BACHELOR OF HEALTH SCIENCE (HONOURS) Definitive Document. 2012, 2013 Cohort

Transcription

1 BACHELOR OF HEALTH SCIENCE (HONOURS) 健 康 科 學 學 士 ( 榮 譽 ) 學 位 Major in Nursing Definitive Document 2012, 2013 Cohort Last updated in Jan 2014

2 Contents 1. General Information 2. Programme Philosophy 3. Conceptual Framework of the Programme 4. Programme Aims and Outcomes 5. Programme Structure 6. and Teaching Methods 7. Assessment Principles 8. Examinations Procedures and Regulations 9. Graduation Requirements 10. Programme Operation and Management 11. Course Outlines

3 TUNG WAH COLLEGE Department of Nursing and Health Sciences 1. General Information Title of the Programme (English) Bachelor of Health Science (Honours) (Chinese) 健 康 科 學 學 士 ( 榮 譽 ) 學 位 Hosting Department Department of Nursing and Health Sciences Mode of Study Full Time Normal Duration 5 years Maximum Duration 10 years Title of Award (English) BHSc(Hons) (Chinese) 健 康 科 學 學 士 ( 榮 譽 ) Minimum Credit Requirement 169 credits (including 18 credits of Co-op Education)

4 2. Programme Philosophy 2.1 The philosophy of our Programme rests on the belief that education transforms people. Through education, we develop our students into giving practitioners. Giving is the core value of our graduate attribute and through this inner value, health care is provided to those in need. 2.2 The core value of giving echoes the spirit of the Tung Wah Group Hospitals (TWGHs) 'which is selfless caring for needy people in achieving health and well-being. Giving includes the offering of simple tangible needs (food, clothing, shelter) to more intangible needs (helpful communication, education, personal time, even one's life) to self-fulfillment (confidence, satisfaction, fearlessness, tranquilization) (Joseph, 2000). This is in line with the Western idea of provision of holistic care which embraces bio-psycho-social-spiritual domains of care. The act of giving is a practical expression of compassion which is fundamental in professional health care that deals with human sufferings and interaction. To give, one needs compassion with wisdom, reflected by attitude, skill and knowledge in particular specialties, supported by critical and creative thinking and reasoning in decision making.

5 3. Conceptual Framework 3.1 It is important to adopt an integrative approach to apply our disciplinary knowledge in care delivery and with a good understanding of the inter-relationship between restorative health, nurturing health ( 四 氣 養 生 ), preventive health ( 治 未 病 ), the interacting factors (social, psychological, environmental and cultural) and the 12 Activities of Living along the dependence-independence continuum that goes across life span. The 12 Activities of Living are maintaining safe environment, communicating, breathing, eating and drinking, eliminating, washing and dressing, controlling temperature, mobilizing, working and playing, expressing sexuality, sleeping, and death and dying. 3.2 To demonstrate our philosophy, we would like to use an electromagnetism model as an analogy (Figure 1). Figure 1: Conceptual framework for Bachelor of Health Science (Honours) 3.3 In the electromagnetism model, a changing magnetic field creates an electric field. The electromagnetic field can be regarded as a smooth, continuous field propagating in a wavelike manner. The propagation is an evolution of electric field which is a transformation of energy driven by the changing magnetic field inside. This electromagnetic energy has a path-origin propagating forward with a focused direction. 3.4 The left end represents the inputs from the Programme. At the input end, the path-origin composes of four unique features of our curriculum (purple circle - a magnetic field), i.e. a spectrum of disciplinary knowledge, knowledge integration, acquisition of reasoning, and reflective practice. These are embraced by the surrounding interacting factors

6 (social, psychological, environmental and cultural). The z-axis is the transformation process in which students experience various pedagogies (green line - magnetic field) so as to build their learning capability (red line - magnetic field). The pedagogies and the learning capability are the powerhouse (driving force) in the whole transformation process which eventually grooms students as giving practitioners to practise nurturing health, preventive health and restorative health for people in healthy, acute, and rehabilitative conditions (blue circular line - electric field) taking into account their individual surrounding interacting factors. 3.5 Nursing is both an art and a science. It relies on scientific understanding of how the body functions and how problems occur; at the same time it also relies on innate human sensitivity. Nursing is instrumental in restoration of health in acute and rehabilitative stages, in promotion and maintenance of health through nurturing health, in implementation of preventive health ( 治 未 病 ) through the delivery of therapeutics and of caring for individual patients as human beings. Effective nursing can bring the pendulum to a more balanced position as activities of living swing along the dependence-independence continuum. Emphasis on caring for individuals with alteration in health status at different stages of life is strengthened in the curriculum to prepare students to work in various primary, secondary and tertiary health care settings. 3.6 In summary, this Programme aims to educate and cultivate students to become giving professionals to restore health in acute and rehabilitative stages, to deliver nurturing health and preventive health measures, to educate and maximize our clients options in a complex and challenging society according to the individuals status along the life span.

7 4. Programme Aims and Objectives 4.1 The aim of the Programme is to prepare students for professional careers in nursing with appropriate competence to deliver high quality patient care and make significant contribution to the health of the community. The Programme will: - develop students critical and creative thinking as well as analytical and problem solving skills, - enhance students interpersonal skills, including teamwork and communication skills, - expand students understanding and appreciation of other cultures and environments, and - provide students with experiential learning opportunities to facilitate integration of theory and practice in their chosen profession. 4.2 Graduates of this major will be equipped with all necessary knowledge and skills: - to be qualified for registration as Registered Nurses with The Nursing Council of Hong Kong, - to practise nursing in primary, secondary and tertiary care settings, and - to advocate nursing and health for all people in the community. 4.3 Programme Intended Outcomes (PILOs) The Bachelor of Health Science (Honours) is a professional undergraduate programme. Graduates from this programme must achieve the Qualifications Framework (QF) Level 5, and the competence level required by the Registered Nurse of NCHK for students enrolled in the Nursing Major. The intended learning outcomes can be divided into the following main areas: - Professional knowledge - Professional attributes - Creative and critical thinking - Problem solving skills - Communication and counselling skills - Self-directed life-long learning 4.4 Upon completion of the Bachelor of Health Science (Honours) programme, students will be able to: PILO1 develop social awareness and understanding of the community value of non-profit organisations in terms of their missions, culture and overall impact

8 and significance in Hong Kong, PILO2 build a solid foundation in general education and generic studies to meet the requirements of the fast-changing environment, PILO3 develop communication skills, in both Chinese and English, as well as good social and interpersonal skills and the teamwork spirit required for effective and professional interaction with individuals, families and members of other disciplines, PILO4 utilize critical and creative thinking and analytical skills in problem-solving and decision making, PILO5 contribute to the future of the discipline through commitment to life-long and life-wide learning, PILO6 acquire basic knowledge and skills in integrating research studies, evaluating and utilising research findings in practice, PILO7 demonstrate beginning managerial and leadership skills in the provision of quality service. PILO8 provide competent and safe health services through assessment, planning, implementation and evaluation for people of all ages and in diverse healthcare settings, PILO9 uphold the ethical, legal and professional standards of nursing profession, PILO10 promote, support and advocate lifestyle choices that enhance health and well-being of individuals and society in partnership with other health care providers, family and the community in changing environment, PILO11 safeguard nursing as a profession and maintain his or her status as a professional registered nurse.

9 5. Programme Structure 5.1 The curriculum comprises general education courses, discipline core and discipline elective in line with the level 5 generic level descriptors required by the HKCAAVQ. Students will share the same set of common core courses with the other major in the Programme. According to TWC s academic policy, students are required to complete a minimum of 151 credits in order to be awarded a 5-year baccalaureate degree programme. In addition, students must complete another 18 credits of Co-op Education for graduation. For BHSc(Hons) majoring in Nursing, students need to complete 169 credits. An academic year consists of three semesters, two regular semesters of 15 weeks each and a shorter summer semester of 10 weeks, each three-credit course consists of 45 contact hours. General Education Courses 5.2 General Education (GE) courses are categorised into three main categories under Confucius Six Classical Arts: Morality and aesthetic education, stamina and endurance training, knowledge inspiration and initiation. Student is required to attain a minimum of 48 credits of GE courses in order to be graduated with a baccalaureate programme. Non-Profit Organization (NPO) Elements 5.3 All programmes of TWC are expected to provide knowledge and information to familiarise students of the history, philosophy and operation of NPOs in Hong Kong. As a professional programme in the caring industry, it nurtures graduates with qualities and attributes related to NPOs (e.g. being responsible, self-disciplined, ethical and giving). In particular, the GEN1301 The Development of Non-profit Organizations in Hong Kong has been designed to cultivate students basic awareness and understanding of the community value of non-profit organizations in terms of their mission, culture, overall impact and significance in Hong Kong. The course is compulsory. 5.4 Clinical practicum is a significant component of the Programme. Students will be required to have 1,480 hours (13 credits) of clinical practicum in hospitals and community health care. Academic staff and mentors from partnering institutions will provide guidance and supervision throughout the periods of clinical practicum. 5.5 The Programme consists of theoretical input and clinical practicum and the semester and year arrangement for the First Year and Senior Year entries are presented in Table 1a and Table 1b respectively.

10 Year Semester Year 1 Semester 1 (15 weeks including exam) Year 1 Semester 2 Year 2 Semester 1 Year 2 Semester 2 Year 3 Semester 1 Year 3 Semester 2 Year 3 Semester 3 Year 4 Semester 1 Table 1a Suggested Programme structure for First Year entry students Course Contact Hours (Credits) Pre requisite/ Co requisite Nature of Studies GEN1001 Developing English Language Skills (GE) 45 (3) Nil Generic Studies GEN1403 Introduction to Health Informatics (GE)^ 45 (3) Nil Generic Studies NUR1019 Anatomy and Physiology 45 (3) Nil Common Core GE elective 1 45 (3) Nil Generic Studies NUR1020 Essential Concepts of Chinese Medicine 45 (3) Nil Common Core NUR2028 Psychosocial Dimensions of Health and Illness 45 (3) Nil Discipline Studies Total 270 (18) GEN1002 Applied Chinese Language (GE) 45 (3) Nil Generic Studies GEN1206 Communication (GE)^ 45 (3 Nil Generic Studies NUR1022 Public Health 45 (3) Nil Common Core NUR1018 Health Assessment 45 (3) Nil Common Core NUR1021 Microbiology 25 (1.5) Nil Common Core NUR2018 Pathophysiology 45 (3) Nil Common Core NUR2019 Drugs and Herbal Medicine 20 (1.5) Nil Common Core Total 270 (18) GEN2006 Enhancing Academic English Skills (GE) 45 (3) Nil Generic Studies NUR2025 Advanced Pathophysiology 45 (3) NUR2018 Discipline Studies NUR2026 Primary Care and Community Nursing 45 (3) Nil Discipline Studies NUR3002 Ethics and Legal Issues in Health Care 45(3) Nil Common Core NUR2032 Chinese Medicinal Therapeutics in Nursing 45 (3) NUR1020 Discipline Studies NUR3011 Care of People with Non Communicable Diseases (II) 45 (3) Nil Discipline Studies Total 270 (18) GEN2002 Creative Writing in Chinese/ GEN2003 Putonghua (GE) 45 (3) Nil Generic Studies GEN1102 Interpreting Art (GE) 45 (3) Nil Generic Studies NUR 2030 Care of a Growing Child 45 (3) Nil Discipline Studies NUR2027 Women s and Men s Health 45 (3) Nil Discipline Studies NUR2029 Maternal and Infant Care 45 (3) Nil Discipline Studies NUR3010 Care of People with Non Communicable Diseases (I) 45 (3) Nil Discipline Studies Total 270 (18) NUR 2034 First Nursing Practicum (9 weeks) 360 (3) NUR 1018 Clinical Practicum Total 360 (3) Co op Education (4 months) GE elective 2 45 (3) Nil Generic Studies GEN1301 The Development of Non Profit Organizations in Hong Generic Studies 45 (3) Nil Kong (GE) Total 90 (6) Co op Education (4 months) GE elective 3 45 (3) Nil Generic Studies GE elective 4 45 (3) Nil Generic Studies Total 90 (6) NUR 3012 Mental Health Nursing 45 (3) Nil Discipline Studies NUR 3013 Care of People with Non Communicable Diseases (III) 45 (3) Nil Discipline Studies NUR 4001 Economics and Management in Health Care 45 (3) Nil Common Core GE elective 5 45(3) Nil Generic Studies GE elective 6 45 (3) Nil Generic Studies GEN1201 Creative and Critical Thinking (GE) 45 (3) Nil Generic Studies Total 270 (18)

11 Table 1a Suggested Programme structure for First Year entry students (cont d) Contact Course Hours (Credits) Year Semester Year 4 Semester 2 Year 4 Semester 3 Year 5 Semester 1 Year 5 Semester 2 Pre requisite/ Co requisite Nature of Studies NUR 3001 Research Methods in Health Care 45 (3) Nil Common Core NUR 2031 Care of Adolescents and Young Adults 45 (3) Nil Discipline Studies NUR 2033 Care of Older People 45 (3) Nil Discipline Studies NUR 3014 Care of People with Non Communicable Diseases (IV) 45 (3) Nil Discipline Studies NUR 3009 Care of People with Communicable Diseases 45 (3) Nil Discipline Studies Total 225 (15) NUR 3015 Second Nursing Practicum (28 weeks) 520 (5) NUR2034 Clinical Practicum NUR 4002 Capstone Project 45 (3) NUR3001 Common Core Total 565 (8) NUR 3015 Second Nursing Practicum (cont d) 520 (5) Clinical Practicum NUR 4002 Capstone Project 45 (3) NUR3001 Common Core Total 565 (8) GE elective 7 45 (3) Nil Generic Studies NUR 4005 Trauma and Disaster Nursing 45 (3) Nil Discipline Studies NUR 4006 Integrative Care of People with Non Communicable Discipline Studies 45 (3) Nil Diseases NUR 4007 Care of Vulnerable People 45 (3) Nil Discipline Studies Discipline elective 45 (3) Discipline Studies Total 225 (15) Overall Total (courses plus clinical practicum) 3550 (151) Remarks: 1. Total credit = 169 (included 13credits clinical practicum and 18 credits Co-op Education) 2. Total theoretical hours: 1260 hours [Discipline Studies [Minimum requirement by NCHK is 1250 hours] + 90 hours (Capstone Project) hours (GE courses) = 2070 hours 3. Total clinical practicum time: 1480 hours (1 credit = 112 clinical hours; total credit of clinical practicum is 13 credit) [Minimum requirement by NCHK is 1400 hours] 4. Total number of hours of the programme = 3550 hours ^ Communication and Introduction to Health Informatics are considered as Discipline Studies in NCHK which is not counted as GE courses here.

12 Year Semester Year 1 Semester 1 (15 weeks including exam) Year 1 Semester 2 Year 1 Semester 3 Year 2 Semester 1 Year 2 Semester 2 Year 2 Semester 3 Year 3 Semester 1 Year 3 Semester 2 Table 1 b Suggested Programme structure for Senior Year entry students Contact Course Hours (Credits) Pre requisite/ Co requisite Nature of Studies NUR3011 Care of People with Non Communicable Diseases (II) 45 (3) Nil Discipline Studies GEN1001 Developing English Language Skills (GE) 45 (3) Nil Generic Studies NUR1018 Health Assessment 45 (3) Nil Common Core NUR1019 Anatomy and Physiology 45 (3) Nil Common Core NUR1022 Public Health 45 (3) Nil Common Core NUR2026 Primary Care and Community Nursing 45 (3) Nil Discipline Studies NUR2029 Maternal and Infant Care 45 (3) Nil Discipline Studies Total 315 (21) NUR1021 Microbiology 25 (1.5) Nil Common Core NUR2018 Pathophysiology 45 (3) Nil Common Core NUR2019 Drugs and Herbal Medicine 20 (1.5) Nil Common Core NUR1020 Essential Concepts of Chinese Medicine ( 中 醫 基 礎 概 念 ) 45 (3) Nil Common Core NUR2028 Psychosocial Dimensions of Health and Illness 45 (3) Nil Discipline Studies NUR3010 Care of People with Non Communicable Diseases (I) 45 (3) Nil Discipline Studies NUR2030 Care of Growing Child 45 (3) Nil Discipline Studies NUR3009 Care of People with Communicable Diseases 45 (3) Nil Discipline Studies Total 315 (21) GEN1301 The Development of Non Profit Organizations in Hong Kong Generic Studies 45 (3) Nil (GE) NUR 2034 First Nursing Practicum (9 weeks) 360 (3) NUR 1018 Clinical Practicum Total 405 (6) GEN2006 Enhancing Academic English Skills (GE) 45 (3) Nil Generic Studies NUR3002 Ethics and Legal Issues in Health Care 45 (3) Nil Common Core NUR2025 Advanced Pathophysiology 45 (3) NUR2018 Discipline Studies NUR2032 Chinese Medicinal Therapeutics in Nursing ( 中 醫 護 理 技 巧 ) 45 (3) NUR1020 Discipline Studies NUR2031 Care of Adolescents and Young Adults 45 (3) Nil Discipline Studies NUR3013 Care of People with Non Communicable Diseases (III) 45 (3) Nil Discipline Studies Total 270 (18) NUR3001 Research Methods in Health Care 45 (3) Nil Common Core NUR3014 Care of People with Non Communicable Diseases (IV) 45 (3) Nil Discipline Studies NUR2027 Women s and Men s Health 45 (3) Nil Discipline Studies NUR2033 Care of Older People 45 (3) Nil Discipline Studies NUR3012 Mental Health Nursing 45 (3) Nil Discipline Studies Discipline elective 45 (3) Discipline Studies Total 270 (18) NUR4002 Capstone Project 45 (3) NUR3001 Common Core NUR3015 Second Nursing Practicum (28 weeks) 520 (5) NUR2034 Clinical Practicum Total 565 (8) NUR3015 Second Nursing Practicum (cont d) 520 (5) NUR4002 Capstone Project 45 (3) NUR3001 Common Core Total 565 (8) NUR4006 Integrative Care of People with Non Communicable Diseases 45 (3) Nil Discipline Studies NUR4005 Trauma and Disaster Nursing 45 (3) Nil Discipline Studies NUR4007 Care of Vulnerable People 45 (3) Nil Discipline Studies NUR4001 Economics and Management in Health Care 45 (3) Nil Common Core Total 180 (12) Overall Total (courses plus clinical practicum) 2885 (112) Remarks: 1. Total credit = 112 (included 13credits clinical practicum)

13 2. Total theoretical hours: 1260 hours [Discipline Studies (excluding Capstone Project)] [Minimum requirement by NCHK is 1250 hours] + 90 hours (Capstone Project) hours (GE elective) = 1485 hours 3. Total clinical practicum time: 1480 hours (1 credit = 112 clinical hours; total credit of clinical practicum is 13 credit) [Minimum requirement by NCHK is 1400 hours] 4. Total number of hours of the programme = 2965 hours Clinical Practicum The BHSc(Hons) programme requires students to undergo two clinical practicums for the Nursing Major. Students are required to work in clinical settings for a total of 37 weeks respectively (Table 2a and Table 2b). Table 2a: Tentative Schedule of Nursing Practicums for First Year Entry students Year of Study Semester 1 Semester 2 Semester 3 Year 3 First Nursing Practicum (9 weeks) Year 4 Second Nursing Practicum (15 weeks) Year 5 Second Nursing Practicum (cont d) (13 weeks) Table 2b: Tentative Schedule of Nursing Practicums for Senior Year Entry students Year of Study Semester 1 Semester 2 Semester 3 Year 1 First Nursing Practicum (9 weeks) Year 2 Second Nursing Practicum (15 weeks) Year 3 Second Nursing Practicum (cont d) (13 weeks) 5.6 The duration and types of clinical practicum are based on the registration of enrolment with NCHK, which stipulate that students should (1) have at least 440 and 330 hours of practice in surgical and medical nursing respectively and (2) complete at least 60 hours in each of the different departments such as paediatric and adolescent, obstetric, gerontological, mental health, community, primary health care and emergency. In other words, they are required to complete a minimum total of 1,400 hours of practicum. For

14 the BHSc(Hons) majoring in Nursing, students are required to complete a total of 1,480 hours (13 credits) of clinical practicum over five years to fulfill the practicum requirements of the programme. The students nursing skills will be cultivated with progression from simple to complex during these two blocks of clinical practicum. 5.7 Details on the learning and teaching, and assessment of clinical practicum are provided in Section 6 and Teaching and Section 7 Assessment and Graduation Requirements respectively. Co-operative Education 5.8 As a co-curricular activity, students of the BHSc(Hons) programme are required to complete 8 months of full-time work to earn the credits for Co-operative (Co-op) Education. Co-op Education helps to integrate and reinforce students academic studies with paid work experience. It is based on the philosophy that learning extends beyond the classroom and the combination of classroom learning and practical experience enhances a student's education. 5.9 First Year Entry students of the BHSc(Hons) programme can enroll into Co-op Education from semester 2 of Year 3 and continue for 8 months until the end of semester 3 of Year 3; while Co-op Education is an optional component for the Senior Year entry students. As the main purpose of Co-op Education is to allow students to earn working experience for their benefits of developing proper working attitudes and generic skills in the workplace, students can choose their own employment outside of the health care industry. It is the students responsibility to secure their own employment opportunities. The Cooperative Education Resource Centre (CERC) will assist students in their job seeking and provide pre-employment training and workshops. Co-op supervisor and Student Academic Advisor (SAA) will monitor students progress during the Co-op period and arrange regular visits to the students in their workplace. Student performance in the Co-op works will be assessed both professionally and academically, which includes an interim probation report conducted by the Co-op supervisor in the first 3 months of Co-op work, a final reflective report and a performance evaluation completed. Due to the tight schedule of Senior Year Entry students, this Co-op Education is an optional component for them To graduate on time, students will enroll into courses of the Programme in parallel with their employment. A number of GE courses offering flexible study modes such as online teaching will facilitate students learning while at work. Further information of the Co-op Education programme is provided in the Handbook for Co-operative Education

15 Scheme. [Please access the Handbook via the link below: heme/~/media/coop/pdf/handbook%20of%20cooperative%20education%20scheme% 20%20updated%20in%20Jan% ashx]

16 6. and Teaching Strategy 6.1 The maintenance of effective learning and teaching strategies is one of the most crucial elements in ensuring the quality of programmes, the operation of a quality college, and the cultivation of the desired graduate attributes. Effective learning and teaching accompanied by effective student development services are the two major pillars underpinning TWC s vision and mission, and its operation. 6.2 The & Teaching Committee under the Academic Board is formed to recommend and oversee policies, procedures and matters pertaining to learning and teaching development and the enhancement of the learning and teaching capabilities of academic staff. 6.3 TWC adopts a comprehensive and Teaching Strategy which encompasses 4 major components of learning and teaching, including: (i) New Teachers Induction/ Teaching Development Training (ii) Outcome-based and Teaching Strategies (iii) Co-operative Education (iv) Quality Assurance of and Teaching Activities 6.4 As an interactive learning and teaching environment through the provision of information and communication technology (ICT) is effective in supporting the Outcome-based and Teaching (OBLT) approach, TWC adopts a web-based Management System (Blackboard), through which students are encouraged to actively participate in all stages of learning process. The web-based learning space also provides opportunities for academic staff to develop innovative pedagogies and to monitor student progress in a more effective way. TWC has a clear plan and commitment to adopt OBLT approach in the College. Co-operative Education 6.5 Co-operative (Co-op) Education helps integrate and reinforce students academic studies with real life work experience. It is based on the philosophy that learning extends beyond the classroom and the combination of classroom learning and practical experience enhances a student's education. 6.6 Co-op Education is part of the graduation requirements for bachelor degree students and will be graded and recorded in students academic transcript. Year 1 students will participate in campus greenery and maintenance work with the aims to enhance their

17 sense of belonging to the College and their ownerships on college affairs. It also serves as a good opportunity to build up students habitual mind at workplace and their sense of responsibilities. When students progress to Year 2 of their studies, they will engage in paid jobs, mentoring work within campus or volunteer services in the community. Through engaging in paid jobs or responsible duties in the College or in the community, students will develop skills in workplace and appropriate work attitudes. 6.7 From Year 3 onwards, students will enrol into 8 months of full-time paid work. TWC deems that real word experience is crucial to students learning and development. Students will have the opportunities to bridge the gap between classroom learning and practice; more importantly, students can also gain valuable real world experience that leads to better career decisions, an understanding of career interests and self, and develop essential qualities that enhance their competitiveness in the job market, such as interpersonal skills, emotional intelligence and work ethics. 6.8 Due to the tight schedule of Senior Year Entry students, this Co-op Education is an optional component for them, but they still need to fulfill the hours for community services programme. 6.9 To ensure students can graduate on time, students will enroll into courses of the Programme in parallel with their employment. A number of GE courses offering in flexible study modes such as online teaching will facilitate students learning while at work. Further information of the Co-op Education programme is provided in Handbook for Co-operative Education Scheme. Specific and Teaching Methodologies in BHSc(Hons) 6.10 The BHSc(Hons) adopts a teaching style appropriate for tertiary education. Lectures, practicums, seminars, tutorials, role-play, problem-based learning and laboratory sessions will be scheduled whenever appropriate (on-line learning will be developed in future). Students will learn theoretical knowledge by analysing hypothetical and/or actual health problems. They will work on the various health problems and issues in tutorial groups. Student Effort 6.11 For every class/laboratory contact hours, students are expected to put in 2 hours of student effort. As such, in a 3-credit course with 45 contact hours, i.e. 14 lecture hours, 28 seminar hours and 3 examination hours, the estimated student effort is 84 hours.

18 Lecture 6.12 Lectures will be conducted in large groups as an efficient method of presenting new didactic materials. A diverse range of activities, such as case study, brainstorming, open-ended discussion and teamwork exercises will be integrated into the lectures to make them interactive and more conducive to learning. Seminar 6.13 Seminars will be student-based. Students will present papers on specific aspects of the syllabus; hence communication and teaching skills will be developed. The sessions will be organised by students and facilitated by teaching staff to ensure that presentations are delivered with reasonable competence in terms of material selection, organisation and communication. Various forms of presentation will be encouraged. Tutorial 6.14 Tutorials offer students opportunities to clarify concepts learned, to discuss related subject matter and to share experience. The tutorial groups may vary in size depending on the physical setting and the nature of the subject matter to be discussed. Larger groups may be arranged for discussion of issues familiar to the students; while smaller groups may be more appropriate for intensive exploration of particular topics. Small buzz groups could be organised within large tutorial groups to enhance interaction. Laboratory 6.15 Laboratory sessions will aim to give students time for hands-on practice in what has been conceptually presented in lectures. The combination of clinical equipment and media technologies in the laboratory will provide a safe and controlled environment for students to refine their skills. The simulated scenarios will allow students to experience a variety of health care settings. This would be useful for activities such as assessment, crisis management, infection control practice, health education practice, and counselling/ assertiveness skill training. Problem-based learning 6.16 Problem-based learning is a learning strategy in which students collaboratively participate in discussing practical examples and their learning experiences in solving problems. Facilitated by academic staff, students will work in small groups sharing their knowledge, identifying problems associated with the scenarios given and use the

19 problems to drive their learning process. Students acquire key concepts, principles, content knowledge and strategies necessary to solve problems and are equipped to face challenging, open-ended problems and transfer their learning experiences to problem solving skills. Clinical Practicum 6.17 TWC s endeavor in health care education has received tremendous support from the community. Various organizations including the Hospital Authority (HA), Sino Care Enterprise, Po Leung Kuk and Helping Hand have agreed to provide clinical practicum places and clinical mentors to TWC s health care students, including the students of the BHSc(Hons) programme. In addition to the network of all elderly centers and medical and health services centers under TWGHs, students will have adequate opportunities to practise and develop the necessary skills and knowledge during clinical practicum Students will have a total of 1,480 hours of clinical practicum in the fashion of two learning blocks First Nursing Practicum The First Nursing Practicum will be 360 hours or 9 weeks long. Students will be placed in sub-acute and acute settings in institutions and hospitals such as Medical (General Medicine and Rehabilitation Nursing) and Surgical (General Surgery, Gynaecology, Orthopaedics and Traumatology and Rehabilitation Nursing) departments of hospitals to practise their skills with the supervision and facilitation of the College staff in a ratio of not more than 1 teacher to 8 students. Consolidation of theoretical knowledge via real hands-on care is expected to take place during students practice. Post conferences will be conducted to debrief students learning and students are required to write Reflective Journals as a reflective learning modality Second Nursing Practicum The Second Nursing Practicum will be of 28 weeks (or 1,120 hours) duration. Students will be placed in acute settings of various departments of hospitals, such as Medical (General Medicine, Dermatology, Infectious Diseases, Oncology, Hospice Nursing, Rehabilitation, Out-Patient Department, Paediatric and Adolescent Nursing) and Surgical (General Surgery, Anaesthesiology, Operating Theatre and Recovery Room, Cardiothoracic Surgery, Neuro-surgery, Gynaecology, Ear, Nose and Throat Care, Ophthalmology, Orthopaedics and Traumatology, Rehabilitation, Theatre Sterile Supply Unit/ Central Sterile Supply Unit, Paediatric and Adolescent Nursing) departments. Students may also have the chance to go to the Integrative Health Centre, under the operation of the department, which integrates east and west health concept and interdisciplinary approach for clients. Students are expected to practice their learned skills in this community and primary health care setting. They will be

20 supervised by hospitals Honorary Clinical Instructors (HCIs), who are registered nurses with a minimum of baccalaureate qualification and at least 3 years of clinical experience. The ratio of HCIs to students will be regulated at 1:3. The HCIs will supervise students practice and facilitate their learning in clinical areas Students learning will also be monitored by the Resource Persons (academic staff) from the College, who will visit the students at least fortnightly to offer support to the students and HCIs. One Resource Person will be communicating with a maximum of 25 students in about 8 wards/ clinical areas. Students learning will be enhanced via seminars, which will be organized at seven-week intervals (viz. the 7 th, 14 th, 21 st and 28 th week) during this practicum. Students are required to attend at least two out of the four seminars, and present their work in at least one of them. These seminars will be run in the form of Warrior s Examination. Details of Warrior s Examination are provided in the course outline of NUR 3015 Second Nursing Practicum HCI workshops In order to ensure consistency in clinical teaching, a three-day Induction workshop will be organised for HCIs before the commencement of the Second Nursing Practicum. In the workshop, essential information about the programme philosophy, learning and teaching processes as well as assessments will be introduced and explained. Specific topics such as outcome-based learning and teaching, assessment of learning outcomes through clinical evaluations and the operational details of the Second Clinical Practicum will also be expounded. A discussion session on the standards of assessment with demonstration on the use of Clinical Practicum Evaluation Report will be included. All hospital staff who are delegated as HCIs are required to attend this workshop. For every three years, a one- day refresher workshop will be held to disseminate updated teaching and learning and assessment information for those HCIs who have attended the Induction workshop before. These workshops will also be held as need arises Roles of the Resource Person The Resource Person will liaise with HCIs and students via dynamic communications in order to optimize students learning. They will coordinate with the hospital staff in planning and monitoring students clinical learning experience and provide continuous support to HCIs and students in terms of advices from and referrals to the Department when needed. The Resource Person should also help to ensure that the clinical setting is conducive to students learning and offer supervision assistance if needed. They should also investigate incidents reported in clinical area and/ or suspend and interview those students who show a tendency of having unsafe practice.

21 6.24 Clinical Practicum Handbook All HCIs, College s academic staff and students will be provided with the handbook to guide them through the clinical practicum. Details such as role and responsibilities of HCI, Resource Person, content of the training workshop for HCI and materials on clinical teaching and learning can be found in the Handbook for Nursing Practicum. Other and Teaching Concerns in BHSc(Hons) Teaching Venues 6.25 and teaching activities will be conducted at the appropriate settings, i.e. lecture theatres, classrooms, Health Care Laboratories and Language Laboratories, etc. at the King s Park Campus at No. 31 Wylie Road. An Integrative Health Practice Centre at Shop C, 1/F, Tung Hei Court, 73 Bulkeley Street, Hung Hom will provide additional space for students to practise their skills and knowledge in community settings Clinical practicum will be arranged in hospitals and health care institutions of the collaborative partners. Language Policy 6.27 The BHSc(Hons) programme follows the language policy of TWC and adopts English as the medium of instruction. materials will be in English except for the Chinese Language course. Language Enhancement 6.28 To further supplement TWC s objective of enhancing the language proficiency of its students, the Languages and General Education Centre (LGEC) is responsible for providing language support in English and Chinese (including Putonghua) to students for their development on languages skills throughout their course of studies in TWC. The range of language enhancement courses/ workshops offered by the LGEC include: - English and Chinese tutorial workshops for regular students - English and Chinese Enhancement courses for non-standard entrants who do not meet the respective entry requirements for English Language and Chinese Language at the time of admission - English clinic where a tutor is present to provide advice on reading and writing strategies

22 - An English/Putonghua Table to provide a forum for discussion groups, speaking practice and mock interviews - Support services for IELTS so that students can prepare themselves for IELTS tests - Self-access multimedia language learning facilities and resources.

23 7 Assessment Principles 7.1 Students will be assessed for every course on the basis of their performance. Assessment will be undertaken according to the following guiding principles: - Assessment criteria should be made clear to students so that they understand what is expected and required of them; - Assessment criteria should reflect learning objectives and measure intended learning outcomes, as defined for respective courses and benchmarked at the appropriate QF level; - Assessment should be reliable - i.e. designed to yield consistent results from different markers and from the same marker at different times; - Assessment should fairly reflect students abilities and achievements; and - Assessment should be set at a level of challenge that enables teachers to assess a student s level of performance in each course and programme, and that allows students to demonstrate their competence. 7.2 Except for practicum courses, no re-assessment will be granted for students in all circumstances. Students who have failed a compulsory course are required to re-take the course. If the failed course is an elective, students may choose to re-take the same course or take another elective within the programme as a replacement. 7.3 Re-taking of failed courses or taking replacement courses should be completed within the maximum period of candidature. In case of the required course(s) to be re-taken by a student is/are no longer offered by the College as a result of curriculum changes, the Programme Committee will assign equivalent replacement course(s) for the student concerned. Under these circumstances, only the credit units of the replacement course(s) will be counted towards of calculation of GPA and the fulfillment of the requirements for graduation. 7.4 When a student re-takes a course, only the grade of the latest attempt will be included in the calculation of GPA. If the student still fails in the repeated course, his/her case will be brought to the Programme Committee for discussion and recommendation. Forms and Types of Assessment Forms of Assessment 7.5 Assessment can include any one, or any combination, of the following forms,

24 according to the nature of a course. They include strategies such as attendance and participation in class written work, research reports, tests, examinations, reflective journals, case studies, presentations portfolios, evaluation reports, and any other form appropriate to a specific course. 7.6 As TWC puts a strong emphasis on outcome-based learning and teaching and experiential learning, assessments will be designed in such a way that students are asked to reflect, review and integrate their learning to demonstrate their level of competences and how they learn through the process. Such assessment strategies can test and enhance the integrative abilities of students which are both essential as assessment for learning and assessment of learning. Types of Assessment 7.7 Assessment can be conducted by one, or a combination, of the following three types of assessment, as and when appropriate: (a) (b) (c) Assessment Conducted by Teaching Staff this type of assessment can be in forms of observation, tests, examinations, written assignments, oral presentations, projects and evaluation reports in clinical practicum, etc. Student Self Evaluation - through engaging in self-evaluation, students can learn how to review their performance, diagnose strengths and weaknesses, and build on the former and address the latter. This type of assessment can be incorporated into presentation and critique sessions, and can be used in tutorials, laboratory and clinical sessions and in reflective journals. Peer Evaluation - is also an important tool for developing an understanding of the use of appropriate criteria when evaluating performance, and for helping others to improve. This type of assessment can be incorporated into group assignments, presentation and critique sessions and can be adopted in laboratory and studio sessions. Assessment Strategy of the BHSc(Hons) Programme 7.8 Aligned with the assessment policy and strategy of TWC, students in the BHSc(Hons) programme are assessed by a variety of methods which are appropriate for and consistent with the level of difficulty of each course. The assessment tasks will accurately and fairly determine the degree of learning derived from a course, with a focus on determining whether students have absorbed subject knowledge and crucially, have the ability to use that knowledge in useful ways.

25 7.9 With reference to the intended learning outcomes of courses, lecturers are encouraged to employ innovative and appropriate assessment methods, and to avoid those methods that are merely convenient or not best suited to the course subject and level of difficulty. Emphasis will be placed on developing students critical thinking ability related to the subject area, and abilities to continue learning, even after the programme ends. With the ultimate objective to help students to learn, the assessment process is of an assessment for learning process. Assessment Load 7.10 Students are assessed for every course in the BHSc(Hons) programme. Students are assessed in the forms of continuous assessment and end of course assessments. The weighting between the two forms varies from course to course. For courses with both continuous assessment and examination, students must pass both components in order to pass that course Normally, a student will not have more than 3 assessments in total in one course. The assessment load of each course is evenly distributed throughout a semester. The Programme Committee will take up the task to review the assessment loads and the assessment schedules to avoid overloading the students with clashes of assessments and inform students with the assessment schedule and related information before the commencement of a semester. Assessment of Clinical Practicum 7.12 There are a total of 4 components of assessments in Nursing Practicums, viz. Clinical Practicum Evaluation, Reflective Journal, Skills Assessments, Clinical Seminar Presentation. The embedment of these components in practicum assessments are tabled below: Table 3: Embedment of assessment components in Nursing Practicums

26 Assessment Tools / means of Outcomes of Schedule in Responsible components assessment assessment practicum assessor Clinical Practicum Evaluation (formative/ Clinical Practicum Evaluation Report Satisfactory or Unsatisfactory First and Second Nursing Practicums College staff / HCIs summative) Reflective Journal Reflective Journal Satisfactory or Unsatisfactory First and Second Nursing Practicums College staff Aseptic Skills Assessments Technique and Administration of Oral Medications Passed or Failed First & Second Nursing Practicum College staff Checklists Clinical Seminar Presentation Warrior s Examination Satisfactory or Unsatisfactory Second Nursing Practicum College staff (Resource Persons) 7.13 The mechanism that ensures on-going quality improvement and communication between the College and HCIs is illustrated in Figure 2 on the next page.

27 Figure 2: Ongoing quality improvement and communication between College and HCIs in Second Nursing Practicum

28 Clinical Practicum Evaluation Students performance in direct provision of care under supervision in all practicums will be assessed by the College s academic staff except in the Second Nursing Practicum, which will be conducted by HCIs. HCIs can solicit comments and feedbacks from other clinical colleagues at the wards or clinical areas for performance of students during the evaluation process. Generally, a formative and a summative assessment will be carried out for each clinical area, with the former being an assessment for learning and the latter as an assessment of learning. The formative assessment must be done at the middle of the practicum while the summative one at the end of the practicum. Feedbacks must be given to students after formative assessment in order to facilitate students subsequent learning and improvement of practice The concepts of care delivery with nursing process have been adopted in the Clinical Practicum Evaluation Report (CPER) (attached as Appendix II of Handbook for Nursing Practicum). Students passing the Second Nursing Practicum will fulfill the requirements of The Nursing Council of Hong Kong (NCHK) on the assessment of Professional Nursing Competencies. Reflective Journal Reflective Journal is submitted by each student to reflect on events, incidents and activities occur during his/her course of clinical practicum. Recording of these occurrences contributes to the development of students understanding of, and skills in, both practical and theoretical areas by enabling them to analyse critically and reflect on the relationship between theory and practice, the actions of their colleagues, clients and their own responses, as well as the learning objectives and their actual outcomes. Guidelines on how to write a Reflective Journal are provided in Appendix IV of Handbook for Nursing Practicum. Skills Assessments It is the requirements of NCHK that all nursing students to be qualified for Registered Nurse (RN) have to complete assessments in three skills: Aseptic Technique (AT), Administration of Medications (AOM) and Professional Nursing Competencies. Students majoring in Nursing must pass these Skills Assessments. The assessment forms for AT and AOM are attached as Appendix III of Handbook for Nursing Practicum. Each student will be given 3 opportunities for these two skill assessments. The Professional Nursing Competencies have been embedded in the CPER. Failure in Practicum Except for the Skills Assessments, students failing any component in any practicum will have his/her case bought to the Programme Examination Committee for discussion and recommendation. The Programme Examination Committee will deliberate on each student s case and the student must retake the 28

29 practicum. Should student fail the retake practicum, his/her case will be brought to the Programme Examination Committee and he/she will be dismissed from the Programme For the Skills Assessments, each student will be given three opportunities on the assessment of AT and AOM. If a student fails his/her first attempt, s/he will be granted a second opportunity with feedback on his/her first attempt. The student will be given training and/or advice before entering the second attempt. If the student fails the second attempt, s/he will be considered as failing the corresponding practicum. Coaching and advices will be given to the student before entering his/her third attempt, which is also the last attempt, and two other academic staff from the College will take charge of the evaluation. If the student still fails this final attempt, s/he will be dismissed from the Programme. Handbook for Students, Staff and Honorary Clinical Instructors To provide all parties with detailed guidelines on operation of the practicums and the associated assessments, Handbook for Nursing Practicum is prepared for easy reference. Repeat a course Students may repeat only those courses they have failed. Should student fail in the repeated course, his/her case will be brought to the Programme Committee for discussion and recommendations. Academic Probation Mature students admitted on academic probation are required to attain a cumulative GPA (cgpa) of 2.0 or above in the first academic year before they are allowed to register as a regular student and progress to Year 2 of the Programme; if the student fails to meet the requirement, TWC reserves the right to discontinue his/her studies To provide academic assistance to students who need to make improvement on their academic performance before it is too late, each TWC students, including mature students admitted on academic probation, will be assigned with a Student Academic Advisor who will review with students on their study approaches and offer ways to improve students study techniques. Students who fail to obtain a semester GPA (sgpa) of 2.0 will be put under academic probation; while students who fail to obtain a cumulative GPA (cgpa) of 2.0 will be required to seek academic consultation from their Student Academic Advisors. Detailed information on the Student Academic Advisor System is provided in Section 7.1 of Student Handbook. 29

30 8 Examination Procedures and Regulations 8.1. TWC has set Examination Regulations for Students, students will find these regulations in their Student Handbook (see Section 3.14) for details An advisory structure is adopted as part of the quality assurance mechanism of TWC in line with the standard practice of local and international tertiary institutions. External Examiners will be appointed for programmes to ensure that standards in TWC are benchmarked against local and international standards in similar tertiary institutions that courses are well designed, and that coursework assessments, examinations, grades and awards are appropriate. They also serve in the Programme Examinations Committee of the respective Departments External Examiners are to give their views on the quality and appropriateness of the examination papers; assess on the examination answer papers and coursework assignments; and comment on the QF level relevance of the assessments. 30

31 9. Graduation Requirements 9.1. To be considered for the award of BHSc(Hons), a student shall: (i) Have completed the minimum required number of credits as prescribed for the programme with a Graduation Grade Point Average (ggpa) of at least 2.0; (ii) Have achieved grade point of 1.0 or above in all courses of the programme; (iii) Have passed the graduation project/ internship/ practicum/ Co-operative Education programme; (iv) Have completed the student work programme and/or community service programme, AND (v) Have attained Band 6.0 in IELTS. Classification of Qualification 9.2. Grades of students will be presented to the Examinations Board for recommending the classification for the award of a Bachelor s degree according to the following Graduation Grade Point Average (ggpa) criteria. The awards are conferred by the Academic Board noting the recommendation of the Examinations Board. Classification First Class Honours 9.3. A student who reaches a sgpa of 3.7 or above will be recommended for the President s List whereas those with sgpa between will be recommended for the Department s List for the academic semester concerned and shall receive a letter of commendation. Academic Regulations Graduation GPA (ggpa) 3.5 or above Second Class Honours Upper Division 3.0 or above, below 3.5 Second Class Honours Lower Division 2.7 or above, below 3.0 Third Class Honours 2.3 or above, below 2.7 Pass 2.0 or above, below Detailed academic regulations stipulating course assessment, grading system, assessment results, conditions for repeating a course, failures in electives, academic probation, academic consultation, discontinuation of studies and other issues of concern to students have been provided in the Academic Regulations of TWC. 31

32 10. Programme Operation and management 10.1 The day-to-day operation of the Programme, the quality assurance and improvement of the Bachelor of Health Science (Honours) Programme will be maintained at all levels, capitalizing on the infrastructure of the quality assurance mechanism set up within the College. Within the Department, the Programme will be monitored at the course level, programme levels. At course level, each course coordinator will be responsible for facilitating effective and quality learning. Different communication channels, including student/staff informal consultative group and student feedback questionnaires, and the inclusion of a student representative in the Programme Committee, will be used to solicit feedback and opinions from students/staff to continuously improve the course delivery as and when appropriate. At the programme level, a Programme Committee is set up to monitor the operation of the programme. References Members of the Programme Committee will be: Department Head Programme Leader Internal members Student representative Secretary Fried, L. P. (Interviewee), Lazarou, J. M. & Stockton, T. (Interviewer). (2004, April 6). Gaining health while giving back to the community. Johns Hopkins Medicine, 2004 Press releases. Retrieved from Joseph, P. (2000). Traditions of giving in Buddhism. Alliance Magazine. Retrieved from August Lazarou, J. M. & Stockton, T. (Interviewer). (2004, April 6). Gaining health while giving back to the community. Johns Hopkins Medicine, 2004 Press releases. Retrieved from WHO. (2002a). Global status report on noncommunicable disease. WHO. Retrieved from WHO. (2002b). Innovative care for chronic condition: Building blocks for action. Noncommunicable Diseases and Mental Health, World Health Organization. Retrieved from Winitz, M. (2010, June 21). How giving improves ourselves. [Web log comment]. Retrieved July 1, 2011 from 32

33 Course Outlines 33

34 Course Outlines for Bachelor of Health Science (Honours) Core Courses 1. NUR1018 Health Assessment 2. NUR1019 Anatomy and Physiology 3. NUR1020 Essential Concepts of Chinese Medicine ( 中 醫 基 礎 概 念 ) 4. NUR1021 Microbiology 5. NUR1022 Public Health 6. NUR2018 Pathophysiology 7. NUR2019 Drugs and Herbal Medicine 8. NUR3001 Research Methods in Health Care 9. NUR3002 Ethics and Legal Issues in Health Care 10. NUR4001 Economics and Management in Health Care 11. NUR4002 Capstone Project (6 credits) Major in Nursing 12. NUR2025 Advanced Pathophysiology 13. NUR2026 Primary Care and Community Nursing 14. NUR2027 Women s and Men s Health 15. NUR2028 Psychosocial Dimensions of Health and Illness 16. NUR2029 Maternal and Infant Care 17. NUR2030 Care of Growing Child 18. NUR2031 Care of Adolescents and Young Adults 19. NUR2032 Chinese Medicinal Therapeutics in Nursing ( 中 醫 護 理 技 巧 ) 20. NUR2033 Care of Older People 21. NUR2034 First Nursing Practicum (9 weeks) (3 credits) 22. NUR3009 Care of People with Communicable Diseases 23. NUR3010 Care of People with Non-Communicable Diseases (I) 24. NUR3011 Care of People with Non-Communicable Diseases (II) 25. NUR3012 Mental Health Nursing 26. NUR3013 Care of People with Non-Communicable Diseases (III) 27. NUR3014 Care of People with Non-Communicable Diseases (IV) 28. NUR3015 Second Nursing Practicum (28 weeks) (10 credits) 29. NUR4005 Trauma and Disaster Nursing 30. NUR4006 Integrative Care of People with Non-Communicable Diseases 31. NUR4007 Care of Vulnerable People 34

35 Discipline Electives 32. NUR1023 Ageing in Contemporary Societies 33. NUR2020 Introduction to Gerontology 34. NUR2021 Assessment of Older People 35. NUR2022 Food and Nutrition for Older People: East Meets West 36. NUR2023 Ageing, Diseases and Disabilities 37. NUR3003 Dementia Care 38. NUR3004 Health Management and Social Care of Older People and their Families 39. NUR3005 Rehabilitation and Adaptation in Ageing 40. NUR3006 Recreational Activities and Exercises for Older People 41. NUR3007 Modern Technology for Older People 42. NUR4004 Asset Management for the Third Age 35

36 Course Description Form 1 Course Code NUR1018 Course Title Health Assessment Credit Value 3 QF Level 4 Pre-requisite Nil Synopsis This course will equip students with knowledge and skills to conduct health assessment of across lifespan with various health care needs. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology 1. To prepare students with professional attitudes, knowledge and skills for health assessment across lifespan (PILO 3, 4, 8, 9, 12, 13). 2. To interpret and apply health assessment data in health care needs identification for people at different stages of development (PILO 3, 4, 8, 9, 12, 13). Upon completion of the course, students will be able to: a. demonstrate professional behaviors in performing health assessment b. apply interview and communication skills to obtain personal and family health histories (PILO 8, 9) c. demonstrate safe and appropriate health assessment skills (PILO 3, 4); d. perform systematic health assessment and physical examination (PILO 8, 9, 12, 13) e. distinguish between normal and abnormal findings during health assessment (PILO 4, 8, 12, 13) 1. Principles in health assessment. 2. Comprehensive health assessment techniques including: 2.1. History taking 2.2. Assessment of physical functions, e.g. balance, nutrition, vision 2.3. Cognitive assessment, e.g. thinking, memory 2.4. Psychological functions 2.5. Social assessment 3. Systematic and comprehensive head-to-toe assessment: Inspection, Palpation, Percussion and Auscultation 4. Interpretation of health assessment data: discerning normal from abnormal data. Lecture Lectures are used to deliver updated knowledge of covered topics, and to stimulate students towards further study. Laboratory Laboratory sessions are scheduled to allow students to practise on related psychomotor skills after demonstration by teacher. Tutorial The tutorial sessions facilitate students learning by clarifying ambiguities. Case scenarios and simulated client situations are provided to mimic 36

37 real-life problems, in which students will be guided to develop critical thinking, problem solving ability, communication and health assessment skills. 1 Seminar/Problem-based learning A well-designed real-life scenario will be used to motivate students active and independent learning of the subject matter and integrate the theoretical input learnt from the course into clinical practice. Students are required to hand in the health assessment report afterwards. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course Intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Skill test* Health 70 assessment report Total 100 Skill test Skill test is used to assess students ability to execute the essentials skills in performing health assessments (PILO3, 4, 8, 9). Health assessment report Health assessment report is used to assess students understanding of the principles of health assessment. Students will be asked to conduct a health assessment based on the scenario given and report the assessment results in writing afterwards (PILO 3, 4, 8, 9, 12, 13). *Students must pass the skill test to consider passing for the continuous assessment. Student Study Effort Required Reading List and References Class contact: Lecture 18 Hrs Laboratory 16 Hrs Tutorial 8 Hrs Other student study effort: Self-study 30 Hrs Preparation for Problem-based learning 50 Hrs Preparation for Health assessment report 10 Hrs Total student study effort 135 Hrs Textbook Bickley, L.S. & Szilagyi P.G. (2013). Bates Guide to Physical Examination and History Taking (11th ed.). Philadelphia: Lippincott Williams & Wilkins Reading List 37

38 1. Alfaro-LeFevre, R. (2009). Critical thinking and clinical judgment: A practical approach (4 th ed.). St. Louis: Saunders. 2. Bickley, L.S. (2009). Bates guide to physical examination and history taking (10 th ed.). Philadelphia: Lippincott Williams & Wilkins.[ebook] 3. Doenges, M.E., Moorhouse, M.F. & Murr, A.C. (2010). Nurse Care Plans: Guidelines for Individualizing Client Care Across the Life Span. (8 th ed). [electronic resource]. F.A. Davis Company. 4. Doenges, M.E., Moorhouse, M.F. & Murr, A.C. (2010). Nurse s Pocket Guide: Diagnoses Prioritized Interventions and Rationales. (12 th ed). [electronic resource]. F.A. Davis Company. 5. Doenges, M.E., Moorhouse, M.F. & Murr, A.C. (2010). Nursing Diagnosis Manual: Planning Individualizing and Documenting Client Care. (3 rd ed). [electronic resource]. F.A. Davis Company. 6. Hogstel, M.O. & Curry, L. (2006). Health Assessment Through the Life Span (4 th ed.). Philadelphia: F.A. Davis (for PDA) to reading list 7. Jarvis, C. (2011). Physical Examination and Health Assessment (6 th ed.). St. Louis: Saunders Elsevier. 8. LeBlond, R., Brown, D., & DeGowin, R. (2008). DeGowin s diagnostic examination (9 th ed.). New York: McGraw-Hill Medical Pub. Division. 9. Springhouse (2009). Evidence-Based nursing guide to sign and symptom management. Philadelphia: Lippincott Williams & Wilkins. 10. Swartz, M. H. (2009). Textbook of Physical Diagnosis. History and Examination (6 th ed.). Philadelphia: Saunders Elsevier. 1 Journals 1. American Family Physician 2. Journal of Advanced Nursing 3. The Journal for Nurse Practitioners Useful Website 38

39 Course Description Form 2 Course Code NUR1019 Course Title Anatomy and Physiology Credit value 3 QF Level 4 Pre-requisite(s) Nil Synopsis This course will equip students with an understanding of the body as an integrated entity from the molecular to the whole body level and to engender a holistic approach to human beings. Objectives Course Intended Outcomes Indicative Syllabus Teaching & Methodology This subject aims to provide students with a basic understanding of the structure, function and integration of the various physiological systems of human body (PILO 2, 3, 4, 8, 10, 13). Upon successful completion of this course, students will be able to: a. discuss the interrelations of body systems, organs, cells and organelles (PILO 2, 3, 8, 13) b. describe anatomical terminology of the human body (PILO 2, 3, 8, 13) c. identify and locate anatomical structures corresponding to different body systems (PILO 2, 3, 8, 13) d. analyze the integrative nature of the body systems (PILO 2, 3, 8, 13) e. explain functions of anatomical structures and ways to promote client s well-being where relevant to nursing work (PILO 2, 3, 4, 8, 10, 13) 1. Introduction to anatomy and physiology 2. Chemical basis of life and concept of maintenance systems, control systems, defense systems and homeostasis 3. Anatomy and physiology of the following systems: 3.1. Respiratory system 3.2. Cardiovascular system 3.3. Blood, lymphatic & immune system 3.4. Nervous system 3.5. Special senses 3.6. Digestive system 3.7. Musculoskeletal system 3.8. Endocrine system 3.9. Reproductive system Renal system Skin (Integumentary system) Lecture Lectures are scheduled for delivery theoretical knowledge in preparation for discussion on how the theories and techniques are applied in clinical settings. Tutorial 39

40 Tutorials are used to allow students to clarify concepts and queries. Tutorials include online activities and the use of interactive multimedia. Online activities include games that allow students to recognize, remember and understand anatomical terminology, and thereby build confidence in their mastery of the course. 2 Laboratory Laboratory work provides practice in applying knowledge that has been presented in lectures and in developing essential skills. Online 3D models will be used so as to gain a better understanding of spatial relationships. They will be coached through several small scale experiments to explore how the body works. Seminar/Problem-based learning Seminars are used to reinforce the concepts learned in lectures through student presentation and exchange of ideas. Well-designed real-life scenarios will be used to motivate student s active and independent learning of the subject matter and integrate the theoretical input learnt from the course into clinical practice. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weightin g Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Laboratory exercises 10 and log book 2. One Mid-Term Test Written Test 50 Total 100 Laboratory Exercises and Experiment Records Laboratory exercises enhance understanding and critical thinking through data analysis. To enable integration of practical scenarios to theories (PILO 2, 3, 4, 8, 10, 13). Experiment records are experiment journals that file the raw data of the incidents and observations during experiments. Mid-Term Test Mid-Term Test is used to assess students understanding about the concepts learned. It allows them to reflect and identify areas for improvement in studying this subject (PILO2, 3, 4, 8, 10, 13). Written Test The Written Test will consist of multiple choice questions, short questions and conventional questions. Both types of written questions will assess all of the intended learning outcomes for the subject and will specifically check their understanding of the integration of regional and systemic anatomy and physiology (PILO 2, 3, 4, 8, 10, 13). 40

41 2 Student Study Effort Required Reading List and References Class contact: Lecture 14 Hrs Tutorial/ Laboratory 14 Hrs Seminar/problem-based learning 17 Hrs Other student study effort: Self-reading 30 Hrs Preparation for seminar/problem-based 30 Hrs learning Preparation for Mid-Term Test and Written 30 Hrs Test Total student study effort 135 Hrs Textbook McConnell, T.H. and Hull, K.L. (2011). Human Form Human Function: Essentials of Anatomy and Physiology. (1 st ed.) Philadelphia: Lippincott Williams & Wilkins. References 1. Abrahams, P. H., Boon, J. M., & Spratt, J.D. (2008). McMinn's colour atlas of human anatomy (6 th ed.). Philadelphia: Mosby. 2. Anatomy and Physiology Revealed (APR) version An Interactive Cadaver Dissection experience, CD Rom, McGraw Hill. 3. Cohen, B. J. (2009). Memmler's The Human Body in Health and Disease. (11 th ed.) Philadelphia: Lippincott Williams & Wilkins. 4. Fox, S.I. (2009). A laboratory guide to human physiology, concepts and clinical applications (12 th ed.). New York: McGraw-Hill. 5. Fox, S.I. (2009). Laboratory guide to accompany human physiology (13 th ed.). New York: McGraw-Hill. 6. Moore, K. L., Dalley, A. F., & Agur, A. M. R. (2010). Clinically oriented anatomy (6th ed.). Philadelphia: Lippincott Williams & Wilkins. 7. Paul, A L. (Ed.) (2009) Handbook of Cardiac Anatomy, Physiology, and Devices (2 nd ed). Springer: New York. 8. Scanlon, V. C., & Sanders, T. (2007). Essentials of anatomy and physiology (Kindle edition). [electronic resource]. Philadelphia: F.A. Davis. 9. Shier, D.N., Butler, J.L., & Lewis, R. (2010). Hole's human anatomy and physiology (12 th ed.). New York: McGraw-Hill. 10. Waugh, A., & Grant, A. (2010). Ross and Wilson anatomy and physiology in health and illness: With access to Ross & Wilson website for electronic ancillaries and ebook (11 th ed). Edinburgh: Churchill Livingstone. 11. Widmaier E.P., Raff, H., & Strang, K.T. (2011). Vander's human physiology: the mechanisms of body function with ARIS (12 nd ed.). New York: McGraw-Hill. 41

42 2 Journals 12. Journal of Applied Physiology 13. Journal of Anatomy 14. Journal of Immunology 15. Journal of Pathology 16. Journal of Physiology 17. Lancet 18. Nurse prescribing 42

43 Course Description Form 3 Course Code NUR1020 Course Title Essential Concepts of Chinese Medicine ( 中 醫 基 礎 概 念 ) Credit Value 3 QF Level 4 Pre-requisite Nil Synopsis This course focus on introduce and develop basic philosophical and theoretical background, as well as basic knowledge on therapeutic modalities of Chinese medicine to students. The ability of students to integrate the acquired knowledge into daily life will be addressed. Objectives Course Intended Outcomes Indicative Syllabus This course aims to develop student s ability to integrate basic knowledge of Chinese medicine in nurturing health, preventive health and restorative health (PILO 2, 4, 5, 10, 13). Upon completion of this course, students will be able to: a. discuss the philosophical and theoretical development of Chinese medicine (PILO 2, 5) b. explain the interactions and interrelationships between life and nature in Chinese medicine perspectives (PILO 2, 4, 5) c. describe and apply the concepts of nurturing health, preventive health and restorative health in daily life (PILO 2, 4, 5, 10, 13) d. explain the diagnostic methods and basic therapeutic modalities in Chinese medicine (PILO 2, 4, 5) 1. The philosophical and theoretical development of Chinese medicine 1.1 Historical background 1.2 Concept of holism and syndrome differentiation 1.3 Theory of Yin-Yang and Five Phases 2. The concept of health nurturing 2.1 Origin of the concept: The Yellow Emperor s Inner Canon 2.2 Introduction of the principle of nurturing health and preventive health Nurturing of body and vitality Balance of Yin-Yang Lifestyle modification 3. Human body structure 3.1 Qi, blood, body fluid and essence of life and spirit 3.2 Zang-fu 3.3 Meridian system 4. Interaction and interrelationship between life and nature 5. Causes of disease and pathogenesis 6. Diagnostic methods 6.1 Inspection 6.2 Auscultation and olfaction 6.3 Inquiry 6.4 Pulse palpation 7. Introduction of therapeutic modalities 7.1. Herbal medicine 43

44 7.2. Chinese food therapy 7.3. Physical therapy 8. Concept of evidence based practice and the practice of Chinese medicine. 9. Application of the knowledge of Chinese medicine to daily life. 3 & Teaching Methodology Lecture Lectures are used for delivery of the theoretical knowledge. Students are given pre-reading materials before lectures. Seminar/Case studies Seminars are used to reinforce the concepts learned in lectures through student presentation and exchange of ideas. Case studies are used to help students understand and consolidate what they have learned in lecture and from their readings. Tutorial Tutorial will be organized to clarify concepts learned and discuss related issues. Students will be required to work in small groups to critically analyse a selected topic Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Diary Group 30 Presentation 3. Examination 50 Total 100 Diary Students are required to search and collect real life examples to illustrate the philosophy and theories taught in this course. It helps students link up what they learned in the lectures. (PILO 2, 4, 5, 10, 13) Seminar presentation Seminar presentation is used to assess students comprehension of a selected health concern. It is also used to evaluate students presentation skills, language ability, and team collaboration. (PILO 2, 4, 5, 10, 13) Examination An examination in the form of multiple choice questions, and short and long questions will be used to assess students knowledge of Chinese medicine and all of the intended learning outcomes. (PILO 2, 4, 5) Student Study Class contact: 44

45 Effort Required Reading List and References Lecture 28 Hrs. Tutorial 6 Hrs. Seminar / Case studies 8 Hrs. Other student study effort: Self-study 56 Hrs. Case studies and learning diary 14 Hrs. Preparation for the examination 14 Hrs. Total student study effort 126 Hrs. Textbook 1. 吳 敦 序.(1995). 中 醫 基 礎 理 論. 上 海 科 學 技 術 出 版 社. [E-Resource] 2. 朱 文 鋒 (2001). 中 醫 診 斷 學. 上 海 科 學 技 術 出 版 社. [E-Resource] Reading List 1. Maciocia, G. (2008). The practice of Chinese medicine: the treatment of diseases with acupuncture and Chinese herbs. London: Elsevier Churchill Livingstone. 2. Maciocia, G. (2005).The foundations of Chinese medicine: a comprehensive text for acupuncturists and herbalists. (2nd ed.) London. : Elsevier Churchill Livingstone. 3. Liu, ZW & Liu, L. (2009). Essentials of Chinese medicine [electronic resource], New York: Springer, c. 4. 林 昭 庚.(2009). 新 編 彩 圖 針 灸 學. 台 北 : 知 音 出 版 社 5. 梁 繁 榮.(2007). 針 灸 學. 全 國 普 通 高 等 教 育 中 醫 藥 類 精 編 教 材. 上 海 : 上 海 科 學 技 術 出 版 社. 6. 印 會 河, 張 伯 訥.(2003). 中 醫 基 礎 理 論. 台 北 : 知 音 出 版 社 7. 洪 敦 耕 (2002). 中 醫 基 礎 理 論 提 要 內 經 選 讀 香 港 : 天 地 圖 書 有 限 公 司. 8. 王 新 華, 童 瑶. (2001). 中 醫 基 礎 理 論. 北 京 : 人 民 衛 生 出 版 社. 9. 何 曉 暉 主 編 (2000). 中 醫 基 礎 學 教 學 病 案 精 選 長 沙 市 : 湖 南 科 技 出 版 社 10. 吳 敦 序. (1998). 中 醫 基 礎 理 論 學 習 指 導. 上 海 : 上 海 科 學 技 術 出 版 社. 11. 王 新 華 (1995). 中 醫 學 基 礎. 上 海 : 上 海 科 學 技 術 出 版 社. 12. 甄 志 亞, 傅 維 康 (1994). 中 國 醫 學 史. 台 北 : 知 音 出 版 社. 13. 羅 獻 瑞 (1992). 實 用 中 草 藥 彩 色 圖 集. 廣 州 市 : 廣 東 科 技 出 版 社. Journals 1. American Journal of Chinese Medicine 2. Chinese Medical Journal 3. Chinese Journal of Evidence-Based Medicine 4. Journal of Evidence-Based Medicine 5. Journal of Traditional Chinese Medicine 6. The journal of Alternative and Complementary Medicine Useful Websites 3 45

46

47 Course Description Form 4 Course Code NUR1021 Course Title Microbiology Credit Value 1.5 QF Level 4 Pre-requisites Nil Synopsis This course will equip students with an understanding on microorganisms, host-pathogen relationships, routes of transmission so as to apply this knowledge in preventing or reducing the incidence of disease in various settings. Objectives Course Intended Outcomes Indicative Syllabus Teaching/Lear ning Methodology This course aims to provide foundation knowledge on microorganisms that are of medical relevance to humans and the relevant methods of identification (PILO 2, 8, 13). Upon completion of the course, students will be able to: a. describe the structures and functions of micro-organisms (PILO 8) b. highlight the laboratory test results in the identification of microorganisms (PILO 2, 8) c. discuss transmission modes, diagnosis and treatments of common infection diseases (PILO 8, 13) d. identify the common types of healthcare associated infection and the related infection control practices (2, 8, 13) 1. Introduction to microbiology 1.1 Classification and structures of microorganisms 1.2 microbial growth and its control 2. Healthcare associated infectious diseases 2.1 Modes of transmission 2.2 Pathogenic mechanisms of: a. bacterial infection b. viral infection c. fungal infection d. parasitic infection 2.3 Immune system and host s response to infection 2.4 Principles and methods of laboratory diagnosis 2.5 Treatment and prevention Lecture Lectures deliver information for later discussion on how the theories and techniques are applied in clinical settings. Laboratory Laboratory sessions reinforce important concepts introduced in lectures. Students have the opportunities to practise basic laboratory techniques with an emphasis on aseptic and disinfection techniques. Seminar Seminars are used to support lectures and laboratory sessions for 47

48 students learning by offering direct opportunities for clarification of concepts. Case studies are used to enhance students understanding in microbiology. 4 Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Laboratory 20 report(s) 2. Case study 20 report 3. Exercise Written test 50 Total 100 Laboratory Report(s) Laboratory reports enhance students understanding and critical thinking through data analysis. To enable integration of practical scenarios to theories (PILO 2, 8, 13). Case study report Case studies are used to assess students understanding of knowledge and their ability to analyze problems underlying a selected clinical scenario and offer precautionary measures (PILO 2, 8 13). Exercise The exercise is used to enhance students knowledge of microbiology. Through the exercise, students could practice how to collect clinical specimens, understand the principles and methods of diagnostic tests and the treatment and prevention of healthcare associated infections. (PILO 2, 8, 13) Written test Written test is used to assess students learning at recall, comprehension and application levels (PILO 2, 8,13). Student Study Effort Required Reading List and References Class contact: Lecture 15 Hrs. Laboratory/Seminar 10 Hrs. Other student study effort: Self-study 25 Hrs. Preparation of presentation and written test 25 Hrs. Total student study effort 75 Hrs. Textbook Cowan, M.K. and Bunn, J. (2013) Microbiology Fundamentals: A Clinical Approach. Philadelphia: McGraw Hill. References 48

49 4 1. Tortora, GJ, Funke, BR, & Case, CL. (2013) Microbiology: An introduction. 11th ed. San Francisco: Pearson. 2. Engelkirk, P., & Engelkirk, J.D. (2010) Microbiology for the Health Sciences (9 th ed.). Baltimore: Lippincott Williams & Wilkins. 3. Wilson, J. (2000). Clinical Microbiology: An Introduction for Healthcare Professionals (8 th ed.). Edinburgh: Balliere Tindall. Journals 1. The Journal of general microbiology 2. Microbiology 3. Clinical microbiology and infection 49

50 Course Description Form 5 Course Code NUR1022 Course Title Public Health Credit Value 3 QF Level 4 Prerequisite Nil Synopsis This course aims to equip students with an understanding on the development of health policies in disease prevention and health promotion. Students will be able to make clear linkages between health promotion practices and the overarching goals of public health through the necessary tools to identify priority needs for health promotion, to implement and evaluate the designed community-based programs. Objectives Intended Outcomes Indicative Syllabus This course will provide students with opportunities to understand the development of health policies in disease prevention and health promotion in Eastern and Western societies. It will also introduce the essential concepts in promoting and nurturing health (PILO 2, 6, 13) Upon completion of the course, students will be able to: a. describe the concepts of public health. (PILO 2) b. define the main areas of public health including health services, epidemiology, social/behavioral sciences, environmental health and biostatistics. (PILO 2, 6 ) c. understand the development of cross-disciplinary collaboration in public health development. (PILO 2, 6) d. relate knowledge in health education and health promotion to protect and promote population health (PILO 2, 6, 13) 1. Overview of public health 1.1. Concepts of health 1.2. Determinants of health 1.3. Health care delivery system 2. Main areas in public health development 2.1. Health services 2.2. Epidemiology of health and illness 2.3. Social/behavioral sciences 2.4. Environmental health 2.5. Health policy and management 3. Health education and Health promotion 3.1. Theories and models of health education and health promotion 3.2. Strategies for health education and health promotion 3.3. Health education and health promotion in nursing practice 3.4. Contemporary issues in health education and health promotion 4. Ethics in public health research and professionalism 50

51 Teaching/ Methodology Assessment Methods in Alignment with Intended Outcomes Student Study Effort Required Reading List and References Lecture Course content will be primarily delivered through lectures. Seminar/Problem-based learning Seminars broaden and deepen the students knowledge gained in the lecture through oral presentations and class discussions. Problem-based learning helps the students to integrate what they have learnt from the course into clinical practice by applying the knowledge into a well-designed real-life scenario. Tutorial Tutorials provide opportunities for students to ask questions, clarify ambiguities, and discuss problems. In addition, students will be required to work in small groups to critically analyze a selected topic or health issue, and case scenarios are provided to facilitate students tackling with current issues. Specific assessment methods/tasks % weighting Intended subject learning outcomes to be assessed (Please tick as appropriate) a b c d 4. Oral presentation Written Test 50 Total 100 Oral Presentation Oral presentations encourage students to do research and to explore various sources for understanding local and international development of public health and evaluate students ability to analyze the current public health policy. It will be in the form of poster, pamphlet or case studies, etc. (PILO 2, 6, 13) Written Test Written test will be used to evaluate students application of concepts and approaches of public health development in synthesizing the critiques of the local health care system. (PILO 2, 6, 13) Class contact: Lecture 16 Hrs. Seminar/Problem-based learning 15 Hrs. Tutorial 14 Hrs. Other student study effort: Pre-reading 45 Hrs. Preparation of presentation and written assignment 45 Hrs. Total student study effort 135 Hrs. Textbook Schneider, M.J. (2011). Introduction to Public Health. (3 rd ed.) Sudbury, Mass: Jones and Bartlett Publishers. 5 51

52 5 Reference 1. Albert, S.M., & Freedman, V.A. (2010). Public Health and Aging: Maximizing Function and Well-being. (2 nd ed). [Electronic resource]. Springer Publishing. 2. Coles, L., & Porter, E. (2008). Public Health Skill: A Practice Guide for Nurses and Public Health Practitioners. [Electronic resource]. John Wiley & Sons. 3. Donaldson, L. J., & Scally, G. (2009). Donaldson's Essential Public Health. (3 rd ed., Kindle Edition). Radcliffe Medical PR. 4. Nies, M. A., & McEwen, M. (2010). Community/public health nursing: promoting the health of populations. (5 th ed.). St. Louis, Mo.: Lsevier/Saunders. 5. Talbot, L., & Verrinder, G. (2009). Promoting health: the primary health care approach. (4 th ed.). Sydney, N.S.W.: Churchill Livingstone/Elsevier. 6. Turnock, B. J. (2012). Essentials of public health. (2 nd ed.). Sudbury, Mass: Jones & Bartlett. 7. Watkins, D., & Cousins, J. (eds). (2009). Public health and community nursing: frameworks for practice. (3 rd ed.). Edinburgh: Elsevier Baillière Tindall. 8. WHO. (2008). Primary health care now more than ever. The World Health Report Retrieved from 9. WHO. (2010). Healthy People 2010: Understanding and improving health. WHO. Journals 1. American Journal of Public Health 2. Annual Review of Public Health 3. Informatics for health and social care 4. Journal of primary care & community health, SAGE publication 5. Primary health care research & development, Cambridge Journals Online Useful website 1. American Public Health Association: 2. Centre for Diastase Control and Prevention: 3. Centre for Health Protection, Hong Kong: 4. Department of Health, Hong Kong: 5. National Institute for Health: 6. Public Health Europe: 52

53 7. Society for Public Health Education: 8. World Association of Chinese Public Health Professionals: 9. World Health Organization:

54 Course Description Form 6 Course Code NUR2018 Course Title Pathophysiology Credit value 3 QF Level 4 Pre-requisite(s) Nil Synopsis This course aims at to provide students with the biology of common disease processes. It serves as a basis for understanding the clinical manifestations, which enables students to relate to specific clinical situation, and rationalize their nursing actions and basic principles of therapies. Objectives Course Intended Outcomes Indicative Syllabus Teaching & Methodology This subject provides an introduction to biological disturbances with an emphasis on structural and functional changes caused by diseases and disorders. It serves as a basis for understanding clinical manifestations of common diseases (PILO 4, 5, 8, 12, 13). Upon successful completion of this course, students will be able to: a. describe the biological basis of common pathophysiological conditions (PILO 5, 8) b. distinguish between normal body functions and their pathological alterations (PILO 5, 8) c. outline the patterns of inheritance of familial disease and characteristics of ageing process (PILO 5, 8) d. describe factors that cause pathological changes and the interrelationship between ageing, chronic and degenerative changes (PILO 4, 5, 8, 12, 13 ) Part A Basic concepts of disease processes 1. introduction to pathophysiology and pathology 2. Cellular responses to stress and toxic insults: adaptation, injury, and death 3. Acute and chronic inflammation 4. Tissue renewal, repair, and regeneration 5. Immunity and abnormal responses 6. Neoplasma Part B The effects of altered status/growth and development/aging on disease processes 7. Congenital and genetic disorders 8. Aging and disease processes 9. Fluid, electrolyte, and acid-base imbalance 10. Stress and adaptation 11. Environmental and nutritional disease 12. Hemodynamic disorders and thromboembolic disease 13. Pain Lecture Lectures cover theoretical knowledge in preparation for students discussions on how theories and techniques are applied in clinical 54

55 settings. 6 Tutorial Tutorials provide opportunity for students to ask questions, clarify concepts and deepen their understanding. Seminar/Problem-based learning Problem-based learning uses a well-designed real-life scenario to initiate student s active and independent learning of the subject matter and integrates the theoretical input learnt from the course into clinical practice. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Midterm quiz Assignment(s) Examination 40 Total 100 Written Assignment(s) and Written quiz Both written assignment(s) and written quiz are used to assess student learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course (PILO 4, 5, 8, 12, 13). Examination Examination will include multiple choice questions and short questions. The examination will assess all the intended learning outcomes for the course and will specifically check students understanding on the integration of regional and systemic anatomy and physiology (PILO 4, 5, 8, 12, 13). Student Study Effort Required Reading List Class contact: Lecture 34 Hrs Tutorial 2 Hrs Seminar/Problem-based 6 Hrs learning Other student study effort: Self-reading 36 Hrs Preparation for 12 Hrs Seminar/Problem-based learning Preparation for midterm 36 Hrs quiz and final examination Total student study effort 126 Hrs Textbooks 55

56 and References 1. Porth, C. M. (2011). Essentials of Pathophysiology (3 th ed.). Philadelphia: Lippincott Williams & Wilkins. 6 References 2. Adams, M., Holland, L. N., & Bostwick, P. M. (2008). Pharmacology for nurses: A pathophysiologic approach (2 nd ed.). Upper Saddle River: Pearson/Prentice Hall. 3. Anatomy & Physiology Revealed (APR) Version 2.0, 2008, An Interactive Cadaver Dissection Experience,CD-ROM, McGraw -Hill. 4. Crowley, L. (2009). An Introduction to Human Disease: Pathology and Pathophysiology Correlations. (8 th ed.). USA: Jones and Bartlett Publishers. 5. Mitchell, R., Kumar, V. & Fausto, N. & Aster, J. (2011). Pocket Companion to Robbins & Cotran Pathologic Basis of Disease. (8 th ed). Philadelphia: Saunders Elsevier. 6. Moore, K. L., Dalley, A. F., & Agur, A. M. R. (2009). Clinically oriented anatomy (6th ed.). Philadelphia: Lippincott Williams & Wilkins. 7. Porth, C. M. & Matfin, G. (2009). Pathophysiology: Concepts of altered health states (8 th ed.). Philadelphia: Lippincott Williams & Wilkins. 8. Kumar, V., Abbas, A.K. & Aster, N. (2009). Robbins & Cotran Pathologic Basis of Disease. (Kindle edition.). Philadelphia: Saunders Elsevier. 9. McCance, K.L., & Huether, S.E. (2009). Pathophysiology Text and E-book Package: the Biologic Basis for Disease in Adults and Children. (6 th ed.). St. Louis: Mosby. 10. McPhee, S.J. & Papadakis, M.A. (2009). Lange 2009 Current Medical Diagnosis & Treatment. (48th ed). [electronic resource]. McGraw-Hill Professional. Journals 11. Journal of Immunology 12. Journal of Pathology 13. Journal of Physiology 14. Lancet Useful websites for Pathophysiology 15. Joanna Briggs Institute: Medline Plus : The Hong Kong Medical Association: The Lancet: Scienc Express: World Health Organization: 56

57 Course Description Form 7 Course Code NUR2019 Course Title Drugs and Herbal Medicine Credit Value 1.5 QF Level 4 Pre-requisite Nil Synopsis The course encompasses theories of both Western and Chinese medicine, and emphasize the principles of drug administration with safe practice. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology This course aims to develop students knowledge on pharmacology of Western medicine and herbal medicine. It focuses on basic drug usage and administration knowledge for care of clients with common health problems (PILO 5, 6, 8, 13). Upon completion of this course, students are able to: a. describe the concepts of pharmacokinetics, therapeutic drug monitoring and iatrogenic disease of Western medicine (PILO 6, 8, 13) b. understand the basic pharmacological knowledge of herbal medicine (PILO 6, 8, 13) c. understand the principles of drug administration (PILO 5, 6, 8, 13) 1. Concepts of pharmacokinetics, therapeutic drug monitoring and iatrogenic disease 1.1 Absorption and distribution of drugs 1.2 Dosage calculation and monitoring 1.3 Half-life and elimination 1.4 Side-effects and adverse reactions 1.5 Drug-related iatrogenic disease 1.6 Selective toxicity of antibiotic 2. Pharmacological treatment of drugs for various body systems: 2.1 Skin 2.2 Nervous system 2.3 Cardiovascular system 2.4 Respiratory system 2.5 Gastrointestinal system 2.6 Urinary system 3. Characteristics and pharmacology of Chinese herbal medicine 3.1 Action and indication 3.2 Toxicity and contraindication 3.3 Decoction 3.4 Philosophy of herbal formulae 4. Principles of safe administration of drugs and herbal medicine Lecture Lectures are used to deliver theoretical knowledge. Tutorial 57

58 It provides opportunity for students to ask questions, clarify ambiguities, and discuss problems. 7 Laboratory Laboratory demonstration of herbs and equipment such as scales for dispensing of herbal medicine to allow students to have real model practice. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c 1. On-line Quiz Assignment Attendance and 10 participation 4. Written test 50 Total 100 On-line quiz It is used to assess students learning. It allows students to reflect, and identify areas for improvement in studying. (PILO 6, 8, 13) Assignment It is used to reflect students learning progress and ability to apply the knowledge. (PILO 5, 6, 8, 13) Written Test This will include multiple choice questions and short answer questions, both of which will be used to assess all of the intended learning outcomes. (PILO 5, 6, 8, 13) Student Study Effort Required Reading List and References Class contact: Lecture 15 Hrs. Tutorial 4 Hrs. Laboratory 1 Hrs. Other student study effort: Self-study 30 Hrs. Preparation for the examination 10 Hrs. Total student study effort 60 Hrs. Textbooks 1. Bardal, S.K., Waechter, J. E. & Martin, D.S. (2011). Applied pharmacology. [electronic resource]. St. Louis, Mo.: Elsevier./ Saunders. 2. Katzung, B.G., Masters, S.B. & Trevor, A.J. (2009). Basic & clinical pharmacology. (electronic resource). 11th ed. New York: McGraw-Hill Medical; London: McGraw-Hill. 3. 雷 載 權. (1995). 中 藥 學. [ 供 中 醫 藥 類 專 業 用 ]. 上 海 科 學 技 術 出 58

59 版 社. [electronic resource]. 7 Reading Lists 1. Kee, J.L.,Hayes,E.R. & Linda, E.M (2011). Pharmacology : a nursing process approach. St. Louis, MO : Elsevier Saunders, c Schultz, A. M., Chao, S., & McGinnis, J. M. (2009). Integrative Medicine and the Health of the Public: A Summary of the February 2009 Submmit. National Academies Press. 3. 沈 連 生 (1999). 常 用 中 草 藥. 北 京 : 中 國 中 醫 藥 出 版 社. 4. 北 京 探 索 科 技 有 限 責 任 公 司 北 京 中 醫 藥 大 學 和 北 京 醫 科 大 學 聯 合 製 作 (1997). 圖 說 本 草 ( 電 腦 光 碟 ). 北 京 : 北 京 電 子 工 業 出 版 社. 5. 羅 獻 瑞 (1992). 實 用 中 草 藥 彩 色 圖 集. 廣 州 市 : 廣 東 科 技 出 版 社. 6. 項 平 (2000). 香 港 中 醫 藥 發 展 研 究 報 告 第 二 期 香 港 : 一 國 兩 制 研 究 中 心. 7. 楊 維 益 (2001). 中 醫 學 : 宏 觀 調 控 的 功 能 醫 學 香 港 : 秋 海 棠 文 化 企 業 世 紀 中 醫 藥. 香 港 : 香 港 醫 藥 出 版 社. 8. 雷 載 漢 (2001). 中 藥 學. 上 海 科 學 技 術 出 版 社. 9. 江 潤 祥 (2002). 現 代 中 醫 藥 之 教 育 研 究 與 發 展 香 港 : 中 文 大 學 出 版 社. 10. 中 華 人 民 共 和 國 衛 生 部 藥 典 委 員 會 編 (2005). 中 華 人 民 共 和 國 藥 典. 北 京 市 : 人 民 衛 生 出 版 社. Journals 1. British Journal of Clinical Pharmacology 2. Trends in Pharmacological Sciences 3. Journal of Pharmaceutical & Biomedical Analysis 4. Journal of Alternative & Complementary Medicine Useful Websites

60 Course Description Form 8 Course Code NUR3001 Course Title Research Methods in Health Care Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with the necessary knowledge and skills of research that will enable to initiate research proposals and use research findings to guide their nursing practice. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology This course is to equip students to analyze and critique research papers and conduct a research (PILO 4, 6, 7, 9, 13). Upon completion of the course, students will be able to: a. comprehend the concept of research process (PILO 4, 6, 7) b. understand different research approaches and designs to clinical practice (PILO 4, 6, 7, 9) c. analyze research papers and other publications critically (PILO 4, 6, 7) d. acquire knowledge and skills to prepare research proposals and report (PILO 4, 6, 7, 9, 13) 1. Overview of the research process 2. Formulating a research problem/hypothesis 3. Reviewing the literature 4. Research approaches/designs 5. Measurement, sampling and data collection procedures 6. Data analysis: 6.1 parametric and non-parametric data analysis, 6.2 use of computer software for data analysis 7. Managing qualitative data 8. Preparing a research proposal 9. Compiling a research report Lecture Lectures will be conducted to provide students with theoretical knowledge about research process. Students will be stimulated and facilitated to appraise the research reports and prepare for research proposals. Tutorial Tutorials will be organized to clarify concepts learned and discuss related issues. Students will be required to work in small groups to critically analyze research articles. Seminar Presentations of students research proposal in groups will be arranged. Students will work in groups of 6-8. Students are expected to use their theoretical input from lectures and tutorials to formulate their group 60

61 research proposal and present their research design in their presentations. 8 Assessment Methods in Alignment with Course Intended Outcomes may change because of the next section Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Proposal 30 presentation 2. Proposal Written test 40 Total 100 Proposal presentation (in groups) Each group has to present their proposal. This is used to assess students ability to present their ideas of research, discuss related issues and to ask critical questions (PILO 4, 6, 7, 9, 13). Proposal (in groups) Each group will be asked to submit a written proposal two weeks after presentation (PILO 4, 6, 7, 9, 13). Written test It is used to assess students understanding of research concepts and methods (PILO 4, 6, 7, 9). Student Study Effort Required Reading List and References Class contact: Lecture 27 Hrs. Seminar 12 Hrs. Tutorial 6 Hrs. Outside study : Pre-reading 56 Hrs. Preparation for seminar presentation, group 34 Hrs. assignment and written test Total student study time 135 Hrs. Textbooks 1. Pearson, A., Field, J and Jordan, Z. (2007). Evidence-Based Clinical Practice in Nursing and Health Care: Assimilating Research, Experience and Expertise [Kindle Edition]. NJ: Wiley-Blackwell. 2. Portney, L.G., & Watkins, M.P. (2008). Foundations of Clinical Research: Applications to Practice (3 rd ed.). New Jersey: Pearson/Prentice hall. 3. Gkasser, S.P. (2008). Essentials of Clinical Research. [Electronic resource]. Springer Science & Business Media. Recommended readings 1. Aron, A., Aron, E.N., & Coups, E. (2010). Statistics for the behavioural and social sciences (3 rd ed.). London: Prentice Hall. 61

62 2. Barbour, R. (2007). Introducing Qualitative Research: A Student s Guide to the Craft of Doing Qualitative Research. London: Sage Publications Ltd. 3. Field, A. (2009). Discovering Statistics Using SPSS. (3th ed.). London: Sage Publications Ltd. 4. Huizingh, E. (2007). Applied Statistics with SPSS. London: Sage. 5. Jacobsen, K. H. (2012). Introduction to health research methods: a practical guide. Sudbury, Mass.: Jones & Bartlett. 6. Peacock, J.K. (2007). Presenting Medical Statistics from Proposal to Publication: a Step-by-Step Guide. Oxford, New York: Oxford University Press. 7. Schmide, N.A, Brown, J.M (2011). Evidence-based Practice for Nurses: Appraisal and Application Research (2 nd ed.). Jones & Bartlett. 8 Journals 1. Evidence-based healthcare & public health, Amsterdam : Elsevier, 2. Evidence-Based Nursing 3. Evidence-Based Complementary and Alternative Medicine 4. International Journal of Nursing Studies 5. International Journal of Health Research 6. Journal of Advanced Nursing 7. Journal of Clinical Nursing Useful web sites 1. Agency for Health Care Policy and Research: 2. The Cochrane Collaboration: 3. National Institute of Nursing Research: 62

63 Course Description Form 9 Course Code NUR3002 Course Title Ethical and Legal Issues in Health Care Credit Value 3 QF Level 4 Prerequisites Nil Synopsis The course equips students with knowledge and legal principles that guide students in provision of care and decision making in ethical dilemma situations. Objectives Courses Intended Outcomes Indicative Syllabus The course aims to provide students with background knowledge of basic ethical and legal principles which influence clinical decision making. 1. Develop an understanding of the legal and ethical rights, responsibilities, and obligations of health professionals in a changing health environment (PILO 4, 5, 8, 9, 11, 13). 2. Appreciate the importance of patent s right and accountability within the legal framework of health care (PILO 4, 9, 14). Upon completion of the subject, students will be able to: a. understand the concepts of human value development and their relationships with ethics and law related to health care (PILO 4, 5, 9, 11, 13) b. explain patient s right and accountability (PILO 4, 9, 14) c. analyze the complexity of ethical and legal factors which influence clinical decision making (PILO 4, 9, 14) d. demonstrate ability to critically appraise complex ethical practice and its relationship with culture (PILO 4, 5, 8, 9, 11, 13) e. apply ethical principles and ethical decision making framework to their practice (PILO 4, 5, 8, 9, 11, 13) 1 Theories in ethics 1.1 Moral and virtue ethics 1.2 Good will and duty 1.3 Utilitarianism 1.4 Deontological theories 1.5 Human dignity 2 Ethical principles in health care 2.1 Beneficence, 2.2 Distributive justice 2.3 Informed consent 2.4 Integrity and totality 2.5 Respect for autonomy and freedom 3 Frameworks of ethical decision-making 4 Legal and ethical issues involved in end of life care 5 Legal issues involved in health care delivering 5.1 Patient s rights and obligations 5.2 Consent to receive health services 5.3 Confidentiality 63

64 5.4 Public Law 5.5 Malpractice and negligence 5.6 Human subject research 6 Relationship and distinction between ethics and law 9 Teaching/Lear ning Methodology Lecture Lectures will be primary means for conveying course content Seminar/Problem-based learning Seminars are used to strengthen knowledge gained in lectures. Seminars will include oral presentations, discussions, and case studies. Problem-based learning uses a well-designed real-life scenario to initiate student s active and independent learning of the subject matter, in particular, helps students to consolidate the theories and concepts they have learned and to apply them in real health care situations, thereby improving their ability to make critical decisions. Tutorial Face-to-face tutorials are used to support lectures and seminar sessions. It provides opportunities for students to ask questions, clarify ambiguities, and discuss problems. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Group Project Individual 60 Essay Total 100 Group Project A group project is used to evaluate students ability to apply what they have learned, and to collect and analyze relevant information/data for solving problems in various health care settings (PILO 4, 5, 8, 9, 11, 13, 14). Essay An essay is used to evaluate student s ability to synthesize the theories and concepts they have learned in legal and ethical decision-making (PILO 4, 5, 8, 9, 11, 13, 14). Student Study Effort Required Class contact: Lecture 24 Hrs. Seminar 15 Hrs. Tutorial 6 Hrs Other student study effort: Pre-reading 30 Hrs. 64

65 Reading List and References Preparation of presentation and written 60 Hrs. assignment Total student study effort 135 Hrs. Textbooks Pozga, G.D. (2013). Legal and Ethical Issues for Health Professionals (Third Edition). London: Jones & Bartlett Publishers. Graham Avery (2013). Law and Ethics in Nursing and Healthcare: An Introduction (1st ed.). London: Sage Publications Ltd. Recommended readings and relevant e-learning resource 1. Banks, S. and Gallagher, A. (2009). Ethics in professional life: virtues for health and social care. Basingstoke. England: Palgrave Macmillan. 2. Beauchamp and Childress (2001). Principles of Biomedical Ethics (6 th eds). USA: OUP. 3. Wong, D. (2010). Legal Issues for the Medical Practitioner. Hong Kong: Hong Kong University Press. 4. DeGrazia, D., Mappes, T. and Brand-Ballard, J. (2011). Biomedical Ethics. 7th ed., New York: McGraw-Hill, 5. Fremgen B. (2008) Medical Law & Ethics (3 rd ed). New Jersey: Prentice Hall, 6. Holstein, M. B., Parks, J. A. and Waymack, M. H. (2011). Ethics, aging, and society: the critical turn. New York: Springer Pub. Co. 7. Husted, J.H. & Husted, G.L. (2008). Ethical Decision Making in Nursing and Health Care: the Symphonological Approach. (4 th ed). [electronic resource]. Springer Publishing Company. 8. Lachman, V.D. (2011). Ethical Challenges in Health Care. (Kindle Edition), New York: Springer Publishing Company. 9. MacKinnon, B. (2012). Ethics: theory and contemporary issues (7 th ed). Boston, Mass.: Wadsworth Cengage. 10. Sandel, M.J. (2009). Justice: What's the Right Thing to Do? UK: Penguin 11. The Medical Council of Hong Kong. Code of Professional Conduct for the Guidance of Registered Medical Practitioners. Retrieved from df 12. Occupational Therapists Board. Code of Practice for Registered Occupational Therapists. Retrieved from The Nursing Council of Hong Kong. Code of professional conduct and code of ethics for nurses in Hong Kong. Retrieved from Tingle, J. & Cribb, A. (2007). Nursing Law and Ethics (3 rd ed.) Malden MA: Blackwell Pub. 65 9

66 15. Tong, R. (2007). New perspectives in health care ethics: an interdisciplinary and crosscultural approach. Upper Saddle River, N.J.: Pearson/Prentice Hall. 16. Wesley-Smith P. (1999). An Introduction to The Hong Kong Legal System (3 rd edition). Hong Kong: Oxford University Press (China) Ltd. 17. Wheeler, H. (2012). Law, Ethics and Professional Issues for Nursing: A Reflective and Portfolio-building Approach (1st ed.) London: Routledge Taylor & Francis Group 9 Journals 18. Journal of Nursing Administration's Healthcare Law, Ethics and Regulation 19. Nursing Ethics 20. Nursing Standards 21. Yale Journal of Health Policy, Law, and Ethics 66

67 Course Description Form 10 Course Code NUR4001 Course Title Economics and Management in Health Care Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with knowledge on economic analysis of health care problems and policy and skills for life-long learning in effective management in health care services. Objectives Course Intended Outcomes Indicative Syllabus This course seeks to instruct students in the economic analysis of health care problems and policy, and in the knowledge and skills necessary for effective management in health care. 1. To understand the basic theories of economics and management (PILO 2) 2. To apply the basic theories to health care management, healthcare finance, and health care policy (PILO 2, 4, 5, 7) 3. To expound the principles of effective leadership in health care delivery and operations (PILO 2, 5, 7) 4. To explore career opportunities and skills for life-long learning in health care services and management (PILO 2, 4, 5, 7, 10, 13) Upon successful completion of the course, students will be able to: a. understand the basic theories of economics and management and their applications to health care (PILO 2, 4, 5, 7) b. know the principles and demonstrate the skills necessary for leadership, team-building, coaching and mentoring in health care (PILO 2, 4, 5, 7) c. demonstrate the ability to discuss in a critical but constructive manner management, leadership, and policy issues in health care (PILO 10, 13) d. exploit the course learning to develop and enhance own abilities in management and leadership (PILO 7) e. apply the course learning to interpret and criticize the current management and operations of Hong Kong s health care system and services (PILO 10, 13) 1. Introduction to economics and management with special reference to health care. 2. Leadership and communication. 3. Team-optimality in health care Motivation and performance Team building Coaching and mentoring. 4. Organizational behavior and culture. 5. Change, growth, and development. 6. Conflict management and resolution. 7. Health care systems and health care delivery models. 7.1 Health care services in Hong Kong 67

68 & Teaching Methodology Assessment Methods in Alignment with Course Intended Outcomes Student Study Effort Required Reading List and References 7.2 Vision and mission of non-profit organizations in Hong Kong, especially in the health care sector. 7.3 Introduction to the Tung Wah Group of Hospitals. Lectures Course learning will be primarily achieved through lectures. Tutorials Tutorials give students opportunities to ask questions, clarify concepts, and deepen their understanding. Seminars Seminars will be introduced to broaden and deepen the knowledge disseminated in the lectures, especially through students oral presentations and class discussions. Specific assessment methods/tasks 1. Oral presentations (Group) % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e Written tests 50 Total 100 Oral Presentations Oral presentations encourage students to research and explore outside-lecture sources for the purpose of understanding important current issues and policies in health care. They also provide an opportunity for the instructor to evaluate student ability to independently analyze problems in management and leadership (PILO 2, 4, 5, 7, 10, 13). Written tests Written tests will be introduced to evaluate students understanding of the course material (PILO 2, 4, 5, 7, 10, 13). Class contact: Lectures 15 Hrs. Tutorials 15 Hrs. Seminars 15 Hrs. Other requirements: Self-study 45 Hrs. Preparation for tutorials 15 Hrs. Preparation of presentations 30 Hrs. Total student study effort 135 Hrs. Textbooks 1. Carmichael, J. et. al. (2011). Leadership and Management 68 10

69 Development. Oxford and New York: Oxford University Press. 2. Lee, R.H. (2009). Economics for Healthcare Managers (2 nd ed). [electronic resource]. Health Administration Press. 3. Rice, T.H. & Unruh, L. (2009). Economics of Health Reconsidered. (3 rd ed). [electronic resource]. Health Administration Press. 10 Recommended readings 1. Dunn, R.T. (2010). Dunn & Haimann s Healthcare Management 9 th edition. Chicago: Chill Administration Press. 2. Goldsmith, S.B. (2011). Principles of Healthcare Management: Foundation for a Changing Healthcare System 2 nd edition. Sudbury: Jones and Bartlett Publishers. 3. Gray, I., Field, R., & Brown, K. (2010). Effective Leadership, Management and Supervision in Health and Social Care. Exeter: Matters. 4. Leung, G.M. & Bacon-Shone, J. eds. (2006). Hong Kong s Health System: Reflections, Perspectives and Visions. Hong Kong University Press. 5. The Nursing Council of Hong Kong. Code of Professional Conduct and Code of Ethics for Nurses in Hong Kong. Retrievable from 6. Sullivan, E.J. & Decker, P.J. (2009). Effective Leadership and Management in Nursing. New Jersey: Prentice Hall 7. 丁 新 豹 (2009) 善 與 人 同 : 與 香 港 同 步 成 長 的 東 華 三 院 ( ) 香 港 : 三 聯 書 店 8. 何 佩 然 (2009) 源 與 流 : 東 華 醫 院 的 創 立 與 演 進 香 港 : 三 聯 書 店 ( 香 港 ) 有 限 公 司 Journals 1. British Journal of Healthcare Management 2. Informatics for Health and Social Care 3. Journal of Healthcare Management 4. Nursing Management Contemporary Nurse 69

70 Course Description Form 11 Course Code NUR4002 Course Title Capstone Project Credit Value 6 QF Level 5 Prerequisite / NUR3001 Research Methods in Health Care Co-requisite/ Exclusion Synopsis The course requires students to undertake a major project that involves initiative, organization, research and other activities that may include analysis, problem-solving, reflection, written and oral communication, teamwork, interpersonal skills and ethical inquiry. It is intended to provide students with a capstone experience that requires and allows them to demonstrate integrated knowledge, together with various skills, in multiple areas as they prepare to complete and exit the program. Objectives Course Intended Outcomes Indicative Syllabus This course is the culminating event for all the courses and contents that a student has studied in the Programme. Students are asked to integrate and consolidate their learning from previous courses to demonstrate their understanding and to synthesize knowledge in their chosen areas. Students are expected to conduct a translational research with measurable health outcomes. They have to submit a comprehensive report for their projects, programmes or research (PILO 3, 4, 5, 6, 7, 9, 10, 12, 13, 14, 15). Upon completion of the course, students will be able to: a. demonstrate the ability to integrate and consolidate theories and skills learned in the programme (PILO 3, 4, 5, 6) b. formulate research studies based on clinical observations and develop a comprehensive proposal worthy of implementation (PILO 4, 5, 6) c. conduct an interdisciplinary/cross-disciplinary of research/project within the period (PILO 4, 5, 6, 9, 10, 12, 13, 14, 15) d. make reasonable recommendations to enhance the best practices in the community based on their analysis, findings and conclusions (PILO 3, 4, 5, 6, 7, 10, 12, 13, 14, 15) There will be no specified text for this course. Students will be expected to work in groups of 5-8 under the supervision of academic staff of the Department. Students as a group need to identify a problem with strong evidence that it significantly affects people socially/physically/psychologically, and each student must find his/her emphasis on different aspects in the same topic/phenomenon. Students are required to conduct a comprehensive literature review and write a proposal with a sound framework for implementation of the proposed project/research or programmes that can solve/improve the problem(s) identified. They need to complete the research/project within the study period and conduct the analysis and evaluation of the research/project stating the significance/effect of their work/community 70

71 towards the topic/phenomenon chosen. Students are required to do group oral presentation to present their proposal and progress during the implementation stage and submit individualized written assignments on the proposal and final report. 11 Teaching/Lear ning Methodology Assessment Methods in Alignment with Intended Outcomes Seminar Seminars allow students to share the knowledge and experience in conducting project /research through oral presentations and group discussion. Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Oral presentation (group) Proposal Written assignment (Individual proposal) Oral presentation (group) Progress Written assignment (Individual report) 40 Total 100 Oral presentations (group) Oral presentations (group) are used to assess students comprehensive plan and monitor their progress (PILO 2, 4, 5, 13). It is also used to evaluate students presentation skills, language ability, and team collaboration. Written assignments (individual) Students will be asked to submit a proposal and report discussing the approaches, tools and findings of the project (PILO 4, 5, 12, 13, 14). Student Study Effort Required Reading List and References Seminar 20Hrs. Other student study effort: Self-reading 190Hrs. Preparation of presentation 60Hrs. Total student study effort 270Hrs. Students are expected to read widely from literature focusing on the area of the project/research. 71

72 Course Description Form 12 Course Code NUR2025 Course Title Advanced Pathophysiology Credit value 3 QF Level 5 Pre-requisite(s) NUR 2018 Pathophysiology Co-requisites Nil Synopsis This course aims at to provide students with detailed and comprehensive study of pathophysiology mechanisms occurring in illnesses. It introduces the students to the adaptive mechanisms of the body in response to injury such as wound healing as well as metabolic and endocrinologic responses to stress will also be tackled. The basic pathophysiological process that occurs in general or certain specific illnesses will also be discussed extensively. Objectives Course Intended Outcomes Indicative Syllabus This course focuses on pathophysiological process and specific system alterations produced by injury and disease. Particular attention will be given to etiologies, pathogenesis, developmental and environmental factors and clinical manifestations of major health problems (PILO 4, 5, 6, 11). Upon successful completion of this course, students will be able to: a. discuss etiology, pathogenesis and clinical manifestations of diseases (PILO 4, 6 ) b. correlate relevant findings of diagnostic or other evaluative studies to pathophysiology with signs and symptoms of disease (PILO 4, 6, 11) c. apply knowledge about pathophysiological processes in nursing practice (PILO 4, 5, 6, 11) 1. Hematopoietic disorders 2. Cardiovascular disorders 14.4 Heart disorder 14.4 Vessels disorders 14.4 Shock 2. Respiratory disorders 14.4 Obstructive disease 14.4 Restrictive disease 14.4 Pulmonary edema 14.4 Lung cancer 3. Endocrine disorders 14.4 Diabetes mellitus 14.4 Thyroid and parathyroid disorders 14.4 Hypothalamic/Pituitary disorders 14.4 Adrenal disorders cortical and medullary 4. Digestive system disorders 14.4 Upper gastrointestinal tract disorders 14.4 Disorders of the liver,gallbladder and pancreas 14.4 Lower gastrointestinal tract disorders 72

73 5. Urinary system disorders 14.4 Common infectious states 14.4 Obstructive disorders 14.4 Glomerulonephritis 14.4 Nephritis vs. nephritic syndromes 14.4 Renal failure 6. Alterations in reproductive functions 7. Neurologic disorders 8. Disorders of the special sensory 9. Alterations in musculoskeletal functions 10. Skin disorders 12 Teaching & Methodology Lecture Lectures are scheduled for delivery of theoretical knowledge for preparation of discussion on how theories and techniques are applied in clinical settings. Tutorial Tutorials provide opportunity for students to ask questions, clarify concepts and deepen their understanding. Seminar Problem-based learning uses a well-designed real-life scenario to initiate student s active and independent learning of the subject matter and integrates the theoretical input learnt from the course into clinical practice. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weighting 1. Mid-term quiz Written 40 assignment(s) 3. Examination 40 Total 100 Course intended learning outcomes to be assessed (Please tick as appropriate) a b c Written Assignment(s) and quiz Both written assignment(s) and quiz are used to assess student learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course (PILO 4, 5, 6, 11). Examination This will consist of multiple choice questions, short questions and long questions. All the intended learning outcomes are assessed (PILO 4, 5, 6, 11). 73

74 12 Student Study Effort Required Reading List and References Class contact: Lecture 34 Hrs Tutorial 2Hrs Seminar 6 Hrs Other student study effort: 1. Self-reading 48Hrs 2. Preparation for mid-term quiz, assignment 36Hrs and final examination 3. Total student study effort 126 Hrs Textbooks 1. Porth, C. M. (2011). Essentials of Pathophysiology (3 th ed.). Philadelphia: Lippincott Williams & Wilkins. References 1. Porth, C. M., & Matfin, G. (2009). Pathophysiology: concepts of altered health states (8 th ed.). Philadelphia: Lippincott Williams & Wilkins. 2. Adams, M. P., Holland, L. N., & Urban, C. Q. (2010). Pharmacology for nurses: a pathophysiologic approach (3rd ed.). Upper Saddle River: Prentice Hall. 3. Crowley, L.V. (2010). An introduction to human disease: pathology and pathophysiology correlations (8th ed.). Sudbury: Jones & Bartlett. 4. Anatomy & Physiology Revealed (APR) Version 2.0, 2008, An Interactive Cadaver Dissection Experience, CD-ROM, McGraw -Hill. 5. Moore, K. L., Dalley, A. F., & Agur, A. M. R. (2010). Clinically oriented anatomy (6th ed.). Philadelphia: Lippincott Williams & Wilkins. 6. Kumar, V., Abbas, A.K., Cotran, R.S., & Fausto, N. (2010). Robbins and cotran pathologic basis of disease: with student consult online assess (robbins pathology) (8th ed). Philadelphia: Elsevier Saunders. 7. Mitchell, R., Kumar, V., Fausto, N., Abbas, A.K., & Aster, J. (2012). Pocket companion to robbins and cotran pathologic basis of disease (8th ed.). Philadelphia: Elsevier Saunders. 8. McCance, K.L., & Huether, S.E. (2009). Pathophysiology - Text and E-book Package: the Biologic Basis for Disease in Adults and Children. (6th ed.). St. Louis: Mosby. Journals 1. Journal of Immunology 2. Journal of Pathology 3. Journal of Physiology 4. Lancet 5. Nurse prescribing 74

75 Useful websites 1. Joanna Briggs Institute : 2. Medline Plus : 3. Sciencexpress: 4. The Hong Kong Medical Association: 5. The Lancet: 6. World Health Organization:

76 Course Description Form 13 Course Code NUR2026 Course Title Primary Care and Community Nursing Credit Value 3 QF Level 4 Prerequisite Nil Synopsis The course will equip students with knowledge of primary health care principles, scope and practice of community nursing and health promotion, and to enable students to engage in a health promotion initiative in their areas of nursing practice. Objectives Intended Outcomes Indicative Syllabus The aim of this course is to introduce the concepts and development of primary care and community nursing (PILO 2, 3, 4, 6, 8, 9, 10). Upon completion of the course, students will be able to: a. describe the scope of primary care and community nursing and its nursing role (PILO 8, 9, 10) b. perform appropriate assessment on individual, family and community in respect of cultural, lifestyle, socio-economical and environmental needs (PILO 2, 3, 4, 8, 9, 10) c. develop evidence-based integrative approaches for disease prevention and health promotion in primary care and community settings (PILO 2, 3, 4, 6, 8, 9, 10) d. discuss local and international developments in primary care and community nursing (PILO 2, 4, 8) 1. Introduction to primary care and community nursing 2. Primary care 2.1 Essential health care 2.2 Community participation 2.3 Intersectoral collaboration 2.4 Universally accessible 2.5 Empowerment 2.6 Primary care development, local perspective 2.7 Nursing roles in primary care 3. Community nursing 3.1. Disease prevention and health promotion 3.2. Care of individual with chronic diseases 3.3. Family health 3.4. School health 3.5. Occupational health 3.6. Environmental health and safety 4. Roles of community nurse 4.1. Family health assessment and diagnosis in respect of cultural, lifestyle, socio-economical and environmental needs 4.2. Home visiting 4.3. Health education and promotion in school, families and public sectors 4.4. Networking health care partners 76

77 4.5. Empowering public strength in a evidence-based perspective 5. Contemporary issues in community nursing 5.1 Differences and diversity of primary care 5.2 Health services for older people in local context 5.3 Major health problems of concern in community 13 Teaching/Lear ning Methodology Lecture Course content will be primarily delivered through lectures. Tutorial Tutorials are used to clarify the concepts and knowledge from lectures for students in small groups Seminar Dedicated sessions will be allocated to meet with students to provide guidance on their health promotion campaign. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weighting Intended subject learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Health promotion campaign Reflective report 50 Total 100 Health promotion campaign Students are responsible for organizing a health promotion campaign with the help of academic staff. The emphasis will be focused on preventive health, nurturing health and restoration health. Students will work in groups of 5-6. They will select a health issue relating to preventive health, nurturing health and restoration health. Assessment will include their health promotion campaign management performance, participation in health promotion campaign and presentation of their work. Experts will be invited to assess their work using on-site Q and A in specified time slots. (PILO 2, 3, 4, 6, 8, 9, 10) Reflective report Students are required to write a reflective report on their learning experience in health promotion campaign in application of primary care and community nursing. (PILO 2, 3, 4, 6, 8, 9, 10) Student Study Effort Required Class contact: Lecture 30 Hrs Seminar 10 Hrs Tutorial 5 Hrs Other student study effort: 77

78 Reading List and References Pre-reading 45 Hrs Health Promotion Campaign preparation 45 Hrs Total student study effort 135 Hrs Textbooks 1. Drennan, V. & Goodman, C. (Eds) (2007). Oxford handbook of primary care and community nursing. Oxford: Oxford University Press. 2. Primary Care Office, Food and Health Bureau, Hong Kong Government SAR. (2010). Primary Care Development in Hong Kong: Strategy Document. Retrieved from Recommended readings 1. Hong Kong Government SAR. (2010). The Policy Address: Sharing Prosperity for a Caring Society. Retrieved from 2. Hong Kong Government SAR. (2010). The Policy Address Policy Agenda. Retrieved from 3. Nies, M. A. & McEwen, M. (Eds.). (2011). Community/public health nursing: promoting the health of populations. (2nd ed). St. Louis, Mo.: lsevier/saunders. 4. Talbot, L. and Verinder, G. (2010). Promoting health: the primary health care approach (4 th ed). Sydney, N.S.W.: Churchill Livingstone/Elsevier. 5. Watkins, D. & Cousins, J. (Eds). (2010). Public health and community nursing: frameworks for practice. (3 rd ed). Edinburgh: Elsevier Baillière Tindal. 6. Watson, N. A. & Wilkinson, C. (Eds.). (2001). Nursing in primary care : a handbook for students. Basingstoke, England: Palgrave. 7. WHO. (2008). Primary health care now more than ever. The World Health Report Retrieved from Journals 1. Informatics for health and social care 2. Journal of primary care & community health, SAGE publication 3. Primary health care. Royal College of Nursing Publishing Company 4. Primary health care research & development, Cambridge Journals Online 5. The British Journal of Primary Care Nursing Useful website 1. Centre for Health Protection, Hong Kong: 2. Hospital Authority, Hong Kong: 3. National Institute for Health: 4. The National Center for Biotechnology Inform: 5. World Health Organization:

79 Course Description Form 14 Course Code NUR 2027 Course Title Women s and Men s Health Credit Value 3 QF Level 4 Pre-requisite Nil Synopsis This course focuses on examine the factors and issues that may affect women s and men s health. The strategies to maintain health will be discussed and identified. Also, the course is characterized by adopting debate as the assessment method to enhance dynamic interactions and sharing of ideas between students. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology This course aims to equip students with the knowledge on women s and men s health and related issues across lifespan (PILO 2, 3, 4, 8, 10). Upon completion of this course, students are able to: a. discuss health needs of women and men in terms of activities of living, social, psychological, cultural and environmental (PILO 2, 4) b. identify health beliefs and health seeking behavior of women and men regarding lifestyles and health problems (PILO 2) c. discuss symptom presentations in women and men (PILO 2, 4) d. describe characteristics of effective communications in health promotion for women and men (PILO 3) e. explain importance of maintaining healthy lifestyles for women and men of all ages (PILO 8, 10) 1. Factors contributing to the well-being of women and men: 1.1 Lifestyle-related 1.2 Physical 1.3 Psychological 1.4 Sociocultural 1.5 Environmental 1.6 Politico-economical 2. Contemporary health concerns of women and men: 2.1 substance use: alcohol, cigarettes and drugs 2.2 stress management and coping mechanisms 2.3 menopausal issues 2.4 reproductive health 2.5 preparation for parenthood 2.6 symptom presentation 3. Effective strategies for nurturing and preventive health in women and men Lecture Lectures are used to provide theoretical knowledge. Seminar Seminars are used to offer a platform for students to debate current and contemporary issues in women s and men s health. 79

80 14 Tutorial Tutorials are used to provide students face-to-face discussion sessions for clarifications of theoretical input in lectures. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks 1. Group debate 2. Individual report % Weighting Total 100 Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e Group debate These sessions offer opportunities to students to demonstrate their understanding of the topics covered in lectures through dynamic interactions and sharing of ideas with their fellow classmates (PILO 2, 3, 4, 8, 10). Individual report After the debates, students are required to summarize the supportive and refutable ideas they received and integrate their learning through reflections in writing (PILO 2, 3, 10). Student Study Effort Required Reading List and References Class contact: Lecture 15 Hrs Tutorial 15 Hrs Seminar 15 Hrs Other student study effort: Pre-reading 30 Hrs Preparation for seminar and debate 35 Hrs Preparation for group report 25 Hrs Total student study effort 135 Hrs Textbooks 1. Kirby, R., Carson, C. C., White, A. & Kirby, M. (2009). Men s health (3 rd ed.). New York: Informa Healthcare. 2. Maizes, V. & Dog, T. L. (2010). Integrative women s health. New York: Oxford University Press. Reading Lists 1. Annandale, E. (2009). Women s health and social change. London: Routledge. 2. Bekaert, S. (2007). Women s health: A practical guide for healthcare professionals. Oxford: Radcliffe Pub. 3. Boswell, G. & Poland, F. (2003). Women s minds, women s bodies: An interdisciplinary approach to women s health. Basingstoke: Palgrave Macmillan. 80

81 4. Chambers, C.C. (2009). Complementary Health for Women: a Comprehensive Treatment Guide for Major Disease and Common Conditions With Evidenced Based Therapies Methods of Use Dosage and Treatment Effects Cautions Handy Tips: for Alzheimer s to Stroke. [Electronic resource]. Springer Publishing Company. 5. Charlington, L. A. (2008). Exercise and women s health. New York: Nova Science Publishers. 6. Clouse A. L. & Sherif, K. (2008). Women s health in clinical practice: A handbook for primary care [Electronic resource]. Totowa, N. J.: Humana Press. 7. Gray, M. A. (2005). Fundamental aspects of men s health. London: Quay Books. 8. Gupta, S., Holloway, D.& Kubba, A. (2010). Oxford handbook of women s health nursing. Oxford: Oxford University Press. 9. Heath, C. B. & Sulik, S. M. (2010). Primary care procedures in women s health [Electronic resource]. New York: Springer. 10. Heidelbaugh, J. J. (2008). Clinical men s health: Evidence in practice. Philadelphia: Saunders/Elsevier. 11. Ian, P. (2007). Men s health: The practice nurse s handbook. Hoboken, N. J.: John Wiley & Sons. 12. Judd, S. J. (2009). Men s health concerns sourcebook (3 rd ed.). Detroit, MI: Omnigraphics. 13. Kolander, C. A., Ballard, D. R. & Chandler, C. K. (2008). Contemporary women s health: Issues for today and the future (3 rd ed.). Boston: McGraw-Hill Higher Education. 14. Laws, T. (2006). A handbook of men s health. Edinburgh: Churchill Livingstone. 15. Maizes, V. & Dog, T. L. (2010). Integrative women s health. New York: Oxford University Press. 16. Oyelowo, T. (2007). Mosby s guide to women s health: A handbook for health professionals. St. Louis: Mosby Elsevier. 17. Payne, S. (2006). The health of men and women. Cambridge: Polity. 18. Peate, I. (2007). Men s health: The practice nurse s handbook. Chichester: John Wiley & Sons. 19. Rosenfeld, A. (2009). Handbook of women s health. Cambridge: Cambridge University Press. 20. Sadler, C., White, J., Everitt, H. & Simon, C. (2007). Women s health. New York: Oxford University Press. 21. Wesley, M. K. & Sternbach, I. A. (2008). Smoking and women s health. New York: Nova Science Publishers. 22. WHO (2009). Women and health: Today s evidence tomorrow s agenda. Geneva: World Organization. 14 Journals 1. American Journal of Men s Health 2. International Journal of Men s Health 3. Journal of Men s Health 4. Journal of Midwifery & Women s Health 81

82 5. Journal of Women s Health 14 Useful Websites 1 Centers for Disease Control and Prevention: 2 Centers for Disease Control and Prevention: 3 Department of Health, Hong Kong SAR: 4 National Institutes of Health: 5 National Institutes of Health: 6 U. S. Department of Health and Human Services Office on Women s Health: 7 World Health Organization: 82

83 Course Description Form 15 Course Code NUR 2028 Course Title Psychosocial Dimensions of Health and Illness Credit Value 3 QF Level 5 Prerequisite Nil Synopsis The course will equip students with basic theoretical, conceptual knowledge of applied psychology and applied sociology to understand the psycho-social needs of people across the life-span. Further analysis of various issues based on consequences of changing social and cultural environment for different perspectives. Objectives Intended Outcomes Indicative Syllabus Teaching/Lear ning This course aims to provide students with knowledge on current psychological and social dimensions of health and illness in both Eastern and Western perspectives. It also explores the inter-relationships between people s health seeking behaviours, races and cultures. This course also requires students to critically appraise their own psychosocial dimension of health and illness through discussions (PILO 2, 4, 6, 10). Upon completion of the course, students will be able to: a. articulate different dimensions of health and illness in diverse cultures and changing environment (PILO 2) b. explain the inter-relationships between people s health behaviours and their concepts of health and illness (PILO 4, 6) c. interpret the global health status of people in terms of the dynamic nature of people s psychosocial dimensions on health and their corresponding health behaviours (PILO 2, 4, 6) d. discuss health promotion and motivational strategies to specific client groups according to psychosocial views on their health needs (PILO 10) 1. Introduction to basic psychological and sociological theories. 2. Principles of health psychology. 3. Introduction to cultural theories. 4. Relationships between concepts of health, illnesses and health seeking behaviours. 5. Integrated views on psychosocial dimensions of health and illness: Eastern and Western cultures. 6. Sick role: individuals and families. 7. Stress and coping mechanisms for sub-optimal health status. 8. Psychosocial aspects of illness and care for the vulnerable groups. 9. Psychosocial views on health promotion and motivational strategies to specific groups Lecture Theoretical input of knowledge will be delivered through lectures. 83

84 Methodology Tutorial Tutorials offer direct face-to-face discussion opportunities to students to clarify concepts and theoretical knowledge while promoting teacher-student interactions. Seminar Seminars offer a discussion platform for students to articulate their learning and understanding of the theoretical input. During seminar presentation, students can integrate and consolidate their learning via dynamic debates and discussions. 15 Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weighting 1. Oral presentation Written Assignment 50 Total 100 Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d Oral Presentation Oral presentation reflects students ability to present their understanding on the theoretical content delivered in lectures with integration of other relevant learning materials available. Appropriate use and critique of information will also be assessed (PILO 2, 4, 6). Written Assignment Written assignment reflects students ability in organizing digested learning materials with specific applications on selected topics of interest. Assimilation of learning can also be assessed by their evidence of incorporating comments and new knowledge from presentation sessions, especially on understanding clients psychosocial adjustment to illness and other relevant issues (PILO 2, 4, 6, 10). Student Study Effort Required Reading List and References Class contact: 1. Lecture 21 Hrs 2. Tutorial 15 Hrs 3. Seminar 9 Hrs Other student study effort: 4. Pre-reading 35 Hrs 5. Preparation for tutorial 20 Hrs 6. Preparation of presentation/assignment 35 Hrs Total student study effort 135 Hrs Textbooks 1. Ragin, D. F. (2011). Health Psychology: an Interdisciplinary Approach to Health. Boston: Prentice Hall. 2. White, K. (2009). An Introduction to the Sociology of Health and 84

85 Illness. London: SAGE Publication. 15 Reading Lists 1. Chan, F.C., Cardoso, E.D.S., Chronister, J.A. (2009). Understanding Psychosocial Adjustment to Chronic Illness and Disability: A Handbook for Evidence-Based Practitioners in Rehabilitation. New York: Springer Publishing Company. 2. Dell, O.A.E.& Power, P.W. (2007). The Psychological and Social Impact of Illness and Disability (Springer Series on Rehabilitation). (5 th ed). New York: Springer Publishing Company. 3. Evans, B., Marks, D. F., Murray, M. & Estacio, E. (2011). Health psychology: Theory, Research and Practice. London: SAGE Publication. 4. Kalat, J. W. (2010). Introduction to Psychology (9th ed.). Wadsworth: Cengage learning. 5. Lam, C. S., Zinke, J. & Garcia, C. (2006). Psychosocial aspects of disability. Chinese Journal of Rehabilitation Theory and Practice, 12(9): R4. 6. Lederman, R. P. (2009). Psychosocial Adaptation to Pregnancy: Seven Dimensions of Maternal Role Development. (3 rd ed.) London: Springer. 7. Morrall, P. (2008). Sociology and Health: Introduction. (2 nd ed). [Electronic resource]. Taylor & Francis Routledge. 8. Quinn, G. R. (2009). Deja Review: Behavioral Science. [Electronic resource]. McGraw-Hill Professional. 9. Rollnick, S., Miller, W.R. & Butler, C. (2008). Motivational Interviewing in Health Care: Helping Patients Changing Behavior. 10. Snooks, M. K. (2009). Health Psychology: biological, Psychological, and Sociocultural Perspectives. Sudbury: Jones and Bartlett. 11. 陳 端 容 (2006). 工 作 組 織 社 會 心 理 特 質 與 自 評 健 康 : 比 較 DC 與 ERI 工 作 壓 力 模 式 對 醫 師 族 群 之 適 用 性 臺 灣 公 共 衛 生 雜 誌 25 卷 2 期 : 頁. Journals 1. Critical Public Health 2. Dynamic Psychology 3. Health Psychology 4. International Journal of Psychosocial Rehabilitation 5. Journal of Health Psychology 6. Journal of Psychosocial Nursing and Mental Health Services 7. Journal of Psychosocial Oncology 8. Psychosomatic Medicine 9. Psychophysiology 10. Public Administration and Management 11. Sociology of Health and Illness 85

86 Course Description Form 16 Course Code NUR 2029 Course Title Maternal and Infant Care Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to develop students ability to deliver safe and competent care for maternal and infant clients (PILO 2, 4, 6, 8, 9, 10). Therapeutic communications and empathy would be emphasized (PILO 3). Course Intended Outcomes Indicative Syllabus Upon completion of this course, students will be able to: a. explain the process of reproduction, fetal growth and development, and the changes occurs during pregnancy and delivery (PILO 6, 8 ) b. demonstrate the understanding of knowledge and skills to perform assessments on the mother, neonate/fetus, and the family in the antenatal, perinatal and postnatal periods (PILO 2, 8,10) c. demonstrate the interventions on family, mother and neonate in the antenatal, perinatal and post-natal periods while addressing their physiological, psychological, emotional, social, and spiritual needs (PILO 2, 8,10) d. employ nurturing health strategies for clients and families of different cultural, ethnic, religious and socioeconomic backgrounds (PILO 3, 4, 6, 10) e. describe nurse s role in the provision of care to mother, child and family throughout the period of pregnancy, delivery and postpartum (PILO 2, 8, 9, 10) 1. Discussion on factors affecting the well-being of pregnant women, post-natal mothers and infants 1.1 Lifestyle-related 1.2 Physical 1.3 Psychological 1.4 Sociocultural 1.5 Environmental 1.6 Politico-economic 2. Execute plans of care for the multifaceted health needs of pregnant women and their families at different stages of pregnancy 3. Essential skills for maternity and infant care: 3.1 Breast feeding and bottle feeding 3.2 Bathing of newborns 3.3 Intradermal injection 4. Psychological support for postnatal couple 5. Contemporary health care issues related to childbearing: 5.1 Infertility 5.2 Abortions 5.3 Surrogate motherhood 5.4 Rising demand for maternity services for non-local pregnant 86

87 women 5.5 Nurturing health 16 Teaching & Methodology Lecture Lectures are used to deliver theoretical knowledge. Seminar/Problem-based learning Seminars are used to evaluate students performance and allow them to undertake peer evaluation on fellow students performance in ways to promote health on selected contemporary health issues. Problem-based learning is conducted to help students understand and consolidate what they have learned in lecture and from their readings. Students can also practise and consolidate their learning using scenarios generated by using patient simulator. Tutorial Tutorials provide opportunities for students to ask questions and clarify ambiguities from lecture materials. Laboratory Pertinent nursing psychomotor skills and nursing management knowledge are included in laboratory sessions, such as perineal care, breast feeding, and baby bath. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weighting Intended Course learning outcomes to be assessed (Please tick as appropriate) a b c d e 1Participation 10 2.Seminar 30 presentation 3. Written test 60 Total 100 Participation Participation is used to assess students skill performance during laboratory sessions (PILO 3, 8, 9). Seminar Seminar presentation is used to assess students comprehension of selected health issues and concern. Their ability to present health information to groups is tantamount to presenting information to families, groups, and the community. It is also used to evaluate students presentation skills, language ability, and team collaboration (PILO3, 6, 8, 9, 10). Written test Students comprehension of conceptual knowledge underpinning medical and surgical nursing care will be assessed through written test 87

88 (PILO 3, 4, 5, 8, 9, 10, 12). 16 Student Study Effort Expected Reading List and References Class contact: Lecture 18 Hrs Seminar / Problem-based learning 10 Hrs Tutorial 8 Hrs Laboratory 6 Hrs Other student study effort: Self-reading 48 Hrs Problem-based learning 18 Hrs Preparation for the seminar presentation 8 Hrs Preparation for the examination 16 Hrs Total student study effort 135 Hrs Textbooks 1. Fraser, D.M., & Cooper, M.A. (2009). Myles Textbook for Midwives. (15 th ed.). Churchill Livingstone. 2. Dore, M., & Bradbury, R. (2012). One born every minute: Real stories from the delivery room. London: Sphere. 3. Hockenberry, M.J. & Wilson, D. (2013). Wong's Essential of Pediatric Nursing. (9th ed.) St. Louis: Elsevier. Reading Lists 1. Edelman, C., & Mandle, C. (eds.). (2009). Health promotion throughout the lifespan (7 th ed.). St. Louis: Mosby. 2. Hansmann, G. (2009). Neonatal Emergencies: a Practical Guide for Resuscitation Transport and Critical Care of Newborn Infants {Cambridge Medicine}. [Electronic resource]. Cambridge University Press. 3. Hockenberry, M., & Wilson, D. (2011). Wong s nursing care of infants and children. (9 th ed.). St. Louis: Mosby/Elsevier. 4. Jarvis, C. (2012). Physical examination and health assessment (6 th ed.). St. Louis: Saunders. 5. McCance, K. L., & Huether, S. (2010). Pathophysiology: The biologic basis for disease in adults & children (6 th ed.). St. Louis: Mosby. 6. Pillitteri, A. (2010). Maternal & child health nursing: Care of the childbearing & childrearing family. (6 th ed.). Philadelphia: Lippincott Williams & Wilkins. 7. Perry, S. (2010). Maternal child nursing care (4 th ed.). Maryland Heights, Mo.: Mosby. Journals 1. Birth 2. Journal of Midwifery and Women's Health 3. Journal of Obstetric, Gynaecologic and Neonatal Nursing (JOGNN) 4. Maternal and child health journal Useful Websites 88

89 1. Online Birth Centre: 2. American Academy of Paediatrics: 3. Centers for Disease Control and Prevention: 4. Center for Health Protection: 5. Department of Health, Hong Kong: 6. Hospital Authority, Hong Kong: 7. Hong Kong Pediatric Nurses Association: 8. World Health Organization:

90 Course Description Form 17 Course Code NUR2030 Course Title Care of Growing Child Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis This course aims to prepare students with knowledge and skills to apply nursing concepts, professional knowledge, psychomotor skills and problem solving in promotion of health and provision of holistic care for growing child. Objectives Course Intended Outcomes Indicative Syllabus This course aims to develop students ability to apply nursing concepts, professional knowledge, psychomotor skills and problem solving in promotion of health and provision of care for child development; therapeutic communications and empathy would be emphasized when formulating holistic care for clients (PILO 3, 4, 8, 9, 10, 11). Upon completion of this course, students will be able to: a. identify and prioritize health care needs for children at various stages of development (PILO 4, 8, 10) b. offer effective and ethical nursing care after considering clients lifestyles, physical, psychological, sociocultural, environmental and politicoeconomic factors (PILO 3, 4, 8, 9, 10, 11 ) c. employ effective communication skills with children, families and health care team (PILO 3, 10) d. document, evaluate and modify plans of care for restorative, preventive and nurturing health for growing children (PILO 3, 4, 8, 9, 10, 11) 1. Factors affecting the occurrences of illness or disease conditions of children 1.1. Lifestyle-related 1.2. Socio-economic factors 1.3. Ethnic and Cultural factors 1.4. Environmental factors 1.5. Political factors and others 1.6. Parental factors and parenthood 1.7. ability factors 2. Health needs and nursing process for caring a growing child at different stages of development 3. Nurturing, preventive and restorative health measures/therapies for growing children 4. Therapeutic communication with growing children, their family and health care team effectively 5. Contemporary issues related to child development or behavior 5.1. autistic child 5.2. hyperactive child 5.3. learning disability 90

91 Teaching & Methodology Assessment Methods in Alignment with Intended Outcomes Student Study Effort Expected Reading List and Lecture Lectures are used to present theoretical knowledge on covered topics, and to stimulate students towards further study. Seminar Presentations on selected topics / areas of interest will be arranged. Students will be working in groups of 6-8. It is expected that students will use the theoretical input from lectures and tutorials for their presentations. Tutorial Tutorials are used to clarify the concepts and knowledge from lectures for students in small groups Laboratory Nursing knowledge & skills are included in laboratory sessions, for examples, play therapy, music therapy, art therapy or humour therapy. Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Poster/ pamphlet 40 presentation 2. Written Test 60 Total 100 Poster/pamphlet presentation Students are required to prepare a poster/pamphlet which relates to contemporary issues or measures to restore and nurture children s health with regard to their multifaceted health needs (PILO 3, 4, 9, 10). Written test Written test is used to assess students understanding of what was taught in the course (PILO 4,8,9,10,11). Class contact: Lecture 18 Hrs Seminar 15 Hrs Tutorial 6 Hrs Laboratory 6 Hrs Other student study effort: Self-reading 55 Hrs Preparation for the seminar presentation 15 Hrs Preparation for the test 20 Hrs Total student study effort 135 H E-Books Hockenberry, M. J., & Wilson, D. (2013). Wong s Essentials of 91 17

92 References Pediatric Nursing (9 th ed.). St. Louis: Elsevier Mosby. Reading Lists 1. Ball, J. W., Bindler, R. C., & Cowen, K. J. (2010). Child health nursing: partnering with children and families (2 nd ed.). Upper Saddle River, N.J.: Pearson Prentice Hall. 2. Bee, H. L. (1999). The growing child: an applied approach (2 nd ed). New York: Addison Wesley. 3. Edelman, C. L., & Mandle, C. L. (2010). Health promotion throughout the lifespan (7 th ed.). St. Louis: Mosby. 4. Hewitt-Taylor, J. (2007). Children with Complex and Continuing Health Needs: The Experiences of Children, Families and Care Staff (Kindle Edition). Philadelphia: Jessica Kingsley 5. Hockenberry, M. J., & Wilson, D. (2011). Wong s nursing care of infants and children (9 th ed.). St. Louis: Mosby. 6. Jarvis, C. (2012). Physical examination and health assessment (6 th ed.). St. Louis: Saunders. 7. Malarkey, L. M., & McMorrow, M. E. (2005). Saunders nursing guide to laboratory and diagnostic tests. 8. McCance, K. L., & Huether, S. E. (2010). Pathophysiology: the biologic basis for disease in adults & children (6 th ed.). St. Louis: Mosby. 9. Miller, E. (1999). The growing child and its problems. London: Routledge. 10. Sondheimer J.M. (2008). Current Essentials: Pediatrics. New York: McGraw-Hill Professional. Journals 1. Journal of School Health 2. Journal of Child Health Care 3. Journal of Paediatric Nursing 17 Useful Websites 1. Child Trend 2. Centers for Disease Control and Prevention: 3. Center for Health Protection: 4. Department of Health, Hong Kong: 5. Hospital Authority, Hong Kong: 6. World Health Organization: 92

93 Course Description Form 18 Course Code NUR 2031 Course Title Care of Adolescents and Young Adults Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis This course aims to prepare students with knowledge and skills to apply nursing concepts, professional knowledge, psychomotor skills and problem solving in promotion of health and provision of holistic care for adolescents, young adults and their family members. Objectives Course Intended Outcomes Indicative Syllabus This course aims to develop students attitude, skills and knowledge of holistic care and therapeutic communications with adolescents, young adults and their family members (PILO 3, 4, 8, 9, 10, 11). Upon completion of this course, students will be able to: a. identify and prioritize health care needs of adolescents and young adults at various stages of development (PILO 3, 8, 10 ) b. devise family-based individualized care plan after considering clients lifestyle choices, physical, psychological, socio-cultural, environmental and politico-economic factors to restore and nurture health (PILO 3, 4, 8, 10 ) c. employ clinical problem solving, decision making and effective communication skills with adolescents, young adults, family members and healthcare team in various stages of nursing process (PILO 3, 4, 10, 11) d. discuss ethical and legal issues in caring adolescent and young adult with various health problems (PILO 4, 9, 11) 1. Concept of transition care from adolescent to young adult 2. Health care needs of adolescents and young adults 2.1. self-advocacy 2.2. independent health care behavior 2.3. sexual health 2.4. psychosocial support 2.5. educational and vocational planning 2.6. health and lifestyle 2.7. identify formation 3. Diseases and current concerns among adolescent and young adults 4. Nursing process in caring adolescents and young adults in nurturing, preventive and restorative health with consideration of lifestyle choices, and of physical, psychological, socio-cultural, environmental and politico-economic factors 5. Ongoing care for adolescent and young adults with chronic conditions 6. Contemporary issues in health behavior of adolescents and young adults 6.1. teenage pregnancy 93

94 6.2. substance abuse 6.3. school bullying 6.4. suicide 6.5. sleep hygiene 18 Teaching & Methodology Lecture Lectures are used to deliver theoretical knowledge on the covered topics, and to stimulate the students towards further study. Seminar Presentations on selected topics / areas of interest will be arranged. Students will be working in groups of 6-8. It is expected that students will use the theoretical input from lectures and tutorials for their presentations. Tutorial Tutorials are used to clarify concepts and knowledge from lectures students in small groups. Laboratory Pertinent nursing psychomotor skills and nursing management knowledge are included in laboratory sessions, e.g. use of contraceptives. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks 1. Project presentation (Group) % weighting Intended Course learning outcomes to be assessed (Please tick as appropriate) a b c d Written test 50 Total 100 Project presentation (Group) Students are required to select contemporary issues for presentation. Their ability to present health information to groups is tantamount to communicating to families, groups, and the community. It is therefore used to evaluate students presentation skills, language ability, and team collaboration (PILO 3, 4, 8, 9, 10, 11). Written test Students comprehension of conceptual knowledge underpinning medical and surgical nursing care will be assessed through written examination (PILO 4, 8, 9, 10, 11). Student Study Effort Class contact: Lecture 15 Hrs 94

95 Expected Seminar 15 Hrs Tutorial 15 Hrs Other student study effort: Self-study 50 Hrs Preparation for the seminar presentation 20 Hrs Preparation for the test 20 Hrs Reading List and References Total student study effort 135 Hrs Textbooks 1. DiClemente R.J., Santelli J.S., & Crosby, R. A. (2009). Adolescent Health: Understanding and Preventing Risk Behaviors. San Francisco: John Wiley & Sons Inc. (Electronic version) 2. Bjorklund, D.F., & Blasi, C.H. (2012). Child and adolescent development: an integrated approach. Belmont: Cengage. 18 Reading Lists 1. Black, J. M., & Hawks, J. H. (2009). Medical-surgical nursing: clinical management for positive outcomes (8 th ed.). St. Louis: Saunders. 2. Grant, J.E., & Potenza, M.N. (Eds.). (2010). Young adult mental health. New York: Oxford University Press. 3. Hewitt-Taylor, J. (2008). Providing support at home for children and young people who have complex health needs. Chichester: John Wiley and Sons. 4. Jarvis, C. (2012). Physical examination and health assessment (6 th ed.). St. Louis: Saunders. 5. Kee, J. L., Hayes, E. R., & McCuistion, L. E. (2012). Pharmacology: a nursing process approach (7 th ed.). St. Louis: Elsevier Saunders. 6. LeMone, P., Burke, K., & Bauldoff, G. (2011). Medical-surgical nursing: critical thinking in client care (5 th ed.). N. J.: Pearson. 7. Lo, K. K., Chong, L. Y., Tang, Y. M. W., & Ho, K. M. (eds.) (2005). The handbook of dermatology & venereology (3 rd ed.). Hong Kong: Social Hygiene Services, Department of Health, HKSAR. 8. McCance, K. L., & Huether, S. E. (2010). Pathophysiology: the biologic basis for disease in adults & children (6 th ed.). St. Louis: Mosby. 9. McCance, K. L. & Huether, S. (2010). Pathophysiology: The biologic basis for disease in adults & children (6 th ed.). St. Louis: Mosby. 10. McKenry, L.M., Tessier, E., & Hogan, M.A. (2006). Mosby s pharmacology in nursing (22 nd ed.). St Louis: Mosby. 11. Patel, D. R., Greydanus, D.E., Omar, H.A., & Merrick, J. (2011). Neurodevelopmental disabilities: clinical care for children and young adult. New York: Springer. 12. Royal College of Nursing. (2004). Adolescent transition care: Guidance for nursing staff. Retrieved from data/assets/pdf_file/0011/78617/ p df 95

96 18 Useful Websites 1. Centers for Disease Control and Prevention: 2. Center for Health Protection: 3. Department of Health, Hong Kong: 4. Hong Kong Federation for Youth Organization: 5. Hospital Authority, Hong Kong: 6. Society of Adolescent Medicine: 7. National Center for Complementary and Alternative Medicine: 8. National Institutes of Health, Medline Plus: 9. National Liver Foundation: The Nursing Council of Hong Kong: Youthnet: World Health Organization: 96

97 Course Description Form 19 Course Code NUR 2032 Course Title Chinese Medicinal Therapeutics in Nursing ( 中 醫 護 理 技 巧 ) Credit Value 3 QF Level 4 Pre-requisite Synopsis Essential concepts of Chinese medicine This course focuses on develop students knowledge and ability to provide Chinese medicinal nursing, and equip them with the ability to integrate Chinese medicine principle with conventional medicine on nurturing health, preventive health and restorative health. Objectives Course Intended Outcomes Indicative Syllabus This course aims to further develop students knowledge of Chinese medicine in differential diagnosis, preventive health and nurturing health. It also focuses on therapeutic modalities as applied to nursing practice in the context of conventional medicine (PILO 2, 3, 4, 6, 7, 8, 10, 11). Upon completion of this course, students are able to: a. describe possible roles of Chinese medicinal nursing (PILO 4, 11) b. identify health problems and diseases from Chinese medicine perspective (PILO 2, 4) explain and perform selected therapeutic modalities in Chinese medicine as applied to nursing practice (PILO 2, 3, 4, 7, 8) c. describe the common alternative and complementary medicine (PILO 2, 3, 7, 8) d. develop nurturing health, preventive health and restorative health strategies by integrating Chinese medicinal therapeutics with conventional medicine (PILO 2, 3, 4, 6, 8, 10, 11) 1. The concept and principles of Chinese medicinal nursing 1.1 Historical development 1.2 Holistic care 2. Approaches to differential diagnosis 2.1 Eight fundamentals 2.2 Qi and blood 2.3 Zeng-fu organs 2.4 Six meridians 2.5 Four phases 3. Syndrome differential of health problems and diseases from the Chinese medicine perspective and nursing implications 4. Application of selected Chinese medicine therapeutics in the context of nursing practice 4.1 Chinese food therapy 4.2 Physical therapy such as acupuncture, tuina, cupping, Guasha 5. Introduction of alternative and complementary medicine 5.1 Music therapy 5.2 Aroma therapy 97

98 5.3 Reflexology 6. Nurturing health, preventive health and restorative health strategies by integrating Chinese medicinal therapeutics with conventional medicine 19 & Teaching Methodology Lecture Lectures are used to deliver of the theoretical knowledge. Students are given pre-lecture readings and are guided to prepare themselves before the lecture. Case studies Case studies are conducted to help students understand and consolidate what they have learned in lecture and from their readings. Laboratory Clinical sessions are organized to enable students to practise their Chinese medicinal nursing skills such as acupressure, tuina and cupping, etc. The suggested skill tests are: - Cupping - Acupressure - Moxibustion - Tuina Visit Visits will be arranged to the Integrative Health Practice Centre (Hunghom) and local herbal gardens such as the Hong Kong Medical Museum. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Case studies Written test 60 Total 100 Case studies Case studies are used to facilitate students critical thinking and integration of theoretical knowledge to address concerns of the community. Students will be guided to apply Chinese medicinal concepts of health and wellbeing by using real life scenarios (PILO 2, 3, 4, 6, 7, 8, 10, 11). Written test Test can be in the form of multiple choice questions, short and long questions. These are used to assess students knowledge in Chinese 98

99 medicine, Chinese medicinal nursing and topics covering all of the intended learning outcomes (PILO 2, 3, 4, 7, 8). 19 Student Study Effort Required Reading List and References Class contact: Lecture 28 Hrs Case studies 11Hrs Laboratory 6 Hrs Other student study effort: Self-study 56 Hrs Case studies 18 Hrs Preparation for the test 12 Hrs Field visit 4 Hrs Total student study effort 135 Hrs Textbook 1. 劉 秀 英 著 (2005) 中 醫 護 理 技 術 北 京 : 人 民 衛 生 出 版 社 2. 吳 敦 序 主 編 (1995). 中 醫 基 礎 理 論. 上 海 科 學 技 術 出 版 社 [E-Resource] Reading Lists 1. Maciocia, G. (2008). The practice of chinese medicine: the treatment of diseases with acupuncture and chinese herbs (2 nd ed.). London: Elsevier Churchill Livingstone. 2. Maciocia, G. (2005).The foundations of chinese medicine: a comprehensive text for acupuncturists and herbalists (2 nd ed.). London: Elsevier Churchill Livingstone. 3. 顧 祐 瑞 與 王 鳳 英 著 (2002) 中 醫 護 理 學 台 北 : 華 騰 文 化 4. 楊 兆 民 著 (2003) 刺 法 灸 法 學 上 海 : 中 國 中 醫 藥 出 版 社 5. 羅 坤 華 主 編 (2003) 中 醫 護 理 理 論 基 礎 湖 南 : 湖 南 科 學 技 術 出 版 社 6. 石 學 敏 著 (2005) 針 灸 治 療 學. 北 京 : 人 民 衛 生 出 版 社 股 份 有 限 公 司 7. 周 凌 與 孫 秀 著 (2005) 現 代 中 醫 臨 床 護 理 北 京 : 人 民 衛 生 出 版 社 8. 蘇 麗 智 等 人 著 (2006) 最 新 護 理 學 導 論 ( 五 版 ) 台 北 : 華 杏 出 版 股 份 有 限 公 司 9. 孫 秋 華 與 李 健 美 著 (2007) 中 醫 護 理 學 北 京 : 中 國 中 醫 藥 出 版 社 10. 張 永 賢 與 張 曼 玲 著 (2007) 中 醫 護 理 學 概 論 台 北 : 新 文 京 開 發 出 版 股 份 有 限 公 司 11. 徐 國 華 著 (2008) 中 醫 護 理 [electronic resource]. ( 第 1 版 ) 南 昌 : 江 西 科 學 技 術 出 版 社 99

100 李 麗 萍 與 陳 佩 儀 著 (2010) 臨 床 基 礎 護 理 技 術 上 海 : 上 海 科 學 技 術 出 版 社 Journals Chinese Journal of Nursing ( 中 華 護 理 雜 誌 ) Useful Websites

101 Course Description Form 20 Course Code NUR2033 Course Title Care of Older People Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis This course aims to prepare students with knowledge and skills to apply nursing concepts, professional knowledge, psychomotor skills and problem solving in promotion of health, therapeutic communication and provision of holistic care for older people and their family members. Objectives Course Intended Outcomes Indicative Syllabus This course aims to equip students to be competent in providing safe, ethical, evidence-based holistic care to older people and their families using integrative approaches. Therapeutic communications and empathy would be emphasized when formulating care for clients (PILO 3, 4, 5, 7, 8, 9, 10). Upon completion of this course, students are able to: a. perform competent, safe, effective and ethical nursing care for older people (PILO 8, 9) b. identify needs of older people based on physical, psychological, socio-cultural, environmental and economic factors in their healthy, acute and chronic conditions (PILO 4, 8) c. apply evidence-based holistic care through health assessment, planning, implementation and evaluation with consideration of health maintenance, engaging to community, achieving independence and respectfulness (PILO 3, 4, 5, 7) d. establish effective communication and collaborations with both older people, family members, community partners and of their health care team (PILO 3, 7, 10) e. devise nurturing health and preventive health measures by health promotion and education among older people (PILO 5, 10) 1. Ageing: healthy and illness; acute and chronic conditions 2. Health needs of older people, peers and families: 2.1 lifestyles, 2.2 physical, 2.3 psychological, 2.4 sociocultural, 2.5 environmental 2.6 politicoeconomic factors 3. Nursing process for older people based on the analysis of the 12 Activities of Living 4. Nurturing, preventive and restorative health measures/therapies for older people in achieving independence & respectfulness 5. Therapeutic communication with older people, their family and health care team & Lecture 101

102 Teaching Methodology Assessment Methods in Alignment with Course Intended Outcomes Student Study Effort Required Reading List and References Lectures are used to provide theoretical knowledge. Seminar Seminars are used to help students explore issues on ageing. Selected topics will be given for group presentation. Students will work in groups of 6-8. Tutorial Tutorial will be organized to clarify concepts learned and discuss related issues. Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) A b c d e 1. Poster 50 presentation 2. Case studies 50 Total 100 Poster presentation Poster presentation is used to assess students understanding of a selected common health topic in older people. It is also used to evaluate students presentation skills, language ability and team collaboration (PILO 3, 4, 5, 7, 8, 9, 10). Case studies Case studies are used to assess students understanding in the needs of older people. Students will be asked to assess a client in this context and devise a care plan by applying the primary/secondary/tertiary care principles. Students also need to include measures to evaluate the effectiveness of the care plan (PILO 3, 4, 5, 7, 8, 9, 10) Class contact: Lecture 28 Hrs Tutorial 7 Hrs Seminar 10 Hrs Other student study effort: Self-study 50 Hrs Case studies 15 Hrs Poster presentation 25 Hrs Total student study effort 135 Hrs Textbooks 1. Daniel, S. L., Honn, Q. A. & Michael, S. A. (2011). Understanding aging. (2 nd ed). [Electronic resource]. John Wiley & Sons, Ltd. 2. Vern, B. L. (2009). Handbook of Theories of Aging. (2 nd ed.).[electronic resource]. Springer Publishing Company

103 Reading Lists 1. Aldwin, C.M., Park, C.L., & Spiro III, A. (2007). Handbook of health psychology and aging. New York: Guilford Press. 2. Anderson, M.A. (2011). Caring for older adults holistically (5th ed.). Philadelphia: F.A. Davis. 3. Bales, C. W., & Ritchie, C. S. (2009). Handbook of clinical nutrition and aging (2 nd ed.). New York: Humana Press. 4. Becker, B. M., & Partridge, R. A. (2004). Prehospital care of the elder patient. New Jersey: Pearson. Burke, M. M., & Laramie, J. A. (2004). Primary care of the older adult: A multidisciplinary approach (2nd ed.). St. Louis: Mosby 5. Fulmer, T. T., Foreman, M. D., & Walker, M. K. (2001). Critical care nursing of the elderly (2 nd ed.). New York: Springer. 6. Ho, Y.H. (2001). Clinical handbook on the management of incontinence. Singapore: Society for Continence. Ch Miller, C.A. (1999). Nursing care of older adults: theory and practice (3 rd ed.). Philadelphia: Lippincott. 8. Miller, C.A. (2009). Nursing for wellness in older adults: theory and practice (5 th ed). Philadelphia: Lippincott Williams & Wilkins. 9. Resnick, B. (2004). Restorative care nursing for older adults: a guide for all care settings. New York: Springer. 10. Shulman, N., Silverman, M.A., & Golden, A.G. (2009). The real truth about aging: a survival guide for older adults and caregivers. Amherst: Prometheus Books. 11. Stanley, M., Blair, K. A., & Beare, P. G. (2005). Gerontological nursing: promoting successful aging with older adults (3 rd ed.). Philadelphia: F. A. Davis. 20 Journals 1. Age and ageing 2. Asian Journal of Gerontology and Geriatrics 3. Elderly Care, Geriatric Nursing 4. Geriatrics 5. Journal of Aging and Health 6. Journal of Gerontological Nursing 7. Journal of the American Geriatrics Society 8. Journal of the Hong Kong Geriatric Society Useful Websites 1. Centers for Disease Control and Prevention: 2. Centre for Health Protection: 3. Department of Health: Elderly Health Service 4. Hong Kong Housing Society: 5. Hong Kong Alzheimer s Disease Association: 6. Hospital Authority: 7. The Hong Kong Society for the Aged : 103

104 8. World Health Organization

105 Course Description Form 21 Course Code NUR2034 Course Title First Nursing Practicum Credit Units 3 QF Level 5 Pre-requisite NUR 1018 Health Assessment Synopsis This course will comprehend students in applying the learnt theories covered by Health Assessment and consolidate their competencies with facilitation by clinical supervisors among sub-acute setting of local hospitals, health institutions, nurse-led integrative clinics or community centres. Objectives Course intended Outcomes Indicative Syllabus & Teaching Methodology This course allows students to apply professional knowledge and clinical skills in clinical settings at beginner level (PILO 3, 4, 5, 8, 9, 10). Upon completion of the clinical practicum, students are able to: a. apply nursing care in the 12 Activities of Living with appropriate documentation in clinical settings (PILO 3, 4, 8, 9, 10) b. demonstrate effective communication skills which are necessary for interacting with supervisor and clients with or without health problems (PILO 3) c. identify their strength and limitation through reflection and recognize the needs for self-directed and life-long learning (PILO 4, 5) d. exhibit professional behaviours with guidance and facilitation from supervisors (PILO 8, 9) This practicum lasts for 9 weeks. Students will be allocated to sub-acute settings in local hospitals, health institutions, nurse-led integrative clinics or community centres to observe and practise under the guidance of the College s academic staff. Students will also be coached to complete aseptic technique (AT) and administration of medications (AOM) assessments within the First and Second Nursing Practicum. Clinical Practicum and Post Conference Students are required to participate in supervised practicum in clinical settings. During the practicum, students are guided and facilitated by supervisors (NHS academic staff) to critically appraise the clinical situations and attain a deeper understanding of their learning experience, with a focus on integrating theoretical input and clinical practice. Students will also be coached on their skills of AT and AOM for their assessment. Reflective Journal Students will consolidate their learning in reflective journals. They have to reflect on their strengths and limitations with the focus of seeking ways to improve. Such reflection is essential for reconstruction of their 105

106 own philosophy of living and becoming a Giving practitioner. 21 Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Clinical Practicum Evaluation 2. Reflective Journal 3. Aseptic Technique ^ 4. Administration of Medication^ Note: i. Assessment 1 and 2 are the course requirement, that is, students have to pass these two assessments upon the completion of this practicum in order to pass the NUR2034. ii. Assessment 3 and 4 are the stipulated Nursing Council requirements, that is, students have to pass these two assessments before graduation in order to fulfill the nursing registration requirement. Clinical Practicum Evaluation Clinical Practicum Evaluation forms are used to evaluate students performance in the provision of holistic care and their abilities in integration and application of learnt knowledge and skills to practise critical thinking and problem-solving (PILO 3, 4, 8, 9, 10). Students professional behaviour in the areas of self-directed learning, self-evaluation of own work, communication, teamwork, and punctuality will also be assessed. (PILO 8, 9) Reflective Journal Students are required to submit a reflective journal upon completion of practicum in each clinical venue. It is used to record students reflective learning. (PILO 4, 5) Assessment of AT/AOM^ Students are required to attain a pass grade in AT and AOM assessment in order to fulfill the requirement for registration as stipulated by the Nursing Council of Hong Kong (PILO 3, 4, 8, 9) Each student will be given 3 opportunities for each of the assessments, he/she can take the assessment either in NUR2034 First Nursing Practicum or NUR3015 Second Nursing Practicum or both. Student Study Effort Required Class contact: - Clinical Practicum 360 Hrs Other students study effort: 106

107 - Preparation for reflective journals 50 Hrs - Preparation for clinical evaluation 30 Hrs Total student study effort 440 Hrs

108 Course Description Form 22 Course Code NUR3009 Course Title Care of People with Communicable Diseases Credit Value 3 QF Level 4 Pre-requisite Nil Synopsis The course will equip students with knowledge and skills in caring for people with communicable diseases and their carers. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology This course aims to develop students knowledge and skills in caring for people with communicable diseases and their carers (PILO 4, 5, 6, 8). Upon completion of this course, students are able to: a. outline characteristics of communicable diseases (PILO 4) b. identify surveillance methods and control of disease outbreaks (PILO 4, 6, 8) c. discuss management and preventive measures for communicable diseases (PILO 4, 5, 8) d. explain appropriate infection control measures to prevent the emergence and spread of communicable diseases (PILO 4, 5, 6, 8) 1. Modes of disease transmission and their corresponding infection control practice i.e. standard precaution, contact, droplet and airborne precautions 2. General principles and guidelines of infection control in disease outbreaks 3. Common communicable diseases e.g. Hand, Foot and Mouth Disease, Hepatitis B, Dengue fever, diarrheal diseases, Methicillin-Resistant Staphylococcus Aureus (MRSA), Tuberculosis, Cholera, Acute Infectious Conjunctivitis, Meningitis, Chickenpox and HIV infection 4. Management and protective measures for exposed individuals and families. e.g. vaccination, isolation policy 5. Practical skills on infection control measures: hand hygiene techniques, gown up and gown down procedures, waste management Lecture Lectures are used to deliver theoretical knowledge and information on the covered topics, and to stimulate students towards further study. Seminar Seminars are used to help students explore issues and experiences in caring for people with communicable diseases. It allows students to develop an understanding of diverse values, attitudes and interpretations of the selected issue. Group presentations are used to assess students understanding the care of people with communicable diseases. Tutorial Tutorials give students opportunities to ask questions and clarify the 108

109 lectures. 22 Laboratory Laboratory work aims to give students time for hands-on practice with knowledge and skills that have been presented conceptually. Students are expected to perform skill through practical demonstration-and-return demonstration activities. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b C d 1. Seminar presentation Skill test Written test 50 Total 100 Seminar presentation Seminar presentations are used to assess students comprehension of selected communicable disease and their ability to provide health information to individuals, families, groups and communities. It is also used to evaluate students presentation skills, language abilities and team collaborations (PILO 4, 5, 6, 8). Skill test A skill test is used to assess students ability to apply and integrate their knowledge and skills into practice (PILO 4, 5, 6, 8). Written test A written test is used to assess students comprehension of what they have been taught (PILO 4, 5, 6, 8). Student Study Effort Required Reading List and References Class contact: Lecture 30 Hrs Seminar/Tutorial 9 Hrs Laboratory 6 Hrs Other student study effort: Pre-reading 56 Hrs Preparation for seminar/tutorial 20 Hrs Preparation for the written test 14 Hrs Total student study effort 135 Hrs Textbooks 1. McKinney, M. (Ed.) (2011). Lippincott s guide to infectious diseases. Philadelphia: Lippincott Williams & Wilkins. 2. Tilmonth, T., & Tilmonth, W. S. (2009). Safe and clean care: infection prevention and control for health and social care students. Devon: Reflect Press Ltd. 109

110 3. Salata, R.A. & Harris, J. (2008). Emerging Infections: an Atlas of Investigation and Management. [electronic source]. Clinical Publishing. 22 Reading Lists 1. Cohen, J., Powderly, W. G., & Opal, S. M. (2010). Infectious diseases (3 rd ed.). Edinburgh: Mosby Elsevier. 2. Dormitzer, P. R., Mandl, C. W. & Rappuoli, R. (2011). Replicating vaccines: a new generation [electronic resource]. Basel: Springer. 3. Hubbard, S., & Itoh, S. (2010). Doing well by doing good: innovative corporate responses to communicable diseases. Tokyo: Japan Center for International Exchange. 4. Lawrence, J. & May, D. (2003). Infection control in the community. Edinburgh: Churchill Livingstone. 5. Lu, Y., Essex, M., & Roberts, B. (2010). Emerging infections in Asia. Boston: Springer. 6. Motacki, K., O Mara, N. B. & Kapoian, T. (2011). An illustrated guide to infection control. New York: Springer Publishing Company. 7. Shetty, P. (2010). Nutrition, immunity and infection. Cambridge: CABI. 8. Tyshenko, M. G. (2010). SARS unmasked: risk communication of pandemics and influenza in Canada. Montreal: McGill-Queen s University Press. 9. Vynnycky, E. & White, R. G. (2010). An introduction to infectious disease modeling. Oxford: Oxford University Press. 10. Wilson, J. (2006). Infection control in clinical practice (3 rd ed.). New York: /Elsevier. Journals 1. American Journal of Infection Control 2. Clinical Infectious Diseases 3. International Journal of Infection Control 4. Journal of Hospital Prevention 5. The New England Journal of Medicine Useful Websites 1. Centers for Disease Control & prevention: 2. Centre for Health Protection: 3. Department of Health, Hong Kong SAR: 4. National Institute of Allergy and Infectious Diseases: 5. The International Federation of Infection Control: 6. World Health Organization: 110

111 23 Course Description Form Course Code NUR 3010 Course Title Care of People with Non-communicable Diseases (I) Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with knowledge and skills in meeting the needs of client who are experiencing non-communicable diseases of respiratory and cardiovascular systems Objectives Course Intended Outcomes Indicative Syllabus This course aims to impart on students the essential knowledge and skills in meeting the needs of client who are experiencing non-communicable diseases of respiratory and cardiovascular systems. (PILO 3, 4, 8, 9, 10) Upon completion of the subject, students will be able to: a. assess and identify major concerns and common problems of people with non-communicable diseases of respiratory and cardiovascular systems (PILO 4, 8). b. apply corresponding pathophysiology knowledge when caring for people with these non-communicable diseases. (PILO 4, 8) c. address the physiological, psychological, emotional, social, cultural and spiritual needs of people with these non-communicable diseases through appropriate communication skills and nursing interventions (PILO 8, 9, 10) d. develop integrative care plans (nurturing and restorative health) for people with these non-communicable diseases (PILO 3, 4, 8, 9) e. explain the rationales for care offered and optimize their interventions according to peoples dynamic health states. (PILO 4, 8, 10) 1. Etiologies, pathophysiology and presentations of common non-communicable diseases of the respiratory and cardiovascular systems. 2. Nursing assessment, interventions and skills with rationales for caring of people with common non-communicable diseases of the respiratory and cardiovascular systems, including; 2.1 assessment of vital signs and breathing pattern 2.2 interpretation of electrocardiogram 2.3 interpretation of laboratory result (e.g. arterial blood gas, cardiac enzyme) 2.4 administration of medications (oral, inhaler, intravenous) 2.5 providing basic hygienic care (e.g. incontinence care) 2.6 care of urinary catheter and subsequent monitoring 2.7 assisting in aseptic procedures (e.g. chest drain insertion, insertion of central venous catheter) and subsequent monitoring 2.8 participate in advanced cardiac life support 2.9 administering oxygen therapy 2.10 performing airway maintaining skills (e.g. breathing and 111

112 coughing techniques, suctioning, use of artificial airway) 3. Communications and health restoration skills for people with respiratory and cardiovascular non-communicable diseases and their significant others. 4. Nurturing health strategies for people with respiratory and cardiovascular non-communicable diseases. 23 & Teaching Methodology Lecture Lectures are scheduled to deliver theoretical knowledge in which multimedia will be used when appropriate. Laboratory with simulated scenarios Laboratory sessions are arranged to provide real-life demonstrations on skills introduced in lectures. Students are expected to have hands-on practice in order to deepen their understanding of the required knowledge in the skills. Simulated scenarios with high-fidelity patient simulators will be used to offer students a close to reality situation to work on. In these sessions, students will be given opportunities to practise their caring skills and communication skills. These simulated sessions also provide students with the opportunities to witness the instant effects of their interventions and therefore learn through mistakes in an ethical and safe environment. Briefing and debriefing sessions allow students to clarify and consolidate their learning. Seminar Students will be guided to develop critical thinking, problem solving abilities, teamwork and effective communication in the context of providing nursing care to patients with respiratory or cardiovascular non-communicable diseases. It allows students to develop and understanding of diverse values, attitudes and interpretations of the selected issue. Tutorial Tutorials offer discussion opportunities to student to clarify concepts and theoretical knowledge while promote teacher-student interactions. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Laboratory 10 participation 2. Seminar presentation / 30 written assignment 3. Written examination 60 Total 100 % Laboratory participation 112

113 Participation is used to assess students performance during laboratory sessions. Students are required to demonstrate satisfactory performance on the nursing skills required. (PILO 3, 4, 8, 9) 23 Seminar presentation / written assignment Seminar presentation / written assignment is used to assess student s ability to apply and integrate their knowledge on a selected health concern and care. (PILO 3, 4, 8, 9, 10) Written examination Written exam is used to assess students learning at the recall, comprehension, application and analysis levels. (PILO 4, 8) Student Study Effort Required Reading List and References Class contact: Lecture 18 Hrs Laboratory 10 Hrs Tutorial 8 Hrs Seminar 6 Hrs Other student study effort: Self-study 53 Hrs Preparation for tutorial 20 Hrs Preparation for presentation / written assignment 20 Hrs and examination Total student study effort 135 Hrs Textbook Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2010). Brunner and Suddarth s Textbook of Medical Surgical Nursing. (12 th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. References 1. Adams, M. P., & Holland, L. N., Jr. (2010). Pharmacology for nurses: A pathophysiologic approach (3 rd ed.). New Jersey: Pearson Prentice Hall. 2. Black, J. M., & Hawks, J. H. (2009). Medical-Surgical nursing: Clinical management for positive outcomes (8th ed.). Philadelphia: W.B. Saunders. 3. Brownell, C. L., & Priff, N. (Eds.). (2009). Springhouse 2009 student drug handbook (10th ed.). Philadelphia: Lippincott. 4. Craven, R. F. & Hirnle, C. J. (2008). Fundamentals of Nursing: Human Health and Function (6 th ed.) [Electronic Book]. Lippincott Williams & Wilkins. 5. Fertman, C. I. & Allensworth, D. D. (2010). Health Promotion Programs: from Theory to Practice. US: John Wiley & Sons. [Electronic Book] 6. Geiger-Bronsky, M. & Wilson, D. J. (2008). Respiratory Nursing: a Core Curriculum. Springer Publishing Company. [Electronic Book] 7. Jane, W., Lin, P. & Caroline, W. (2010). Acute Stroke Nursing. 113

114 UK: John Wiley & Sons. [Electronic Book] 8. Jarvis, C. (2011). Physical examination and health assessment (6 th ed.). St. Louis:Saunders. 9. Kee, J. L., Hayes, E.R. & McCuistion, L.E. (2011). Pharmacology: A nursing process approach (Kee, Pharmacology). (7 th ed.). Philadelphia: Saunders. 10. Kovner, A. R., Fine, D. J. & D Aguila, R. (2009). Evidenced-based Management in Healthcare. US: Health Administration Press. [Electronic Book] 11. LeMone, P., & Burke, K. M. (2007). Medical surgical nursing: Critical thinking in client care, Single Volume (4 th ed.). California: Addison-Wesley. 12. Leong, W. M. (Ed.). (2005). MIMS annual (16th ed.). Hong Kong: Pfizer Corporation Hong Kong Ltd. 13. Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R. (2010). Medical-surgical nursing: Assessment and management of clinical problems (8 th ed.). St. Louis: Mosby. 14. Lynn, P. B. & Taylor, C. (2010). Taylor's clinical nursing skills: A nursing process approach (3 rd ed.). Philadelphia: Lippincott Williams & Wilkins 15. Malarkey, L. M., & McMorrow, M. E. (2005). Saunders nursing guide to laboratory and diagnostic tests. Philadelphia: Saunders. 16. McCance, K. L., & Huether, S. (2009). Pathophysiology: The biologic basis for disease in adults & children (6th ed.). St. Louis: Mosby. 17. Mckernry, P., Tessier, E., & Hogan, M. (2006). Mosby s pharmacology in nursing. St Louis:Mosby. 18. Nettina, S. M. (2010). The Lippincott manual of nursing practice (9th ed.). Philadelphia:Lippincott. 19. Philip, J. (2009). Essential Clinical Skills for Nurses: ECGs for Nurses. UK: Jonh Wiley & Sons. [Electronic Book] 20. Roper, N., Logan, W. W., & Tierney, A. J. (2000). The Roper-Logan-Tierney model of nursing: based on activities of living. Edinburgh: Churchill Livingstone. 21. Thompson, J. M., McFarlan, G. K., Hirsch, J. E., Tucker, S. M., & Bowers, A. C. (2002). Mosby's clinical nursing (4th ed.). St. Louis: Mosby. 23 Useful web sites Hospital Authority : 114

115 11. World Health Organization: Centers for Disease Control and Prevention:

116 Course Description Form 24 Course Code NUR 3011 Course Title Care of People with Non-communicable Diseases (II) Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with knowledge and skills in meeting the needs of clients who are experiencing non-communicable gastrointestinal, hepatobiliary, pancreatic, endocrinal and metabolic systems. Objectives Course Intended Outcomes Indicative Syllabus This course aims to impart on students the essential knowledge and skills in nurturing and restorative health for people with non-communicable diseases of gastrointestinal, hepatobiliary, pancreatic, endocrinal and metabolic systems (PILO 3, 4, 8, 9, 10). Upon completion of the subject, students will be able to: a. assess and identify major concerns and common problems of people with non-communicable diseases of gastrointestinal, hepatobiliary, pancreatic, endocrinal and metabolic systems (PILO 4, 8) b. apply corresponding pathophysiology knowledge when caring for people with these non-communicable diseases (PILO 4, 8) c. address the physiological, psychological, emotional, social, cultural and spiritual needs of people with these non-communicable diseases through appropriate communication skills and nursing interventions (PILO 8, 9, 10) d. develop integrative care plans (nurturing and restorative health) for people with these non-communicable diseases (PILO 3, 4, 8, 9) e. explain the rationales for care offered and optimize their interventions according to peoples dynamic health states (PILO 4, 8, 10) 1. Etiologies, pathophysiology and presentations of common non-communicable diseases of the gastrointestinal, hepatobiliary, pancreatic, endocrinal and metabolic systems. 2. Nursing assessment, interventions and skills with rationales for caring of people with common non-communicable diseases of the gastrointestinal, hepatobiliary, pancreatic, endocrinal and metabolic systems, including; 2.1 Oral care and feeding 2.2 Nasogastric tube insertion and feeding 2.3 Gastrostomy tube feeding and management 2.4 Sengstaken tube and the related care 2.5 Care for clients with abdominal paracentesis 2.6 Care for clients undergoing liver biopsy and t-tube insertion 2.7 Stoma care 2.8 Blood glucose monitoring insulin injection 2.9 Managing clients with total parenteral nutrition 2.10 Aseptic technique: Simple wound dressing 2.11 Manual handling 116

117 2.12 Bed making 2.13 Turning 3. Communications and health restoration skills for people with gastrointestinal, hepatobiliary, pancreatic, endocrinal and metabolic non-communicable diseases and their significant others. 4. Nurturing health strategies for people with gastrointestinal, hepatobiliary, pancreatic, endocrinal and metabolic non-communicable diseases. 24 & Teaching Methodology Lecture Lectures are scheduled to deliver theoretical knowledge in which multimedia will be used when appropriate. Laboratory with simulated scenarios Laboratory sessions are arranged to provide real-life demonstrations on skills introduced in lectures. Students are expected to have hands-on practice in order to deepen their understanding of the required knowledge in the skills. Simulated scenarios with high-fidelity patient simulators will be used to offer students a close to reality situation to work on. In these sessions, students will be given opportunities to practise their caring skills and communication skills. These simulated sessions also provide students with the opportunities to witness the instant effects of their interventions and therefore learn through mistakes in an ethical and safe environment. Briefing and debriefing sessions allow students to clarify and consolidate their learning. Seminar Students will be guided to develop critical thinking, problem solving abilities, teamwork and effective communication in the context of providing nursing care to patients with gastrointestinal, hepatobiliary, pancreatic, endocrinal and metabolic diseases. It allows students to develop an understanding of diverse values, attitudes and interpretations of the selected issues. Tutorial Tutorials offer discussion opportunities to students to clarify concepts and theoretical knowledge while promoting teacher-student interactions. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b C d e 1. Laboratory participation 10 2.Seminar presentation / 30 Written assignment 3. Written examination 60 Total

118 Laboratory participation Participation is used to assess students skill performance during laboratory sessions. Students are required to demonstrate satisfactory performance on the nursing skills required. (PILO 3,4,8,9) 24 Seminar presentation / written assignment Seminar presentation / written assignment is used to assess students ability to apply and integrate their knowledge on a selected health concern and care. (PILO 3, 4, 8, 9, 10) Written examination Written examination is used to assess students learning at the recall, comprehension, application and analysis levels. (PILO 4, 8) Student Study Effort Required Reading List and References Class contact: Lecture 14 Hrs Laboratory 14 Hrs Tutorial 8 Hrs Seminar 6 Hrs Other student study effort: Self-study 50 Hrs Preparation for tutorial 20 Hrs Preparation for presentation / written assignment 20 Hrs and examination Total student study effort 135 Hrs Textbook 1. Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2010). Brunner and Suddarth s Textbook of Medical Surgical Nursing. (12 th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. 2. Peggy Anderson. (2007). Nurse: The True Story of Mary Benjamin, R.N. (Berkley mass-market ed.) Berkley Publishing Group. References 1. Adams, M. P., & Holland, L. N., Jr. (2010). Pharmacology for nurses: A pathophysiologic approach (3 rd ed.). New Jersey: Pearson Prentice Hall. 2. Black, J. M., & Hawks, J. H. (2009). Medical-Surgical nursing: Clinical management for positive outcomes (8th ed.). Philadelphia: W.B. Saunders. 3. Brownell, C. L., & Priff, N. (Eds.). (2009). Springhouse 2009 student drug handbook (10th ed.). Philadelphia: Lippincott. 4. Craven, R. F. & Hirnle, C. J. (2008). Fundamentals of Nursing: Human Health and Function (6 th ed.) [Electronic Book]. Lippincott Williams & Wilkins. 5. Fertman, C. I. & Allensworth, D. D. (2010). Health Promotion Programs: from Theory to Practice. US: John Wiley & Sons. 118

119 [Electronic Book] 6. Giannobile, W. V., Genco, R. J. & Burt, B. (2010). Clinical Research in Oral Health. US: John Wiley & Sons. [Electronic Book] 7. Jarvis, C. (2011). Physical examination and health assessment (6 th ed.). St. Louis:Saunders. 8. Katsilambros, N. (2010). Clinical Nutrition in Practice. UK: John Wiley & Sons. [Electronic Book] 9. Kee, J. L., Hayes, E.R. & McCuistion, L.E. (2011). Pharmacology: A nursing process approach (Kee, Pharmacology). (7 th ed.). Philadelphia: Saunders. 10. Kovner, A. R., Fine, D. J. & D Aguila, R. (2009). Evidenced-based Management in Healthcare. US: Health Administration Press. [Electronic Book] LeMone, P., & Burke, K. M. (2007). Medical surgical nursing: Critical thinking in client care, Single Volume (4 th ed.). California: Addison-Wesley. 13. Leong, W. M. (Ed.). (2005). MIMS annual (16th ed.). Hong Kong: Pfizer Corporation Hong Kong Ltd. 14. Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R. (2010). Medical-surgical nursing: Assessment and management of clinical problems (8 th ed.). St. Louis: Mosby. 15. Lynn, P. B. & Taylor, C. (2010). Taylor's clinical nursing skills: A nursing process approach (3 rd ed.). Philadelphia: Lippincott Williams & Wilkins 16. Malarkey, L. M., & McMorrow, M. E. (2005). Saunders nursing guide to laboratory and diagnostic tests. Philadelphia: Saunders. 17. McCance, K. L., & Huether, S. (2009). Pathophysiology: The biologic basis for disease in adults & children (6th ed.). St. Louis: Mosby. 18. Mckernry, P., Tessier, E., & Hogan, M. (2006). Mosby s pharmacology in nursing. St Louis:Mosby. 19. Nettina, S. M. (2010). The Lippincott manual of nursing practice (9th ed.). Philadelphia:Lippincott. 21. Roper, N., Logan, W. W., & Tierney, A. J. (2000). The Roper-Logan-Tierney model of nursing: based on activities of living. Edinburgh: Churchill Livingstone. 22. Thompson, J. M., McFarlan, G. K., Hirsch, J. E., Tucker, S. M., & Bowers, A. C. (2002). Mosby's clinical nursing (4th ed.). St. Louis: Mosby. 23. Vilma, V. Advances in Diet Therapy: Practice Manual. New Age International. [Electronic Book] 24 Useful web sites Hospital Authority : 119

120 8. World Health Organization: 9. Centers for Disease Control and Prevention:

121 25 Course Description Form Course Code NUR 3012 Course Title Mental Health Nursing Credit Units 3 QF Level 4 Pre-requisite Nil Synopsis The course will equip students with knowledge on mental health-mental illness and the range of mental health problems which occur in various health care settings. Objectives Course Intended Outcomes Indicative Syllabus This course aims to provide students with opportunities to develop professional attitude, knowledge and skills in caring of clients with mental health problems in general healthcare and community settings (PILO 3, 4, 8, 9, 10). Upon completion of the course, students are able to: a. describe legal and ethical principles related to mental health nursing practice in general healthcare and community settings (PILO 8, 9) b. recognize roles of a general registered nurse in multi-disciplinary approach of the mental health team-care system (PILO 3, 8, 10) c. describe communication skills which are necessary for interacting with clients with psychiatric disorders and their care-givers (PILO 3, 8, 10) d. discuss restorative, nurturing health and preventive health measures for clients with/without common psychiatric disorders across life span in general healthcare and community settings (PILO 4, 8, 9, 10) 1. Legal and ethical principles of mental health nursing. 2. Roles and responsibilities of a registered nurse for clients with mental health needs; and in the multi-disciplinary team. 3. Communication skills for interacting with clients with psychiatric disorders and their care-givers 4. Signs and symptoms of common psychiatric disorders and Mental Status Examination 5. Stress and coping with particular emphasis on violence, suicide and crisis management. 6. Mental health needs at different stages across life span and overview of nursing management to clients with: e.g. 6.1 cognitive-related, 6.2 affective-related, 6.3 behavioural-related, 6.4 substance-related, 6.5 developmental related, and 6.6 adjustment-related issues. 7. Current trends in mental health promotion and evidence-based clinical interventions. 8. Overview of the mental health services in Hong Kong and the Mental Health Ordinance. 121

122 25 & Teaching Methodology Lecture Lectures provide students with theoretical knowledge about mental health, various mental health problems, associated nursing interventions and roles of mental health nurses. Seminar Students will be guided through problem-based learning to develop critical thinking, problem solving abilities, teamwork and effective communication in the context of providing nursing care to mentally challenged patients. Tutorial Tutorial gives students opportunities to ask questions, clarify concepts and deepen their understanding. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Poster 50 presentation 2. Test 50 Total 100 Poster presentation Poster presentation is used to assess students ability to analyse and apply relevant nursing interventions for specific mental health problems. It also enables peer learning, exchange of opinions and teamwork. Students will be asked to select a common mental health problem in Hong Kong; design a poster to provide information to the general public regarding the causes, signs and symptoms, management, preventive and health restorative measures on the selected mental health problem (PILO 3, 4, 8, 9, 10). Test A test is used to assess students ability to apply and analyze the learned knowledge regarding mental health nursing cares (PILO 3, 4, 8, 9, 10). Student Study Effort Required Class contact: Lecture 14 Hrs. Seminar 12 Hrs. Tutorial 16 Hrs. Other student study effort: Self-study 36 Hrs. Preparation for case studies and group assignment 24 Hrs. Preparation for written test 30 Hrs. Total student study time 132 Hrs. 122

123 25 Reading List and References Textbooks 1. Stuart, G. W. (2013). Principles & practice of psychiatric nursing (10th ed.). St Louis: Elsvier Mosby. Reading Lists 1. Boyd, A. (2012). Psychiatric nursing-contemporary practice. (5th ed.). Philadelphia: Lippincott Williams & Wilkins. 2. Mohr, W.K. (2013). Psychiatric-mental Health Nursing: Evidence-based Concepts, Skills and Practices (8 th ed.). Philadelphia: Lippincott Williams & Wilkins. 3. Schultz, J.M., & Videbeck, S.L. (2009). Lippincott s Manual of Psychiatric Nursing Care Plan (8th ed.). Philadelphia: Lippincott Williams & Wilkins. (Electronic version) 4. Isaacs, A. (2005). Lippincott s Review Series: Mental Health and Psychiatric Nursing. (4 th ed). Philadelphia: Lippincott Wiliams & Wilkins. (Electronic version) 5. Townsend, M. C. (2014). Essentials of Psychiatric Mental Health Nursing : Concepts of Care in Evidence-based Practice. (6 th ed). Philadelphia : F.A. Davis Co. (Electronic version) References Concepts and Principles of Mental Health Nursing 1. Eby, L., & Brown, N.J. (2009). Mental Health Nursing Care (2 nd ed.). New Jersey: Pearson & Prentice Hall. Communication Skills and Counseling Skills for Mental Health Nursing 2. Corey, G., & Corey, M. (2011). Becoming a helper (6th ed.). Pacific Grove: Brooks/Cole. 3. Morrissey, J. & Callaghan, P. (2011). Communication Skills for Mental Health Nurses. Maidenhead : Open University Press. (Electronic version) Journals 1. American Journal of Psychiatry 2. Community Mental Health Journal 3. Hong Kong Journal of Mental Health 4. Hong Kong Journal of Psychiatry 5. International Journal of Mental Health Nursing 6. Journal of Psychosocial Nursing and Mental Health Services 7. Journal of Psychiatric and Mental Health Nursing Useful web sites 1. The Institute of Mental Health, Castle Peak Hospital 2. Baptist Oi Kwan Social Service 3. Centre on Behavioral Health 4. Evidence-Based Mental Health 5. Mental Health Association of Hong Kong 123

124 6. New Life Psychiatric Rehabilitation Association 7. College of Psychiatrists 8. The Royal Australian and New Zealand College of Psychiatrists

125 Course Description Form 26 Course Code NUR 3013 Course Title Care of People with Non-communicable Diseases (III) Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with knowledge and skills in meeting the needs of clients who are experiencing non-communicable diseases of neurological, musculoskeletal, ophthalmological and oto-rhino-laryngological systems. Objectives Course Intended Outcomes Indicative Syllabus This course aims to impart on students the essential knowledge and skills in nurturing and restorative health for people with non-communicable diseases of neurological, musculoskeletal, ophthalmological and oto-rhino-laryngological systems (PILO 3, 4, 8, 9, 10). Upon completion of the course, students will be able to: a. assess and identify major concerns and common problems of people with non-communicable diseases of neurological, musculoskeletal, ophthalmological and oto-rhino-laryngological systems (PILO 4, 8) b. apply corresponding pathophysiology knowledge when caring for people with these non-communicable diseases (PILO 4, 8) c. address the physiological, psychological, emotional, social, cultural and spiritual needs of people with these non-communicable diseases through appropriate communication skills and nursing interventions (PILO 8, 9, 10) d. develop integrative care plans for people with non-communicable diseases (PILO 3, 4, 8, 9) e. explain the rationales for care offered and optimize their interventions according to peoples dynamic health states (PILO 4, 8, 10) 1. Etiologies, pathophysiology and presentations of common non-communicable diseases of the neurological, musculoskeletal, ophthalmological and oto-rhino-laryngological systems. 2. Nursing assessment, interventions and skills with rationales for caring of people with common non-communicable diseases of the neurological, musculoskeletal, ophthalmological and oto-rhino-laryngological systems, including; 2.1 Neurological state assessment 2.2 Care of clients with chemical and physical restrains 2.3 Care of clients undergoing lumbar puncture 2.4 Traction care 2.5 Care of clients with orthopaedic operations 2.6 Bandaging techniques and casts care 2.7 Administration of medications via ophthalmic, nasal or ontological routes 2.8 Airway management 125

126 2.9 Administration of medication (local application & intramascular injection) 3. Communications and health restoration skills for people with neurological, musculoskeletal, ophthalmological and oto-rhino-laryngological non-communicable diseases and their significant others. 4. Nurturing health strategies for people with these non-communicable diseases. 26 & Teaching Methodology Lecture Lectures are scheduled to deliver theoretical knowledge in which multimedia will be used when appropriate. Laboratory with simulated scenarios Laboratory sessions are arranged to provide real-life demonstrations on skills introduced in lectures. Students are expected to have hands-on practice in order to deepen their understanding of the required knowledge in the skills. Simulated scenarios with high-fidelity patient simulators will be used to offer students a close to reality situation to work on. In these sessions, students will be given opportunities to practice their caring skills and communication skills. These simulated sessions also provide students with the opportunities to witness the instant effects of their interventions and therefore learn through mistakes in an ethical and safe environment. Briefing and debriefing sessions allow students to clarify and consolidate their learning. Seminar Students will be guided to develop critical thinking, problem solving abilities, teamwork and effective communication in the context of providing nursing care to patients with neurological, musculoskeletal, ophthalmological or oto-rhino-laryngological non-communicable diseases. It allows students to develop an understanding of diverse values, attitudes and interpretations of the selected issue. Tutorial Tutorials offer discussion opportunities to students to clarify concepts and theoretical knowledge while promoting teacher-student interactions. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Laboratory participation Seminar presentation / 30 written assignment 3. Written examination 60 Total

127 Laboratory participation Participation is used to assess students performance during the laboratory sessions. Students are required to demonstrate satisfactory performance on the nursing skills required. (PILO 3, 4, 8, 9) 26 Seminar presentation / written assignment Seminar presentation / written assignment is used to assess students ability to apply and integrate their knowledge on a selected health concern. (PILO 3, 4, 8, 9, 10) Written examination Written examination is used to assess students learning at the recall, comprehension, application and analysis levels. (PILO 4, 8) Student Study Effort Required Reading List and References Class contact: Lecture 18 Hrs. Laboratory 8 Hrs. Tutorial 10 Hrs. Seminar 6 Hrs. Other student study effort: Self-study 48 Hrs. Preparation for tutorial 20 Hrs. Preparation for presentation / written assignment 25 Hrs. and examination Total student study effort 135 Hrs. Textbook Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2010). Brunner and Suddarth s Textbook of Medical Surgical Nursing. (12th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. References 1. Adams, M. P., & Holland, L. N., Jr. (2010). Pharmacology for nurses: A pathophysiologic approach (3 rd ed.). New Jersey: Pearson Prentice Hall. 2. Black, J. M., & Hawks, J. H. (2009). Medical-Surgical nursing: Clinical management for positive outcomes (8th ed.). Philadelphia: W.B. Saunders. 3. Brownell, C. L., & Priff, N. (Eds.). (2009). Springhouse 2009 student drug handbook (10th ed.). Philadelphia: Lippincott. 4. Craven, R. F. & Hirnle, C. J. (2008). Fundamentals of Nursing: Human Health and Function (6 th ed.) [Electronic Book]. Lippincott Williams & Wilkins. 5. Fertman, C. I. & Allensworth, D. D. (2010). Health Promotion Programs: from Theory to Practice. San Francisco: John Wiley & Sons. [Electronic Book] 6. Ignatavicius, D. D. & Workman, M. L. (2009). Medical-Surgical Nursing: Text and E-book Package: Patient-Centered Collaborative Care (6 th ed.). US: Elsevier 127

128 Health Sciences. 7. Janet, M. (2007). Evidecne Base for Ophthalmic Nursing Practice. West Sussex: John Wiley & Sons. [Electronic Book] 8. Jarvis, C. (2011). Physical examination and health assessment (6 th ed.). St. Louis:Saunders. 9. Kee, J. L., Hayes, E.R. & McCuistion, L.E. (2011). Pharmacology: A nursing process approach. (7 th ed.). Philadelphia: Saunders. 10. Kovner, A. R., Fine, D. J. & D Aguila, R. (2009). Evidenced-based Management in Healthcare. Chicago: Health Administration Press. [Electronic Book] 11. LeMone, P., & Burke, K. M. (2007). Medical surgical nursing: Critical thinking in client care, Single Volume (4 th ed.). California: Addison-Wesley. 12. Leong, W. M. (Ed.). (2005). MIMS annual (16th ed.). Hong Kong: Pfizer Corporation Hong Kong Ltd. 13. Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R. (2010). Medical-surgical nursing: Assessment and management of clinical problems (8 th ed.). St. Louis: Mosby. 14. Lynn, P. B. & Taylor, C. (2010). Taylor's clinical nursing skills: A nursing process approach (3 rd ed.). Philadelphia: Lippincott Williams & Wilkins 15. Malarkey, L. M., & McMorrow, M. E. (2005). Saunders nursing guide to laboratory and diagnostic tests. Philadelphia: Saunders. 16. McCance, K. L., & Huether, S. (2009). Pathophysiology: The biologic basis for disease in adults & children (6th ed.). St. Louis: Mosby. 17. Mckernry, P., Tessier, E., & Hogan, M. (2006). Mosby s pharmacology in nursing. St Louis:Mosby. 18. Nettina, S. M. (2010). The Lippincott manual of nursing practice (9th ed.). Philadelphia:Lippincott. 19. Roper, N., Logan, W. W., & Tierney, A. J. (2000). The Roper-Logan-Tierney model of nursing: based on activities of living. Edinburgh: Churchill Livingstone. 20. Thompson, J. M., McFarlan, G. K., Hirsch, J. E., Tucker, S. M., & Bowers, A. C. (2002).Mosby's clinical nursing (4th ed.). St. Louis: Mosby. 26 Useful web sites Hospital Authority : World Health Organization: Centers for Disease Control and Prevention: 128

129 Course Description Form 27 Course Code NUR 3014 Course Title Care of People with Non-communicable Diseases (IV) Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with knowledge and skills in meeting the needs of clients who are experiencing non-communicable diseases of genito-urinary, integumentary, immunological, haematological and lymphatic systems. Objectives Course Intended Outcomes Indicative Syllabus This course aims to impart on students the essential knowledge and skills in nurturing and restorative health for people with non-communicable diseases of genito-urinary, integumentary, immunological, haematological and lymphatic systems (PILO 3, 4, 8, 9, 10). Upon completion of the subject, students will be able to: a. assess and identify major concerns and common problems of people with non-communicable diseases of genito-urinary, integumentary, immunological, haematological and lymphatic systems (PILO 4, 8) b. apply corresponding pathophysiology knowledge when caring for people with these non-communicable diseases (PILO 4, 8) c. address the physiological, psychological, emotional, social, cultural and spiritual needs of people with these non-communicable diseases through appropriate communication skills and nursing interventions (PILO 8, 9, 10) d. develop integrative care plans (nurturing and restorative health) for people with these non-communicable diseases (PILO 3, 4, 8, 9) e. explain the rationales for care offered and optimize their interventions according to peoples dynamic health states (PILO 4, 8, 10) 1. Etiologies, pathophysiology and presentations of common non-communicable diseases of the genito-urinary, integumentary, immunological, haematological and lymphatic systems. 2. Nursing assessment, interventions and skills with rationales for caring of people with common non-communicable diseases of the genito-urinary, integumentary, immunological, haematological and lymphatic systems, including; 2.1 Urinary catheterization and supra-pubic catheter care 2.2 Vaginal, breast and testes examination 2.3 Perineal swabbing, vaginal douching and incontinence care 2.4 Care of clients undergoing bone marrow aspiration 2.5 Administration of cytotoxic drugs 2.6 Care of clients with burns and skin grafts 3. Communications and health restoration skills for people with genito-urinary, integumentary, immunological, haematological and 129

130 lymphatic non-communicable diseases and their significant others. 4. Nurturing health strategies for people with these non-communicable diseases. 27 & Teaching Methodology Lecture Lectures are scheduled to deliver theoretical knowledge in which multimedia will be used whenever appropriate. Laboratory with simulated scenarios Laboratory sessions are arranged to provide real-life demonstrations on skills introduced in lectures. Students are expected to have hands-on practice in order to deepen their understanding of the required knowledge in the skills. Simulated scenarios with high-fidelity patient simulators will be used to offer students a close to reality situation to work on. In these sessions, students will be given opportunities to practise their caring skills and communication skills. These simulation sessions also provide students with the opportunities to witness the instant effects of their interventions and therefore learn through mistakes in an ethical and safe environment. Briefing and debriefing sessions allow students to clarify and consolidate their learning. Seminar Students will be guided to develop critical thinking, problem solving abilities, teamwork and effective communication in the context of providing nursing care to patients with genito-urinary, integumentary, immunological, haematological and lymphatic non-communicable diseases. It allows students to develop an understanding of diverse values, attitudes and interpretations of the selected issue. Tutorial Tutorials offer discussion opportunities to students to clarify concepts and theoretical knowledge while promoting teacher-student interactions. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Laboratory 10 participation 1. Seminar presentation / 30 written assignment 2. Written examination 60 Total 100 Laboratory participation Participation is used to assess students performance during the laboratory sessions. Students are required to demonstrate satisfactory performance on the nursing skills required. (PILO 3, 4, 8, 9) 130

131 27 Seminar presentation / written assignment Seminar presentation /written assignment is used to assess students ability to apply and integrate their knowledge on a selected health concern and care (PILO 3, 4, 8, 9, 10) Written examination Written examination is used to assess students learning at the recall, comprehension, application and analysis levels (PILO 4, 8). Student Study Effort Required Reading List and References Class contact: Lecture 18 Hrs. Laboratory 8 Hrs. Tutorial 10 Hrs. Seminar 6 Hrs. Other student study effort: Self-study 48 Hrs. Preparation for tutorial 20 Hrs. Preparation for presentation / written assignment 25 Hrs. and examination Total student study effort 135 Hrs. Textbook Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2010). Brunner and Suddarth s Textbook of Medical Surgical Nursing. (12th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. References 1. Adams, M. P., & Holland, L. N., Jr. (2010). Pharmacology for nurses: A pathophysiologic approach (3 rd ed.). New Jersey: Pearson Prentice Hall 2. Blomback, M. & Antovic, J. P. (Eds.) (2010). Essential Guide to Blood Coagulation. Singapore: John Wiley & Sons. [Electronic Book] 3. Black, J. M., & Hawks, J. H. (2009). Medical-Surgical nursing: Clinical management for positive outcomes (8 th ed.). Philadelphia: W.B. Saunders. 4. Brownell, C. L., & Priff, N. (Eds.). (2009). Springhouse 2009 student drug handbook (10 th ed.). Philadelphia: Lippincott. 5. Craven, R. F. & Hirnle, C. J. (2008). Fundamentals of Nursing: Human Health and Function (6 th ed.) [Electronic Book]. Lippincott Williams & Wilkins. 6. Fertman, C. I. & Allensworth, D. D. (2010). Health Promotion Programs: from Theory to Practice. San Francisco: John Wiley & Sons. [Electronic Book] 7. Jarvis, C. (2011). Physical examination and health assessment (6 th ed.). St. Louis:Saunders. 8. Kee, J. L., Hayes, E.R. & McCuistion, L.E. (2011). Pharmacology: A nursing process approach (Kee, 131

132 Pharmacology). (7 th ed.). Philadelphia: Saunders. 9. Kovner, A. R., Fine, D. J. & D Aguila, R. (2009). Evidenced-based Management in Healthcare. Chicago: Health Administration Press. [Electronic Book] 10. LeMone, P., & Burke, K. M. (2007). Medical surgical nursing: Critical thinking in client care, Single Volume (4 th ed.). California: Addison-Wesley. 11. Leong, W. M. (Ed.). (2005). MIMS annual (16th ed.). Hong Kong: Pfizer Corporation Hong Kong Ltd. 12. Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R. (2010). Medical-surgical nursing: Assessment and management of clinical problems (8 th ed.). St. Louis: Mosby. 13. Lynn, P. B. & Taylor, C. (2010). Taylor's clinical nursing skills: A nursing process approach (3 rd ed.). Philadelphia: Lippincott Williams & Wilkins 14. Malarkey, L. M., & McMorrow, M. E. (2005). Saunders nursing guide to laboratory and diagnostic tests. Philadelphia: Saunders. 15. McCance, K. L., & Huether, S. (2009). Pathophysiology: The biologic basis for disease in adults & children (6 th ed.). St. Louis: Mosby. 16. Mckernry, P., Tessier, E., & Hogan, M. (2006). Mosby s pharmacology in nursing. St Louis:Mosby. 17. Nettina, S. M. (2010). The Lippincott manual of nursing practice (9 th ed.). Philadelphia:Lippincott. 18. Roper, N., Logan, W. W., & Tierney, A. J. (2000). The Roper-Logan-Tierney model of nursing: based on activities of living. Edinburgh: Churchill Livingstone. 19. Thompson, J. M., McFarlan, G. K., Hirsch, J. E., Tucker, S. M., & Bowers, A. C. (2002).Mosby's clinical nursing (4 th ed.). St. Louis: Mosby. 27 Useful web sites Hospital Authority : World Health Organization: Centers for Disease Control and Prevention: 132

133 Course Description Form 28 Course Code NUR 3015 Course Title Second Nursing practicum Credit Units 10 QF Level 5 Pre-requisite NUR 2034 First Nursing practicum Objectives This course allows students to apply professional knowledge and clinical skills at advanced level (PILO 3, 4, 5, 6, 8, 9, 10, 11) Course Intended Outcomes Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon completion of the clinical practicum, students are able to: a. demonstrate effective communication with clients, families and members of health care team (PILO 3, 8, 11) b. formulate and apply restorative, preventive and nurturing health measures to healthy and unhealthy clients in various settings (PILO 3, 4, 6, 8, 10) c. identify their strength and limitation through reflection and recognize the needs for self-directed and life-long learning (PILO 4, 5, 11) d. assume responsibilities for professional behaviours with minimum guidance from supervisor (PILO 9, 11) Students learning will be facilitated by Honorary Clinical Instructors from their clinical venues. Students will practise in acute medical, surgical and different specialized areas in local hospitals and nurse-led integrative clinics or community centres. Clinical Practicum During the practicum, students are supervised by Honorary Clinical Instructors (HCIs) to critically appraise the clinical situations and attain a deeper understanding of their learning experience, with a focus on integrating theoretical input and clinical practice. Resource Persons (NHS academic staff) will facilitate students learning in this practicum by maintaining regular and dynamic communications between HCIs and students. Critical Reflective Journal Students will consolidate their learning in critical reflective journals. They have to reflect on their strengths and limitations with the focus of seeking ways to improve. Such reflection is essential for continuous professional development and for a giving practitioner. Assessment Methods in Alignment with Intended Course Outcomes Specific assessment methods/tasks 1. Clinical Practicum Evaluation Course intended learning outcomes to be assessed (Please tick as appropriate) a b C d 133

134 2. Critical Reflective Journal 3. Aseptic Technique ^ 4. Administration of Medication^ Note: i. Assessment 1 and 2 are the course requirement, that is, students have to pass these two assessments upon the completion of this practicum in order to pass the NUR3015. ii. Assessment 3 and 4 are the stipulated Nursing Council requirements, that is, students have to pass these two assessments before graduation in order to fulfill the nursing registration requirement. 28 Clinical Practicum Evaluation Clinical Practicum Evaluation Records are used to evaluate students performance in the provision of holistic care and their abilities in the integration and application of learned knowledge and skills to practise critical thinking and problem-solving. Students professional behavior in the areas of self-directed learning, self-evaluation of own work, communication, teamwork, and punctuality will also be assessed. (PILO 3, 4, 6, 8, 9, 10, 11) Critical Reflective Journal Students are required to submit a Critical reflective journal upon completion of their practicum. It is used to evaluate students reflective learning (PILO 4, 5, 11) Assessment of AT/AOM Students are required to attain a pass grade in AT and AOM skill assessment in order to fulfill the requirement for registration as stipulated by the Nursing Council of Hong Kong (PILO 3, 4, 8, 9) Each student will be given 3 opportunities for these two assessments, he/she can take the assessment either in NUR2034 First Clinical practicum or NUR3015 Second Clinical practicum or both. Student Study Effort Required Class contact: - Clinical Practicum 1120 Hrs Other student study effort: - Preparation for Critical Reflective journals 20 Hrs - Preparation for clinical evaluation 80 Hrs Total student study effort 1220 Hrs 134

135 Course Description Form 29 Course Code NUR4005 Course Title Trauma and Disaster Nursing Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with knowledge and skills in caring for victims, related others and community in trauma and disaster situations. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology This course aims to provide students with opportunities to acquire knowledge on caring victims, related others and community in trauma and disaster situations (PILO 4, 8, 9, 10). Upon completion of this course, students are able to: a. define and describe concepts of trauma nursing (PILO 8) b. identify suitable assessment and management strategies for trauma patients (PILO 4, 8, 10) c. define and describe types, levels and phases of disaster (PILO 4, 8) d. justify disaster mitigation activities (PILO 4, 8, 9, 10) e. formulate trauma and disaster management plan (PILO 4, 8, 9, 10) f. understand local and international emergency response systems (PILO 4, 8, 9) 1. Trauma Nursing 1.1 general concepts in Trauma Nursing 1.2 epidemiology, biomechanics and mechanism of injury 1.3 initial assessment 1.4 types of trauma and their management 2. Disaster Nursing 2.1 types of disaster 2.2 levels of disaster 2.3 disaster mitigation 2.4 phases of disaster management 2.41 prevention phase 2.42 preparedness phase 2.43 response phase 2.44 recovery phase 2.5 disaster management plans 2.6 nurse s role in community disaster management 3. Local and international emergency response system Lecture Lectures are used to deliver the theoretical principles of trauma and disaster nursing plus the recommended readings and web browsing materials to stimulate students towards further study. Seminar Seminars are used to evaluate students performance and allow them to 135

136 evaluate classmates performance on selected trauma or disaster situations. 29 Tutorial Tutorials will be organized to clarify concepts learned and discuss related issues. Students will be required to work in small groups to critically analyse a selected topic or health issues. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting 1. Seminar 50 presentation 2. Case study 50 report Total 100 Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e f Seminar presentation Seminar presentation is used to assess students comprehension of a given trauma and disaster situation. (PILO 4, 8, 9, 10). It is also used to evaluate students creativity, problem solving skills and team collaboration. Case study report Case studies are used to assess students understanding of trauma and disaster care in the context of individuals, families, groups and the community. Students will be asked to select a local or international incident, analyze the nature, mechanism and impact of the incident and formulate disaster management plan for victims, related others and community (PILO 4, 8, 9, 10). Student Study Effort Required Reading List and References Class contact: Lecture 15 Hrs. Tutorial 14 Hrs. Seminar 16 Hrs. Other student study effort: Self-study 45 Hrs. Preparation for Case studies report 25 Hrs. Preparation for seminar presentation 20 Hrs. Total student study effort 135 Hrs. Textbooks 1. McGloin, S. & McLeod, A. (2010). Advanced Practice in Critical Care: a Case Study. UK: John Wiley & Sons. [Electronic Book] 2. Veenema, T. G. (2008). ReadyRN: Handbook for Disaster Nursing and Emergency Preparedness. (2 nd ed). (Kindle Edition) Philadelphia: Mosby, Elsevier. 136

137 29 Reading Lists 1. Adelman, D.S. & Legg, T.J. (2008). Disaster Nursing: a Handbook for Practice. Sudbury: Jones and Bartlett. 2. Bridges, E. (2008). Battlefield and Disaster Nursing Pocket Guide. Sudbury: Jones and Bartlett Publishers. 3. Cohen, S.S. (2002). Trauma Nursing Secrets. Philadelphia: Hanley & Belfus. 4. Emergency Nurse Association. (2007). Emergency Nursing Core Curriculum. (6 th Ed). St. Louis: Saunders Elsevier. 5. Evans, C. & Tippins, E. (2007). Foundations of Emergency Care. UK: McGraw-Hill International. [Electronic Book] 6. Jones, J. & Fix, B. (2009). Critical Care Notes: Clinical Pocket Guide. Philadelphia: F.A. Davis. [Electronic Book] 7. Flint, L et al. (2007). Trauma: Contemporary Principles and Therapy. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. 8. Langan, J.C., James, D.C. (2004). Preparing Nurses for Disaster Management. New Jersey: Prentice Hall. 9. O Shea, R.A. (2005). Principles and Practice of Trauma Nursing. Edinburgh: Elsevier Churchill Livingstone. 10. Pines, J. M. & Everett, W. W. (2008). Evidence-based Emergency Care: Diagnostic Testing and Clinical Decision Rules. UK: John Wiley & Sons. [Electronic Book] 11. Mattu, A. & Goyal, D. (2007). Emergency Medicine: Avoiding the Pitfalls and Improving the Outcomes. UK: John Wiley & Sons. [Electronic Book] 12. McQuillan, K.A., Makic, M.B.F., Whalen, E. (2008). Trauma Nursing: From Resuscitation Through Rehabilitation (2 nd ed.). St. Louis: Saunders. 13. Mirr, J. M. P. & Zwygart-Stauffacher, M. (2010). Advanced Practice Nursing: Core Concepts for Professional Role Development (4 th ed.). NY: Springer Company. [Electronic Book] 14. Veenema, T. G. (2007). Disaster Nursing and Emergency Preparedness for Chemical, Biological, and Radiological Terrorism and Other Hazards (2 nd ed). New York: Springer Publishing Company. 15. Wyckoff, M. M., Houghton, D. & LePage, C. (2009). Critical Care: Concepts Role and Practice for the Acute Care Nurse Practitioner. NY: Springer Company. [Electronic Book] Journals 1. Disaster Management & response 2. Journal of Trauma Nursing 3. Accident and Emergency Nursing 4. British Journal of Nursing 5. Journal of Advanced Nursing 6. Hong Kong Journal of Mental Health 7. Annals of emergency medicine 137

138 8. Hong Kong Journal of Emergency Medicine 29 Useful Websites 1. World health organization and Disaster: Security Bureau, Hong Kong SAR: 2. Hong Kong Observatory: est_link_c.htm 3. Centers for Disease Control and Prevention: 4. Centre for Health Protection: 5. The Mental Health Association of Hong Kong: 6. Department of Health: 7. Hospital Authority: 0Oct% pdf 138

139 Course Description Form 30 Course Code NUR 4006 Course Title Integrative Care of People with Non-Communicable Diseases Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with an understanding of the concepts of integrative care in contemporary societies and provide integrative care to clients. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology This course aims to introduce concepts of integrative care in contemporary societies. It is designed to equip students with the abilities to provide integrative care to clients (PILO 3, 4, 5, 6, 7, 8, 9, 10, 11). Upon completion of the course, students will be able to: a. articulate the importance of integrative care and the challenges in implementation (PILO 4, 6) b. understand the role of a nurse in integrative care delivery (PILO 3, 7, 9, 11) c. adopts integrative care in addressing clients' needs (PILO 3, 4, 5, 8, 10) d. offer restorative health, health nurturing and preventive health strategies to clients and their significant others through integrative care (PILO 3, 4, 5, 6, 8, 9, 10) 1. The changing demand of care 2. Defining integrative care in contemporary societies and multicultural communities 3. Blending East and West wisdom --- relationship of integrative care with restorative health, nurturing health and preventive health 4. Integrative care model 5. Evidence-based practice and integrative care protocol development 6. Exemplars of integrative care for non-communicable diseases integrative pain management and symptom control 7. Challenges in integrative care provision Lecture Lectures are scheduled to deliver theoretical knowledge. Seminar Students will be working in groups on proposals for selected health foci. Warrior s examination. Tutorial Tutorial will be organized to allow students to clarify concepts and discuss pertinent issues arising from their learning in the course. Skills training session: These sessions intends to impart students the managing skills for clients 139

140 with pain, sleep and constipation problems. With the use of patient mannequins, different scenarios centering on these problems will be simulated in which students will be guided to take care of the clients according to protocols, viz integrative pain management protocol, integrative sleep management protocol and integrative constipation management protocol. 30 Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Warrior s 70 examination 2. Reflective paper 30 Total 100 Warrior s Examination* Students will be given a list of questions at the beginning of the semester. Students will work in groups of 5. One group is the questioner and the other group is the respondent. They are expected to answer and respond to one question with courage, strength, compassion and wisdom in front of the class (PILO 3, 4, 5, 6, 8, 9, 10). On the day of warrior examination, seats will be arranged in a circle and the two groups in the warrior examination will sit in the centre of the circle. Course lecturer will randomly assign them a questioner or a respondent role. The questioner will pick a question from a list randomly. The respondent answers the question while the questioner will comment on accuracy, depth, and clarity of the answer. Then, fellow students will exchange their ideas or raise questions to the respondent while the questioner has to determine whether the points raised/questions are properly asked and properly answered. The performance of the groups will be graded individually. The whole examination takes about 30 minutes. *Warrior examination is originated in ancient India. It is somewhat like a cross-examination among the monks if they wanted to excel in their philosophy. In Warrior Examination, the monks are expected to become a true warrior who has courage, strength, compassion and wisdom to combat greed, hatred and ignorance through debating, answering and questioning. Reflective paper Students will be asked to reflect on their roles, attitude and understanding of integrative care in their daily nursing practice. (PILO 3, 4, 5, 7, 9, 11) 140

141 Student Study Effort Required Reading List and References Class contact: 1. Lecture 14 Hrs. 2. Tutorial 14 Hrs. 3. Seminar 9 Hrs. 4. Skills training session 8 Hrs. Other student study effort:. Self-study 35 Hrs. 2. Preparation for proposal, presentation and report writing 30 Hrs.. Preparation for skill training 25 Hrs. Total student study effort 135 Hrs. Textbook 1. Koopsen, C. & Young, C. (2008). Integrative Health: A Holistic Approach for Health Professionals. Sudbury: Jones & Bartlett Publishers. References 1. James, L. C. & O'Donohue, W. T. (2009). The Primary Care Toolkit: Practical Resources for the Integrated Behavioral Care Provider. Springer. 2. O Donohue, W.T., Byrd, M.R., Cummings, N.A. & Henderson, D.A. (2005). Behavioral Integrative Care: Treatments That Work in the Primary Care Setting. New York: Routledge. [Electronic book] 3. Leddy, S.K. (2005). Integrative Health Promotion: Conceptual Bases for Nursing Practice. (2 nd ed). Philadelphia: Jones & Bartlett Pub. 4. Mann, D., Gaylord, S. & Norton, S. (2004). Moving toward integrative care: rationales, models and steps for conventional-care providers. Journal of Evidence-based Complementary & Alternative Medicine, 9(3): Mulkins, A. L., Eng, J. & Verhoef, M. J. (2005). Working towards a model of integrative health care: critical elements for an effective team. Complementary Therapies in Medicine, 13(2): Singer, B. H. & Ryff, C. D. (2001). New horizons in health: an integrative approach. [Electronic resource]. Committee on Future Directions for Behavioral and Social Sciences. Research at the National Institutes of Health, Board on Behavioral, Cognitive, and Sensory Sciences, Commission on Behavioral and Social Sciences and Education, National Research Council Washington, D.C. : National Academy Press. 7. Slevin, O. & Basford, L. (2003). Theory and Practice of Nursing 2nd Ed: An Integrated Approach to Caring Practice. (2 nd ed). United Kingdom: Nelson Thornes Ltd. 8. United States Congress Senate Committee (2010). Integrative Care: A Pathway to a Healthier Nation. Bibliogov. Journals 1. Complementary Therapies in Medicine 2. European Journal of Integrative Medicine 3. International Journal of Integrative Care ( 4. Journal of Evidence-based Complementary & Alternative Medicine

142 30 Useful web sites

143 Course Description Form 31 Course Code NUR4007 Course Title Care of Vulnerable People Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with an understanding of the concepts of integrative care in contemporary societies and provide integrative care to clients. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology This course aims to provide students with opportunities to acquire knowledge in the care of vulnerable people and strategies in reducing health disparities in health care provision (PILO 3, 4, 5, 7, 8, 9, 10). Upon completion of this course, students will be able to: a. identify vulnerable populations and those at risk and explore their health concern (PILO 4, 8) b. describe underlying factors that influence health status and activity of living of vulnerable population (PILO 4, 8) c. discuss and formulate interdisciplinary strategies to ensure effective and ethical nursing care for vulnerable population from abuse, neglect and discrimination (PILO 3, 4, 7, 8, 9, 10) d. outline public resources for the vulnerable populations.(pilo 3, 5, 7, 10) 1. Who belongs to vulnerable population? 2. Factors contributing to population vulnerability 2.1 Socio-economic factors 2.2 Ethnic and Cultural factors 2.3 Environmental factors 2.4 Political factors and others 2.5 Language barrier 3. Underlying factors affecting health status and activity of living in vulnerable population 4. Public policies and resources for vulnerable population 4.1 Human rights & equality 4.2 Social assistance 4.3 Legal and ethical policies 4.4 Privacy and confidentiality ordinance 4.5 Abuse, neglect, discrimination and protection 5. Health care disparity and accessibility 6. Strategies to reduce health disparities in health care provision Lecture Lectures are used to deliver latest information on the covered topics, and to stimulate the students towards further study. Seminar 143

144 Seminars are used to evaluate students performance and comprehension of learned materials. It can also allow them to evaluate classmates performance. 31 Tutorial Tutorial will be organized to clarify concepts learned and discuss related issues. Students will be required to work in small groups to critically analyze a selected topic / contemporary issue. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting 1. Group 40 presentation 2. Written 60 assignment Total 100 Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d Seminar presentation Seminar presentation in groups is used to assess students comprehension in selected situations, compare and contrast against the selected aspects to stimulate students to discuss and formulate optimal care for the vulnerable groups. (PILO 3, 4, 5, 7, 8, 9, 10). It is also used to evaluate students presentation skills, language ability, and team collaboration. Written assignment Written essays can enhance student s ability to connect, apply and integrate acquired knowledge. It also demonstrates student s writing skills and referencing techniques (PILO 4, 5, 7, 8, 9, 10). Student Study Effort Required Reading List and References Class contact: Lecture 14 Hrs. Tutorial 12 Hrs. Seminar 16 Hrs. Other student study effort: Pre-reading 60 Hrs. Preparation for oral presentation and essay writing 30 Hrs. Total student study effort 135 Hrs. Textbooks 1. Brown, K. (2010). Vulnerable adults and community care. (2 nd ed.) Exeter: Matters. 2. World Health Organization (2010). Urbanization and health: health equity and vulnerable populations. Case studies from the Eastern Mediterranean Region. Egypt: Punto Grafico

145 Reading Lists 1. Burbank, P.M. (2006). Vulnerable older adults: health care needs and interventions. New York: Springer Pub. 2. De Chesnay, M. & Anderson, B.A. (2008). Caring for the vulnerable: perspectives in nursing theory, practice, and research. (2 nd ed). Sudbury: Jones and Bartlett. 3. Dyson, A., & Harris, J (EDs). (2007). Protecting the Vulnerable. Kindle Edition). Taylor & Francis e-library 4. Katz, P.R. Mezey, M.D. & Kapp, M.B. (2004). Vulnerable populations in the long term care continuum. New York: Springer Pub. 5. Mandelstam, M. (2009). Safeguarding vulnerable adults and the law. Philadelphia: Jessica Kingsley. 6. Shi, L. & Stevens, G.D. (2010). Vulnerable populations in the United States. (2 nd ed). San Franciso: Jossey-Bass. 31 Journals 1. Journal of Health Care for the Poor and Underserved 2. Health service research Useful Websites 1. Asian Development Bank: 2. Equal Opportunities Commission: 3. Hong Kong Patients rights Alliance: 4. Hong Kong Human Rights Monitor : 5. Commission of Poverty: 6. Office of the Privacy commissioner for Personal Data, Hong Kong:: 7. United Nation of Human Rights: 8. World Health Organization: able_groups/en/ 145

146 Course Description Form 32 Course Code NUR1023 Course Title Ageing in Contemporary Societies Credit Value 3 QF Level 4 Pre-requisites Nil Synopsis This course will provide students with broad ideas on contemporary key issues concerning the ageing societies and improve students understanding on the role of assistive technology in the ageing population. Objectives This course helps students to: 1. understand issues related to ageing population (PILO 4, 13) 2. appreciate the interactions among evolutionary factors (social, cultural, economic, and technological) and their impacts on older people s independence and health (PILO 5, 6, 12, 13, 15) 3. be aware of the use of innovative technology in care delivery (PILO 5, 6, 10, 12, 13, 14) Course Intended Outcomes Upon completion of the course, students will be able to: a. identify the needs of ageing population based on their life condition (PILO 4, 12, 13) b. compare ageing population in different societies taking into account lifestyle choices, physical, psychological, sociocultural, environmental, politico-economic and evolutionary factors (PILO 4, 5, 6, 10, 12, 13) c. understand relationship between older people s knowledge and perceptions of assisted living facilities and their actual utilization (PILO 12, 13, 14) d. analyze the health and functional capacity of older people with support of scientific evidence and advanced technology (PILO 4, 6, 12, 13) e. comment on health services provided for older people (PILO 4, 6, 12, 13, 15) Indicative Syllabus 1. Dependence/independence continuum 1.1 Needs of healthy older people 1.2 Needs of chronically ill older people and their significant others e.g. eating problem, sleep hygiene 1.3 Needs of dying older people 1.4 Needs of unengaged older people 2. Factors contributing to the well-being of ageing population 2.1 Lifestyle-related 2.2 Physical 2.3 Psychological 2.4 Sociocultural 2.5 Environmental 2.6 Politicoeconomic 146

147 2.7 Education 2.8 Technology and medicine 3. Contemporary health care issues 3.1 Community resources for older people and their families 3.2 Medical care for older people 3.3 Innovative design and technology for older people 3.4 Equality and resources allocation 3.5 Retirement and older workforce 32 & Teaching Methodology Lecture Lectures deliver concepts, theories, and information for later discussion in seminars on how theories can be put into practice. Seminar Seminars are used to help students to explore contemporary issues and experiences from multiple perspectives and time frames. It allows students to develop an understanding of diverse values, attitudes and interpretations on the selected issue. Tutorial Tutorials help students to understand the fundamental knowledge of health in ageing population and clarify topics covered in lectures and seminars. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Group presentation 2. Written test 50 Total Group presentation Group presentation is used to assess students comprehension of a selected common health concern and their ability to provide health promotion to individuals, families, groups and the community. It will be in the form of group project, poster and pamphlet presentation. Students presentation skills, language ability and team collaboration are being assessed (PILO 4, 5, 6, 12, 13, 14). Written test Written test is used to assess students learning in the comprehension of conceptual knowledge underpinning health care for older people (PILO 4, 5, 6, 12, 13, 14, 15). Student Study Effort Class contact: Lecture 24 Hrs. 147

148 32 Required Seminar 12 Hrs. Tutorial 9 Hrs. Other student study effort: Self-study 48 Hrs. Group presentation 21 Hrs. Preparation for the test 21 Hrs. Reading List and References Total student study effort 135 Hrs. Textbook Anderson, M.A. (Ed.). (2011). Caring for older adults holistically (5 th Ed.; Kindle edition). Philadelphia: F A Davis. References 1. Andrews, G.J. & Phillips, D.R. (Eds.) (2006). Ageing and Place: Perspectives, Policy, Practice. New York: Routledge. 2. Chi, I., Chappell, N.L., & Lubben, J. (2001). Elderly Chinese in Pacific Rim Countries: Social Support and Integration. Hong Kong: Hong Kong University Press. 3. Conrad, H., Heindorf, V., & Waldenberger, F. (Eds.). (2008). Human Resource Management in Ageing Societies: Perspectives from Japan and Germany (electronic version). New York: Palgrave Macmillan. 4. Harper, S. (Ed.). (2004). Families in Ageing Societies: A Multi-Disciplinary Approach (electronic version). Oxford: Oxford University Press. 5. Ebersole, P., Touhy, T.A., Hess, P., Jett, K.F., & Luggen, A.S. (2008). Toward Healthy Aging: Human Needs and Nursing Response (7 th ed.). St. Louis: Mosby 6. Mauk, K.L. (Ed.) (2010). Gerontological Nursing: Competencies for Care (2 nd ed.). Sudbury: Jones and Bartlett. 7. Moody, H.R. (2010). Aging: Concepts and Controversies (6 th ed.). Los Angeles: Pine Forge Press. 8. Nordenfelt, L. (2009). Dignity in Care for Older People. West Sussex: John Wesley & Sons. [Electronic Book] 9. Tseng, W. S. & Streltzer, J. (2008). Cultural Competence in Health Care. NY: Springer Science & Business Media. [Electronic Book] Journals 1. Asian Journal of Gerontology and Geriatrics 2. Elderly Care 3. International Journal of Ageing and Later life 4. Journal of Gerontological Nursing 5. Journal of Population of Ageing Useful Websites 1. Aging in Asia & the Pacific 2. The Hong Kong Society for the Aged 148

149 3. GeronurseOnline

150 Course Description Form 33 Course Code NUR2020 Course Title Introduction to Gerontology Credit Value 3 QF Level 4 Pre-requisite Nil Synopsis The course will provide students an overview of gerontology which covers the basic theoretical concepts, various impacts and needs of ageing population and key factors in facilitating active ageing. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology This course aims to provide students with an overview of development in gerontology and insights of integrative approach in promoting active ageing. (PILO 2, 3, 5). Upon completion of this course, students will be able to: a. Define gerontology and active ageing (PILO 2) b. Understand the needs of health and social wellbeing of ageing population (PILO 2, 3) c. Identify factors influencing and associated with active ageing to engage and empower older people to participate in social and cultural activities. (PILO 2, 3, 5) d. Discuss the integrative strategies in facilitating active social engagement and health and social well-being. (PILO 2, 3, 5) 1. Definition of gerontology and active ageing 2. Policy framework promoting active ageing 3. Health and social care needs in ageing 3.1. social engagement 3.2. affect enhancement 3.3. giving citizen 3.4. nurturing health 3.5. preventive health 3.6. restorative health 4. Population ageing and its psychosocial, economic and healthcare implications 5. Integrative approach and evidence-based practice in gerontology 6. Strategies to promote active ageing 6.1. Individual effort 6.2. Public awareness 6.3. Health and social care policy 7. Challenges in maintaining and facilitating active ageing Lecture Lectures are used to deliver theoretical knowledge and information on the covered topics, and to stimulate the students towards further study. Seminar 150

151 Seminars are used to help students explore contemporary issues and experiences from multiple perspectives. It allows students to develop an understanding of diverse values, attitudes and interpretations on the selected issue. 33 Tutorial Students have opportunities to ask questions and clarify topics they do not understand in the lectures. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b C d 1. Seminar 50 presentation 2. Written 50 assignment Total 100 Seminar presentation Seminar presentations in groups are used to assess students comprehension of a selected common health concern and their ability to provide health information to individuals, families, groups and the community. It is also used to evaluate students presentation skills, language ability, and team collaboration. (PILO 2, 3, 5) Written assignment Written essay can enhance student s ability to connect, apply and integrate acquired knowledge. It also demonstrates student s writing skills and referencing techniques. (PILO 2, 3, 5) Student Study Effort Required Reading List and References Class contact: Lecture 27 Hrs. Seminar 9 Hrs. Tutorial 9 Hrs. Other student study effort: Self-study 54 Hrs. Seminar Presentation/Case studies 36 Hrs. Total student study effort 135 Hrs. Textbook Hooyman, N. R, and Kiyak, H. A. (2011). Social Gerontology: A Multidisciplinary Perspective. Boston, MA: Allyn & Bacon. Recommended readings 1. Bengtson, V.L. (2009). Handbook of Theories of Aging (2 nd ed.). New York: Springer Publishing Company. [electronic resource] 2. Chi, I., Neena, L., & Lubben, J. (2001). Elderly Chinese in Pacific 151

152 rim countries: Social support and integration. Hong Kong: Hong Kong University Press. 3. Mollenkopf, H. & Walker, A. (2010). Quality of life in old age: international and multi-disciplinary perspectives (social indicators research series). Netherlands : Springer 4. Stuart-Hamilton, I. (2011). An introduction to gerontology. (Kindle edition). Cambridge: Cambridge University Press. 5. Wallace, M. (2008). Essentials of gerontological nursing. New York: Springer Pub. 6. Active Ageing: A Policy Framework. [electronic resource] 7. Kart, C. S. and Kinney, J. M. (2010). The Realities of Ageing: An Introduction to Gerontology (6 th ed.). Boston: Allyn & Bacon. 33 Journals 51 Journal of Ageing and Health 52 Age and Society 53 Journal of Applied Gerontology 54 Asian Journal of Gerontology and Geriatrics 55 Journal of the Hong Kong Geriatric Society Useful Websites 1. World Health Organization: 2. Centers for Disease Control and Prevention: 3. Centre for Health Protection: 4. Department of Health: Elderly Health Service 5. Hong Kong Housing Society: 6. Hong Kong Alzheimer s Disease Association: 7. Hospital Authority: 8. The Hong Kong Society for the Aged: 152

153 Course Description Form 34 Course Code NUR2021 Course Title Assessment of Older People Credit Value 3 QF Level 4 Pre-requisite Health Assessment Synopsis This course will equip the students with comprehensive knowledge and skills in various health assessment approaches and commonly used assessment tools. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology The objective of this course is to introduce the approaches and tools that are commonly used in a comprehensive health assessment for older people (PILO 4, 5, 12, 13, 14). Upon completion of the course, students will be able to a. determine the approach to assess older people with respect to their different situations and conditions (PILO 4, 12, 13, 14) b. conduct systematic health assessment of older people (PILO 4, 12, 13) c. employ appropriate assessment tools to evaluate the health conditions of older people (PILO 4, 5, 12, 13) 1. Approaches of assessment of older people 1.1 Multidisciplinary, transdisciplinary and interdisciplinary approaches 1.2 Cooperation among different disciplines in each approach in the period of pre-hospitalisation, hospitalization, and rehabilitation 2. Characteristics of older people based on 12 Activities of Living, e.g., 2.1 physical impairments 2.2 nutritional problems 2.3 emotional troubles 2.4 cognitive dysfunctions 2.5 social and financial concerns 3. Assessment tools 3.1 Validity and reliability 3.2 Commonly used assessment tools Lecture Lectures are used to deliver key information and materials to provide updated information on the covered topics and to encourage students towards further study. Seminar/ Case studies Seminars will be arranged to enhance the analytical ability and critical thinking of students. Case studies are used to assess students understanding of Activities of Living. Students will be asked to assess a client in this context and devise a care plan by applying the 153

154 primary/secondary/tertiary care principles. Students also need to include an evaluation plan for measuring the effectiveness of the care plan. 34 Tutorial Tutorials provide students with opportunities to ask questions, clarify ambiguities, and discuss problems. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course Intended learning outcomes to be assessed (Please tick as appropriate) a b c Examination 60 Report writing 40 Total 100 Examination Examination is used to assess students comprehension of what they have been taught (PILO 4, 5, 12, 13, 14). Report writing Students will be asked to conduct a health assessment for an older person (aged 60 or above). They have to submit a report discussing the approaches, tools and findings so as to demonstrate their understanding in the assessment of older people (PILO 4, 5, 12, 13, 14). Student Study Effort Required Reading List and References Class contact: Lecture 18 Hrs. Tutorial 12 Hrs. Seminar/ Case Studies 15 Hrs. Other student study effort: Self-study 56 Hrs. Preparation for examination and report 34 Hrs. Total student study effort 135 Hrs. Textbook Lichtenberg, P.A. (2010). Handbook of Assessment in Clinical Gerontology. London: Elsevier LTD. [electronic resource] Reading Lists 1. Bernstein, M. Luggen, A.S. (2010). Nutrition for the older adult. Sudbury, MASS: Jones and Bartlett. 2. Butler, R.N., Lewis, M.I., & Sunderland, T. (1998). Aging and mental health: Positive psychosocial and biomedical approaches. (5 th ed.). London: Allyn & Bacon. 3. Hogstel, M.O. & Curry, L. (2005). Health Assessment Through the Life Span (4 th ed.). [Electronic resource]. Philadelphia: F.A. Davis 4. Hogstel, M.O. & Curry, L. (2001). Practical Guide to Health Assessment Through the Life Span (3 rd ed.). [Electronic resource]. 154

155 Philadelphia: F.A. Davis 5. Klein, W. C., & Bloom, M. (1997). Successful aging: Strategies for healthy living. New York: Plenum Press. 6. Lueckenotte, A. G. (1998). Pocket guide to gerontologic assessment. (3 rd ed.). St. Louis : Mosby. 7. Robnett, R. H., & Chop, W. C. (Eds.) (2010). Gerontology for the health care professional. (2 nd Ed). Sudbury, MASS: Jones and Bartlett. 34 Journals 1. Age and Aging 2. Journal of the American Geriatrics Society 3. Geriatric : 4. Journal of Gerontological Nursing 5. Elderly Care 6. Geriatric Nursing Useful websites 1. United Nations 2. World Health Organizationwww.who.int Integrated Medical Curriculum at 7. Clinical Pharmacology 2000 at 8. RXLIST The Internet Drug Index 9. The United States Pharmacopoeia (USP) Drug information Hospital medication errors Local web resources for older people voice/ 救 世 軍 5. 社 會 福 利 署 6. 老 人 權 益 促 進 7. 香 港 基 督 教 服 務 處 老 人 評 議 會 8. 循 道 衛 理 中 心 老 人 服 務 長 者 資 9. 城 市 大 學 耆 英 資 料 庫 衛 生 署 香 港 房 屋 委 員 會 健 途 健 康 資 訊 網 站 香 港 電 台 第 五 台 松 柏 之 聲 基 督 教 靈 實 協 會 香 港 路 德 會 155

156 17. 香 港 基 督 教 女 青 年 會 東 華 三 院 長 者 資 訊 網

157 Course Description Form 35 Course Code NUR2022 Course Title Food and Nutrition for Older People: East meets West Credit Value 3 QF Level 4 Pre-requisite Nil Synopsis This course aims to equip students with basic knowledge on factors affecting food choices, food and nutrition for older people especially health nurturing and preventive health from Eastern and Western eating and food cultures. They will develop nurturing health and preventive health strategies by integrating different dietary cultures and dietary therapy in practices. Objectives Course Intended Outcomes Indicative Syllabus This course aims to develop students knowledge on (a) food and nutrition for older people from Eastern and Western eating and food cultures (PILO 2, 10), (b) factors affecting food choices and nutrition of older people (PILO 2, 4, 10) and (c) health nurturing and preventive health for older people in food and nutrition (PILO 2, 8, 10, 12, 13). Upon completion of this course, students will be able to: a. explain the concept of food and nutrition for older people from Eastern and Western eating and food cultures (PILO 2) b. discuss factors affecting food choices and nutrition of older people (PILO 2, 4) c. identify food and nutritional needs for older people (PILO 2) d. develop nurturing health and preventive health strategies by integrating different dietary cultures and dietary therapy in practices (PILO 2, 8, 10,12, 13) 1. Concept of food and nutrition for older people from Eastern and Western eating and food cultures 1.1 Eastern and Western eating and food cultures 1.2 Chinese eating and food cultures 2. Factors affecting food and nutrition 2.1 Sensory factors; e.g. vision, taste and smell, hearing, touch 2.2 Dental and oral conditions 2.3 Bone and muscles 2.4 Digestion; e.g. swallowing 2.5 Circulation 2.6 Affect 3. Food and nutritional needs for older people 3.1 Relationship between ageing and nutrition 3.2 Dietary and nutritional modification 3.3 Nutritional monitoring 4. Principles of dietary therapy 4.1 Chinese medicinal food 4.2 Medical nutrition food 5. Nurturing health and preventive health strategies for older people 157

158 35 & Teaching Methodology Lecture Lectures are used to deliver the theoretical knowledge and related information. Students are given pre-lecture reading materials before class. Seminar Seminars are used to help students explore relevant cultural perspectives in food and nutrition. It allows students to develop an understanding of diverse values, attitudes and interpretations on selected issues. Tutorial Tutorials allow students to clarify concepts and questions. Students will be required to work in small groups to critically analyse a contemporary issue/selected topic. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Group Presentation Written Test 50 Total 100 Seminar presentation Seminar presentation is used to assess students ability to apply knowledge to practise on a selected concern related to food and nutrition of older people. Students should demonstrate their understanding in the issues using various means (PILO 2, 4, 8, 10, 12, 13). It can be in the form of pamphlet or poster presentation or oral presentation. Written test Written test will be used to evaluate students application of concepts and approaches of health nurturing and preventive health in relation to dietary therapy (PILO 2, 8, 10, 12, 13). Student Study Effort Required Reading List Class contact: Lecture 21 Hrs. Seminar 15 Hrs. Tutorial 9 Hrs. Other student study effort: Pre-reading 56 Hrs. Preparation for the presentation and written 34 Hrs. assignment Total student study effort 135 Hrs. Textbooks 158

159 and References 1. Watson, R.R. & Raton, B. (2009). Handbook of Nutrition in the Aged [electronic resource].(4 th ed). CRC Press. 2. 吳 翠 珍 及 李 承 樸 (2002). 臨 床 營 養 與 食 療 學 [electronic resource].( 第 1 版 ). 中 國 : 中 國 醫 藥 科 技 出 版 社. Reading Lists 1. Brian, L. & Rapport, L. (2007). Nutraceuticals: a Guide for Healthcare Professionals (2 nd ed.). London: Pharmaceutical Press. 2. Cai, J.F. (2010). Eating Your Way to Health: Dietotherapy in Traditional Chinese Medicine (2 nd ed.). Beijing: Foreign Languages Press. 3. Patternson, J., Albala, A. A., McCahill, M. E. & Edwards, T. M. (2010). Therapist s Guide to Psychopharmacology: Working with Patients, Families, and Physicians to Optimize Care. NY: Guilford Publications. [Electronic Book] 4. Pitchford, P. (2003). Healing with Whole Foods: Asian Traditions and Modern Nutrition (3 rd ed.). California: North Atlantic Books. 5. Remacle, C. & Reusens, B. (2004). Functional Foods, Ageing and Degenerative Disease. [electronic resource]. Woodhead Publishing. 6. Shi, J., Ho, C.T., & Shahidi, F. (2011). Functional Foods of the East. Boca Raton: CRC Press. 7. Smolin, L.A., & Grosvenor, M.B. (2010). Nutrition: Science and Applications (2 nd ed.). N.J.: John Wiley & Sons. 8. Watson, R. R. (2008). Handbook of Nutrition in the Aged (4 th ed.). CRC Press. [Electronic Book] 9. Whitbourne, S.K. (2002). The Aging Individual: Physical and Psychological Perspectives (2 nd ed.).new York: Springer Pub. 10. Zhang, E.Q. (1990). Chinese Medicated Diet (Practical English Chinese Library of Traditional Chinese Medicine). Shanghai: Shanghai College of TCM (Chinese English version). 11. 黨 毅 (1995). 中 醫 營 養 食 療 學. 北 京 : 辭 學 出 版 社. 12. 周 文 泉 (2002). 中 國 藥 膳 辨 證 治 療 學. 北 京 : 人 民 衛 生 出 版 社 13. 葉 強 (2003). 中 國 食 療 本 草 新 編. 廣 東 : 廣 東 高 等 教 育 出 版 社. 14. 王 琦 (2005). 中 醫 體 質 學. 中 國 醫 藥 出 版 社 15. 肖 蘭 英 與 張 愛 卿 (2008). 食 補 養 生 全 書. 北 京 : 化 學 工 業 出 版 社. 16. [ 魏 ] 吳 普 等 人 著 [ 清 ] 孫 星 衍 孫 馮 翼 輯 (2008). 神 農 本 草 經 ( 第 一 版 ). 北 京 市 : 人 民 衛 生 出 版 社. 17. 中 華 中 醫 藥 學 會 (2009). 中 醫 體 質 分 類 與 判 定. 北 京 : 中 國 中 醫 藥 出 版 社. Journals 1. Journal of Human Nutrition & Dietetics 2. Journal of Nutrition for the Elderly 3. Journal of the American Dietetic Association 4. Nutrition Reviews 5. Trends in Food Science and Technology

160 6. Asia Pacific Journal of Clinical Nutrition 35 Useful Websites

161 Course Description Form 36 Course Code NUR2023 Course Title Ageing, Diseases and Disabilities Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with knowledge of process of ageing, common health conditions or diseases of older people, and nurturing, preventive and restorative health strategies for older people. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology This course aims to provide students with opportunities to comprehend and acquire knowledge of nurturing health and preventive health for healthy older people and health restoration for the unhealthy older people (PILO 2, 4, 5, 13). Upon completion of this course, students will be able to a. describe normal ageing process (PILO 2) b. describe common health conditions or diseases of older people (PILO 2) c. analyze nurturing, preventive and restorative health strategies for older people (PILO 2, 4, 5, 13) 1. The process of ageing 2. Common chronic illnesses and disabilities, and their effects on older people 3. Nurturing health, preventive health, and restorative health strategies for older people Lecture Lectures are used for the delivery of theoretical knowledge. Seminar Seminars are used to facilitate student s self-learning. Peer learning will be facilitated through presentations with selected topics. Tutorial Tutorials provide students with opportunities to ask questions, clarify ambiguities, and discuss problems. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c Group presentation 40 Written test 40 Participation

162 Total Seminar presentation Seminar presentation is used to assess students comprehension of caring for older people (PILO 2, 4, 5, 13). It is also used to evaluate students presentation skills, language ability, and team collaboration. Written test Written tests are used to assess students comprehension of what they have been taught (PILO 2, 4, 5, 13). Participation As the seminar emphasize on peer learning, participation will be assessed in order to recognize their contributions (PILO 2, 3, 4, 5, 13). Student Study Effort Required Reading List and References Class contact: Lecture 24 Hrs. Tutorial 8 Hrs. Seminar 13 Hrs. Other student study effort: Self-study 45 Hrs. Preparation for presentation 20 Hrs. Preparation for written test 25 Hrs. Total student study effort 135 Hrs. Textbook Reichel, W. & Arenson, C. (2009). Reichel s Care of the Elderly: Clinical Aspects of Aging (6 th ed.). Cambridge: Cambridge University Press [electronic resource] Reading Lists 1. Blackburn, J.A., & Dulmus, C.N. (2007). Handbook of Gerontology: Evidence-Based Approached to Theory, Practice, and Policy. New Jersey: John Wiley & Sons, Inc 2. Bell, V. & Troxel, D. (2002). A dignified Life: The Best Friends Approach to Alzheimer s Care. Deerfield Beach, FL: Health Communications, Inc 3. Bigby, C. (2004). Ageing With a Lifelong Disability: A Guide to Practice, Program, and Policy Issues for Human Services Professionals. [electronic resource]. Jessica Kingsley Publishers. 4. Ferrini, A., & Ferrinin, R. (2007). Health in the Later Years. (4 th ed.). McGraw-Hill Humanities 5. Gill, T.M., & Kurland, B. (2003). The burden and patterns of disability in activities of daily living among community-living older persons. Journal of Gerontology, 58A(1), Jagger, C., Arthru, A.J., Spiers, N.A., et al. (2001). Patterns of onset of disability in activities of daily living with age. Journal of American Geriatric Society, 49(4), Naschitz, J.E. (2009). Challenges in Acute Geriatric Care. Nova Science Publishers Inc. 162

163 8. Segal, D.L., Smyer, M.A., & Qualls, S.H. (2011) Aging and Mental Health. (2 nd ed.), Massachusetts: Wiley-Blackwell 36 Journals 1. Care Management Journals 2. Generations 3. Journal of Aging and Health 4. Journal of Case Management 5. The Journal of Long Term Home Health Care 6. The Gerontologist 7. International Journal of Aging and Human Development Useful Websites

164 Course Description Form 37 Course Code NUR3003 Course Title Dementia Care Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis This course will equip students with intensive understanding on dementia, its causes, manifestations, assessment and treatment; students will also develop sophisticated knowledge on the caregiving of dementia clients. Objectives Course Intended Outcomes Indicative Syllabus This course aims to develop students attitude, skills and knowledge in caring older people with dementia and their carers (PILO 3, 4, 6, 8, 9, 10, 12, 13, 14, 15). Upon completion of this course, students will be able to: a. define dementia (PILO 4) b. use appropriate assessment tools for needs evaluation (PILO 4, 6) c. analyse the impact of dementia on the 12 activities of living (PILO 8, 10) d. devise integrative health nurturing plan (PILO 4, 12, 14) e. identify available community resources for older people with dementia and their carers (PILO 6, 8, 10, 12, 13, 14, 15) f. discuss ethical and legal issues in caring older people with dementia (PILO 9, 14) g. exhibit respect and rapport to older people with dementia and their carers (PILO 3) 1. Alzheimer s disease and non-alzheimer s dementia 1.1 Possible causes 1.2 Presentation : warning signs, symptoms 1.3 Assessment tools 1.4 Treatment, management strategies and therapies, 2. Living with dementia activities of living (Maintaining a safe environment; Communicating; Breathing; Eating and drinking; Eliminating; Washing and dressing; Controlling temperature; Mobilizing; Working and playing; Expressing sexuality; Sleeping; Death and dying) 2.2 Memory 2.3 Recreation 2.4 Wandering 2.5 Abuse 2.6 Depression 2.7 Health nurturing and affect training 2.8 Care giver stress 2.9 Use of technology 3. Ethical and legal issues in caring older people with dementia 164

165 4. Social resources 37 & Teaching Methodology Lecture Lectures are used for delivery of the theoretical knowledge. Seminar/ Group presentation Seminars are used to help students to explore issues and experiences in caring older people with dementia. It allows students to develop an understanding of diverse values, attitudes and interpretations on the selected issues. Group presentation is used to assess students understanding of care of older people with dementia. Tutorials Tutorials give students the opportunity to ask questions and clarify materials that they do not understand in lectures. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d E f g 1. Group 60 Presentation 2. Mini-project 40 Total 100 Seminar presentation Seminar presentation is used to assess students ability to apply and integrate their knowledge on a selected health concern, e.g. ethical and legal issues in caring older people with dementia in abuse, restraining, wandering & lost (PILO 4, 6, 8, 9, 10, 12, 13, 14, 15). Mini-project Students will be asked to present their innovative ideas in games, recreation, technological application etc in helping dementia people and their families. Students can decide on their presentation method. The idea can be presented in words, drawings or prototype. It helps students further develop their analytical, synthetic and evaluation skills (PILO 3, 4, 6, 8, 9, 10, 12, 13, 14, 15). Student Study Effort Required Class contact: Lecture 27 Hrs. Seminar 9 Hrs. Tutorial 9 Hrs. Other student study effort: Pre-reading 54 Hrs. Tutorial 18 Hrs. Preparation for the presentation and written 18 Hrs. 165

166 Reading List and References assignment Total student study effort 135 Hrs. Textbooks 1. Buijessen, H.P.J. (2005). Simplicity of Dementia: A Guide for Family and Carers. [Electronic resource]. Jessica Kingsley Publishers. 2. Krishnamoorthy, E.S., Prince, Martin & Cummings, J.L. (2010). Dementia : a Global Approach [Electronic resource]. Cambridge University Press. 3. Steele, C.D. (2010). Nurse to nurse dementia care. New York: McGraw-Hill. 4. Stoke, G. (2000). Challenging Behaviour in Dementia: A Person-centred Approach. [Electronic resource]. Speechmark Publishing Ltd. 5. Stoppe, G. (2008). Competence Assessment in Dementia. [Electronic resource]. Springer Science & Business Media. Reading Lists 1. Bourgeois, M.S., & Hickey, E.M. (2009). Dementia: from diagnosis to management: a functional approach. New York: Psychology Press. 2. Chalfont, G. (2008). Design for nature in dementia care. Philadelphia: Jessica Kingsley Publishers. 3. Challis, D., & et al. (2009). Supporting people with dementia at home: challenges and opportunities for the 21 st century. Surrey: Ashgate. 4. Downs, M., & Bowers, B. (2008). Excellence in dementia care: research into practice. Berkshire: Open University Press. 5. Hofer, S.M., & Alwin, D.F. (2008). Handbook of cognitive aging: interdisciplinary perspectives. Los Angeles: Sage. 6. Hughes, J. C., & Baldwin, C. (2006). Ethical issues in dementia care: making difficult decision. Philadelphia: Jessica Kingsley Publishers. 7. Lipinska, D. (2009). Person-centred counselling for people with dementia: making sense of self. London: Jessica Kingsley Publishers. 8. Mace, N. L., Coons, D.H., & Weaverdyck, S.E. (2005). Teaching dementia care: skill and understanding. Baltimore: Johns Hopkins University Press. 9. Rabins, P.V., Lyketsos, C.G., & Steele, C.D. (2006). Practical dementia care (2 nd ed.). U.S.A.: Oxford University Press. Journals 1. Alzheimer s and Dementia 2. Dementia 3. Journal of Dementia Care 4. Journal of Alzheimer s Disease 37 Useful Websites 1. Alzheimer s Society 166

167 CADENZA A Jockey Club Initiative for Seniors iew=category&layout=blog&id=35?&lang=zh 3. Charles K Kao Foundation for Alzheimer s Disease 4. Dementia Care Australia 5. Dementia Care Professionals of Americahttp:// 6. Department of Health ex.htm 7. Elderly Health Service, Department of Health, The Government of the Hong Kong Special Administrative Region 8. Hong Kong Alzheimer s Disease Association 9. Hong Kong Psychogeriatric Associationhttp:// 10. Jockey Club Centre for Positive Ageing The Hong Kong Council of Social Service The Hong Kong Geriatrics Societyhttp://

168 38 Course Description Form Course Code NUR3004 Course Title Health Management and Social Care of Older People and Their Families Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis This course will equip students with the understanding on the current systems and approaches of health management regarding the various needs of the older people and their families. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology 1. To understand concepts of health management of older people (PILO 12, 14) 2. To explore social impact of ageing process on older people and their families (PILO 4, 13, 15) 3. To understand local regulations and systems regarding social and health care support to older people (PILO 2, 10, 12, 13, 15) Upon completion of this course, students will be able to a. distinguish roles and responsibilities of different disciplines regarding health management and social care of older people and their families (PILO 10, 12, 14) b. compare health care delivery and social support system in Hong Kong and the Mainland (PILO 10, 13, 14, 15) c. analyse interactions among cultural, environmental, societal and biological factors in health management and social care (PILO 4, 10, 15) d. discuss impact of lifestyle, health nurturing and preventive health in health management and social care (PILO 10, 15) e. describe and identify government and non-government services and resources for older people and their families (PILO 2, 13, 14) 1. Concepts of multidisciplinary approach in health management 2. Roles and responsibilities of different disciplines in health management of older people 3. Health care delivery and social support system in Hong Kong and the Mainland 4. Effect of cultural, environmental, societal and biological factors in health management and social care. 5. Impact of lifestyle, health nurturing and preventive health in health management and social care. 6. Government and non-government services and resources for older people and their families Lecture Lectures are used to deliver key information and materials to provide updated information on the covered topics and to stimulate students towards further study. Seminar 168

169 Seminars are used to help students to explore relevant issues. Warrior examinations will take place in seminars. 38 Tutorial It is used to help students to gain better understanding of the topics covered in lectures. progress of students will be monitored and feedback and support will also be provided as appropriate. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e Warrior s 70 examination Reflective paper 30 Total 100 Warrior s Examination* Students will be given a list of questions at the beginning of the semester. Students will work in groups of 2. One group is the questioner and the other group is the respondent. They are expected to answer and respond to one question with courage, strength, compassion and wisdom in front of the class (PILO 1, 2, 4, 10, 12, 13, 14, 15). On the day of warrior examination, seats will be arranged in a circle and the two groups in the warrior examination will sit in the centre of the circle. Course lecturer will randomly assign them a questioner or a respondent role. The questioner will pick a question from a list randomly. The respondent answers the question while the questioner will comment on accuracy, depth, and clarity of the answer. Then, fellow students will exchange their ideas or raise questions to the respondent while the questioner has to determine whether the points raised/questions are properly asked and properly answered. The performance of the groups will be graded individually. The whole examination takes about 30 minutes. *Warrior examination is originated in ancient India. It is somewhat like a cross-examination among the monks if they wanted to excel in their philosophy. In Warrior Examination, the monks are expected to become a true warrior who has courage, strength, compassion and wisdom to combat greed, hatred and ignorance through debating, answering and questioning. Reflective paper Students will be asked to reflect on health management and social care delivery in Hong Kong based on a selected article in newspaper (PILO 1, 2, 4, 10, 12, 13, 14, 15). 169

170 Student Study Effort Required Reading List and References Class contact: Lecture 15 Hrs. Tutorial 15 Hrs. Seminar 15 Hrs. Other student study effot:t Self-study 45 Hrs. Preparation for Warrior s examination and 45 Hrs. reflective paper Total student study effort 135 Hrs. Textbooks 1. McInnis-Dittrich, K. (2009). Social work with older adults (3 rd ed.). Boston: Allyn & Bacon. 2. Hooyman, N., & Kiyak, H.A. (2011). Social gerontology: a multidisciplinary perspective (9 th ed.). Boston: Prentice Hall. Reading Lists 1. Cox, C.B. (2000). To grandmother s house we go and stay: perspectives on custodial grandparents. N.Y.: Springer. 2. Economic and Social Commission for Asia and the Pacific. (2002). National Policies and Programmes on Ageing in Asia and the Pacific: An Overview and Lessons Learned. Social Policy Paper No. 9. [electronic resource]. United Nations Publications. 3. Tepper, L.M., & Cassidy, T.M. (Eds). (2004). Multidisciplinary perspectives on aging. N.Y.: Springer. Journals 1. Families in Society 2. Generations 3. Journal of Aging and Social Policy 4. Journal of Gerontological Social Work 5. Social Work 6. Social Work in Health Care Useful Websites

171 Course Description Form 39 Course Code NUR3005 Course Title Rehabilitation and Adaptation in Ageing Credit value 3 QF Level 4 Pre-requisite(s) Nil Synopsis The course will equip students with knowledge and strategies of rehabilitation and adaptation to the changing process in ageing. Objectives Course Intended Outcomes Indicative Syllabus This course aims to equip students with knowledge and strategies to facilitate older people to adapt to the changing process in ageing and restoring optimal functioning level (PILO 2, 3, 4, 12, 13, 14, 15). Upon successful completion of this course, students will be able to: a. develop concepts of rehabilitation and adaptation in ageing (PILO 2) b. identify changes in physical, psychosocial and cognitive function of ageing with chronic diseases and during crises event (PILO 3,12, 13, 14) c. apply strategies to empower and facilitate older people to achieve optimal functioning level and cope with issues arisen from ageing process (PILO 2, 3,4, 12, 13, 14, 15) d. identify current health and social care services in supporting rehabilitation and adaptation of ageing in communities (PILO 4, 12, 13, 14, 15) 1. Concepts of rehabilitation and adaptation in ageing 1.1 Positive and productive ageing 1.2 Adaptation, rehabilitation, mal-adaptation and escape 2. Rehabilitation and adaptation of older people with chronic problems 2.1 Physiological, cognitive and emotional changes from ageing 2.2 Optimizing living in home environment 3.2 Rehabilitation of functional capacity 3. Ageing effects on 12 activities of living and their adaptation 3.1 Maintaining safe environment 3.2 Communicating 3.3 Breathing 3.4 Eating and drinking 3.5 Eliminating 3.6 Washing and dressing 3.7 Controlling Temperature 3.8 Working and playing 3.9 Expressing sexuality 3.10 Sleeping 3.11 Death and dying 4. Rehabilitation and adaptation of older people during crisis events 4.1 Loss of significant others 4.2 Major changes in family structures 171

172 4.3 Disasters and adverse conditions 4.4 Critical illnesses 4.5 Relocation and translocation 5. Motivating and empowering older people for adapting to ageing 5.1 Multi-disciplinary approach 5.2 Designing enabling strategies for positive ageing and living 6. Current issues in adaptation and rehabilitation of older people 6.1 Effects of modernization on the Third Age 6.2 Enhancing education level and literacy in the community 6.3 Changing cultures and social values with linguistic diversity 6.4 Extended longevity and quality of life in older people 39 Teaching & Methodology Lecture Lectures are used for the delivery of knowledge. Seminar Students will be asked to choose their own topics of interests related to the rehabilitation and adaption in ageing. They will share information among their classmates. Such peer learning activities will offer opportunities to train leadership and communication skills. Students need to defend their views while they have to learn to appreciate others standpoints. This enables them to develop critical thinking. Tutorial Tutorials provide opportunity for students to ask questions, clarify ambiguities, and discuss problems. In addition, students will be required to work in small groups to critically analyze a given topic or health issue, and case scenarios are provided to facilitate students to tackle with the current issues. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d Seminar 50 presentation Reflective paper 50 Total 100 Seminar Students work can reflect their abilities in searching for information and utilizing relevant resources for eliciting appropriate and relevant knowledge. Presentations can reflect their abilities in integrating critiques and new insights into their own selected topics of work (PILO 2, 3, 4, 12, 13, 14, 15). Reflective paper Reflective papers after presentations are used to assess students 172

173 abilities to analyze what they have learnt. It should be coherent and refer directly to specific material that inspires them (PILO 2, 3, 4, 12, 13, 14, 15). 39 Student Study Effort Required Reading list and References Class contact: Lecture 18Hrs. Tutorial 9 Hrs. Seminar 18 Hrs. Other student study effort: Self-reading 42 Hrs. Preparation for seminars and presentations 24 Hrs. Preparation for written assignments 24 Hrs. Total student study effort 135 Hrs. Textbooks 1. Fry, P. S. & Keyes, C. L. M. (2010). New frontiers in resilient aging : Life-strengths and well-being in late life.. New York: Cambridge University Press. 2. Nussbaum, J. F.,. Coupland, N. J. & Mahwsh, N. J. (2004). Handbook of communication and aging research [electronic resource].(2nd ed.). Lawrence Erlbaum Associates References 1. Ahearn, F. L. (Ed.). (2002). Issues in global ageing. New York: Haworth Pastoral Press. 2. Arking, R. (2006). The biology of aging: observations and principles (3 rd Ed.). New York: Oxford University Press. 3. Bowling, A. (2005). Ageing well: quality of life in old age. Berkshire: Open University Press. 4. Ahearn, F. L. (Ed.) (2002). Issues in global ageing. New York: Haworth Pastoral Press. 5. Elderly Commission of Hong Kong. (2001). Report on healthy ageing. Hong Kong: HKSAR government. 6. Friedrich, D. D. (2001). Successful ageing: integrating contemporary ideas, research findings and intervention strategies. Illinois: Charles C. Thomas. 7. Hummert, M. L., & Nussbaum, J. F. (Eds.) (2001). Aging, communication, and health: linking research and practice for successful aging. N. J.: Lawrence Erlbaum Associates. 8. Latach, M.K. & Lestienne, F. (2006). Motor control and learning [electronic resource]. New York: Springer. 9. Panno, J. (2005). Aging [electronic resource]: theories and potential therapies. New York: Facts on File. 10. Phillips, D. R. (Ed.) (2000). Ageing in the Asia-pacific region: issues, policies and future trends. London: Routledge. 11. Rosensweig, J., & Liu, B. (2011). Age smart: discovering the fountain of youth at midlife and beyond. Upper Saddle River: FT Press. 12. Tulle, E. (2008). Ageing, the body and social change: agency and indentity among ageing athletes. Basingstoke: Palgrave 173

174 MacMillan. 39 Journals 1. Hong Kong Journal of Gerontology 2. International Journal of Ageing and Human Development 3. Journal of Aging Studies 4. Journal of Applied Gerontology 5. Journal of Ageing Studies 6. Research on Ageing 174

175 Course Description Form 40 Course Code NUR3006 Course Title Recreational Activities and Exercises for Older People Credit value 3 QF Level 4 Pre-requisite(s) Nil Synopsis The course will equip students with knowledge and skills for organizing recreational activities and exercise programmes for older people in various settings. Objectives Course Intended Outcomes Indicative Syllabus This course aims to equip students with essential knowledge and skills for designing, leading and managing recreational activities and exercise programmes for older people in various settings. It also enables students to grasp the most updated trends in the above areas (PILO 2, 3, 4, 12, 13, 14, 15). Upon successful completion of this course, students will be able to: a. describe the concepts of leisure, recreational activities, exercises and therapeutic recreation (PILO 2) b. identify the effects of recreational activities and exercises on older people (PILO 4, 12, 13) c. describe and integrate the concept of nurturing health, preventive health and restorative health on organizing recreational activities and exercises for older people (PILO 2, 4, 13, 15) d. execute therapeutics recreational activities and exercise programs for older people against their special needs (PILO 2, 3, 4, 12, 13, 14, 15) e. establish lifestyle modification in applying therapeutic recreational activities and exercises with integrative approach for the older people (PILO 2, 3, 4, 12, 13, 14, 15) 1. Concepts of recreation and exercises 1.1 Definitions of leisure, recreation and exercises and therapeutic exercises 1.2 Recreation and exercises in Eastern and Western communities: historical & functional perspectives 2. Effects of recreation and exercises on older people 2.1 Impact of leisure, recreation and exercises 2.2 Benefits on health nurturing, health prevention and health restoration 2.3 Potential risk of injury and their managements 3. Design, organize and manage recreational activities/ exercise programme by using holistic care strategies with multi-disciplinary approach 3.1 Assessing physical capability of older people 3.2 Identify appropriate activities according to the older people s preference and their needs. 3.3 Conduct recreation activities for leisure 3.4 Conduct therapeutic recreation/ exercise for intervention 3.5 Establish recreational activities/ exercise as their life style 175

176 modification in health nurturing, health prevention and health restoration with multi-disciplinary approach. 3.6 Risk assessment and prevention 3.7 Use of technology in recreation activities and exercise 4. Discussion on contemporary issues regarding recreation activities and exercises for older people in local communities 4.1 Computer literacy enhancement and use of internet resources in older people 4.2 Other Traditional Chinese Medicine therapeutic modalities e.g. Tai-chi, Qigong 40 Teaching & Methodology Lecture Lectures are used for the delivery of theoretical knowledge. Seminar Students will be asked to choose topics of their own interest and carry out extended readings in seminars. They will share the information among their classmates. Such peer learning activities will offer opportunities to train students leadership and communication skills. Presentation and communication skills can also be sharpened during the presentation sessions and students need to defend their own views while they have to learn to appreciate others standpoints. This enables them to develop their critical thinking as well as reflective thinking. Tutorial Tutorials are used to help students to gain better understanding of the topics covered in lectures. progress of students will be monitored and feedback and support will also be provided as appropriate. Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks 1. Group project 2. Reflective journal % weighting Total 100 Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e Group project Students will be asked to form groups of 5-6 and organize activities on a given topic related to recreation activities and exercise for older people. The activities will be video-taped. Students will be asked to present and share their task analysis, teaching plan, evaluation, and reflection on their works. The project presentations in seminars can also reflect their communication skills and creativity (PILO 2, 3, 4, 12, 13, 14, 15). Reflective journal 176

177 Students are required to write a reflective journal on their learning experience of organizing the group project (PILO 2, 3, 4, 12, 13, 14, 15). 40 Student Study Effort Required Reading list and References Class contact: Lecture 18 Hrs. Seminar 18 Hrs. Tutorial 9 Hrs. Other student study effort: Self-reading 24 Hrs. Preparation for project 36 Hrs. Preparation for reflective journal 30 Hrs. Total student study effort 135 Hrs. Textbook Heather J. Gibson and Jerome F. Singleton (2012). Leisure and Aging: Theory and Practice. Champaign, IL: Human Kinetics References 1. Rober, P. I. (2006). Growing older. [Electronic resource] : tourism and leisure behaviour of older adults. Wallingford : CABI. 2. Best, S. (2010). Leisure studies: themes and perspectives. London: Sage 3. Best-Martini, E., & Botenhagen-DiGenova, K. A. (2003). Exercise for frail elders. Illinois: Human Kinetics. 4. Dent, V. (2003). Group activities with older adults. Bicester: Speechmark 5. Garrett (Jr.), W. E., & Kirkendall, D. T. (2000). Exercise and sport science. Philadelphia: Lippincott Williams & Wilkins. 6. Heyward, V. H. (2010). Advanced fitness assessment and exercise prescription (6 th ed.). Illinois: Human Kinetics. 7. Lonsway, B. (2009). Making leisure work: architecture and the experience economy. New York: Routledge. 8. McGuire, F. A., Boyd, R. K. & Tedrick, R. E. (2009). Leisure and aging : ulyssean living in later life. (4 th ed.). Champaign, Ill. : Sagamore Pub. 9. Morgan, L. A., & Kunkel, S. R. (2011). Aging, society and the life course (4 th ed.). New York: Springer. 10. Oakley K. (2008). Occupational Health Nursing. (3 rd ed). [Electronic resource]. John Wiley & Sons Ltd. 11. Olive, G., & He, Z. (2010). My First Book of Chinese Calligraphy. North Clarendon: Tuttle Publishing. 12. Quadagno, J. (2011). Aging and the life course: an introduction to social gerontology. New York: McGraw-Hill. 13. Payne, L., Ainsworth, B., & Godbey, G. (2010). Leisure, health, and wellness: making the connections. State College: Venture Publication. 14. Shivers, J.S. (2011). Programming recreational services. Sudbury: Jones and Bartlett. 15. Taylor, P. (Ed.) (2011). Torkildsen s sport and leisure management (6 th ed.). New York: Routledge. 177

178 16. Yang, J.M. (2011). Tai Chi Chuan, Classical Yang Style: The Complete Long Form and Qigong. YMAA publication Center. 17. 梅 陳 玉 梅, 齊 銥, 徐 玲 著 (2006). 老 人 學 五 南 圖 書 出 版 股 份 有 限 公 司. 18. 傅 浩 堅 著 (2007). 運 動 與 健 康 香 港 : 商 務 印 書 館. 19. 賽 馬 會 耆 智 園 (2008). 耆 智 遊 樂 園 : 50 個 長 者 智 力 遊 戲 冊. 香 港 : 智 有 限 公 司. 20. 香 港 聖 公 會 護 養 院 (2009). 長 者 競 技 遊 戲 集. 香 港 : 香 港 聖 公 會 福 利 協 會. 40 Journals 1. American Journal of Physical Medicine and Rehabilitation 2. Archives of Gerontology and Geriatrics 3. Hong Kong Journal of Gerontology 4. International Journal of Ageing and Human Development 5. International Journal of Sport Management, Recreation and Tourism 6. Journal of Aging Studies 7. Journal of Applied Gerontology 8. Journal of Ageing Studies 9. Research on Ageing 10. Sports Medicine 11. 中 國 臨 床 保 健 雜 誌 12. 中 華 養 生 保 健 13. 中 國 老 年 學 雜 誌 14. 實 用 老 年 醫 學 178

179 Course Description Form 41 Course Code NUR3007 Course Title Modern Technology for Older People Credit Value 3 QF Level 5 Pre-requisite Nil Synopsis The course will equip students with an understanding of modern technology in enhancing independence of older people and maintaining caregivers network. Objectives Course Intended Outcomes Indicative Syllabus & Teaching Methodology To explore and understand how modern technology can enhance independence of older people and maintain caregivers network (PILO 12, 13, 15). Upon completion of this course, students will be able to a. describe services and modern technologies to accommodate changing needs of older people (PILO 12, 13) b. discuss how modern technology can enhance living environment, life-long learning ability, mobility, sleep quality, and communication of older people (PILO 12, 13, 15) c. explain how health maintenance and independence of older people can be achieved by employing assistive technologies and telehealth monitoring in community settings (PILO 12, 13, 15) d. formulate an action plan on enhancing living environment, life-long learning ability, mobility, sleep quality, and communication of older people with the use of assistive technologies and telehealth system in community settings (PILO 12, 13, 15) 1. Modern technology and living environment for older people 2. Intelligent aids and life-long learning for older people 3. Adapted recreation and play with modern technology 4. Functional, mobility and gait assessment technologies 5. Intelligent mobility aids for healthy and unhealthy older people 6. Sleep and sleep assessment technologies 7. Assistive technologies for older people with hearing loss, visual impairment and loss of speech 8. Assistive technologies and telehealth monitoring for healthy and unhealthy older people in community settings 9. Future development of assistive technologies for older people Lecture Lectures are used to provide updated information. Project discussion time Dedicated sessions will be allocated to meet with students to provide guidance on their project/blueprint. Tutorial 179

180 Assessment Methods in Alignment with Course Intended Outcomes Student Study Effort Required Reading List and References It is used to help students gain better understanding of the topics covered in lectures. progress of students will be monitored and feedback and support will also be provided as appropriate. Specific assessment methods/tasks Prototype/blueprint production % Weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 40 Mini-Expo 60 Total 100 Prototype/blueprint production Students, working in groups of 5-6, will be asked to develop a prototype or blueprint in helping older people and/or their carers. The emphasis is on innovation (PILO 12, 13, 15). Mini-Expo The whole class will be divided into groups to organize a mini-expo for public to participate and score their prototypes/blueprint. Groups will be in size of 5-6 students each and they form project teams for the mini-expo with advice from NHS academic staff. Assessment will include their project management performance, participation in the Expo and presentation of their work. Experts will be invited to assess their work using on-site Q and A in a specified time slots (PILO 12, 13, 15). Class contact: Lecture 15 Hrs Project discussion time 15 Hrs Tutorial 15 Hrs Other student study effort: Self-study 45 Hrs Preparation for Mini-Expo 45 Hrs Total student study effort 135 Hrs Textbooks 1. Alwan, M., & Felder, R. (2010). Eldercare Technology for Clinical Practitioners (Aging Medicine). Totowa: Human Press. 2. Pew, R. W., & Van Hemel, S. B. (2004). Technology for Adaptive Aging. [electronic resource]. National Academies Press. Reading Lists 1. Burdick, D., & Kwon, S. (2004). Gerotechnology: research and practice in technology and aging. New York: Springer Publishing. 2. Chen, K., & Chan, A.H.S. (2011). The aging population of China and a review of gerontechnology. Gerontechnology, 10(2),

181 3. Fisk, A.D., Rogers. W.A., Charness, N., Czaja, S.J., & Sharit, J. (2009). Designing for Older People: Principles and Creative Human Factors Approaches (2 nd ed.). Boca Raton: CRCPress. 4. Kearns, W.D., Fozard, C.H., Nams, V.O., & Craighead, J. D. (2011). Wireless telesurveillance system for detecting dementia. Gerontechnology, 10(2), Kim, N.H., Smith-Jackson, T., & Bøhn, J.H. (2011). Younger and older adults with low vision have similar haptic capabilities and needs in 3D virtual navigation. Gerontechnology, 10(2), Loos, E., Mante-Meijer, E. & Haddon, L. (2008). The Social Dynamics of Information and Communication Technology. Cornwall: MPG Books. [Electronic Book] 7. Mihailidis, A., Boger, J., Kautz, H., & Normie, L. (2008). Technology and Aging. Selected Papers form the 2007 International Conference on Technology and Aging Volume 21 Assistive Technology Research Series. Netherlands: IOS press 8. Olson, D.A., & DeRuyter, F. (2002). Clinicians guide to assistive technology. St. Louis: Mosby. 9. Roupa, Z., Nikas, M., Gerasimou, E., Zafeiri, V., Giasyrani, L., Kazitori, E., & Sotiropoulou. (2010). The use of technology by the elderly. Health Science Journal, 4(2), Sixmith, A. (2011). Technology for active aging (international perspectives on aging). New York: Springer. (Not Yet Released) 11. Sterling, B. (1997). Holy fire. New York: Bantam Books. 12. West, D. M. & Miller, A. E. (2009). Digital Medicine: Health Care in the Internet Era. Harrisonburg: Brookings Institution Press. [Electronic Book] 41 Journals 1. European Journal of epractice: ehealth and Beyond 2. Gerontechnology 3. International Journal of Technology and Aging 4. Journal of Aging and Health 5. Journal of Telemedicine and Telecare Useful Websites Gerontological Society of America 181

182 42 Course Description Form Course Code NUR 4004 Course Title Asset Management for the Third Age Credit value 3 QF Level 5 Pre-requisite(s) NUR 4001 Economics and Management in Health Care Co-requisites Nil Synopsis The course will equip students with concept of asset management for people in the third age in local communities. Objectives Course Intended Outcomes The third age, often being referred to as the post-retirement period at/after age 60, is one of the foci of research in gerontology in the last decade. Healthy lifestyle, green environment, basic finance, and especially economic security mark the advancement of quality of life of older people in the 21 st century. This course aims to impart students with concepts of asset management with special focus on people in their third age. This course also aims to help students envisage older people s emerging needs in advancing their quality of life, enable them to positively manage their own assets with lifelong learning attitudes (PILO 2, 4, 7, 12, 13, 15). Upon successful completion of this course, students will be able to: a. describe concepts of third age and asset management in different contexts (PILO 2) b. describe and discuss various assets as associated with older people in the modern Eastern and Western societies (PILO 2) c. formulate and assist in the execution of plans in asset management for older people with different needs (PILO 4, 7, 12, 13, 15) d. formulate empowering strategies for sustaining old people to actively and productively manage their own assets (PILO 4, 12, 13, 15) e. develop and defend own views on current issues in asset management for the third age in local communities (PILO 4, 13, 15) Indicative Syllabus Tung Wah College Concepts of third age and assets 1.1 The third age, from Eastern and Western point of views 1.2 Nurturing a positive third age identity 1.3 Definitions of assets in various disciplines 1.4 Stability and change in the third age 2. Why manage - planning with perspectives 2.1 Extended longevity and enhancing quality of life 2.2 Decide now for the future 2.3 When is the best time for retirement? 3. Managing physical and financial assets 3.1 Optimal expenditure, saving and investment 3.2 Types of insurance and tailor-making plans and policies for individuals

183 Pension systems and mandatory provident funds 3.4 Housing, property and real valuables 4. Managing intangible assets 4.1 Staying productive through time management 4.2 Securing and handling intellectual properties through enhanced digital literacy 4.3 Balancing work and leisure 4.4 Wills and living wills, power of attorney, probate and trusts 5. Managing social assets 5.1 Consolidating relationships and intimacy with other aging individuals 5.2 Managing extended family structures 5.3 Reaching out for expanding social circles and capacity to care 6. Current issues and challenges for the third age 6.1 Postponing retiring age 6.2 Medical reform 6.3 Qualifying for social assistance and other subsistence 6.4 Planning one s own funeral 6.5 Living in the Mainland/other countries for the third age Teaching & Methodology Lecture Lectures are used for the delivery of theoretical knowledge. Tutorials Tutorials provide opportunity for students to ask questions, clarify ambiguities, and discuss problems. Tung Wah College 2013 Seminar Problem-based learning approach in seminars will enable students to choose their own topics of interests and perform extended readings and appreciations of evidence-based decision-making. By spending extended time on several topics of their own choice, students will independently acquire information, digest it, and synthesize knowledge that can be shared among their classmates. Such peer-teaching activities will offer opportunities to train students leadership and communication skills as well. Presentation and communication skills can also be sharpened during presentation sessions and students need to be prepared to defend their own points of view and learn to appreciate others standpoints. This enables them to develop their critical thinking as well as reflective thinking. Written assignment Each student is required to write a proposal devising a plan of managing a specific asset for a selected group of older people. This enables students to apply theoretical knowledge as well as to gain insights through discussions in seminars. Integration of knowledge and personal points of view can be assessed as well as student s reflection and critical thinking skills in presenting their ideas.

184 42 Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks % weightin g Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Seminar Written 30 assignment 3. Examination 40 Total 100 Seminar Students work in seminars can reflect on their abilities in searching for relevant information and utilizing relevant resources for gaining knowledge. The presentations in seminars can reflect on their abilities in assimilating information and communication skills (PILO 2, 4, 7, 12, 13, 15). Written assignments The written assignments of a proposal after presentations are used to assess students abilities in integrating critiques and insights into their own selected topics of work. This can also reflect on their critical thinking as well as their concepts in debating with others writing (PILO 2, 4, 7, 12, 13, 15). Examination This is used to assess students comprehension, utilization and analytical abilities on theoretical contents delivered in lectures (PILO 2, 4, 7, 12, 13, 15). Student Study Effort Required Reading List and References Class contact: Lecture 14 Hrs Tutorial 14 Hrs Seminar 14 Hrs Other student study effort: Self-reading 42 Hrs Preparation for seminars and presentations 14 Hrs Preparation for written assignments 14 Hrs Preparation for final examination 14 Hrs Total student study effort 126 Hrs Textbooks 1. Cohen, G. (2001). The creative age: awakening human potential in the second half of life. New York: Quill. 2. Schneider, E.L., & Miles, E. (2008). Ageless: take control of your age and stay youthful for life. U.S.A.: Rodale. References 1. Baker, A. J., Logue, D. E. & Rader, J. S. (2005). Managing Pension and Retirement Plans: A Guide for Employers, Tung Wah College 2013

185 Administrators, and other Fiduciaries. New York : Oxford University Press. 2. Dekle, R. (2005). Understanding Japanese saving: does population aging matter? (2 nd ed.). New York: RoutledgeCurzon. 3. Ebersole, P., Hess, P., Touhy, T.A., Jett, K.F., & Luggen, A.S. (2007). Toward healthy aging: human needs and nursing response (7 th ed.). New York: Mosby. 4. Hudson, R.B. (2010). The new politics of old age policy (2 nd ed.). Baltimore: Johns Hopkins University Press. 5. Martin, A., & Madigan, D. (eds.). (2006). Digital literacies for learning. London: Facet. 6. Miller, M. (2010). The hard times guide to retirement security: practical strategies for money, work, and living. New Jersey: Bloomberg Press. 7. Nordstrom, N. M., & Merz, J. F. (2006). later, living greater: the secret for making the most of your after 50 years. Boulder: Sentient. 8. Nyce, S. A., & Schieber, S. J. (2005). Economic Implications of Aging Societies: The Costs of Living Happily Ever After. [electronic resource]. Cambridge University Press. 9. Sadler, W.A. (2000). The third age: 6 principles of growth and renewal after forty. Cambridge: Perseus Publishing. 10. Vaillant, G.E. (2002). Aging well: surprising guideposts to a happier life from the landmark Harvard study of adult development. 11. Weiss, R.S., & Bass, S.A. (eds.) (2002). Challenges of the third age: meaning and purpose in later life. New York: Oxford University Press. 42 Journals 1. Archives of Gerontology and Geriatrics 2. Hong Kong Journal of Gerontology 3. International Journal of Ageing and Human Development 4. Journal of Aging Studies 5. Journal of Applied Gerontology 6. Journal of Ageing Studies 7. Journal of Digital Asset Management 8. Journal of Health Economics 9. Journal of Knowledge Management 10. Research on Ageing Tung Wah College 2013

186 General Education Courses Tung Wah College 2013

187 Tung Wah College 2013 Bachelor of Health Science (Honours) General Education Courses 1. GEN1001 Developing English Language Skills 2. GEN1002 Applied Chinese Language 3. GEN1003 Quantitative Methods 4. GEN1101 Readings in Chinese Classical Poetry and Essays 5. GEN1102 Interpreting Art 6. GEN1103 Exploring Musical Traditions 7. GEN1201 Creative and Critical Thinking 8. GEN1202 Ethics and Law 9. GEN1204 Applied Statistics 10. GEN1206 Communication 11. GEN1301 The Development of Non-profit Organizations in Hong Kong 12. GEN1302 World Religions 13. GEN1303 Popular Culture and Modern Society 14. GEN1401 Traditional Chinese Medicine 15. GEN1402 Nutrition Food and Disease in Global Perspective 16. GEN1403 Introduction to Health Informatics 17. GEN2002 Creative Writing in Chinese 18. GEN2003 Putonghua 19. GEN2004 Cantonese 20. GEN2005 Information Technology and Multimedia Applications 21. GEN2006 Enhancing Academic English Skills 22. GEN3001 Critical thinking in English 23. GEN3002 Life Skills 24. GEN3101 Hong Kong Literature in Context 25. GEN3102 Genres in Hong Kong Cinemas 26. GEN3201 Confucian Humanism: Essence of the Classics 27. GEN3202 Life and Death 28. GEN3204 Negotiation Analysis 29. GEN3301 Psychology and Daily Life 30. GEN3302 Self Identity and Gender Issues 31. GEN3401 Ecology and Environment Protection 32. GEN3402 Major Breakthroughs in Science and Technology 33. NUR2037 Mindfulness

188 Course Description Form 1 Course Code GEN1001 Course Title Developing English Language Skills Credit Value 3 QF Level 4 Pre-requisite Nil Objectives The objective of this course is to make students competent and confident in using English accurately and fluently Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon completion of this course, students should be able to: (a) Communicate confidently and effectively with application of the listening and speaking techniques learnt; (b) Expand the range of vocabulary by developing and applying appropriate and customised language learning strategies; (c) Deliver organized and effective oral presentations with accuracy and fluency; (d) Read and understand different kinds of texts for specific purposes; and (e) Write English papers with accuracy and fluency. This course aims to enhance students overall proficiency in English, to improve language skills for a tertiary level study and to create an appropriate linguistic environment for students to facilitate communication and self-expression in English. Through guided practice in listening, speaking, reading, writing, and academic discussions, students will further enhance their language skills and apply these skills in different contexts, such as taking lecture notes, giving oral presentations, completing written tasks and responding to questions in simulated situations. Lecture Course content will be delivered primarily through lecture. Key knowledge and skills on presentation, discussion, critical reading and essay writing will be covered. Tutorial It is used to help students gain better understanding of the topics covered in lectures. They are also used to strengthen students oral presentation skills through individual presentations and class discussion. progress of students will be monitored and feedback and support will also be provided as appropriate. Assessment Methods in Course intended learning Specific Alignment % outcomes to be assessed assessment with Course weighting (Please tick as appropriate) methods/tasks Intended (a) (b) (c) (d) (e) Written 30% Outcomes assignments Speaking 40% Tung Wah College 2013

189 assessments Written examinations 30% 1 Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Written assignments Student s ability in using English and presenting ideas can be assessed by written assignments. Speaking assessments Student s ability to present information and ideas orally can be assessed by individual oral presentation and group discussion. Written examinations Student s ability in comprehending English texts, presenting ideas and writing effectively can be assessed by examination. Student Study Effort Required Class contact: Lectures 14 Hrs. Tutorials 28 Hrs. Outside study: Reading List and References Self-study 28 Hrs. Preparation of presentations and written assignments Total student study time Textbook Nil 56 Hrs. 126 Hrs. References 1. Anderson, K., Maclean, J. and Lynch T. (2004). Speaking A Course in Spoken English for Academic Purposes. Cambridge: C.U.P. 2. Glendinning, E. H. and Holmstrom B. (2004). Study Reading. Cambridge: C.U.P. 3. Hamps-Lyons, L. and Heasley, B. (2006). Study Writing. Cambridge: C.U.P. 4. Lynch, T. (2004). Listening A Course in Listening to Lectures and Note-taking. Cambridge: C.U.P. Tung Wah College 2013 Web Resources 1. British Council Learn English: 2. Cambridge Dictionary Online: 3. Longman Dictionary Online:

190 4. Merriam-Webster Online: 5. Take Away English in BBC UKChina: 6. The Flatmates, Grammar, Vocabulary & Pronunciation in BBC English: 1 Tung Wah College 2013

191 Course Description Form 2 課 程 編 號 GEN1002 課 程 名 稱 Applied Chinese Language ( 應 用 中 文 ) 學 分 3 水 平 4 先 修 課 無 目 標 本 科 旨 在 訓 練 同 學 中 文 的 聽 說 讀 寫 技 巧, 使 他 們 能 更 有 效 地 運 用 中 國 語 文 本 課 程 主 要 幫 助 同 學 掌 握 中 文 的 基 礎 知 識, 包 括 語 音 學 和 語 法 學, 更 由 此 提 升 閱 讀 能 力 至 賞 析 的 層 面 同 學 將 學 習 各 種 實 用 文 體, 加 強 口 語 技 巧 訓 練, 以 應 付 將 來 工 作 上 的 需 要 此 外, 本 課 程 將 鼓 勵 同 學 通 過 查 檢 工 具 書 和 搜 尋 互 聯 網 的 資 訊, 培 養 語 文 的 自 學 能 力 預 期 學 習 成 果 學 生 在 完 成 此 課 程 後 應 能 夠 : (CILOs) a. 掌 握 語 文 基 礎 知 識, 如 錯 別 字 改 正 詞 義 辨 析 糾 正 病 句 b. 掌 握 中 文 文 章 的 寫 作 要 求 c. 寫 作 專 業 實 用 文 : 專 業 文 章 選 讀 個 案 分 析 實 務 文 書 d. 運 用 合 適 的 口 語 表 達 方 式 : 粵 音 正 讀 演 講 能 力 溝 通 技 巧 e. 增 強 語 文 自 學 能 力 : 使 用 工 具 書 使 用 互 聯 網 探 討 語 文 現 象 課 程 簡 介 1. 教 授 語 音 語 法 等 語 文 基 礎 知 識 2. 掌 握 中 文 文 章 的 寫 作 要 求 : 文 章 結 構 注 釋 格 式 參 考 書 目 格 式 3. 通 過 實 例 分 析, 訓 練 同 學 書 寫 專 業 實 用 文 4. 鍛 鍊 口 語 表 達 能 力 5. 培 養 同 學 的 語 文 自 學 能 力 教 學 及 學 習 模 式 課 堂 講 學 透 過 課 堂 講 學 向 同 學 講 解 中 國 語 文 的 基 礎 知 識 與 預 期 學 習 成 果 一 致 的 評 估 方 法 : 小 組 研 討 在 小 組 研 討 中 讓 學 生 得 以 應 用 所 學 到 的 中 國 語 文 知 識, 並 透 過 各 種 模 擬 練 習, 訓 練 學 生 的 閱 讀 聆 聽 書 寫 及 說 話 能 力 評 估 方 法 比 重 待 評 估 的 預 期 學 習 成 果 (%) a b c d e 1. 習 作 小 組 討 論 期 終 考 試 40 總 計 100 Tung Wah College 2013 習 作 透 過 不 同 類 型 的 習 作, 評 核 學 生 對 語 文 基 礎 知 識 的 認 識 與 應 用

192 2 能 力, 以 及 書 寫 能 力 小 組 討 論 透 過 討 論, 評 核 學 生 的 書 寫 聆 聽 和 說 話 能 力 期 終 考 試 期 終 考 試 用 以 評 核 學 生 對 語 文 基 礎 知 識 的 認 識 與 應 用 能 力, 以 及 閱 讀 和 書 寫 能 力 預 期 之 學 習 時 間 分 配 參 考 書 籍 和 文 獻 課 堂 講 學 28 小 時 小 組 研 討 14 小 時 自 我 研 習 總 計 84 小 時 126 小 時 參 考 書 1. 香 港 城 市 大 學 語 文 學 部 編 著 (2001) 中 文 傳 意 基 礎 篇 香 港 : 香 港 城 市 大 學 出 版 社 2. 香 港 城 市 大 學 語 文 學 部 編 著 (2001) 中 文 傳 意 寫 作 篇 香 港 : 香 港 城 市 大 學 出 版 社 推 薦 閱 讀 1. 中 國 社 會 科 學 院 語 言 研 究 所 詞 典 編 輯 室 編 (2005) 現 代 漢 語 詞 典 ( 第 5 版 ) 北 京 : 商 務 印 書 館 2. 卉 君 (1997) 漢 語 基 本 知 識 香 港 : 商 務 印 書 館 3. 何 文 匯 (2001) 粵 音 自 學 提 綱 香 港 : 香 港 教 育 圖 書 公 司 4. 何 文 匯 (2006) 粵 音 平 仄 入 門 粵 語 正 音 示 例 ( 合 訂 本 ) 香 港 : 喜 閱 文 化 5. 呂 叔 湘 (1992) 語 文 常 談 香 港 : 三 聯 書 店 6. 李 家 樹 陳 遠 止 謝 耀 基 (1999) 漢 語 綜 述 香 港 : 香 港 大 學 出 版 社 7. 李 錦 昌 (2000) 現 代 商 業 傳 意 大 全 香 港 : 商 務 印 書 館 8. 胡 裕 樹 (1999) 現 代 漢 語 香 港 : 三 聯 9. 陳 耀 南 (1998) 應 用 文 大 全 香 港 : 讀 者 文 摘 遠 東 有 限 公 司 10. 談 彥 廷 鄒 兆 玲 編 著 (2003) 活 學 活 用 應 用 文 香 港 : 香 港 教 育 圖 書 公 司 Tung Wah College 2013

193 Course Description Form 3 Course Code GEN1003 Course Title Quantitative Methods Credit Units 3 Level 4 Pre-requisite Nil Objectives 1. Focus on the relationship between variable characteristics and the selection of statistical techniques. 2. Train students to employ different statistical tools that describe and summarise statistical data. 3. Provide students with an introduction to probability theory, and discuss how probability calculations may facilitate their decision making. 4. Familiarise students with mathematical techniques such as solving linear equations and differentiation. 5. Give students a better insight into how differentiation may be applied in different disciplines. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus Upon completion of this course, students should be able to: a. Explain the basic concepts and select the appropriate measurements of central tendency and dispersion in different scenarios b. Summarise, describe and present quantitative data with tables and graphs c. Compute probabilities for discrete and continuous random variables d. Apply algebraic concepts to solve a system of linear equations e. Apply differentiation techniques to resolve various maximising or minimising problems Course Synopsis This course is intended for students with no prior training in quantitative methods. It introduces fundamental concepts and methods of statistics and mathematics, and specifically develops students knowledge and skills in probability distributions and collecting, describing, summarising, and presenting statistical data. The course also covers some fundamental mathematical topics, including differentiation, matrix algebra, solving linear equations. These quantitative techniques serve to form a solid foundation in generic skills required for taking advanced courses in various disciplines. Tung Wah College 2013 Indicative Syllabus 1. Introduction to Statistics 1.1 Quantitative vs. qualitative variables 1.2 Discrete vs. continuous variables 1.3 Scales and levels of measurement 2. Frequency Distributions and Graphic Presentation 2.1 Frequency distribution table

194 2.2 Bar chart and pie chart 2.3 Histogram 2.4 Cumulative frequency polygon 2.5 Box plots 3. Measurements of Central Tendency and Dispersion 3.1 Mode, median, and mean 3.2 Variance and standard deviation 3.3 Coefficient of variation 3.4 Skewness of Distributions 3.5 Measurement of skewness 4. Discrete Probability Distribution 4.1 Permutations and combinations 4.2 Binomial distribution 4.3 Poisson distribution 5. Continuous Probability Distribution 5.1 The normal distribution 5.2 Computing Z scores 6. Equations 6.1 Linear and quadratic equations 6.2 Systems of linear equations 7. Matrix Algebra 7.1 Matrices 7.2 Matrix addition and scalar multiplication 7.3 Matrix multiplication 8. Differentiation 8.1 The derivative 8.2 Rules for differentiation 8.3 Applications of differentiation 3 & Teaching Methodology Lecture Lectures will focus on the technical aspects of statistics and mathematics. Considering the fact that students are with different academic backgrounds, a variety of examples will be used in lectures, as so to ensure effective students learning. Assessment Methods in Alignment with Course Intended Outcomes Tung Wah College 2013 Tutorial Tutorials will form an important part of this course and there are two primary functions. Firstly, they allow students to ask questions and clarify the concepts that they could not fully grasped in lectures. Secondly, tutorials mainly adopt problem-based learning strategies. Different topics will be covered in each tutorial. Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e Assignment 30% Mid-term Test 20% Final Examination 50%

195 3 Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assignment Students abilities in Mathematics and presenting statistical information and their grasps of concepts in Statistics may be assessed using by both tutorial exercise and take-home assignments. Written Examinations In order for the responsible lecturer to address issues regarding students learning in an early stage, a mid-term examination will be conducted. Students abilities in Mathematics and their grasps of concepts in Statistics may be assessed using by both tutorial exercise and take-home assignments. Student Study Effort Required Reading List and References Class contact: Lecture 28 Hrs. Tutorial 14 Hrs. Outside study: Self-study 28 Hrs. Preparation of written assignment 56 Hrs. Total student study time 126 Hrs. Textbook 1. Haeussler, E., Paul, R., and Wood, R. (2010). Introductory mathematical analysis for business, economics, and the life and social sciences (13th Edition). Pearson Education. 2. Lind, D. A., Marchal, W. G., and Wathen, S. A. (2008). Statistical technique in business and economics, With Global Data Sets (13th Edition). McGraw Hill. Reference 1. Healy, J. (2008). Statistics: A tool for social research (International Edition). Wadsworth. Tung Wah College 2013

196 Course Description Form 4 Course Code GEN1101 Course Title Readings in Chinese Classical Poetry and Essays( 古 詩 文 選 讀 ) Credit Value 3 QF Level 4 Pre-requisite Objectives Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Nil Tung Wah College 2013 本 科 旨 在 提 高 學 生 閱 讀 古 代 文 獻 與 欣 賞 中 國 古 代 文 學 的 能 力 本 科 包 括 古 文 基 礎 知 識 與 古 代 文 學 與 文 獻 兩 部 分 除 教 授 同 學 斷 句 標 點 翻 譯 等 基 礎 知 識 外, 本 科 將 引 導 同 學 閱 讀 不 同 朝 代 的 古 詩 與 古 文 篇 章, 如 唐 詩 宋 詩, 先 秦 李 斯 諫 逐 客 書 漢 許 慎 說 文 解 字 序 唐 杜 牧 阿 房 宮 賦 宋 蘇 軾 赤 壁 賦 明 袁 宏 道 西 遊 雜 記 等, 讓 同 學 欣 賞 古 詩 的 美 感 並 領 略 古 代 文 獻 的 思 想 通 過 本 科 的 訓 練 與 學 習, 學 生 將 能 掌 握 古 代 文 學 作 品 與 文 獻 中 的 常 用 詞 語 以 及 斷 句 古 文 今 譯 與 文 意 理 解 的 基 本 能 力, 進 而 賞 析 中 國 古 代 文 學 與 文 獻 學 生 在 完 成 此 課 程 後 應 能 夠 : (a) 通 過 閱 讀 中 國 古 代 文 獻 與 文 學 作 品, 認 識 古 詩 文 的 意 義 與 藝 術 特 質 (b) 掌 握 中 國 古 文 的 基 礎 知 識, 寫 作 言 簡 意 賅 的 文 章 (c) 增 強 欣 賞 中 國 古 代 文 獻 與 文 學 作 品 的 能 力, 進 而 確 切 評 價 古 代 作 品 (d) 透 過 中 國 古 代 文 獻 與 文 學 作 品, 分 析 中 國 的 傳 統 思 想 與 價 值 觀 1. 漢 代 民 間 生 活 : 漢 詩, 如 古 詩 十 九 首 2. 超 脫 與 關 懷 現 實 : 唐 詩, 如 李 白 杜 甫 詩 3. 婉 約 與 豪 放 : 宋 詞, 如 歐 陽 修 王 安 石 蘇 軾 之 詞 4. 先 秦 兩 漢 政 治 面 貌 : 先 秦 兩 漢 文, 如 先 秦 李 斯 諫 逐 客 書 許 慎 說 文 解 字 序 司 馬 遷 報 任 少 卿 書 5. 文 辭 綺 麗 與 文 以 載 道 : 唐 文, 如 杜 牧 阿 房 宮 賦 王 勃 騰 王 閣 序 韓 愈 柳 宗 元 等 唐 宋 古 文 八 大 家 之 古 文 6. 美 文 與 雜 文 : 蘇 軾 赤 壁 賦 沈 括 夢 溪 筆 談 7. 繼 承 與 革 新 : 明 文, 如 歸 有 光 項 脊 軒 志 袁 宏 道 西 遊 雜 記 8. 承 接 唐 宋 古 文 特 色 : 清 文, 如 桐 城 派 劉 大 櫆 姚 鼐 課 堂 講 學 透 過 課 堂 講 學 向 學 生 講 解 中 國 古 代 文 獻 與 文 學 作 品 小 組 討 論 1. 了 解 同 學 對 課 堂 知 識 的 認 識 程 度 2. 讓 同 學 提 問, 營 造 互 動 的 學 習 環 境

197 4 Assessment Methods in Alignment with Course Intended Outcomes 3. 同 學 分 組 討 論, 從 而 加 強 表 達 能 力 Specific % Course intended learning assessment weighting outcomes to be assessed methods/tasks (Please tick as appropriate) a b c d 1. 功 課 和 課 堂 報 告 測 驗 期 終 考 試 40 Total 100% 功 課 和 課 堂 報 告 透 過 功 課 和 課 堂 報 告, 評 核 同 學 對 中 國 古 文 基 礎 知 識 的 認 識 中 國 古 代 文 獻 與 文 學 作 品 的 欣 賞 能 力 及 中 國 古 代 文 獻 與 文 學 作 品 的 內 容 與 思 想 的 理 解 測 驗 測 驗 以 短 答 題 為 主, 評 核 同 學 對 中 國 古 文 基 礎 知 識 的 認 識 中 國 古 代 文 獻 與 文 學 作 品 的 欣 賞 能 力 Student Study Effort Required Reading List and References 期 終 考 試 期 終 考 試 的 內 容 包 括 短 答 題 及 長 答 題, 評 核 同 學 對 中 國 古 文 基 礎 知 識 的 認 識 中 國 古 代 文 獻 與 文 學 作 品 的 欣 賞 能 力 及 中 國 古 代 文 獻 與 文 學 作 品 的 內 容 與 思 想 的 理 解 課 堂 : 講 學 28 Hrs 小 組 討 論 14 Hrs 自 我 研 習 總 計 參 考 書 Nil 84 Hrs 126 hrs 推 薦 閱 讀 1. 王 力 主 編 (1999) 古 代 漢 語, 北 京 : 中 華 書 局 2. 吳 調 候 吳 楚 材 (2005) 古 文 觀 止, 華 夏 出 版 社 3. 喻 守 眞 編 著 (1986) 唐 詩 三 百 首 詳 析, 香 港 : 中 華 書 局 有 限 公 司 4. 錢 鍾 書 (1984) 談 藝 錄, 北 京 : 中 華 書 局 5. 龍 榆 生 編 選 (1955) 唐 宋 名 家 詞 選, 台 北 : 開 明 書 局 6. 嚴 羽 (1966) 滄 浪 詩 話, 台 北 : 世 界 書 局 Tung Wah College 2013

198 Course Description Form 5 Course Code GEN1102 Course Title Interpreting Art Credit Value 3 QF Level 4 Pre-requisite Nil Objectives 1. Provide students with understanding of works of art in terms of formal analysis 2. Increase students abilities to see art in the context of different time periods and the significance of social, political and religious impact made upon art 3. Develop students insight into multiple dimensions of beauty 4. Enhance student s analytical and critical thinking skills to interpret art with various perspectives Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon successful completion of this course, students should be able to: (a) understand the nature of art, its functions and purposes (b) identify various visual elements of individual artists and the different periods in art history (c) explain the social, religious and historical issues embedded in the production and development of art (d) reflect upon and interpret works of art 1. The nature, functions and purposes of art 2. Visual elements, style and form of art 3. Art as cultural heritage: Prehistoric and Ancient art 4. Medieval Art, Religion, and Iconography 5. The Italian Renaissance : Botticelli, Da Vinci, Michelangelo, Raphael, and Titian 6. Three-dimensional art I: Sculpture 7. Three-dimensional art II: Architecture and Environment 8. Seventeenth to Nineteenth-century art I: Baroque, Neoclassicism, 9. Seventeenth to Nineteenth-century art II: Romanticism and Impressionism 10. Abstract Expressionism in early Twentieth-century art 11. Contemporary art 12. Perception of art: Western aesthetics 13. Perception of art: Chinese aesthetics Lectures The course content will be delivered generally by lectures. The pre-assigned materials are expected to read before the class in order to achieve the intended learning outcomes. Tung Wah College 2013 Tutorial and Seminars Students have chances to clarify confusion from the lectures and/or have elaboration on certain points. Topics will be provided to integrate formal analysis into context to ensure students understanding of the subjects taught in the lectures.

199 5 Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) Assignments 25 Tests 20 Examinations 30 Presentations 25 Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Written assignments Students are required to write an individual report on the formal analysis of any chosen work of art. Group presentations Each group of students will do a presentation on a selected artist. The interpretation, analysis and strategies used to deal with the problem will be assessed. Tests and examinations There will be 1 test and the final examination to assess students overall achievement for the course according to the related intended learning outcomes. They are designed to assess students basic understanding of major art works and their ability to interpret art in its context. Student Study Effort Required Reading List and References Class contact: Lectures 28 Hrs Tutorial and Seminars 14 Hrs Outside study: Self-study Preparation for group presentation Preparation for individual report Total student study time 56 Hrs 14 Hrs 14 Hrs 126 Hrs Textbook Hartt, F. (1993). Art: A History of Painting, Sculpture, Architecture. New York: Harry N. Abrams. Tung Wah College 2013 References 1. Benton, Janetta Rebold. (2002). Art of the Middle Ages. London: Thames & Hudson. 2. Britt, David (ed.). (2007). Modern Art: Impressionism to Post-modernism.London; New York: Thames & Hudson.

200 3. Charles Harrison, Paul Wood, and Jason Gaiger. (eds.). (2000). Art in Theory : An Anthology of Changing Ideas. Oxford, UK Malden, Mass.: Blackwell. 4. Eco, Umberto (2005).History of Beauty.(2nd ed). New York: Rizzoli. 5. Frank, Patrick. (2009). Prebles' Artforms: An Introduction to the Visual Arts. Upper Saddle River, NJ: Pearson /Prentice Hall. 6. Gardner, Helen, Fred S. Kleiner, and Christin J. Mamiya. (2005). Gardner's Art Through the Ages. Belmont, CA: Thomson/Wadsworth. 7. Gombrich, E. H. (2006). The Story of Art. London; New York: Phaidon. 8. Lucie-Smith, Edward. (2001).Movements in Art Since New York, N.Y.: Thames & Hudson. 9. Masters, Christopher. (2008). Renaissance. London: Merrell. 5 Tung Wah College 2013

201 6 Course Description Form Course Code GEN1103 Course Title Exploring Musical Traditions Credit Value 3 QF Level 4 Pre-requisite Nil Objectives 1. Introduce the musical elements and their influences on human life 2. Provide students with an overview of the major genres as well as the minor ones 3. Develop students abilities to differentiate the features of various musical traditions Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon successful completion of this course, students should be able to: (a) identify some representative musical pieces in the history of music (b) understand the various conventions of music genre (c) develop personal taste in music appreciation (d) differentiate musical elements in different periods and cultures 1. Folk music around the world 2. The effect of folk music to the development of different music genres 3. Renaissance music 4. Baroque Period 5. Classical Period 6. Romantic Period 7. Composers I, before Classical Period 8. Composers II, Classical Period 9. Composers III, Romantic Period 10. Composers IV, Modernism 11. Specific music genres: e.g. Chinese, Indian, Arabic, Bossa Nova, Flamenco, Tango, Ballet etc. 12. Introduction to the mechanisms of musical instruments 13. The connections between Classical and Pop music 14. Music traditions and life religious function, political function (e.g. red songs), music festivals (e.g. Ice Music Festival, Samba Carnival) Lectures The course content will be delivered generally by lectures. The pre-assigned materials are expected to read before the class in order to achieve the intended learning outcomes. Assessment Tung Wah College 2013 Tutorials Students will have chances to ask lecture-related questions in the tutorials to clarify anything they do not understand in the lectures. On top of that, tutorials instigate problem-based learning. Each time at the tutorial, a designed topic will be provided to students to integrate major music pieces into context through discussion to ensure their understanding of the subject taught in the lectures. 6

202 Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) Assignments 25 Tests 20 Examinations 30 Projects 25 Total 100% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assignments Students are required to write an individual report on the formal analysis of any chosen musical piece. Tests and Examinations There will be a test and the final examination to assess students overall achievement for the course according to the related intended learning outcomes. They are designed to assess students basic understanding of music genres in various traditions at different time periods. Project Each group of students will do a project on a selected composer. The interpretation, analysis and strategies to deal with the problem will be assessed. Student Study Effort Required Reading List and References Class contact: Lectures 28 Hrs Tutorials 14 Hrs Outside study: Self-study Preparation for group presentation Preparation for individual report Total student study time 56 Hrs 14 Hrs 14 Hrs 126 Hrs Textbook Stove, R. J. (2007). A Student's Guide to Music History. ISI Books, Wilmington, Delaware References 1. Hoffer, C. R. (2003). Music Listening Today. Belmont, CA: Thomson/ Schirmer. 2. Kamien, R. (2002). Music: An Appreciation. Boston: McGraw-Hill. 3. 伍 國 棟 (2002) 民 族 音 樂 學 概 論 人 民 音 樂 出 版 社 Tung Wah College 2013

203 7 Course Description Form Course Code GEN 1201 Course Title Creative and Critical Thinking Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course aims to improve students abilities to observe and interpret information, to reason, infer evaluate, judge and problem-solve using different logical strategies and techniques of critical thinking, thereby enabling them to handle ambiguous, complex, and/or apparently irresolvable problem situations. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon successful completion of this course, students should be able to: (a) define different critical thinking techniques. (b) understand different principles, theories and processes in creative thinking. (c) understand different approaches to solving problems. (d) demonstrate the ability to devise appropriate creative solutions to problems. 1. Introduction to critical thinking a. Definition b. Role in the discipline (e.g. health care) c. Intellectual traits of critical thinking 2. Identify stages in critical thinking 3. Template for problem solving 4. Introduction on Creative Thinking a. Definition of creative thinking b. Three basic principles 5. Creativity cycle a. Research b. Connections between ideas c. Apply and review d. Follow up 6. Heuristics for creative thinking Lectures Lectures are used to deliver course content. Seminars Seminars are used to reinforce the concepts learned in lectures through student presentation and exchange of ideas. Students are guided to discuss and criticize the issues, and to share their feelings and experience in debriefing sessions. Tung Wah College 2013 Problem-based teaching The case scenarios for the tutorial facilitate students critical thinking and integration of theoretical knowledge from lectures and

204 the internet to address the concerns of the community. Case scenarios and simulated situations are provided to mimic real-life problems. Students will be guided through the problem-based learning process to develop the critical thinking, problem solving ability, teamwork and communication skills required for working in the relevant discipline. 7 Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) 1. Case studies Group 30 presentations 3. Written 30 assignments Total 100% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Student Study Effort Required Case studies Case studies evaluate student s learning by tackling relevant problems. It guides students towards self-directed learning behaviour to search for information and knowledge on answers to a proposed assumption. Group presentations Each group of students will select a case for presentation to assess students interpretation, analysis and identify possible strategies that they proposed to deal with the problem identified using of the theories and principles they learned. Written assignments Students are required to write an individual report on evaluation of the change in thinking process before and after attending the course, and suggest strategies for improvement based on individual s situation. Class contact: Lectures 14 Hrs Seminars 15 Hrs Problem-based 16 Hrs Outside study: Self-study Preparation for group presentations Preparation for individual reports 28 Hrs 32 Hrs 30 Hrs 7 Tung Wah College 2013

205 Reading List and References Total student study time 135 hrs Textbooks 1. Paul R. & Elder L. (2009). The Miniature Guide to Critical Thinking: Concepts and Tools. Tomales: Foundation for Critical Thinking. 2. Tharp, T. (2005). The Creative Habit: Learn It and Use It for Life: A Practical Guide. New York: Simon & Schuster Paperbacks. References 1. Hurson, T. (2008).Think Better: An Innovator s Guide to Productive Thinking. New York: The McGraw-Hill Co. 2. Moore, D.T. (2007). Critical Thinking and Intelligence Analysis: Occasional Paper No.14., Washington, DC: National Defence Intelligence College. 3. Michalko M. (2006).Thinkertoys: A Handbook of Creative-Thinking Techniques (2 nd ed). California: Ten Speed Press. 4. Paul R. & Elder L. (2002). Critical Thinking: Tools for Taking Charge of Your Professional & Personal Life. Manchester: Prentice Hall. 5. Smith, Donald, Knudsvig, Glenn, Walter, Timothy (1998). Critical Thinking: Building the Basics, Belmont: Wadsworth Publishing Co. 6. Walters K.S. (Ed). (1994). Re-thinking Reason: New Perspectives in Critical Thinking. Albany: State University of New York Press. Journals 1. Barrie S. (2006).Understanding what we mane by the generic attributes if graduates. Higher Education 51, Davies W. M. (2006).An infusion approach to critical thinking; Moore on the critical thinking debate. Higher Education Research and Development 25(2) pp Smith GF. (2003).Beyond critical thinking and decision making: Teaching business students how to think. Journal of Management Education, 27(1) pp Related Web Resources 1. OpenCourseWare on critical thinking, logic and creativity The Philosophy Department, School of Humanities, Faculty of Arts, The University of Hong Kong, Hong Kong. 2. The Critical Thinking Community Foundation for Critical Thinking, P O Box 220, Dillon Beach, CA, Creative Thinking Northern Kentucky University, Highland Heights, Kentucky, Tung Wah College 2013

206 Course Description Form 8 Course Code GEN1202 Course Title Ethics and Law Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course aims to provide students with a comprehensive understanding of the basic values and virtues for the formation of a good polity and society. It will try to stimulate students understanding on how personal rights, duties and social morality are woven together to form a rational whole within the human society. The course will be divided into two parts: the first part deals with workplace ethics and the second focuses on the conflicts between human rights and the law. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon satisfactory completion of this course, the student should be able to: (a) explain ethics of justice and of care. (b) comprehend the structure of an argument given by each stakeholder of an real-life ethical issue and identify what claims and conclusions are made and what reasons are given to support the conclusion. (c) evaluate real-life ethical issues or situations from different moral theories. (d) assess the strengths and weaknesses of each argument and make their own moral judgment on the issues rationally. (e) comment the values or value conflicts implied in a discussion. 1. Ethics of justice and care 2. Human rights 2.1 Human rights and law: Bribery and corruption 2.2 Human rights and law: Civil disobedience 2.3 Human rights and law: Death penalty 2.4 Human rights and law: Economic justice and welfare 3. Equality: 3.1 Equality: Racism 3.2 Equality: Sexual harassment 3.3 Equality: Affirmative action 4. Freedom 4.1 Freedom: speech codes and expressive harm 4.2 Freedom of speech: pornography 4.3 Freedom: gambling and drug uses Lectures The key ethical concepts and theories of the course content are introduced in lectures. Examples are provided. Tutorials More interactive and specific than a lecture, a tutorial seeks to help students uproot and reformulate their inadequate concepts to adequate concepts and supply the information to complete the lecture. Tung Wah College 2013

207 Problem-based learning An ill-defined and ill-structured problem will be presented to students. Then the interactive learning techniques are employed to develop students questioning, summarizing, predicting, and clarifying strategies. They are guided to work through a combination of learning strategies to discover the nature of a problem, identifying the constraints and options to its resolution, specifying the input variables, and understanding the viewpoints involved. Students learn to negotiate the complex nature of the problem and how competing resolutions may inform decision making. 8 Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) (e) 1. Class participations Case Studies Projects 30 Total 100% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Case studies Case studies are employed to assess student s learning. It guides students towards self-directed learning behavior to search for answers to a proposed assumption. Group projects Each group of students will select a case for presentation to be assessed by their interpretation, analysis and possible strategies that they propose to deal with the problem identified using the theories and principles they learned. Student Study Effort Required Reading List and References Class contact: Lectures 15 Hrs Tutorials 15 Hrs Problem-based. 15 Hrs Outside study: Self-study 30 Hrs Preparation for group project Preparation for case studies 30 Hrs 30 Hrs Total student study time 135 Hrs Textbook R.G. Frey and C.H. Wellman (Eds) (2005). A Companion to Applied Ethics: Blackwell Companions to Philosophy. MA: Blackwell Publishing. References Tung Wah College 2013

208 1. Bowie, N.E. and Simon, R.L. (2008) The Individual and the Political Order: An Introduction to Social and Political Philosophy (4 th ed.). NY: Rowman & Littlefield publisher. 2. Singer, P. (Ed.) (1997). A Companion to Ethics. Oxford: Blackwell. 3. Singer, P. (1993). Practical Ethics. Cambridge: Cambridge University 4. 葉 保 強 (1991) 人 權 的 理 念 與 實 踐 香 港 : 天 地 8 Tung Wah College 2013

209 9 Course Description Form Course Code GEN1204 Course Title Applied Statistics Credit Value 3 QF Level 4 Pre-requisite Nil Objectives 1. Develop students abilities to critically analyse and evaluate statistical data. 2. Increase students understanding of how statistics have been commonly misused. 3. Encourage students to question the limitations of statistics received in daily lives, and to consider what more information is needed for making a valid conclusion. 4. Provide students with an introduction to subjective probability evaluations and the associated psychological biases. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus Upon satisfactory completion of this course, the student should be able to: (a) Explain why statistical information in different forms may be biased, incomplete or inconclusive. (b) Recognise the adverse impacts of misuse of statistics on decision-making. (c) Draw valid and accurate conclusions based on the statistics that are being made available. (d) Evaluate their subjective probabilities of discrete events and discuss the potential biases that may arise during the evaluation process. Course Synopsis The world is filled with statistical data, emerging from TV news, commercials, government reports, newspaper, and so on. Do we make our decisions based on statistics? The answer is yes. Are all statistics reliable and accurate? Probably not. Statistics may be considered as a double-edged sword. That is, statistics can be beneficial to individuals, but they can also be used to paint a misleading (or sometimes deliberately distorting) picture to the public. For those people who do not know how statistics work, their misuse or misinterpretation of statistical data is not costless, which may sometimes lead to severe consequences. Tung Wah College 2013 Graduates from any disciplines should be equipped with an ability to critically analyse and evaluate statistical information received in their daily lives. This course is not designed to teach students how to lie with statistics. One of its important aims is to acquaint the students with the basics of judgements, analyses and critical skills. The course will encourage students to question the limitations of statistical information presented. It will also discuss the importance of subjective probability assessment to our decision making and its associated biases from which students may suffer. Indicative Syllabus 1. Graphical and Visual Illustrations 1.1. A summary of graphs

210 Visual illusions: how graphs may be used to distort information 2. Average 2.1. The meaning of an average 2.2. Mean vs. median 2.3. Does an average give us a complete picture? 2.4. What else do we need to know so as to draw a conclusion? 3. Percentages and Absolute Values 3.1. Different conclusions drawn from percentages and absolute numbers 3.2. Per capita, rates and comparisons 3.3. Comparing values among groups of different size 3.4. Example: murder rates in two different cities 4. How Real are Statistics? 4.1. Knowledge is power: Importance of knowing the characteristics of sample 4.2. Commercial gimmick vs. statistics 4.3. Examples: statistical information shown in commercials, news, government reports, etc What questions should we ask before making a conclusion? 4.5. Factors taken into consideration: Sample size, sampling methods, significance level and magnitude 4.6. Reported number of cases vs. actual number of cases (Example: Are women better drivers?) 4.7. Importance of comparisons 4.8. (Example: Side effect of swine flu vaccine) 5. Severe Repercussions of Misuse of Statistics 5.1. Misconception of randomness 5.2. Representativeness heuristics: Gambler s fallacy 5.3. Sally Clark s case 5.4. Flawed statistical evidence 6. Correlation 6.1. Does correlation imply a causal relationship? 6.2. Limitations of correlation 6.3. Examples: government spending and domestic violence, smoking and IQ, etc Spurious relationships 7. Confidence Intervals 7.1. Introduction to inferential statistics 7.2. How confidence intervals are commonly used in real-life situations 8. Subjective Probability Assessment 8.1. Difference between objective and subjective probabilities 8.2. The role of subjective probability evaluation 8.3. Strategies for discovering subjective probabilities of discrete events 8.4. Betting method 8.5. Problems with betting method 8.6. Reference lottery method 8.7. Potential psychological biases: Anchoring & adjusting and conjunction error & Teaching Lecture Lectures will focus on the technical aspects of statistics and how statistics are Tung Wah College 2013

211 Methodology Assessment Methods in Alignment with Course Intended Outcomes commonly misinterpreted, using real-life examples. Considering the nature of this course, the examples of statistics used will be relevant to students daily lives and students may easily gain access to the corresponding statistical information from newspaper, statistical reports published by the Hong Kong government, website and/or TV commercials, etc. Tutorial Tutorials will form an important part of this course and there are two primary functions. Firstly, they allow students to ask questions and clarify the concepts that they could not fully grasped in lectures. Secondly, tutorials mainly adopt problem-based learning strategies. Different practical examples and scenarios will be used in each tutorial. Specifically, students will be given an opportunity to analyse the statistics from which the audience (e.g. the students themselves or the public) has drawn a conclusion, and to assess the validity and accuracy of the conclusion made. Specific assessment methods/tasks Written Assignment Group Presentation Peer Evaluation % weighting Total 100 % Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) 70% 20% 10% 9 Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assignment Written assignment may be in two different forms tutorial exercise (20%) and take-home assignment (50%). Written assignments may cover the topics assigned by the responsible lecture that s/he may consider relevant. Group Presentation In order for students to apply the skills learnt from this course to a real-life scenario, students need to successfully complete the group presentation component. In relation to the topic of subjective probability assessment, students will work as a group of no more than four members, and they will have to agree upon the scenario that they will examine. They will be required to give a presentation on how they would use the techniques learnt from the course to evaluate the subjective probabilities of the scenario that they will have agreed on. Tung Wah College 2013 Peer Evaluation Students need to evaluate their team members performance on the basis of

212 9 their efforts, commitment to quality, creativity, initiatives in originating ideas, and so on. Peer evaluation is meant to be an important tool for helping students to improve. A student s final individual grade may vary among group members based on the above and other relevant considerations. Student Study Effort Required Class contact: Lectures 15 Hrs. Tutorials 30 Hrs. Outside study: Self-study 45 Hrs. Preparation for tutorials and written assignments 45 Hrs. Reading List and References Total student study time Textbooks Nil 135 Hrs. References 1. Huff, D. (1993). How to Lie With Statistics. W. W. Norton and Company Ltd. 2. Healy, J. F. (2002). Statistics: A Tool for Social Research (6th Edition), Belmont: Wadsworth. Related Web Resources 1. How to Understand Statistics BBC, UK. 2. Sally Clark 3. Statistics Every Writer Should Know Tung Wah College 2013

213 10 Course Description Form Course Code GEN1206 Course Title Communication Credit Units 3 Level Elementary Level Pre-requisite Nil Objectives The objective of this course is to make students effective communicators in different age groups and gender (PILO 2, 4, 5, 6, 9). Course Intended Outcomes Course Synopsis/ Indicative Syllabus Upon completion of the course, students should be able to: a. define theories and principles of interpersonal communication b. understand the role of communication in different age groups and gender c. recognize cultural influences on one s communication d. apply effective communication strategies in establishing and sustaining relationships e. demonstrate various communication skills, e.g. interviewing, attending, listening and negotiation skills, and be able to use them as appropriate in various settings 1. Interpersonal communication theories 1.1 Politeness theory 1.2 Social exchange theory 1.3 Dialectical perspective 2. The process of communication 3. Factors influencing communication 3.1 Perception 3.2 Cultural context 3.3 Space and distance 3.4 Time 4. Levels of communication 4.1 Interpersonal 4.2 Group 5. General communications techniques 5.1 Verbal skills 5.2 Nonverbal skills 6. Elements of communication 6.1 Empathy 6.2 Trust 6.3 Honesty 6.4 Validation 6.5 Active listening 7. Barriers to effective communication & Teaching Methodology Tung Wah College 2013 Lectures The content of the course will be conveyed primarily through lectures. To benefit fully from lectures, students will be expected to complete assigned reading material in advance.

214 10 Seminars Seminars are used to reinforce the concepts learned in lectures through student presentation and exchange of ideas. Through these presentations, students can integrate theories into practice, particularly in the context of their own performance. Tutorials Tutorials serve two functions. First, they give students the opportunity to ask questions and clarify anything they did not understand in the lectures. Thus they ensure that students thoroughly understand the material given. Second, tutorials instigate problem-based learning. There is a topic for each tutorial, and students are required to select and discuss cases accordingly. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Group 40 presentation 2. Case studies 60 Total 100 Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Group presentation The preparatory work and discussion help students reflect their own clinical performance and receive feedback from peer (PILO 2, 5, 6, 9). Case studies Students are required to select one incident from their daily experience and write a report summarizing how they established an relationship with people and what communication techniques they used, highlighting learning points. The written report reinforces further integration of knowledge and practice, and deepens self-reflection (PILO 2, 4, 5, 6, 9). Student Study Effort Required Class contact: Lecture 15 Hrs Seminars 21 Hrs Tutorial 9 Hrs Other student study effort: Self-study 30 Hrs Preparation for tutorial discussion and written assignments 60 Hrs Total student study time 135 Hrs Tung Wah College 2013

215 10 Reading List and References Textbook (2011) Communication (combined Ebook). Columbus: McGraw Hill References 1. Adler, R.B., Rosenfeld, L. B., & Proctor II, R. F. (2007). Interplay: The process of interpersonal communication. (10 th ed.). New York: Oxford University Press. 2. Bishop, A.H., & Scudder, J.R. (1996). Nursing ethics: Therapeutics caring presence. Boston: John & Barlett. 3. Boykin, A., & Scholenhofer, S. (2001). Nursing as caring: A model for transforming practice. Sudbury: Jones and Barlett. 4. DeVito, J. A. (2001). The interpersonal communication book. (9 th ed.). New York: Addison Wesley Longman. 5. Hartley, P. (1999). Interpersonal communication. (2 nd ed.). New York: Routledge. 6. Kagen, C., & Evans, J. (1995). Professional interpersonal skills for nurses. London: Champan & Hall. 7. Knapp, M. L., & Miller, G. R. (Eds.). (1994). Handbook of interpersonal communication. (2 nd ed.). Thousand Oaks, C.A.: Sage Publications. 8. Kozier, B., Erb, G., Berman, A., & Snyder, S. (2008). fundamentals of nursing: Concepts, process and practice. (8 th ed.). New Jersey: Pearson, Prentice Hall. 9. Miller, K. (2002). Communication theories: Perspectives, processes, and contexts. Boston: McGraw-Hill. 10. Mortensen, C. D. (2006). Human conflict: Disagreement, misunderstanding, and problematic talk. Lanham, M.D.: Rowman and Littlefield Publishers. 11. Orbe, M. P., & Bruess, C. L. (2005). Contemporary issues in interpersonal communication. Los Angeles, C.A.: Roxbury. 12. Potter, P.A., & Perry, A.G. (2009). Fundamentals of nursing. (7 th ed.). St. Louis: Mosby. 13. Smith, T. L., & Tague-Busler, M. (2006). The key to survival: Interpersonal communication. (3 rd ed.). Long Grove, I.L.: Waveland Press. 14. Specker, R.E. (2009). Cultural diversity in health and illness. (7 th ed.). New Jersey: Prentice Hall. 15. Trenholm, S., & Jensen, A. (2004). Interpersonal communication. (5 th ed.). New York: Oxford University Press. 16. Verderber, K. S., Verderber, R. F., & Berryman-Fink, C. (2007). Inter-act: Interpersonal communication concepts, skills, and contexts. (11 th ed.). New York: Oxford University Press. 17. West, R., & Turner, L.H. (2008). Understanding interpersonal communication: Making choices in changing times. (2 nd ed.). Belmont, C.A.: Thomson Wadsworth. Tung Wah College 2013

216 Course Description Form 11 Course Code GEN1301 Course Title The Development of Non-profit Organizations in Hong Kong Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course aims at providing students a basic understanding of the social welfare services in Hong Kong. The course will examine the emergence, history and development of the local social welfare services since the 19 th century. The course will also analyze and discuss the development of some representative non-profit organizations such as Caritas, Methodists and Po Leung Kuk with special emphasis on the traditions and contributions of Tung Wah Group of Hospitals. Through the various learning activities such as lectures, seminars and visits, students will learn the history and culture of Hong Kong social welfare services, and develop the spirit of Tung Wah Persons with a caring attitude towards the needy and the disadvantaged. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus Upon successful completion of this course, students should be able to: a. critically analyze the social development of Hong Kong in relation to its social welfare policies and services. b. explain how leaders implement visions and values realistically in the midst of challenge and limitation at the welfare organizations. c. give an account of the visions and missions of four major social welfare organizations with the emphasis on Tung Wah Group of Hospitals. d. demonstrate an appreciation of the work of non-profit organizations (NPOs) and be able to minimize alienation, pay respect to human dignity and have compassion to the helpless, the needy, and the marginalized. 1. History, development and contributions of the welfare organizations from the 19 th century in Hong Kong. 2. The relationship between Confucian ethics, Christian ethics and social welfare organizations in Hong Kong. 3. Visions: respect human dignity 4. Implementation: Social administration 5. Case Study (1): Caritas & Methodists 6. Case Study (2): Po Leung Kuk 7. Case Study (3):Tung Wah Group & Teaching Methodology Tung Wah College 2013 Lectures The core content of the course will be conveyed through lectures. To benefit fully from lectures, students will be expected and encouraged to complete pre-assigned learning materials in advance. Seminars 11

217 Seminars are used to reinforce and critically analyze the concepts and knowledge learned in lectures. Special topics and learning materials will be assigned before the seminars. Through group discussions, students are encouraged to share their ideas and thoughts with the class and facilitate their learning in a collaborative way. Visits Several visits to some local representative non-profit organizations will be arranged to give students tangible and direct experiences that pertain to what they have learnt in the course. These visits enrich students' learning by exposing them to experiences outside the classroom and make their learning becomes more concrete, meaningful and memorable. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) 1. Group 40 presentations 2. Individual 30 Reflections 3. Examinations 30 Total 100% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Group presentation Each group of students will select a case or a special topic related to the development of non-profit organization for presentation. This learning activity is to facilitate students cooperative learning and to train their presentation, interpretation and organization skills. Emphasis will also be put on the applications of the theories and knowledge learnt in lectures. Individual Reflection Students are required to write an individual reflection on evaluating their learning processes and outcomes during and after attending the course. Students are especially encouraged to reflect on their changes in attitudes towards non-profit organizations in Hong Kong. Written Examination Students understanding and comprehension of the course materials will be assessed by written exam. Student Study Effort Required Class contact: Lectures 14 Hrs Seminars 20 Hrs Visits 8 Hrs Outside study: Self-study 28 Hrs Tung Wah College

218 Reading List and References Preparation for group presentations Preparation for individual assignments 28 Hrs 28 Hrs Total student study time 126 Hrs Textbooks 1. SINN, Elizabeth. Power and Charity: A Chinese Merchant Elite in Colonial Hong Kong. Hong Kong: Hong Kong University Press, References 2. CHAN, Kam Tong & MAK, Diana (ed.). Social Services Administration in Hong Kong: Theoretical Issues and Case Studies. River Edge, N.J.: World Scientific, Hong Kong, Benevolent City: Tung Wah and the Growth of Chinese Communities. Hong Kong: Hong Kong Museum of History, JONES, Catherine. Promoting Prosperity: The Hong Kong Way of Social Policy. Hong Kong: Chinese University Press, SALAMON, L. M. and ANHEIER, H. K. (eds.). Defining the Non-Profit Sector: A Cross-National Analysis. Manchester: Manchester University Press, SINN, Elizabeth, Chinese Patriarchy and the Protection of Women in 19 th Century Hong Kong. Maria Jaschok and Suzanne Miers (eds.) Chinese Women and Patriarchy: Submission, Servitude and Escape. London and Hong Kong: ZED Books and Hong Kong University Press, SKELDON, Ronald (ed.). Emigration from Hong Kong: Tendencies and Impacts. Hong Kong: The Chinese University Press, TICOZZI, Sergio. Historical Documents of the Hong Kong Catholic Church. Hong Kong: Catholic Archives, TSAI, Jung-fang. Hong Kong in Chinese History: Community and Social Unrest in the British Colony, New York: Columbia University Press, YIP, Hon-ming, Chinese Society, Colonial State: The Protection of Women in Early British Hong Kong. Lu Fang-shang (ed.), Voices and Silence (I): Women and the Nation in Modern China ( ). Taipei: Institute of Modern History, Academia Sinica, Web Resources 1. (Hong Kong Non-profit Journal) 2. (WiseGiving) Videos 4. 東 風 破 (Merry-go-round) (2010). 千 勣 企 業 有 限 公 司 Tung Wah College 2013

219 12 Course Description Form Course Code GEN1302 Course Title World Religions Credit Value 3 QF Level 4 Pre-requisite Nil Objectives 1. Impart general knowledge of worldviews and major religions of today to students 2. Introduce the origins, central beliefs, rituals, cust 3. oms and social organizations of the major religions 4. Inform students that religion being the most essential and indispensable part of a culture and society imparts a transcendent worldview to tell believers what is right and what is wrong 5. Inform students that a worldview imparts meaning of life to believers, guide their daily activities and evaluate the relations between culture and society 6. Guide students to reexamine their worldviews in terms of interpretative and evaluative framework Course Intended Outcomes (CILOs) Upon satisfactory completion of this course, the student should be able to: (a) define world views and their relationships with religions (b) trace the origins, central beliefs, rituals and customs of a religion (c) identify the links between sources of religious beliefs and the social organizations (d) interpret religious traditions with sympathetic understanding to their respective backgrounds, esp. to unbelievers (e) understand religious dimension of human life and ultimate concern Course 1. Introduction of World view Synopsis/ Monotheism Indicative Deism Syllabus Pantheism 2. Judaism As devotion to the Law of God, Torah 3. Christianity As love As Grace and Truth Theological problem of evil 4. Islam: Sunni and Shia Jihad and Eschatology theodicies 5. Hinduism: Maya: illusion Reincarnation &Caste system Moksha 6. Buddhism: The illusory nature of the physical world The noble truth of the cause of suffering Tung Wah College 2013

220 12 Middle path Karma and Nirvana 7. Taoism: The Tao Yin and Yang Feng Shui 8. Cult The definition of cult Exclusivism, inclusivism, & pluralism The emergence of cult & Teaching Methodology Lectures Lectures are used to introduce the concept of worldview, origin, central beliefs, rituals and customs of a religion. Problem-based learning (PBL) Case studies are used to invite students to analyze and compare cases through specific questions and examples. The interactive learning techniques are employed to develop students ability of questioning, summarizing, predicting, and clarifying strategies. More interactive and specific than a lecture, a seminar seeks to help students reformulate their inadequate concepts to adequate ones. Site visit or observation tour An observation tour or site visit personalizes knowledge and skills learned in lecture and PBL. through first-hand experience helps motivate students, stimulates their thinking, and encourage them to reflect on their own lives. An observation tour to church, temple or mosque not only broadens students horizons to the social organizations, but also sharpens their thinking and analytical skills. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) (e) 1. Quizzes Projects Site Visits 20 Total 100% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Quizzes Quizzes are set up to ensure students to grasp the essence of different worldviews and the basic facts of a religion. Group projects To heighten students capacities to conduct research, students are required to form groups of four. To assess students competence in Tung Wah College 2013

221 12 interpretation, analysis and evaluation, each group of students will select a case to analyze; that is, how a denomination of a religion respond to human predicament in modern time. Reflective journal for site visits As an outsider, each student is required to write a reflective journal after the site visit. Student Study Effort Required Reading List and References Class contact: Lectures 20 Hrs Problem-based learning 20 Hrs Site visits/tour 5 Hrs Outside study: Self-study Preparation for projects Preparation for site visits Total student study time 40 Hrs 40 Hrs 10 Hrs 135 Hrs Textbooks Shouler, Kenneth (2002). The Everything world s religions book. (2 nd ed.). MA: Adams Media. References 1. Armstrong, K. (2002). Islam: A short history. NY: Random House. 2. Banks, R. (1994). Paul s idea of community. Peabody, MA: Hendrickson Publishers. 3. Herrlee, Creel (1970). What is Taoism? Chicago: University of Chicago Press. 4. Kessler, G. E. (2003). Studying religion: An introduction through cases. 2 nd ed. Boston: McGraw-Hill. 5. Kinsley, David R. (1993). On Indian religion, read Hinduism: A cultural perspective. New Jersey: Prentice-Hall. 6. Miller, James (ed.) (2006).Chinese religions in contemporary societies. Santa Barara: ABC-CLIO. 7. Rahula, W. (1990). What the Buddha taught. London: Wisdom Publication. Related Web Resources 1. This site provides a complete text of the Daodejing in both English and Chinese You will find a lot of information about Moses on the Web. Tung Wah College 2013

222 Course Description Form 13 Course Code GEN1303 Course Title Popular Culture and Modern Society Credit Value 3 QF Level 4 Pre-requisite Nil Objectives 1. Introduce the unique nature and theories of popular culture. 2. Impart the general knowledge of the relationship between popular culture and capitalism to students. 3. Enhance students competence to analyze and criticize popular culture in our capitalistic society. 4. Encourage students to reexamine the impact of popular culture made on them or others. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus Upon satisfactory completion of this course, the student should be able to: (a) Explain the different theories on popular culture. (b) Understand the focus and the range of usable theories and methods adopted by each school of thought. (c) Analyse and evaluate popular culture in relation to the formation of capitalism, rise of mass media, commercialisation of culture, and lifestyle in comparative perspectives. (d) Interact with critical minds in examining messages embedded in the popular culture. (e) Re-examine their evaluative framework on aesthetic content. Course Synopsis Popular culture refers to various cultural forms such as watching television, listening to popular music, reading comic books, playing computer game and eating fast food. Popular culture is a valuable source of information about social life and how we live. It tells us a great deal about a society and how it changes over time. The aim of this course is to help students to understand, appreciate and be able to analyse the content as well as context of popular culture. This course introduces fundamental concepts and theories that enable students to better understand daily life. & Teaching Methodology Tung Wah College 2013 Indicative Syllabus 1. Mass society theory and mass culture 2. The Frankfurt school and the culture industry 3. Structuralism and popular culture 4. Marxism and popular culture 5. Feminism and popular culture 6. Postmodernism and popular culture 7. The decline of meta-narrative and popular culture Lecture Lectures are delivered to introduce different theories of popular culture. Tutorial

223 13 More interactive and specific than a lecture, a tutorial seeks to supply the information to complete the lecture and help students reengineer their inadequate concepts to adequate concepts. Lecturers at tutorial facilitate students critical thinking and integration of theoretical knowledge from lectures and the internet to address the concerns of the community. Problem-based learning (PBL) As a student-centered pedagogy, PBL positions students in a simulated real world working and professional context involving process and ethical problems need to be understood and resolved. PBL supplements both lectures and tutorials by guiding students to acquire new modes of handling knowledge and solving problem, such as discover the nature of a problem, identify the constraints and options of its resolution, specify the input variables, and understand the viewpoints involved. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) (e) Assignment: 70% Case studies Project 30% Total 100 % Student Study Effort Required Tung Wah College 2013 Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assignment: Case studies Case studies are used to assess student s learning and performance by asking them to tackle relevant problems. It guides students towards self-directed learning behavior to search for information and knowledge on answers to a proposed assumption. Project Students will form groups to select a case for presentation. Their interpretation, analysis and identification possible strategies will be assessed to see whether they are properly using the learned theories and principles. Class contact: Lectures 14 Hrs. Tutorials 28 Hrs. Outside study: Self-study 28 Hrs. Preparation of project and written assignments 56 Hrs.

224 13 Reading List and References Total student study time 126 Hrs. Textbook Strinati, Dominic (2004). An introduction to theories of popular culture. NY: Routledge. Tung Wah College 2013

225 Course Description Form 14 Course Code GEN1401 Course Title Traditional Chinese Medicine ( 中 醫 學 ) Credit Units 3 Level 4 Pre-requisite Nil Objectives 1. 介 紹 傳 統 中 國 文 化 之 基 本 特 點 及 其 對 中 醫 學 的 影 響 ; 2. 透 過 日 常 實 例, 介 紹 中 醫 學 有 關 的 基 本 概 念 和 原 理 ; 3. 介 紹 中 醫 學 在 國 內 外 發 展 的 一 般 狀 況 Course Upon completion of the course, students should be able to: Intended a. 確 認 中 醫 學 對 生 命 認 識 的 核 心 價 值 b. 聯 繫 中 醫 學 基 本 知 識, 運 用 於 日 常 起 居 飲 食 養 生 保 健 的 範 Outcomes 圍 (CILOs) c. 講 述 香 港 及 國 内 外 中 醫 發 展 一 般 狀 況, 對 香 港 及 國 內 外 中 醫 Course Synopsis/ Indicative Syllabus & Teaching Methodology 藥 發 展 作 出 分 析 及 一 般 評 價 1. 中 醫 的 文 化 思 想 - 中 國 文 化 與 中 醫 發 展 的 關 係 - 傳 統 文 化 與 中 醫 的 核 心 理 念 - 中 醫 對 人 體 的 認 識 - 基 本 中 藥 概 念 2. 中 醫 的 生 活 應 用 - 體 質 分 辨 - 作 息 與 四 時 養 生 - 經 絡 與 相 關 治 療 介 紹 - 男 女 保 健 3. 中 醫 與 現 今 社 會 - 香 港 中 醫 發 展 歷 史 與 現 況 - 國 內 外 中 醫 發 展 歷 史 與 現 況 Lecture Lectures are used to deliver course content. Tutorial Students will have chances to ask lecture-related questions in the tutorials to clarify anything they do not understand in the lectures. On top of that, tutorials instigate problem-based learning. Each time at the tutorial, a designed topic will be provided to students for them to integrate theories into their daily life through group discussion or presentation to ensure their fully understanding of the knowledge taught in the lectures. Assessment Methods in Alignment with Course Intended Outcomes Tung Wah College 2013 Specific assessment methods/tasks Class participation and Discussions % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c 10%

226 Assignments 40% Tests and Final 50% Examinations Total 100 % 14 Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Class participation and Discussions Class participation including both lectures and tutorials enable students to have the chances to learn the required knowledge and make sure they understand thoroughly by means of discussion in the tutorials. Assignments As part of the continuous assessment, there are 2 assignments to assess the students grasp of the basic concepts and theories, and the general ability to apply them to the daily life. Tests and Examinations There will be 1 middle-term test and the final examination to assess students overall achievement for the course according to the related intended learning outcomes. They are designed to assess the students comprehensive understanding of the knowledge of TCM and their capability to apply them to the daily life in the real-world. Student Study Effort Required Reading List and References Class contact: Lecture 28 Hrs. Tutorial 14 Hrs. Outside study: Self-study 28 Hrs. Preparation of presentations and written assignment 56 Hrs. Total student study time Textbook Nil 126 Hrs. Reference 1. 吳 敦 序 (1995) 中 醫 基 礎 理 論, 吳 敦 序 主 編, 上 海 : 上 海 科 學 技 術 出 版 社 2. 雷 載 權 (1995) 中 藥 學, 雷 載 權 主 編, 上 海 : 上 海 科 學 技 術 出 版 社 3. 譚 興 貴 (2003) 中 醫 藥 膳 學, 譚 興 貴 主 編, 北 京 : 中 國 中 醫 藥 出 版 社 4. 朱 文 鋒 (1995) 中 醫 診 斷 學, 朱 文 鋒 主 編, 上 海 : 上 海 科 學 技 術 出 版 社 5. 周 春 才 (2002) 中 醫 藥 食 圖 典, 北 京 : 中 國 文 聯 出 版 社 Tung Wah College 2013

227 6. 周 春 才 (2004) 漫 畫 黃 帝 內 經 靈 樞 篇, 台 北 : 台 灣 先 智 7. 張 大 明 (2006) 小 說 中 醫, 北 京 : 中 國 中 醫 藥 出 版 社 8. 郭 少 棠 (2002) 走 進 社 區 覓 舊 情, 香 港 : 油 尖 旺 區 議 會 9. 謝 永 光 (1998) 香 港 中 醫 藥 史 話, 香 港 : 三 聯 書 店 14 Related Web Resource 5. 神 農 氏 資 訊 站 Tung Wah College 2013

228 Course Description Form 15 Course Code GEN1402 Course Title Nutrition, Food and Disease in Global Perspective Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course aims to 1. Explain the basic structure and function of food components 2. Introduce the concepts of nutritious diets in respect to different ages, life styles and health conditions 3. Elucidate the pathogenesis of selected nutritional disorder 4. Summarize the common food pathogens found in Hong Kong Course Intended Outcomes (CILOs) Upon successful completion of this course, students should be able to: (a) Define the terms such as diet, nutrition and nutrient (b) Explain the basic components of food (c) Design different nutritious diets in respect to different life styles and health conditions (d) Develop insights on disease-related food and pathogens Course Synopsis/ Indicative Syllabus Tung Wah College The basic of nutrition a. Nutrition the basics b. Key nutrition concepts 2. Food components a. Carbohydrates b. Fats and other lipids c. Proteins d. Vitamins e. Water and minerals 3. Energy balance and weight control a. Metabolic rate b. BMI 4. Imbalance of energy intake and its consequence of metabolic disorders a. Obesity b. Diabetes c. Fatty liver 5. Planning nutritious diet a. Food grouping b. Functional food c. Dietary guides d. Food and supplement labels 6. Nutrition for a life time a. School-age children b. Adolescence c. Aged people 7. Food safety a. Microbes in food b. Food preservation c. Food additives

229 15 & Teaching Methodology Lecture Lectures are used to deliver course content. Tutorial Tutorials give students the opportunity to ask questions and clarify anything they did not understand in the lectures. Problem-based teaching Case scenarios and simulated situations are provided to mimic real-life problems. These case scenarios for the tutorial facilitate students decision-making skills and integration of theoretical knowledge from lectures and the internet to solve problems in daily life. Students will be guided through the problem-based learning process to develop the problem-solving ability, teamwork and communication skills required for working in the project assignment as well as the relevant discipline. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d Written 10 assignments Projects 50 Examinations 40 Total 100% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Student Study Effort Required Written assignments Students are required to answer structural questions on evaluation of the concepts taught. Projects Project evaluates student s learning by tackling relevant problems. It guides students towards self-directed learning behavior to search for information and knowledge on answers to a proposed assumption. Examinations Student s general understanding in food components, nutrition and food related pathogens and diseases can be assessed by examination. Class contact: Lectures 20 Hrs Tutorials 14 Hrs Problem-based 8 Hrs Outside study: Self-study 28 Hrs Tung Wah College 2013

230 15 Reading List and References Preparation for projects and written 56 Hrs assignments Total student study time 126 Hrs Textbook Wendy J. Schiff, Gordon M. Wardlaw. (2009). Nutrition for healthy living. 1 st ed. New York: McGraw Hill. References 1. iinsel, Paul M., Ross Don. (2009). Nutrition. 3 rd ed. Jones & Bartlett Publishers. 2. Janice L. Thompson, Melinda M. Manore, Linda A. Vaughan. (2010). The Science of Nutrition. 2 nd ed. San Francisco, Calif.: Pearson Benjamin Cummings. 3. Michael J. Gibney, Susan A. Lanham-New, Aedin Cassidy, and Hester H. Vorster. (2009). Introduction to Human Nutrition. 2 nd ed. Chichester, West Sussex, U.K.; Ames, Iowa: Wiley-Blackwell. 4. Williams, Melvn H. (2009). Nutrition for Health, Fitness, & Sport. 9 th ed. New York: McGraw Hill. Tung Wah College 2013

231 16 Course Description Form Course Code GEN1403 Course Title Introduction to Health Informatics Credit Value 3 Level Elementary Level Pre-requisite Nil Objectives In order to be responsive to the present and future information revolution, all health care workers need to have a basic understanding on the use of information and communication technology (ICT) in health care setting. This subject is designed to help students accomplish this goal. It also provides students with an understanding of the ICT usage in use of computer in medical research. Knowledge derived from the previous courses and clinical experience will enhance their exploration of computer usage in health care (PILO 2, 4, 5, 6). Course Intended Outcomes Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon completion of the course, students will be able to: a. recognize the basic understanding of how ICT applied to health services (PILO 2, 4, 5, 6 ) b. know what kinds of computer systems are in use in health care setting (PILO 2, 4, 5, 6 ) c. explore the computerization in health care practice, education and research (PILO 2, 4, 5, 6 ) d. identify the potential privacy and ethical issues related to the ICT usage in health care setting (PILO 2, 4, 5, 6 ) 1. Introduction to ICT in health care setting 2. Development of computer applications in the health care system 3. Benefits and constraints of a computerized information system 4. Computerized information processing 5. Major applications for computers in the area of: 5.1 Patient care 5.2 Administration of health services in Hong Kong 5.3 Health sciences education 5.4 Health care research 5.5 Intelligent Health Systems 5.6 Health Communications systems and Telehealth 6. Social and ethical aspects of health data automation Lecture Lectures are scheduled to provide theoretical knowledge underpinning basic understanding of the subject matter, supplemented with short videos if appropriate. Tung Wah College 2013 Computer Laboratory Laboratory works provide practice in applying the knowledge that has been presented in lecture and in developing essential skills. Its aims to give hands-on-experience and practice for students to integrate knowledge into skills. Students are expected to have hands on experience on some of the software/ict application.

232 16 Seminar It is used to help students gain better understanding of the topics covered in lectures. They are also used to strengthen students oral presentation skills through presentations. Students will work in groups of 4-6. They are expected to formulate their group proposal and present their idea. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Online Quiz Computer 40 laboratorial activities 3. Group Project 30 Total 100 Online Quiz It is used to assess students learning about the concepts learned. It allows them to reflect, and identify areas for improvement in studying this subject. The multiple choice questions can be used to assess their knowledge on disease process, clinical skills and drugs (PILO 2, 4, 5, 6). Computer laboratorial activities They are employed to assess students active participation in their understanding of knowledge through the actual hands on experience of using computers (PILO 2, 4, 5, 6). Group project Students will form groups to select a case for presentation. Their interpretation, analysis and identification possible strategies will be assessed to see whether they are properly using the learned theories and principles (PILO 2, 4, 5, 6). Student Study Effort Required Reading List and References Class contact: Lecture 24Hrs. Computer Laboratory 9Hrs. Seminar 12Hrs. Other student study effort: Self-study 58 Hrs. Preparation for assessment 32 Hrs. Total student study effort 135 Hrs. Reference book Glaser, J.P., & Salzberg, C. (2011). The strategic application of information technology in health care organizations (3 rd Ed). San Francisco: John Wiley & Sons. Tung Wah College 2013

233 16 Recommended readings 1. Shortliffe, E.H., & Cimino, J.J. (Ed.) (2006). Biomedical informatics: Computer applications in health care and biomedicine (3 rd Ed). Baltimore: Springer Science. 2. Sullivan, F., & Wyatt, J.C. (2006). ABC of health informatics. Massachusetts: Blackwell Publishing Inc. 3. Taylor, P. (2006). From patient data to medical knowledge: The principles and practice of health informatics. Massachusetts: Blackwell Publishing Inc. 4. Thomas-Brogan, T. (2009). Health information technology basics: A concise guide to principles and practice. Boston: Jones and Bartlett Publishers. 5. Carter, J.H. (2008). Electronic Health Records: a guide for cliniciansand administrators. (2 nd ed.) Philadelphia: American College of Physicians. 6. Ball, M.J., Douglas, J.V., & Walker, P.H. (2011). Nursing Informatics: Where Caring and Technology Meet (Health Informatics). London: Springer. Useful web sites 1. Public Private Partnership, Hospital Authority 2. UK Council for Health Informatics Professions 3. The American Medical Informatics Association 4. The Australian Health Informatics Education Council 5. American Telemedicine Association 6. Canada s Health Informatics Association Tung Wah College 2013

234 Course Description Form 17 課 程 編 號 GEN2002 課 程 名 稱 Creative Writing in Chinese ( 創 意 中 文 寫 作 ) 學 分 3 水 平 4 先 修 課 無 目 標 本 科 以 多 元 開 放 的 教 學 模 式, 介 紹 各 種 富 有 趣 味 和 啟 發 性 的 方 法, 如 模 仿 創 新 法 感 官 刺 激 法 圖 像 記 憶 法 角 度 轉 換 法 等, 並 通 過 不 同 文 類, 如 散 文 新 詩 小 說 的 寫 作 練 習, 激 發 學 生 的 創 意 思 維, 提 高 其 寫 作 與 表 達 能 力 預 期 學 習 成 果 學 生 在 完 成 此 課 程 後 應 能 夠 : (CILOs) a. 透 過 文 字 閱 讀 和 視 聽 資 訊 領 會 文 學 作 品 之 美 b. 透 過 多 類 型 啟 發 思 考 的 方 式, 以 掌 握 較 佳 的 表 達 技 巧 c. 從 不 同 的 角 度 與 情 景 去 思 考 生 活 問 題, 且 能 總 結 及 陳 述 不 同 的 觀 點 d. 整 合 抽 象 概 念, 透 過 寫 作 提 出 獨 特 的 看 法 課 程 簡 介 1. 創 意 是 什 麼? 2. 創 意 寫 作 方 法 介 紹 3. 文 字 與 創 意 4. 視 覺 欣 賞 與 創 意 寫 作 4.1 繪 畫 4.2 攝 影 4.3 插 畫 4.4 電 影 5. 作 品 討 論 與 評 論 教 學 及 學 習 模 式 課 堂 講 學 以 多 元 開 放 的 教 學 模 式, 介 紹 各 種 富 有 趣 味 和 啟 發 性 的 方 法 與 預 期 學 習 成 果 一 致 的 評 估 方 法 : 小 組 研 討 透 過 各 種 富 有 趣 味 和 啟 發 性 的 方 法, 激 發 同 學 的 創 意 思 維, 並 鼓 勵 同 學 書 寫 各 種 文 類 的 作 品, 提 高 其 寫 作 與 表 達 能 力 評 估 方 法 比 重 待 評 估 的 預 期 學 習 成 果 (%) a b c d 創 意 寫 作 70 討 論 與 評 論 30 總 計 100 創 意 寫 作 透 過 不 同 形 成 的 創 意 寫 作 練 習, 評 核 同 學 對 各 種 寫 作 技 巧 的 掌 握, 以 及 寫 作 與 表 達 能 力 Tung Wah College 2013

235 討 論 與 評 論 透 過 課 堂 討 論 與 寫 作 評 論, 評 核 學 生 對 抽 象 概 念 的 整 合 能 力, 以 及 多 元 的 思 考 能 力 17 預 期 之 學 習 時 間 分 配 參 考 書 籍 和 文 獻 課 堂 講 學 15 小 時 小 組 研 討 30 小 時 自 我 研 習 總 計 參 考 書 Nil 90 小 時 135 小 時 推 薦 閱 讀 1. 張 高 評 主 編 (2008) 實 用 中 文 講 義 台 北 : 東 大 圖 書 公 司 2. 賴 聲 川 (2006) 賴 聲 川 的 創 意 學 台 北 : 天 下 雜 誌 股 份 有 限 公 司 3. 詹 宏 志 (1996) 創 意 人 創 意 思 考 的 自 我 訓 練 台 北 : 麥 田 出 版 社 Tung Wah College 2013

236 Course Description Form 18 課 程 編 號 GEN2003 課 程 名 稱 Putonghua ( 普 通 話 ) 學 分 3 水 平 4 先 修 課 無 目 標 本 課 程 是 初 級 普 通 話, 供 初 學 普 通 話 的 同 學 修 讀 本 課 程 著 重 教 授 漢 語 拼 音 普 通 話 發 音 粵 普 詞 彙 對 照 等, 以 日 常 生 活 事 例, 讓 同 學 透 過 朗 讀 會 話 聽 寫 等 練 習, 掌 握 基 本 的 普 通 話 發 音 和 聽 說 能 力 預 期 學 習 成 果 學 生 在 完 成 此 課 程 後 應 能 夠 : (CILOs) a. 正 確 運 用 漢 語 拼 音 b. 掌 握 普 通 話 發 音 c. 辨 析 普 通 話 與 廣 州 話 在 詞 彙 語 音 語 法 上 的 分 別 d. 具 備 普 通 話 溝 通 能 力 課 程 簡 介 1. 互 相 認 識 : 掌 握 聲 母 2. 問 路 : 掌 握 聲 母 韻 母 3. 娛 樂 消 閒 : 掌 握 韻 母 聲 調 4. 旅 遊 : 掌 握 聲 調 粵 普 對 應 詞 彙 5. 飲 食 : 掌 握 變 調 粵 普 對 應 詞 彙 6. 健 康 : 掌 握 輕 聲 粵 普 對 應 詞 彙 7. 面 試 : 掌 握 兒 化 音 粵 普 對 應 詞 彙 8. 我 們 的 香 港 : 掌 握 粵 普 對 應 詞 彙 語 法 分 別 9. 了 解 中 國 : 掌 握 粵 普 語 法 的 分 別 10. 認 識 世 界 : 掌 握 粵 普 語 法 的 分 別 教 學 及 學 習 模 式 課 堂 講 學 透 過 課 堂 講 學 教 授 同 學 漢 語 拼 音 普 通 話 發 音 粵 普 詞 彙 對 照 等 與 預 期 學 習 成 果 一 致 的 評 估 方 法 : 小 組 研 討 在 小 組 研 討 中, 透 過 各 種 模 擬 練 習, 訓 練 同 學 的 聆 聽 與 說 話 能 力 評 估 方 法 比 重 (%) 待 評 估 的 預 期 學 習 成 果 a b c d 1. 功 課 和 課 堂 報 告 測 驗 考 試 40 總 計 100 Tung Wah College 2013 功 課 和 課 堂 報 告 透 過 課 堂 功 課, 評 核 同 學 的 漢 語 拼 音 普 通 話 發 音 粵 普 詞 彙

237 18 對 照 等 測 驗 測 驗 以 短 答 題 與 口 語 表 達 為 主, 評 核 同 學 的 漢 語 拼 音 普 通 話 發 音 粵 普 詞 彙 對 照 等, 以 及 聆 聽 和 說 話 能 力 期 終 考 試 期 終 考 試 的 內 容 包 括 短 答 題 及 長 答 題, 以 評 核 同 學 的 漢 語 拼 音 普 通 話 發 音 粵 普 詞 彙 對 照 等, 以 及 聆 聽 和 說 話 能 力 預 期 之 學 習 時 間 分 配 參 考 書 籍 和 文 獻 課 堂 講 學 28 小 時 小 組 研 討 14 小 時 自 我 研 習 總 計 參 考 書 Nil 84 小 時 126 小 時 推 薦 閱 讀 1. 曾 子 凡 (2009) 香 港 人 學 說 普 通 話 香 港 : 三 聯 書 店 2. 丁 國 玲 等 合 著 (2002) 普 通 話 新 教 程 香 港 : 香 港 大 學 專 業 進 修 學 院 3. 曾 子 凡 (2002) 廣 州 話 普 通 話 對 比 趣 談 香 港 : 三 聯 書 店 Tung Wah College 2013

238 Course Description Form 19 課 程 編 號 GEN2004 課 程 名 稱 Cantonese ( 廣 州 話 ) 學 分 3 水 平 4 先 修 課 無 目 標 本 科 為 來 自 內 地 且 不 熟 悉 廣 州 話 的 同 學 而 設, 著 重 指 導 同 學 廣 州 話 的 聽 力 與 口 語 表 達 能 力 課 程 內 容 主 要 為 引 介 廣 州 話 基 礎 知 識, 如 拼 音 發 音 詞 彙 語 法 等, 並 透 過 各 種 不 同 課 題, 包 括 本 地 文 化 社 會 狀 況 教 育 制 度, 以 助 同 學 應 付 日 常 生 活 與 學 習 需 要 預 期 學 習 成 果 學 生 在 完 成 此 課 程 後 應 能 夠 : (CILOs) a. 掌 握 廣 州 話 發 音 b. 掌 握 廣 州 話 拼 音 c. 認 識 廣 州 話 與 普 通 話 在 詞 彙 語 音 與 語 法 上 的 分 別 d. 正 確 使 用 廣 州 話 作 為 日 常 溝 通 語 言 課 程 簡 介 1. 廣 州 話 發 音 與 拼 音 2. 香 港 常 用 俚 語 3. 認 識 自 己 : 香 港 常 見 華 人 姓 氏 代 名 詞 4. 校 園 生 活 : 問 候 課 外 活 動 5. 飲 食 : 點 菜 廣 東 飲 食 文 化 6. 旅 遊 : 認 識 香 港 交 通 工 具 7. 購 物 : 查 問 商 品 折 扣 優 惠 8. 娛 樂 : 看 電 影 運 動 教 學 及 學 習 模 式 課 堂 講 學 透 過 課 堂 講 學 引 介 廣 州 話 基 礎 知 識, 並 透 過 各 種 不 同 課 題, 包 括 本 地 文 化 社 會 狀 況 教 育 制 度, 以 助 同 學 應 付 日 常 生 活 與 學 習 需 要 與 預 期 學 習 成 果 一 致 的 評 估 方 法 : 小 組 研 討 在 小 組 研 討 中, 在 小 組 研 討 中, 透 過 各 種 模 擬 練 習, 訓 練 同 學 的 聆 聽 與 說 話 能 力 評 估 方 法 比 重 (%) 待 評 估 的 預 期 學 習 成 果 a b c d 1. 功 課 和 課 60 堂 報 告 2. 測 驗 期 終 考 試 30 總 計 100 Tung Wah College 2013 功 課 和 課 堂 報 告 透 過 課 堂 功 課, 評 核 同 學 的 廣 州 話 發 音 廣 州 話 拼 音 粵 普 詞 彙 對 照 等 測 驗

239 測 驗 以 短 答 題 與 口 語 表 達 為 主, 評 核 同 學 的 廣 州 話 發 音 廣 州 話 拼 音 粵 普 詞 彙 對 照 等, 以 及 聆 聽 和 說 話 能 力 期 終 考 試 期 終 考 試 的 內 容 包 括 短 答 題 及 長 答 題, 以 評 核 同 學 的 廣 州 話 發 音 廣 州 話 拼 音 粵 普 詞 彙 對 照 等, 以 及 聆 聽 和 說 話 能 力 19 預 期 之 學 習 時 間 分 配 參 考 書 籍 和 文 獻 課 堂 講 學 28 小 時 小 組 研 討 14 小 時 自 我 研 習 總 計 參 考 書 Nil 84 小 時 126 小 時 推 薦 閱 讀 1. 香 港 中 文 大 學 新 雅 語 文 研 習 所 (2005) 粵 語 速 成, 香 港 : 香 港 中 文 大 學 新 雅 語 文 研 習 所 2. 曾 子 凡 (2002) 廣 州 話 普 通 話 對 比 趣 談, 香 港 : 三 聯 書 店 3. 曾 子 凡 (2002) 廣 州 話 普 通 話 口 語 詞 對 譯 手 册, 香 港 : 三 聯 書 店 Tung Wah College 2013

240 Course Description Form 20 Course Code GEN2005 Course Title Information Technology and Multimedia Applications Credit Value 3 QF Level 4 Pre-requisite Nil Objectives 1. Helps students develop a broad understanding of the rich mix of multimedia concepts and technologies. 2. Employs multimedia technology to improve information distribution. 3. Helps students choose appropriate forms of multimedia applications to present information. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Assessment Methods in Alignment with Course Intended Outcomes Upon completion of the course, students should be able to: a. produce multimedia projects from concept to delivery. b. manage multimedia projects. c. choose appropriate forms of multimedia applications for information presentation. d. develop a portfolio to show prospective employers or clients. e. know how information technologies can help solve problems. f. apply various IT skills and tools to enhance working performance as appropriate. Advancements in communication speed and computer technology allow one to transmit and manipulate complex information, such as image, audio and video, very easily and efficiently. It has become normal for a university graduate to possess knowledge in information technology and to know how to produce multimedia contents. This course aims to equip students with the essential skills to put together a multimedia presentation. Course content will be delivered through lectures. Key knowledge and skills on presentation and discussion. Practical class exercises are required to implement with appropriate tools/software during lessons. Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) (e) (f) Individual 30 Assignments Group Project 40 Final Examination 30 Total 100 % Tung Wah College 2013

241 20 Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Individual Assignments Apply various IT skills and tools to enhance working performance as appropriate. Group Project Choose appropriate forms of multimedia applications for information presentation. Develop a portfolio to show prospective employers or clients. Final Examination Students will be assessed their knowledge in how information technologies can help solve problems through a final examination. Student Study Effort Required Class contact: Lectures 28 Hrs. Tutorials 14 Hrs. Outside study: Self-study 28 Hrs. Preparation of presentations and written assignments Total student study time 56 Hrs. 126 Hrs. Reading List and References Required Texts: 1. Chapman, N. & Chapman, J. (2009). Digital Multimedia. (3th Edition). Wiley. 2. McGloughlin, S. (2001). Multimedia: Concepts and Practice. Prentice Hall. Tung Wah College 2013

242 Course Description Form 21 Course Code GEN2006 Course Title Enhancing Academic English Skills Credit Value 3 QF Level 4 Pre-requisite Nil Objectives The objective of this course is to further make students competent and confident in using English accurately and fluently. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon completion of the course, students should be able to: (a) interpret the inferred, connotative and figurative meanings in a text (b) paraphrase and summarize texts to make better communication (c) write and inquire appropriately in a given topic with the skills of academic writing using academic and idiomatic vocabulary and correct citation styles (d) evaluate and select the available sources of information critically for academic writing (e) draw outlines for discussion based on the collection of information and ideas (f) produce a short academic essay with accuracy and fluency This course is intended to help students further develop their language skills in academic writing in English that is required at the university level. The course aims to enable students to gain better understanding of the grammar and the language use. By the end of the course, students should be able to write well-organized summaries and short essays following the conventions of academic writing, using appropriate expressions. Lectures Course content will be delivered primarily through lecture. Key knowledge and skills on presentation, discussion, critical reading and essay writing will be covered. Seminars It is used to help students gain better understanding of the topics covered in lectures. They are also used to strengthen students oral presentation skills through individual presentations and class discussion. progress of students will be monitored and feedback and support will also be provided as appropriate. Tung Wah College 2013

243 21 Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e f Assignments 40% Presentations 30% and discussions Examinations 30% Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assignments Student s ability in using English and presenting ideas can be assessed by written assignments. Presentations and discussions Student s ability to present information and ideas orally can be assessed by individual oral presentations and group discussions. Examinations Student s ability in comprehending English texts, presenting ideas and writing effectively can be assessed by the final examination. Student Study Effort Required Reading List and References Class contact: Lectures 14 Hrs. Seminars 28 Hrs. Outside study: Self-study 28 Hrs. Preparation of presentations and assignments 56 Hrs. Total student study time Textbook Nil 126 Hrs. References 1. Bailey, S. (2003). Academic Writing: A Practical Guide for Students. London: Nelson Thornes Ltd. [Part 1, 2,3 and 4] 2. Giltrow, J. (2002). Academic Writing: Writing and Reading in the Disciplines (3 rd ed.). Ontario: Broadview Press Ltd. 3. Giltrow, J., Gooding, R. A., Burgoyne, D. & Sawatsky, M (2005). Academic Writing: An Introduction. Ontario: Broadview Press Ltd. 4. Hamp-Lyons, L. & Heasley, B. (2006). Study Writing: A Course in Tung Wah College 2013

244 21 Writing Skills for Academic Purposes. Cambridge: Cambridge University Press. 5. McCarthy, M. & O'Dell, F. (2008). Academic Vocabulary in Use. Cambridge: Cambridge UP. Tung Wah College 2013

245 Course Description Form 22 Course Code GEN3001 Course Title Critical Thinking in English Credit Value 3 QF Level 5 Pre-requisite Nil Objectives The objective of this course is to develop students competencies in critical thinking through critique writing and evaluation. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon completion of the course, students should be able to: (a) summarize texts from a wide range of materials related to local and world issues skillfully and effectively (b) discuss and evaluate critically on cont (c) roversial issues with application of sharing and responding skills (d) write a critique with appropriate developments of ideas logically and critically (e) analyze text critically with appropriate evidence quoting from the original sources (f) respond tactically to questions from others and pose intelligent questions of their own in class and in group discussions (g) produce oral and written reports with appropriate rhetorical patterns, accurate grammar and a wide range of vocabulary This course is intended to develop students critical thinking in English through reading, writing, and discussing current local and global issues. Students will learn to critically examine key issues and to draw relationships from within and across the disciplines. Through working on this course, students will become more competent in analysis, organization and presentation of ideas in English logically, accurately and fluently. Lectures Course content will be delivered primarily through lectures. Key knowledge and skills on presentation, discussion, critical reading and essay writing will be covered. Tutorials and Seminars Students have chances to clarify confusion from the lectures and/or have elaboration on certain points. Topics will be provided to integrate formal analysis into context to ensure students understanding of the subjects taught in the lectures. Tung Wah College 2013

246 22 Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e f Assignments 60% Presentations 40% and discussions Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assignments Student s ability in using English and presenting ideas can be assessed by written assignments. Presentations and discussions Student s ability to present information and ideas orally can be assessed by individual oral presentations and group discussions. Student Study Effort Required Reading List and References Class contact: Lectures 14 Hrs. Tutorials and Seminars 28 Hrs. Outside study: Self-study 28 Hrs. Preparation of presentations and assignments 56 Hrs. Total student study time Textbook Nil 126 Hrs. References 1. Brink-Budgen, R. (2000). Critical Thinking for Students: Learn the Skills of Critical Assessment and Effective Argument. Oxford: How To Books Ltd. 2. Cogan, R. (1998). Critical Thinking: Step by Step. Maryland: University Press of America 3. Gibbs, L. & Gambrill, E. (2009). Critical Thinking for Helping Professionals: A Skills-Based Workbook (3 rd ed.). New York: Oxford University Press. 4. Hughes, W. & Lavery, J. (2004). Critical Thinking: An Introduction to the Basic Skills (4 th ed.). Canada: Broadview Press Ltd. [Chapter 1, 4, 9, 10 and 11] Tung Wah College 2013

247 Course Description Form 23 Course Code GEN3002 Course Title Life Skills Credit Units 3 Level 5 Pre-requisite Nil Objectives The objective of this course is to introduce the concept of boundary to students; guide students to examine their current boundaries in different contexts; empower them to negotiate and develop health boundaries in different contexts; and guide them to deliberate what action to take to maintain one s own physical, mental and emotional well-being. Course Intended Outcomes Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon completion of the course, students should be able to: a. understand the concepts of boundary and apply ten laws of boundaries in life b. identify their conflict styles and the basic values of self and others in order to develop meaningful interpersonal relationships in different settings c. analyze the pressure and problems that they face as they grow up, and make their own judgments to deal with the problems d. negotiate and develop healthy boundaries and measure success with boundaries e. develop a positive mindset and a humanistic attitude to resolve conflicts and act upon conflicts In the 21 st century quality education, it is essential that students should be nourished to become a compassionate human being and that they learn to shoulder their responsibilities. Adolescence is a time of immense creative energy, self discovery and a desire to explore the world. This course aim to introduce life skills to students in order to acquire knowledge and to develop attitude for healthy behaviors. Qualities of life skills such as sociability, flexibility, adaptability, and self-reliance could help young adults achieve holistic development. Lecture Lectures will be delivered on the fundamental concept and principles of boundaries in various contexts. Tung Wah College 2013 Tutorial It is used to help students gain better understanding of the concept of boundary and the ten law of boundaries covered in lectures. Case studies will also be employed to strengthen students analytical and evaluative skills through class discussion. progress of students will be monitored and feedback and support will also be provided as appropriate. Students are encouraged to reexamine their own boundaries and apply the ten laws of boundaries to resolve conflicts.

248 23 Questionnaires, role play or simulation game Questionnaires, role play and simulation games will be employed for students to explore their beliefs and values and to consolidate the concepts and principles learned in lectures. Role play and simulation games are used to sharpen the skills/competence. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Case studies Group project Class 20 participation Total 100 Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Case studies Cases studies will be used to assess students understanding and competence. Group project Each student group will be required to submit and present a project report. The topic will be determined after consultation with the group tutor. Class participation Active individual input during class discussion, role play or simulation game will be assessed. Student Study Effort Required Reading List and References Class contact: Lecture 14 Hrs. Tutorial 28 Hrs. Outside study: Self-study 28 Hrs. Preparation of presentation and written assignment 56 Hrs. Total student study time 126 Hrs. Textbook Cloud, H. & Townsend, J. (1992). Boundaries: When to say yes, when to say no, to take control of your life. NY: Gale. Tung Wah College 2013

249 Course Description Form 24 課 程 編 號 GEN 3101 課 程 名 稱 Hong Kong Literature in Context ( 香 港 文 學 ) 學 分 3 水 平 5 先 修 課 無 目 標 本 課 程 內 容 集 中 於 由 五 十 年 代 至 千 禧 年 之 間 的 香 港 文 學 本 課 程 旨 在 讓 學 生 瞭 解 香 港 文 學 史 文 類, 與 重 要 作 家, 如 劉 以 鬯 西 西 也 斯, 並 透 過 不 同 時 期 的 香 港 文 學 作 品, 認 識 本 土 的 藝 術 政 治 社 會 的 脈 絡 預 期 學 習 成 果 (CILOs) 學 生 在 完 成 此 課 程 後 應 能 夠 : ( 一 ) 通 過 閱 讀 文 學 作 品, 加 深 認 識 香 港 文 學 ( 二 ) 運 用 所 學 以 評 鑑 不 同 文 類 與 藝 術 價 值 ( 三 ) 評 論 香 港 文 學 作 品 ( 四 ) 分 析 與 批 判 香 港 文 學 文 化 與 政 治 之 間 關 係 課 程 簡 介 1. 南 來 作 家 : 蕭 紅 舒 巷 城 2. 都 市 生 活 : 劉 以 鬯 對 倒 3. 身 份 認 同 : 西 西 浮 城 誌 異 4. 魔 幻 現 實 : 也 斯 剪 紙 5. 九 七 大 限 : 黃 碧 雲 失 城 6. 香 港 散 文 : 梁 錫 華 董 橋 陶 傑 小 思 胡 燕 青 7. 香 港 早 期 新 詩 : 鷗 外 鷗 馬 朗 柳 下 木 8. 香 港 六 七 十 年 代 新 詩 : 鄧 阿 藍 李 國 威 鍾 玲 玲 葉 輝 飲 江 古 蒼 梧 9. 新 生 代 作 家 : 韓 麗 珠 謝 曉 虹 教 學 及 學 習 模 式 課 堂 講 學 透 過 課 堂 講 學 向 同 學 講 解 香 港 文 學 的 發 展, 兼 及 研 讀 五 十 年 代 以 來 的 作 品, 包 括 小 說 散 文 新 詩 小 組 研 討 透 過 同 學 的 討 論 與 報 告, 深 入 了 解 香 港 文 學 的 特 質, 並 由 此 關 注 與 香 港 社 會 相 關 的 議 題 參 觀 香 港 文 學 景 點 帶 領 同 學 參 觀 香 港 文 學 景 點, 讓 同 學 親 身 感 受 作 家 的 寫 作 情 懷 與 作 品 意 義 Tung Wah College 2013

250 24 與 預 期 學 習 成 果 一 致 的 評 估 方 法 : 評 估 方 法 比 重 待 評 估 的 預 期 學 習 成 果 (%) a b c d 1. 功 課 課 堂 報 告 香 港 文 學 景 點 報 告 20 總 計 100 功 課 和 課 堂 報 告 透 過 功 課 和 課 堂 報 告, 評 核 學 生 對 香 港 文 學 的 認 識 預 期 之 學 習 時 間 分 配 參 考 書 籍 和 文 獻 香 港 文 學 景 點 報 告 同 學 在 參 觀 香 港 文 學 景 點 後, 需 要 撰 寫 一 份 報 告, 內 容 包 括 景 點 特 色 參 觀 感 受 等 課 堂 講 學 24 小 時 小 組 研 討 14 小 時 參 觀 4 小 時 自 我 研 習 總 計 參 考 書 Nil 84 小 時 126 小 時 Tung Wah College 2013 推 薦 閱 讀 1. 小 思 編 著 (2007) 香 港 文 學 散 步, 香 港 : 商 務 印 書 館 2. 黃 燦 然 主 編 (2007) 香 港 新 詩 名 篇, 香 港 : 天 地 圖 書 有 限 公 司 3. 關 夢 南 編 (2007) 香 港 散 文 選 讀, 香 港 : 風 雅 出 版 社 4. 劉 以 鬯 主 編 (2006) 香 港 短 篇 小 說 百 年 精 華, 香 港 : 三 聯 書 店 ( 香 港 ) 有 限 公 司 5. 也 斯 (2003) 剪 紙, 香 港 : 牛 津 大 學 出 版 社 6. 張 美 君 朱 耀 偉 編 (2002) 香 港 文 文 化 研 究, 香 港 : 牛 津 大 學 出 版 社 7. 王 德 威 (2002) 跨 世 紀 風 華 : 當 代 小 說 20 家, 台 北 : 麥 田 8. 劉 以 鬯 (2000) 對 倒, 香 港 : 獲 益 出 版 事 業 有 限 公 司 9. 黃 繼 持 盧 瑋 鑾 鄭 樹 森 編 (1998) 香 港 新 詩 選 : , 香 港 : 香 港 中 文 大 學 人 文 學 科 硏 究 所 香 港 文 化 硏 究 計 劃 10. 盧 瑋 鑾 (1993) 南 來 作 家 淺 說, 台 北 : 聯 合 報 系 文 化 基 金 會

251 何 福 仁 編 (1992) 西 西 卷, 香 港 : 三 聯 書 店 ( 香 港 ) 有 限 公 司 12. 劉 以 鬯 編 (1991) 劉 以 鬯 卷, 香 港 : 三 聯 書 店 ( 香 港 ) 有 限 公 司 Tung Wah College 2013

252 Course Description Form 25 Course Code GEN3102 Course Title Genres in Hong Kong Cinema Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 1. Provide an overview of the role of genre in Hong Kong film history, recognizing how some of the most popular genres express Hong Kong culture. 2. Develop students cinematic literacy, i.e. knowledge of the basic technical and critical vocabulary of films. 3. Develop students critical thinking skills by interacting with films through writing and discussion. Course Intended Outcomes Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon completion of the course, students should be able to: (a) Understand and identify the various conventions of film genre; (b) Explain how genres are used in the Hong Kong film industry and in shaping Hong Kong culture; (c) Evaluate and analyse the influences of Hong Kong genre films on other cultures and vice versa; and (d) Produce film critiques and writings on various Hong Kong genre films. The purpose of this course is to examine the primary genres that constitute the cultural significance of Hong Kong cinema. In this course, several major genres will be examined including Action and Crime, Wuxia and Kung Fu, Comedy, Urban Drama, Chinese Horror, and Art-house Cinema. This course aims to explore the strategies and cinematic conventions behind each genre, the reasons for its development and its significance in the context of its time and its influence on other cultures. Lecture Course content will be delivered primarily through lectures, aiming at providing background information and the fundamental concepts that are important to develop effective understanding of the course content. Tutorial Tutorials will give students the opportunity to review and discuss in greater details the specific topics discussed in lectures. Students are encouraged to share with classmates their insights. Screening Feature length films or short film clips will be screened in lectures or tutorials to illustrate the key concepts and facilitate analysis. Assessment Methods in Alignment with Course Intended Tung Wah College 2013 Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d

253 Outcomes 1. Assignments: Reviews & Journals 2. Group Project Presentation 3. In-class Assignments Total 100 % 30% 40% 30% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: 25 Assignments: Reviews & Journals Students are required to write short pieces of written work (at least one film review). They are expected to reflect on and critically analyse what they have learnt. Group Project Presentation Students are required to work in a group setting and present on a given topic or genre film. Their ability to present information and ideas orally can be assessed. In-class Assignments Students understanding and comprehension of the course materials will be assessed by in-class assignments. Student Study Effort Required Reading List and References Class contact: Lecture 28 Hrs. Seminar 14 Hrs. Outside study: Self-study 28 Hrs. Preparation of presentation and written assignment 56 Hrs. Total student study time 126 Hrs. Textbook Bordwell, D. (2011). Planet Hong Kong: Popular cinema and the art of entertainment (2nd ed.). Irvington Way Institute Press. Tung Wah College 2013 References 1. Altman, R. (1999). Film/Genre. London: British Film Institute. 2. Cheuk, Pak Tong. (2008). Hong Kong New Wave Cinema ( ). Chicago: The University of Chicago Press. 3. Choi, J. & Wada-Marciano, M. (Eds.). (2009). Horror to the extreme: Changing boundaries in Asian Cinema. Hong Kong: Hong Kong University Press. 4. Bordwell, D. (2008). Film Art: An introduction. New York: McGraw-Hill. 5. Fu, P. & Desser, D. (Eds.). (2000). The cinema of Hong Kong: History,

254 arts, identity. Cambridge; New York: Cambridge University Press. 6. Pang, L. & Wong, D. (Eds.). (2005). Masculinities and Hong Kong Cinema. Hong Kong: Hong Kong University Press. 7. Teo, S. (2009). Chinese Martial Arts Cinema: The Wuxia tradition. Edinburgh: Edinburgh University Press. 8. Wong, A. L. (Ed.). (2003). The Shaw screen: A preliminary study. Hong Kong: Hong Kong Film Archive. 9. Yau, E.C.M. (Ed.). (2001). At full speed: Hong Kong Cinema in a borderless world. Minneapolis: University of Minnesota Press. 25 Tung Wah College 2013

255 Course Description Form 26 課 程 編 號 GEN3201 課 程 名 稱 Confucian Humanism: Essence of the Classics ( 儒 家 經 典 選 讀 ) 學 分 3 水 平 5 先 修 課 Nil 目 標 1. 引 導 同 學 閱 讀 中 國 傳 統 儒 家 典 籍 2. 理 解 中 國 儒 家 典 籍 的 思 想 與 文 化 意 義, 並 增 進 人 文 素 質 3. 增 加 對 中 華 文 化 的 認 識, 繼 承 中 華 民 族 的 優 秀 傳 統 4. 在 日 常 生 活 中 體 現 儒 家 思 想, 並 展 現 具 備 道 德 實 踐 的 生 活 態 度 預 期 學 習 成 果 學 生 在 完 成 此 課 程 後 應 能 夠 : (CILOs) (a) 透 過 閱 讀 儒 家 典 籍, 確 切 認 識 儒 家 典 籍 的 內 容 與 寫 作 模 式 (b) 建 立 對 儒 家 經 典 的 認 知, 從 而 對 人 類 應 有 的 價 值 觀 作 出 評 價 (c) 分 析 儒 家 典 籍 的 歷 史 價 值 與 人 文 思 想, 並 對 中 國 文 化 的 傳 承 作 出 評 價 (d) 將 中 國 文 化 知 識 應 用 於 日 常 生 活 之 中, 並 進 而 反 思 生 活 言 行 課 程 簡 介 儒 學 是 中 華 民 族 傳 統 文 化 的 主 流, 於 倫 理 道 德 哲 學 各 方 面, 對 個 人 與 社 會 都 有 深 遠 的 影 響 本 科 旨 在 引 導 同 學 閱 讀 中 國 傳 統 儒 家 典 籍, 如 五 經 論 語 孟 子, 以 及 現 代 新 儒 家 代 表 人 物, 如 唐 君 毅 錢 穆 的 學 說, 期 望 通 過 有 系 統 的 閱 讀 幫 助 同 學 領 略 當 中 的 人 文 思 想, 在 傳 統 文 化 上 繼 往 開 來, 有 所 傳 承 1. 詩 經 : 禮 樂 教 化 2. 尚 書 : 政 治 文 誥 3. 禮 記 : 仁 德 4. 易 經 : 中 國 的 陰 陽 哲 學 5. 春 秋 : 春 秋 歷 史 與 體 例 6. 論 語 : 仁 愛 禮 義 7. 孟 子 : 仁 政 王 道 德 治 8. 新 儒 家 代 表 人 物 : 唐 君 毅 錢 穆 教 學 及 學 習 模 式 課 堂 講 學 透 過 課 堂 講 學 向 同 學 講 解 儒 家 經 典 學 說, 包 括 論 語 孟 子, 由 此 了 解 中 國 文 化 思 想 的 特 色 小 組 研 討 透 過 同 學 的 討 論 與 報 告, 分 析 儒 家 典 籍 的 歷 史 價 值 與 人 文 思 想, 並 對 中 國 文 化 的 傳 承 作 出 評 價 Tung Wah College 2013

256 26 與 預 期 學 習 成 果 一 致 的 評 估 方 法 : 評 估 方 法 比 重 (%) 待 評 估 的 預 期 學 習 成 果 a b c d 1. 功 課 和 課 60 堂 報 告 2. 期 終 考 試 40 總 計 100 功 課 和 課 堂 報 告 透 過 功 課 和 課 堂 報 告, 評 核 學 生 對 傳 統 儒 家 典 籍 的 認 識, 儒 家 典 籍 的 內 容 與 寫 作 模 式 的 了 解 期 終 考 試 期 終 考 試 的 內 容 包 括 短 答 題 及 長 答 題, 以 評 核 學 生 對 儒 家 經 典 的 認 知, 以 及 對 中 國 文 化 的 反 思 能 力 預 期 之 學 習 時 間 分 配 參 考 書 籍 和 文 獻 課 堂 講 學 28 小 時 小 組 研 討 14 小 時 自 我 研 習 總 計 參 考 書 Nil 84 小 時 126 小 時 推 薦 閱 讀 1. 永 瑢 等 著 (1965) 四 庫 全 書 總 目, 北 京 : 中 華 書 局 2. 朱 熹 (1983) 四 書 章 句 集 注, 北 京 : 中 華 書 局 3. 屈 萬 里 (1964) 古 籍 導 讀, 台 北 : 開 明 書 店 4. 唐 君 毅 (1993) 人 生 之 體 驗 續 編, 台 北 : 學 生 書 局 5. 唐 君 毅 (2000) 人 文 精 神 之 重 建, 台 北 : 學 生 書 局 6. 勞 思 光 (2002) 中 國 文 化 要 義 新 編, 香 港 : 中 文 大 學 出 版 社 7. 勞 思 光 (2004) 新 編 中 國 哲 學 史, 台 北 : 三 民 書 局 8. 楊 伯 峻 (1984) 孟 子 譯 注, 香 港 : 中 華 書 局 9. 楊 伯 峻 (1984) 論 語 譯 注, 香 港 : 中 華 書 局 10. 錢 穆 (1994) 國 學 概 論, 台 北 : 聯 經 出 版 事 業 公 司 Tung Wah College 2013

257 Course Description Form 27 Course Code GEN3202 Course Title Life and Death Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 1. Impart ethical concepts and theories to students and develop their general intellectual capacities to approach specific issues in applied ethics, such as abortion, captial punishment, euthanasia. 2. Equip students to probe and analyze what the stakeholders bring to these issues, such as their background beliefs about general ethical topics. 3. Sharpen students social awareness, cultivate their skills of rational and systematic thinking in resolving moral disputes. 4. Foster a responsive and responsible attitude towards matters of life and death, and understand the significance of cultivating sympathy for the suffering of fellow human beings. 5. Empower students to deliberate what actions to take. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon completion of the course, students should be able: (a) analyse the distinction between factual judgment, moral judgment, and value judgment. (b) apply normative theories of right in ethics and relativism and absolutism to analyse real-life ethical issues. (c) articulate the significance of cultivating sympathy for the suffering of fellow human beings. (d) analyse life and death issues in terms of the human nature, meaning of life, destiny and suffering. (e) comment the evaluative criteria / framework of the stakeholders who rank competing virtues. This course aims to examine questions relating to life and death through a discussion of concrete issues such as human nature, the meaning of life, goals, destiny, human cloning, abortion, infanticide, euthanasia, suicide, and death penalty. The course tries to help students face the seemingly absurd life and explain challenges from threats of death. They will learn that while one s moral judgments are closely connected with the cultural background and personal preferences, elements of rationality, as displayed in sound reasoning and objective understanding, are no less important. Lectures Course content will be delivered primarily through lecture. Tutorials It is used to help students gain better understanding of the issues covered in lectures. progress of students will be monitored and feedback and support will also be provided as appropriate. Tung Wah College 2013

258 27 Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) (e) Case Studies 30 Projects 30 Final Examinations 40 Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Case Studies Student s ability in applying the ethical concepts and theories and the analytical skills can be assessed by case studies. Projects Student s ability in applying the ethical concepts and theories and analytical skills can be assessed by a written project. Final examinations Student s ability in applying the ethical concepts and theories and analytical skills can be assessed by a final examination. Student Study Effort Required Reading List and References Class contact: Lectures 14 Hrs. Tutorials 28 Hrs. Outside study: Self-study 28 Hrs. Preparation for case studies and projects 56 Hrs. Total student study time Textbook Kuhse, Helga and Singer, Peter (eds.) (2001). Bioethics: An anthology. MA: Blackwell. 126 Hrs. References 1. Barry, Jeffery & Vincent (2001). Applying ethics. Belmont, CA: Wadsworth. 2. Kastenbaum, Robert J. (2001). Death, society and human experience. Boston: Allyn and Bacon.Olen. 3. Rachels, J. (2009). Elements of moral philosophy. MA: McGraw Hill. 4. Singer, P. (Ed.) (2000). A companion to ethics. MA: Blackwell. Tung Wah College 2013

259 Course Description Form 28 Course Code GEN3204 Course Title Negotiation Analysis Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 1. Develop students insight into the issues involved in negotiations. 2. Increase students ability to conduct negotiations and to analyse negotiation-type decisions from different perspectives. 3. Increase students negotiating skills to a certain extent. 4. Improve students understanding of the dynamics of dyadic and group negotiations. 5. Provide students with a fuller understanding of psychological mechanisms that can powerfully shape negotiated outcomes. Course Intended Outcomes Course Synopsis/ Indicative Syllabus Upon completion of the course, students should be able to: (a) Analyse negotiation-type decisions in a variety of ways; (b) Distinguish the differences between distributive bargaining and integrative bargaining; (c) Better identify the integrative potential of negotiations and explain how win-win bargaining may be achieved; (d) Discuss how people use short-cuts to make decisions that can lead to systematic biases, and how they are susceptible to being psychologically manipulated by others; and (e) Evaluate the more complex dynamics and challenges in group negotiations, compared to dyadic negotiations. Negotiating skills are essential to the success and achievements of goals in real-life situations. This course is designed to provide students with an understanding of the dynamics of negotiations, and to increase their abilities to analyse and conduct negotiations. This course will introduce the concept of integrative bargaining (win-win negotiation) and discuss strategies that facilitate negotiators search for optimal negotiated outcomes. It will also emphasise decision analytic and cognitive psychological perspectives to negotiation problems. & Teaching Methodology Tung Wah College 2013 Apart from lectures, in-class negotiations will give students negotiation practice and training, so that they may improve their negotiating skills and learn how to handle different bargaining situations more efficiently. Lecture Lectures will focus on the decision analytic and cognitive psychological frameworks in negotiations. The lectures highlight the importance of interests, information and strategy in defining the structure and quality of negotiated outcomes. Prescriptive as well as descriptive findings from research in negotiations will be covered

260 28 throughout the course. Students will be expected to have read the reading for each session prior to the lecture. Tutorial Much of the time in tutorials will be taken up by negotiation exercises. The tutorial setting is one of the few opportunities students will ever have in which they make mistakes and learn how a bargaining situation may be better handled, without having to suffer some cost. The exercises will allow students to compare real negotiation experience with how various analytic frameworks and models lectures predict negotiators will behave. A number of fictional negotiations will be carried out so as to allow students to take advantage of these opportunities. Before the negotiations are scheduled to occur, students will be given general information describing the bargaining scenario. In addition, they will be confidential information about the position that they will be negotiating. Students will be expected to have read all the relevant material for each tutorial prior to the class meeting. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks 2. Written assignments 3. Written examinations % weighting Total 100 % Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 60% 40% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Written assignments Students abilities in understanding negotiation theoretical frameworks and analytical techniques of various negotiation situations can be assessed using written assignments. Written examinations Students abilities in understanding negotiation theoretical frameworks and analytical techniques of various negotiation situations can be assessed by examination. Student Study Effort Required Class contact: Lectures 14 Hrs. Tutorials 28 Hrs. Outside study: Tung Wah College 2013

261 28 Reading List and References Self-study 28 Hrs. Preparation of presentations and written assignments Total student study time 56 Hrs. 126 Hrs. Textbook Thompson, L. (2008). The Mind and Heart of the Negotiator (4th ed.). Upper Saddle River, NJ: Pearson Hall. References 1. Baron, J. (2007). Thinking and Deciding (4th ed.). New York: Cambridge University Press. 2. Fisher, R., Ury, W., & Patton, B. (Ed.). (1993). Getting to Yes: Negotiating an Agreement without Giving In (2nd ed.). New York: Penguin Books. 3. Plous, S. (1993). The Psychology of Judgment and Decision Making (1 st ed.). New York: McGraw Hill. 4. Raiffa, H., Richardson, J., & Metcalfe, D. (2007). Negotiation Analysis: The Science and Art of Collaborative Decision Making. Cambridge, MA: The Belknap Press of Harvard University Press. 5. Zimbardo, P., & Leippe, M. (1991). The Psychology of Attitude Change and Social Influence. New York: McGraw Hill. Tung Wah College 2013

262 Course Description Form 29 Course Code GEN3301 Course Title Psychology and Daily Life Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 1. Equip students with the basic knowledge of Psychology. 2. Help students acquire and apply the fundamental vocabulary of Psychology. 3. Enhance students understanding on the differences between scientific evidence and personal opinion. 4. Develop students analytical mind to examine human beliefs, values and behaviors. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus Upon satisfactory completion of this course, the student should be able to: (a) Describe and distinguish different approaches in the study of psychology. (b) Analyse the strengths and weaknesses of different psychological theories. (c) Explain human behaviors using a psychological approach. (d) Criticise unscientific beliefs and research about human behaviors. Course Synopsis The purpose of this course is to introduce fundamental concepts of psychology in the context of daily life. Upon completion of this course, students should have acquired a basic understanding of findings in various areas of psychology, and major psychological theories used to explain human behavior. Tung Wah College 2013 Indicative Syllabus 1. Discovering Psychology 1.1. Origin, history and missions of psychology 1.2. Approaches and applications in modern psychology 2. The Brain and Behaviors 2.1. Development, structure and organization of the brain 2.2. Studying the living brain 2.3. Application: Split-brain patients 3. Sensation & Perception 3.1. Sensation vs. Perception 3.2. The concept of consciousness 3.3. Functions of sleep and dream 4. Consciousness: Sleep & Dream 4.1. Sensation vs. Perception 4.2. The concept of consciousness 4.3. Functions of sleep and dream 5. Psychology of Definition of learning 5.2. Fundamental types of learning

263 5.3. Classical conditioning 6. Psychology of Mid-term (1hr) 6.2. Operant conditioning 6.3. Observational learning 7. Memory and Forgetting 7.1. Memory: Information Process Theory 7.2. Short and long term memory 7.3. Forgetting: when memory lapses 7.4. Alzheimer s Disease 8. Human development over lifespan---cognitive and Social development 8.1. Fundamental controversies in development 8.2. Piaget s Cognitive Developmental theory 8.3. Attachment and later development 9. Stress, Coping and health 9.1. What is stress and its responses 9.2. Coping and health 9.3. Application of positive psychology in health 10. Abnormal Psychology, Positive Psychology and Happiness Criteria of abnormalities and abnormal behaviors Brief introduction of DSM-IV Positive Psychology and happiness Functions of emotions and happiness 29 & Teaching Methodology Lecture The course content will be delivered generally by lectures. The pre-assigned materials are expected to read before the class in order to achieve the intended learning outcomes. Tutorial and Seminar Students have chances to clarify confusion from the lectures and/or have elaboration on certain points. Topics will be provided to integrate formal analysis into context to ensure students understanding of the subjects taught in the lectures. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) (a) (b) (c) (d) Assignment 10% Presentation 30% Test and Examination 60% Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Tung Wah College 2013

264 Assignment Student s general understanding in psychological concepts and theories can be assessed by written assignments. 29 Presentation Each group of students will do a presentation. The interpretation, analysis and strategies used to deal with the problem will be assessed. Test and examination There will be test and final examination to assess students overall achievement for the course according to the related intended learning outcomes. They are designed to assess students basic knowledge of Psychology. Student Study Effort Required Class contact: Lectures 14 Hrs. Tutorials 28 Hrs. Outside study: Reading List and References Self-study 28 Hrs. Preparation of presentations and written assignments Total student study time 56 Hrs. 126 Hrs. Textbook Nevid, J. S., & Rathus, S. A. (2007). Psychology and the challenges of life (10 th edition). New York: John Wiley & Sons, Inc. Tung Wah College 2013

265 Course Description Form 30 Course Code GEN3302 Course Title Self Identity and Gender Issues Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 1. Introduce the concepts of self, identity and gender. 2. Broaden students horizons by examining how gender is shaped in different historical and cultural contexts. 3. Develop students critical thinking through discussion of love and gender politics in traditional and contemporary societies. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon successful completion of this course, students should be able to: (a) Understand the changing meanings of self, identity and gender in different historical and cultural contexts. (b) Reflect upon self identity and gender from different perspectives. (c) Discuss different gender issues taken from books, newspapers, films, etc. This course will discuss the relationship between self and society with an emphasis on gender-related issues, e.g. stereotype and the representation of the other, social construction of homosexuality, femininity and masculinity, etc. This course will also examine the construction of gender identities between traditional and modern societies. 1. What is Identity?: Freud, Lacan, Foucault 2. Self and the other theory: Edward Said 3. Queer theory 4. Queer Literature in Taiwan 5. What is feminism? 6. Female writing 7. Representation of women in the mass media 8. Identity and Gender issues in Hong Kong: Lesbian and Gay, Bisexuality, sex workers Lectures The course content will be delivered generally by lectures. Students are expected to read the pre-assigned materials before the class in order to achieve the intended learning outcomes. Tutorials and Seminars Students have the chance to clarify concepts discussed in the lectures and/or examine elaboration on certain issues. Topics will be provided to integrate formal analysis into context to ensure students understanding of the subjects taught in the lectures. Assessment Methods in Alignment with Course Tung Wah College 2013 Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate)

266 Intended Outcomes Student Study Effort Required Reading List and References a b c 1. Assignments Test Project 30 Presentation Total 100% Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assignment Assignments will be divided into two forms ie. In-class assignments and take home assignments. Test There will be a test to assess students overall achievement for the course according to the related intended learning outcomes. They are designed to assess students understanding of identity and gender issues. Project Presentation Each group of students will do a project on a selected topic. They have to discuss the relationship between self and society, the construction of gender identities between traditional and modern societies. Class contact: Lectures 14 Hrs. Tutorials and Seminars 28 Hrs. Outside study: Self-study 56 Hrs Preparation for group presentation 14 Hrs Preparation for individual report 14 Hrs Total student study time 126 Hrs Textbooks Nil References 1. Edited by Kwok-kan Tam and Terry Siu-han Yip. (2010). Gender, Discourse, and the Self in Literature: Issues in Mainland China, Taiwan, and Hong Kong. HK: The Chinese University Press. 2. Freud, Sigmund (1977). Five Lectures on Psycho-analysis. New York: Norton. 3. Jacques Lacan. (1978). The Four Fundamental Concepts of Psycho-analysis. New York: Norton. 4. Judith Butler.(1990). Gender Trouble: Feminism and the Subversion of Identity. London: Routledge. 5. Michel Foucault; translated from the French by Robert Hurley.(1988). The History of Sexuality. New York: Vintage Books. 6. Said, Edward (1978). Orientalism. New York: Vintage Books. 7. 何 春 蕤 編 (2003) 跨 性 別 台 北 : 中 央 大 學 性 / 別 研 究 室 30 Tung Wah College 2013

267 30 8. 紀 大 偉 (1997) 酷 兒 啟 示 錄 台 北 : 元 尊 文 化 9. 張 小 虹 編 (1998) 性 / 別 研 究 讀 本 台 北 : 麥 田 10. 陳 錦 華 等 合 編 (2001) 差 異 與 平 等 : 香 港 婦 女 運 動 的 新 挑 戰 香 港 : 新 婦 女 協 進 會 香 港 理 工 大 學 應 用 社 會 科 學 系 社 會 政 策 硏 究 中 心 11. 劉 莉 莉 (1998) 媽 媽 的 抽 屜 在 最 低 : 性 性 別 性 別 政 治 香 港 : 新 婦 女 協 進 會 Tung Wah College 2013

268 Course Description Form 31 Course Code GEN3401 Course Title Ecology and Environment Protection Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 1. Understand the interactions of living organisms with one another and with their physical environment; 2. Appreciate the natural environment in Hong Kong; 3. Realise the changes of environment due to human activities and the cost of these changes; 4. Acknowledge the importance of environment protection. Course Intended Outcomes Course Synopsis/ Indicative Syllabus Upon completion of the course, students should be able to: a. Recognize the relationship between living organisms and their physical environment in different living habits b. Appreciate the values of living organisms and protect other life forms c. Evaluate the impact of human activities on environment and identify ways to develop a green living style d. Collect and analyze data and information in a scientific manner to highlight its relevance to daily life 1. Ecology a. Framework and vocabulary of ecology b. Habitat, ecosystem and ecology c. The Dynamics of Communities d. Ecosystems; flora; symbiosis 2. Environment of Hong Kong a. Seasonality b. Habitats and Biodiversity of Hong Kong 3. The Human Impact a. Threatened Biodiversity b. The Environmental Ethics; pollution in the environment 4. Conservation a. Protected Species b. Sustainable Development and Environmental Protection c. Low carbon life and energy conservation 5. Environmental Health and Emergent Diseases a. Disease related to respiration system b. Food contamination c. Government policy and Public Health d. Emergent Diseases and outbreak & Teaching Methodology Tung Wah College 2013 Lectures Lectures are used to deliver course content. Tutorials Tutorials give students the opportunity to ask questions and clarify

269 31 anything they did not understand in the lectures. Assessment Methods in Alignment with Course Intended Outcomes Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d Written 30% assignments Projects 30% Written examination 40% Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Written assignments Students are required to answer structural questions on evaluation of the concepts taught. Projects Project evaluates student s learning by tackling relevant problems. It guides students towards self-directed learning behavior to search for information and knowledge on answers to a proposed assumption. Written examination Student s general understanding in interactions of living organisms with one another and with their physical environment, impact of human activities on environment and identify ways to develop a green living style can be assessed by examination. Student Study Effort Required Reading List and References Class contact: Lectures 28 Hrs. Tutorials 14 Hrs. Outside study: Self-study 28 Hrs. Preparation of presentation and written assignment 56 Hrs. Total student study time 126 Hrs. Textbook Sean Esbjörn-Hargens, Michael E. Zimmerman, Gail Hochachka, Brian N. Tissot, Darcy Riddell, Marc Bekoff. (2009). Integral Ecology: Uniting Multiple Perspectives on the Natural World. 1 st ed. Boston: Integral Books. References Tung Wah College 2013

270 31 1. David Dudgeon, Richard Corlett. (2004). The Ecology and Biodiversity of Hong Kong. 1 st ed. Hong Kong: Friends of the Country Parks: Joint Pub. (HK) Co. 2. David Dudgeon. (1994). Hills and Streams: An Ecology of Hong Kong. Hong Kong: Hong Kong University Press. 3. Hodgkiss, I. J., S. L. Thrower, Man Shek Hay. (1981). An Introduction to Ecology of Hong Kong. Hong Kong: Federal Publications. 4. M. Rafiqul Islam. (2008). Nature Science and Sustainable Technology. 1 st ed. New York: Nova Science Publishers. 5. Miller, G. Tyler. (2010). Environmental Science. 13 th ed. Belmont, Calif.: Brooks Cole. 6. Molles, Manuel C. (2010). Ecology: Concepts & Applications. 5 th ed. New York: McGraw-Hill Web Resources 1. Agriculture, Fisheries and Conservation Department (AFCD) 2. Department of Health (DH) 3. Environmental Protection Department (EPD) 4. Mai Po Nature Reserve Tung Wah College 2013

271 Course Description Form 32 Course Code GEN3402 Course Title Major Breakthroughs in Science and Technology Credit Value 3 QF Level 5 Pre-requisite Nil Objectives The course aims to: 1. Introduce the major scientific discoveries and inventions that have significant impact on the modern world. 2. Illustrate the advantages and disadvantages of different technologies and their impact on human beings. 3. Appraise the scientific developments in the 21st century and predict the coming breakthroughs in response to human needs. Course Intended Outcomes (CILOs) Course Synopsis/ Indicative Syllabus & Teaching Methodology Upon completion of the course, students should be able to: a. Acquire knowledge about major scientific discoveries and inventions that have significant impact on the modern world; b. Explain the close connections between science and daily life; c. Examine critically on the pros and cons of the inventions; d. Analyse the scientific developments in the 21st century and forecast the directions of future scientific breakthroughs in response to human needs. 1. Distinguishing between science and pseudo-science 2. Mathematics the numeric system 3. Major breakthroughs in Chinese history (e.g. the four great inventions) 4. From alchemist to chemist 5. Discovery of radioactive elements 6. Newton s law of motion 7. The nature of light and sound 8. Travelers -- using Christopher Columbus and Charles Darwin as examples 9. Inventions in the Renaissance Period Leonardo da Vinci 10. The discovery of genetics Gregor Mendel 11. The discovery of electricity 12. Breakthrough in medical science 13. Communication from wire to electromagnetic wave to optical fiber 14. Mission impossible: challenging the limit of science and technology Lecture Lectures are used to deliver course content. Tutorial Tutorials give students the opportunity to ask questions and clarify anything they did not understand in the lectures. Tung Wah College 2013

272 Assessment Methods in Alignment with Course Intended Outcomes Student Study Effort Required Reading List and References Specific assessment methods/tasks % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d Written 30% assignments Projects 30% Written examinations 40% Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Written assignments Students are required to answer structural questions on evaluation of the concepts taught. Projects Project evaluates student s learning by tackling relevant problems. It guides students towards self-directed learning behavior to search for information and knowledge on answers to a proposed assumption. Written examinations Student s general understanding in major scientific discoveries and inventions and incorporate scientific knowledge to daily life can be assessed by examination. Class contact: Lectures 28 Hrs. Tutorials 14 Hrs. Outside study: Self-study 28 Hrs. Preparation of presentations and written assignments Total student study time Textbook Sergio Sismondo. (2010). An Introduction to Science and Technology Studies. 2nd ed. Wiley-Blackwell. 56 Hrs. 126 Hrs. References 1. Houston, K. (2010). How to Think Like a Mathematician: A Companion to Undergraduate Mathematics. 1 st ed. Cambridge, Cambridge University Press. 2. Joesten, M. D. & Wood, J. L. (2006). World of Chemistry: 32 Tung Wah College 2013

273 Essentials. 4 th ed. Thomson Brooks Cole. 3. Thieman, W. J., & Palladtino, M.A. (2009). Introduction to Biotechnology. 2 nd ed. San Francisco: Benjamin Cummings. 32 Tung Wah College 2013

274 33 Course Description Form Course Code NUR2037 Course Title Mindfulness Credit Units 3 QF Level 5 Pre-requisite Nil Objectives This course allows students 1. To develop understanding in the principles and practices of mindfulness (PILO 2,4, 9, 14), 2. To deepen awareness and understanding of the ways we experience ourselves and our responses to internal and external events. (PILO 4,14) 3. To connect this personal understanding with knowledge of the theoretical background and rationales for mindfulness-based approaches in own responses to events. (PILO 4,5, 14) Course intended Outcomes Course Synopsis/ Indicative Syllabus Upon completion of the clinical practicum, students are able to: 8. Describe the principles and practices of mindfulness (PILO 2, 4) 9. Perform regular sessions of mindfulness (PILO 4) 10. Describe and analyze the experience of mindfulness (PILO 4, 9,14) 11. Apply the principles and practices of mindfulness in his/her experience (PILO 4, 5, 9, 14) 12. Describe and evaluate the impact of the mindfulness in his/her personal life (PILO 9, 14). Mindfulness involves paying attention to each event experienced from moment to moment without evaluation or judgment. This is an essential in developing self-regulation ability in stress reduction and wisdom to become giving. This course is designed to introduce students the principles and practices of mindfulness. It has a strongly experiential focus with guided training in regular practice of mindfulness. Syllabus: 1. Theory of mindfulness 2. Awareness of body sensations, thoughts and feelings from moment to moment 3. Mindfulness-based approaches for respondingto challenging thoughts, deelings and body states 4. Core mindfulness skills (body scan, mindfulness breathing, mindfulness eating, mindfulness walking, here and now, thoughts are not facts, seeing things as it is) & Teaching Lecture The course content will be delivered generally by lectures. The 274

275 Methodology pre-assigned materials are expected to read before the class in order to achieve the intended learning outcomes. Practice Students will be coached on their skills to reach mindfulness Reflective Journal Students will consolidate their learning in reflective journals. They have to reflect on their strengths and limitations with the focus of seeking ways to improve. Such reflection is essential for reconstruction of their own philosophy of living and serving in the concept of Giving --- the main theme of the Programme. 33 Assessment Methods in Alignment with Intended Outcomes Specific assessment methods/tasks 7. Reflective journal 8. Practice/Skills Evaluation % weighting Course intended learning outcomes to be assessed (Please tick as appropriate) a b c d e Note Students have to pass all assessment components in order to pass this course. Reflective Journal Students are required to submit a reflective mindfulness log weekly to record students reflective learning. (PILO 4, 9, 14) Practice/Skills evaluation Students are required to practice mindfulness under coaching during lessons. They need to further practice in their daily life and have debrief and review (PILO 2,4,5,9,14) Student Study Effort Required Reading List and References Class contact: - Lecture 10 Hrs - Practice 35 Hrs Other students study effort: - Preparation for reflective journals 40 Hrs - Preparation for skills evaluation 50 Hrs Total student study effort Textbook Gunaratana, H. (2002). Mindfulness in Plain English. Boston: Wisdom. 135 Hrs 275

276 Recommended text Silananda, U. (2002). The Four Foundations of Mindfulness. Boston: Wisdom. 33 Rosenberg, L. (1998). Breath by Breath: The Liberating Practice of Insight Meditation. Boston: Shambhala. Ajahn Brahm. (2006). Happiness Through Meditation. Boston: Wisdom. Germer, C.K. (2009). The Mindful Path to Self-Compassion: Freeing Yourself from Destructive Thoughts and Emotions. New York: Guilford. Kabat-Zinn, J. (2005). Coming to Our Senses: Healing Ourselves and the World Through Mindfulness. London: Piatkus. Mace, C. (2007). Mindfulness and Mental Health: Therapy, Theory and Science. London: Routledge. Thich, N.H. (2001). Anger: Wisdom for Cooling the Flames. New York: Riverhead. Williams, M., Teasdale, J., Segal, Z., & Kabat-Zinn, J. (2007). The Mindful Way Through Depression: Freeing Yourself with Chronic Unhappiness (with Audio CD). New York: Guilford. 276

277 List of Abbreviations AB AD AL APC ARC AS BoG BHS(Hons) Cap 320 Cap 320A CEF CFP cgpa CILO CNE Co-op CPD CUHK CUSCS CUTW DAC EB EDB EE FASP FTE GE GLD GPA HA HCI HD HHSRF HKALE Academic Board Associate Degree Advanced Level Academic Planning Committee Academic Regulations Committee Advanced Supplementary Level Board of Governors Bachelor of Health Science (Honours) Post Secondary Colleges Ordinance Post Secondary Colleges Regulations Continuing Education Fund Call for Proposals Cumulative GPA Course Intended Outcome Continuing Nursing Education Co-operative Education Continuing Professional Development The Chinese University of Hong Kong School of Continuing and Professional Studies of CUHK The Chinese University of Hong Kong Tung Wah Group of Hospitals Community College Departmental Advisory Committee Examinations Board Education Bureau External Examiner Financial Assistant Scheme for Post-Secondary Students Full-time equivalent General Education Generic Level Descriptors Grade Point Average Hospital Authority Honorary Clinical Instructor Higher Diploma Health and Health Services Research Fund Hong Kong Advanced Level Examination 277

278 HKCAAVQ HKCEE HKDSE HRIS HSS ICT IELTS ITF ITSO IVP LMS LTC MPF NCHK NGO NHS NLSPS NPO OBLT OPAC PC PILO PE PV QA QF RC RFCID SDO SFAA SIS SLS TWC TWGHs UGC Hong Kong Council for Accreditation of Academic and Vocational Qualifications Hong Kong Certificate of Education Examination Hong Kong Diploma of Secondary Education Human Resources Information System Department of Humanities & Social Sciences Information and Communication Technology International English Language Testing System Innovation and Technology Fund Information Technology Services Office Internal Validation Panel Management System and Teaching Committee Mandatory Provident Fund The Nursing Council of Hong Kong Non-governmental Organization Department of Nursing & Health Sciences Non-means Tested Loan Scheme for Post-Secondary Students Non-profit Organization Outcome-based and Teaching Online Public Access Catalogue Programme Committee Programme Intended Outcome Personal Emoluments Programme Validation Quality Assurance Qualifications Framework Research Committee Research Fund for Control of Infectious Diseases Student Development Office Student Financial Assistance Agency Student Information System School Library System Tung Wah College Tung Wah Group of Hospitals University Grants Committee 278

279 January by Tung Wah College. All rights reserved. 279