and monitoring, interprofessional and cross-sectoral collaboration, quality and safety processes, strategic planning, and policy development.

Examine the ways that nurses gain and leverage power to impact health systems and health care practices. Explore local, national, and global health issues through the lens of power, influence, and policy development. Emphasis will be placed on organizational, regulatory, and policy contexts for nursing practice and health issues as they relate to health equity, inclusivity, health promotion, and health outcomes.

The focus of this course is on the acquisition of advanced knowledge and skills essential for clinical decision making in the management of neonates with various health problems. Opportunities are provided to implement and evaluate preventative and therapeutic interventions, as well as health promotion strategies in emergent to chronic health care situations through seminars and a clinical practicum. Prerequisite: NURS 525.

Examine the methods used to conduct various types of systematically conducted literature review or syntheses. Applying key steps for systematically conducting selected types of literature reviews, and the benefits and challenges associated with each of these approaches. Challenges, debates, and issues in evidence-based/evidence informed practice and policy will be addressed.

Critically discuss and select basic research designs while considering application and integration of theory, research question, population of interest, and research methods. The research lifecycle and the complexities of operationalizing the research project will be introduced and explored. Assess challenges and potential mitigation strategies related to logistical aspects of research activity, including project planning, implementation of the project, and dissemination of findings.

The focus of this course is to provide a culminating practicum experience in the role of the advanced practice nurse with neonates and their families. Integration of theory and research in relation to practice is facilitated by course seminars. Opportunity is provided to discuss issues relevant to the advanced nursing practice role. Prerequisite: NURS 572.

The focus of this course is to provide a culminating practicum experience in the role of the advanced practice nurse with neonates and their families. Integration of theory and research in relation to practice is facilitated by course seminars. Opportunity is provided to discuss issues relevant to the advanced nursing practice role. Prerequisite: NURS 572.

This practicum is designed to enhance contextual knowledge and skills relevant to teaching roles in nursing practice which may focus on basic and continuing nursing education, patient education in particular, or health education in general. Based on what is both personally and professionally relevant, each student develops an individualized learning plan and is paired with a teaching preceptor in the area of nursing practice appropriate for the student learning goals. Seminars provide a forum to critically reflect about how teaching and learning can be effectively practiced in the various teaching practicum interests the students bring to the course.

In the research practicum the student will focus on the acquisition of practical research knowledge and skills. Each student will be assigned to work with one or more faculty mentors with established and active research programs. The faculty mentor(s) will work with the student to ensure an opportunity to participate in a range of research activities.

Deepen understanding of the nature of nursing scholarship and research by engaging with the work of nursing faculty researchers. Emphasis is placed on developing collaborative critical dialogue as an introduction to systematic enquiry into a topic of relevance to the student's selected area of advanced focus.

Explore development of questions appropriate for systematic research and inquiry. Emphasis is placed on locating and exploring literature that informs the current state and limits of knowledge relevant to the student's selected advanced focus area of study. Prerequisite: NURS 589.

Build collaborative capacity in the development of systematic research and inquiry. Emphasis is placed on peer review of capstone and thesis proposal development and on strengthening communication skills for the effective articulation of ideas and arguments to and with diverse audiences. 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.

Students will gain and develop skills in person-centered dietetic practice in nutrition and lifestyle counselling for interactive and virtual settings. Students will continue to apply nutrition knowledge and develop abilities in professionalism and communication. Prerequisite: NU FS 310. Corequisite: NUTR 301 or NUTR 302.

Students will gain skills in dietetic practice in nutritional and malnutrition assessment. Students will continue to apply nutrition knowledge and develop abilities in critical thinking and problem solving in the development of nutrition care plans. Prerequisite: NUTR 201. Corequisite: NUTR 302.

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.

Students will continue to apply knowledge and develop skills in advanced integrated dietetic practice to provide patient care including critical thinking, problem solving and team work in nutritional assessment, nutrition-medication interactions, nutrition care plans, and patient-directed counselling in the hospital and clinical setting. Prerequisite: NUTR 468. Corequisite: NUTR 482.

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.