BACHELOR OF HEALTH SCIENCE (HONOURS) IN NURSING (POST-REGISTRATION)

BACHELOR OF HEALTH SCIENCE (HONOURS) IN NURSING (POST-REGISTRATION) Definitive document 2014 Cohort Last updated in Jul 2014

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

1. General Information Name of Programme (English and Chinese) Host Department Supporting Department(s) Mode and Length of Study Title of Award (English and Chinese) QF Level Level 5 Minimum Requirement Credit Bachelor of Health Science (Honours) in Nursing (Post- Registration) 護 理 學 健 康 科 學 學 士 ( 榮 譽 ) ( 註 冊 後 ) Department of Nursing & Health Sciences (NHS) School of Business (SBU) Department of Medical Science (MS) Department of Rehabilitation and Social Sciences (RSS) Full Time (credit-based), 2 years Bachelor of Health Science (Honours) in Nursing 護 理 學 健 康 科 學 學 士 ( 榮 譽 ) 60 credits (including 30 credits of Challenge Based Learning) 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 TWGHs' spirit 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 healthcare 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. 4

3. Conceptual Framework 3.1. To demonstrate our philosophy, we would like to use an electromagnetism model as an analogy (Figure 3.1). The framework illustrates the belief and philosophy of the Department of Nursing & Health Sciences that Education transforms people and was conceptualized based on literature review, discussion among academic staff and meeting with external members and experts. Figure 3.1: Conceptual framework for Bachelor of Health Science (Honours) in Nursing (Post-Registration) 3.2. 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. 3.3. 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 (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. 5

4. Programme Aims and Objectives 4.1. The aim of the Programme is to prepare students with registered nurse qualification for professional careers in nursing with appropriate competence to deliver high quality patient care and make significant contribution to the health of the community by equipping students with necessary knowledge and skills. The Programme will: - develop students critical thinking as well as analytical and problem solving skills, - expand students understanding and appreciation of multidisciplinary collaboration, - to facilitate integration of theory and practice in health profession, and - advocate for nursing and health for all people in the community. 4.2. Programme Intended Learning Outcomes (PILOs) Upon completion of the programme, students will be able to achieve the following learning outcomes: PILO1 PILO2 PILO3 PILO4 PILO5 PILO6 PILO7 Utilize critical thinking and analytical skills in problem-solving and decision making Contribute to the future of the discipline through commitment to life-long and life-wide learning Acquire basic knowledge and skills in integrating research studies, evaluating and utilizing research findings in practice Demonstrate beginning managerial and leadership skills in the provision of quality service Provide competent and safe health services through assessment, planning, implementation and evaluation for people of all ages and in diverse healthcare settings Uphold the ethical, legal and professional standards of nursing profession 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 6

5. Programme Structure 5.1 The Bachelor of Health Science (Honours) in Nursing (Post-Registration) is a two-year full time credit-based top-up degree programme with each academic year comprising two semesters of 15 weeks each. s are offered in both daytime and evening modes. 5.2 The Programme requires a total of 60 credits for graduation. Students are expected to enroll for courses of 15 credits each year in the two-year study in addition to taking Challenge Based Learning in Health Care (30 credits). Students could embark on Challenge Based Learning in Health Care (15 credits per semester) as early as they enroll into the programme from Semester 1 for two consecutive semesters. With the exceptions of Challenge Based Learning in Health Care and NUR4002 Capstone Project, each course typically consists of three credits. Each credit is of 15 contact hours, with the understanding that students are normally expected to spend two times the number of contact hours in various formats of individual study: reading, preparation, group work, as well as coursework and revision. 5.3 The Programme has 3 components: core courses, discipline elective courses, and Challenge Based Learning. For the first component i.e. core courses, there are 4 compulsory courses as follows: NUR3001 Research Methods in Health Care (3 credits, QF Level 5) NUR4001 Economics and Management in Health Care (3 credits, QF Level 5) NUR4002 Capstone Project (6 credits, QF Level 5) NUR4008 Clinical Reasoning (3 credits, QF Level 5) 5.3.1 For the second component i.e. discipline elective courses, students can enroll into five courses in three Streams based on their learning needs. These discipline elective courses are grouped into three streams, namely Leadership and Management, Clinical Nursing, and Applied Gerontology. The course lists of each stream are as follows: Stream 1: Leadership and Management (L&M) NUR4009 Creativity in Health Care (3 credits, QF Level 5) NUR4010 Quality and Safety in Health Care (3 credits, QF Level 5) NUR4011 Project Management (3 credits, QF Level 5) NUR4012 Contemporary Professional Competency (3 credits, QF Level 5) NUR4013 Health Informatics (3 credits, QF Level 5) NUR4014 Leadership and Management in Health Care (3 credits, QF Level 5) NUR4015 Management of Change in Health Care (3 credits, QF Level 5) Stream 2: Clinical Nursing (CN) MED4009 Radiotherapy Patient Management (3 credits, QF Level 5) MED4010 Contemporary Cancer Therapy (3 credits, QF Level 5) NUR2025 Advanced Pathophysiology (3 credits, QF Level 5) NUR4005 Trauma and Disaster Nursing (3 credits, QF Level 5) NUR4006 Integrative Care of People with Non-communicable Diseases (3 credits, QF Level 5) NUR4007 Care of Vulnerable People (3 credits, QF Level 5) NUR4016 Pain Management (3 credits, QF Level 5) 7

NUR4017 Interpretation of Clinical Data (3 credits, QF Level 5) NUR4018 Fundamentals of Bioinstrumentation (3 credits, QF Level 5) NUR4020 Caring Concept (3 credits, QF Level 5) Stream 3: Applied Gerontology (AG) NUR2023 Ageing, Diseases and Disabilities (3 credits, QF Level 5) NUR3003 Dementia Care (3 credits, QF Level 5) NUR3004 Health Management and Social Care of Older People and their Families (3 credits, QF Level 5) NUR3007 Modern Technology for Older Adults (3 credits, QF Level 5) NUR4004 Asset Management for the Third Age (3 credits, QF Level 5) 5.3.2 The third component, NUR4021 Challenge Based Learning in Health Care, is a significant component of the Programme. This component emphasizes the integration of knowledge and skills into practice in real world. It is a 30-credit-equivalent component which will normally last for 2 semesters. 5.3.3 Below is a summary of the allocation of credits: s Credits % Total no. of core courses: 4 15 25% Total no. of discipline elective 5 15 25% courses: Challenge Based Learning 1 30 50% Total 10 60 100% 8

Structure 1: For students who prefer a normal study pace Year (Yr) Total Contact Pre-requisite/ Nature of Studies Semester (Sem) Hours (Credits) Co-requisite YEAR 1 NUR3001 Research Methods in Health Care 45 (3) Nil CORE Sem 1 NUR4001 Economics and Management in Health Care 45 (3) Nil CORE YEAR 1 Sem 2 YEAR 2 Sem 1 YEAR 2 Sem2 NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 105 (21) - - Discipline Elective x 1 45 (3) Nil ELECTIVE Discipline Elective x 1 45 (3) Nil ELECTIVE NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 105 (21) - - NUR4008 Clinical Reasoning 45 (3) Nil CORE Discipline Elective x 1 45 (3) Nil ELECTIVE NUR4002 Capstone Project 45 (3) NUR3001 CORE Sub-total 135(9) - - Discipline Elective x 1 45 (3) Nil ELECTIVE Discipline Elective x 1 45 (3) Nil ELECTIVE NUR4002 Capstone Project 45 (3) NUR 3001 CORE Sub-total 135 (9) - - Total 480 (60) - - Example 1: For students who prefer a general exposure to each stream Year (Yr) Semester (Sem) Total Contact Hours (Credits) YEAR 1 Sem 1 YEAR 1 Sem 2 YEAR 2 Sem 1 YEAR 2 Sem2 Pre-requisite/ Co-requisite Nature of Studies NUR3001 Research Methods in Health Care 45 (3) Nil CORE NUR4001 Economics and Management in Health Care 45 (3) Nil CORE NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 105 (21) - - NUR4005 Trauma and Disaster Nursing 45 (3) Nil ELECTIVE (CN) 45 (3) Nil ELECTIVE (AG) NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 105 (21) - - NUR4002 Capstone Project 45 (3) NUR3001 CORE NUR4008 Clinical Reasoning 45 (3) Nil CORE NUR2025 Advanced Pathophysiology 45 (3) NUR2018 ELECTIVE (CN) Sub-total 135(9) - - NUR2023 Ageing, Diseases and Disabilities 45 (3) Nil ELECTIVE (AG) NUR4010 Quality and Safety in Health Care 45 (3) Nil ELECTIVE (L&M) NUR4002 Capstone Project 45 (3) NUR 3001 CORE Sub-total 135 (9) - - Total 480 (60) - - 9

Example 2: For students who prefer a specific stream of elective courses e.g. Leadership and Management Year (Yr) Total Contact Pre-requisite/ Nature of Studies Semester (Sem) Hours (Credits) Co-requisite YEAR 1 NUR3001 Research Methods in Health Care 45 (3) Nil CORE Sem 1 NUR4001 Economics and Management in Health Care 45 (3) Nil CORE YEAR 1 Sem 2 YEAR 2 Sem 1 YEAR 2 Sem2 NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 105 (21) - - NUR4011 Project Management 45 (3) Nil ELECTIVE (L&M) NUR4013 Health Informatics 45 (3) Nil ELECTIVE (L&M) NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 105 (21) - - NUR4012 Contemporary Professional Competency 45 (3) Nil ELECTIVE (L&M) NUR4008 Clinical Reasoning 45 (3) Nil CORE NUR4002 Capstone Project 45 (3) NUR3001 CORE Sub-total 135 (9) - - NUR4009 Creativity in Health Care 45 (3) Nil ELECTIVE (L&M) NUR4010 Quality and Safety in Health Care 45 (3) Nil ELECTIVE (L&M) NUR4002 Capstone Project 45 (3) NUR3001 CORE Sub-total 135 (9) - - Total 480 (60) - - Example 3: For students who prefer a specific stream of elective courses e.g. Clinical Nursing Year (Yr) Total Contact Pre-requisite/ Nature of Studies Semester (Sem) Hours (Credits) Co-requisite YEAR 1 NUR3001 Research Methods in Health Care 45 (3) Nil CORE Sem 1 NUR4001 Economics and Management in Health Care 45 (3) Nil CORE YEAR 1 Sem 2 YEAR 2 Sem 1 YEAR 2 Sem2 NUR4021 Challenge Based Learning in Health Care 15(15) Nil CBL Sub-total 105 (21) - - MED4009 Radiotherapy Patient Management 45 (3) Nil ELECTIVE (CN) NUR4007 Care of Vulnerable People 45 (3) Nil ELECTIVE (CN) NUR4021 Challenge Based Learning in Health Care 15(15) Nil CBL Sub-total 105 (21) - - NUR2025 Advanced Pathophysiology 45 (3) NUR2018 ELECTIVE (CN) NUR4008 Clinical Reasoning 45 (3) Nil CORE NUR4002 Capstone Project 45 (3) NUR3001 CORE Sub-total 135 (9) - - NUR4006 Integrative Care of People with Noncommunicable 45 (3) Nil ELECTIVE (CN) Diseases NUR4005 Trauma and Disaster Nursing 45 (3) Nil ELECTIVE (CN) NUR4002 Capstone Project 45 (3) NUR3001 CORE Sub-total 135 (9) - - Total 480 (60) - - 10

Example 4: For students who prefer a specific stream of elective courses e.g. Applied Gerontology Year (Yr) Total Contact Pre-requisite/ Nature of Studies Semester (Sem) Hours (Credits) Co-requisite YEAR 1 NUR3001 Research Methods in Health Care 45 (3) Nil CORE Sem 1 NUR4001 Economics and Management in Health Care 45 (3) Nil CORE YEAR 1 Sem 2 YEAR 2 Sem 1 YEAR 2 Sem2 NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 105(21) - - 45 (3) Nil ELECTIVE (AG) NUR4004 Asset Management for the Third Age 45 (3) Nil ELECTIVE (AG) NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 105 (21) - - NUR3004 Health Management and Social Care of 45 (3) Nil ELECTIVE (AG) Older People and their Families NUR4008 Clinical Reasoning 45 (3) Nil CORE NUR4002 Capstone Project 45 (3) NUR3001 CORE Sub-total 135 (9) - - NUR3007 Modern Technology for Older Adults 45 (3) Nil ELECTIVE (AG) NUR2023 Ageing, Diseases and Disabilities 45 (3) Nil ELECTIVE (AG) NUR4002 Capstone Project 45 (3) NUR3001 CORE Sub-total 135 (9) - - Total 480 (60) - - 11

Structure 2: For students studying at a slower pace (e.g. 3 years) Year (Yr) Semester (Sem) YEAR 1 Sem 1 YEAR 1 Sem 2 YEAR 2 Sem 1 YEAR 2 Sem2 YEAR 3 Sem 1 YEAR 3 Sem2 Total Contact Hours (Credits) Pre-requisite/ Co-requisite Nature of Studies NUR3001 Research Methods in Health Care 45 (3) Nil CORE NUR4008 Clinical Reasoning 45 (3) Nil CORE Sub-total 90 (6) - - Discipline Elective x 1 45 (3) Nil ELECTIVE Discipline Elective x 1 45 (3) Nil ELECTIVE Sub-total 90 (6) - - NUR4001 Economics and Management in Health Care 45 (3) Nil CORE NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 60 (18) - - Discipline Elective x 1 45 (3) Nil ELECTIVE NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 60 (18) - - NUR4002 Capstone Project 45 (3) NUR3001 CORE Discipline Elective x 1 45 (3) Nil ELECTIVE Sub-total 90 (6) - - NUR4002 Capstone Project 45 (3) NUR3001 CORE Discipline Elective x 1 45 (3) Nil ELECTIVE Sub-total 90 (6) - - Total 480 (60) - - 12

Example 5: For students studying at a slower pace (e.g. 3 years) Year (Yr) Semester (Sem) Total Contact Hours (Credits) YEAR 1 Sem 1 YEAR 1 Sem 2 YEAR 2 Sem 1 YEAR 2 Sem 2 YEAR 3 Sem 1 YEAR 3 Sem 2 Pre-requisite/ Co-requisite Nature of Studies NUR3001 Research Methods in Health Care 45 (3) Nil CORE NUR4008 Clinical Reasoning 45 (3) Nil CORE Sub-total 90 (6) - - 45 (3) Nil ELECTIVE (AG) NUR4005 Trauma and Disaster Nursing 45 (3) Nil ELECTIVE (CN) Sub-total 90 (6) - - NUR4001 Economics and Management in Health Care 45 (3) Nil CORE NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 60 (18) - - NUR4007 Care of Vulnerable People 45 (3) Nil ELECTIVE (CN) NUR4021 Challenge Based Learning in Health Care 15 (15) Nil CBL Sub-total 60 (18) - - NUR4002 Capstone Project 45 (3) NUR3001 CORE NUR2025 Advanced Pathophysiology 45 (3) NUR2018 ELECTIVE (L&M) Sub-total 90 (6) - - NUR4002 Capstone Project 45 (3) NUR3001 CORE NUR4004 Asset Management for the Third Age 45 (3) Nil ELECTIVE (AG) Sub-total 90 (6) - - Total 480 (60) - - 13

6. Learning and Teaching Strategy Attendance Requirement: 80 % (TWC academic policy) Class Size: Lecture: 100 students Tutorial: 13-15 students Lab/Practical: 13-15 students Others: Seminar: 25 students Medium of Instruction Policy 6.1. The programme follows the language policy of TWC and adopts English as the medium of instruction. Learning materials will be in English except for the Chinese Language courses. Specific Learning and Teaching Methods in Programme 6.2. The programme adopts a teaching style appropriate for tertiary education. Lectures, seminars, tutorials, Challenge Based Learning and laboratory sessions will be scheduled whenever appropriate. Student will learn theoretical knowledge by analyzing real-life problems e.g. actual health problems, management of health care, etc. They will work on the various problems and issues in tutorial groups. Lecture 6.3. 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, and open-ended discussion and teamwork exercises will be integrated into the lectures to make them interactive and more conducive to learning. Seminar 6.4. Seminars will be student-based. Students will present papers on specific aspects of the course outline; hence communication and presentation skills will be developed. The sessions will be organized by students and facilitated by teaching staff to ensure that presentations are delivered with reasonable competence in terms of material selection, organization and communication. Various forms of presentation will be encouraged. Tutorial 6.5. 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 14

appropriate for intensive exploration of particular topics. Small buzz groups could be organized within large tutorial groups to enhance interaction. Laboratory 6.6. 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 advanced laboratory technologies such as high fidelity patient simulator in the laboratory will provide a safe and controlled environment for students to hone their skills and practices in real-life scenarios. The simulated clinical 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, clinical reasoning, and counseling/ assertiveness skill training. Challenge Based Learning 6.7. Challenge Based Learning (CBL) intends to provide students with an opportunity to learn through real life experience the use of day-to-day technology and to work out solutions for their big ideas. There is strong evidence to support the adoption of Challenge Based Learning (CBL) in the Programme. From students perspective, study shows that students felt that they had learnt more than what was required of them; whereas from the teachers side, study also shows that CBL could significantly improve students in several skill areas including leadership, creativity, media literacy, problem solving, critical thinking, flexibility, and adaptability. Teachers also felt that CBL was a good use of limited time. This method could facilitate students to master the expected material and could increase students engagement (Johnson & Adams, 2011). 6.8. To keep abreast of the fast changing world and to manage with limited resources in primary health care, health professionals including nurses should be equipped with competencies in leveraging technology, generating innovative ideas and building up sensitivity to the real needs of the community so as to make some contributions to the society. To this end, CBL, adapted from Apple Inc. (2011), is used in the Programme. 6.9. Facilitated by academic staff, students will explore selected topic from multiple perspectives, map the connections between ideas, criticize their own ideas, generate solutions collectively through debates, test their solutions courageously, evaluate their results critically with evidence, appreciate diversity in personalities and talents of their group mates and value each other s contribution in this concerted effort (Apple Inc., 2011). Figure 6.2 summarizes the framework of CBL. 15

Figure 6.2: The Framework of Challenge Based Learning (Adopted from Apple Inc., 2011) Big Idea Essential Questions The Challenge Guiding Questions Guiding Activities Guiding Resources: Web and itunes U Solution: Implementation Evaluation / Assessment Publishing: Student Solutions Publishing: Student Reflections 6.10. Supervisors will guide the students according to the following steps: Step 1: From big idea to the challenge A list of big ideas will be provided to students. Students can choose one big idea from the list or generate their big idea based on their interest. After choosing the big idea, students will try to list out essential questions to contextualize the big idea into the challenges. Step 2: Setting the foundation for the solution Students will try to gather information for formulating solutions. Students will define guiding questions and identify the knowledge they will need to develop a solution to the challenge. Students will then participate in their own guiding activities, such as simulation, research, games, calculations, or survey. Step 3: Identifying a solution Students may have formulated some solutions. Supervisor will guide students to choose the best solution and further actualize the solution for implementation. Step 4: Implementation and assessment Students will implement their own solution and collect data for measuring outcomes. Afterwards, they are expected to evaluate their whole process and prepare material for publishing in the final step. Step 5: Publishing results and reflections Students are expected to summarize the whole process from Step 1 to Step 5 by means of multimedia, such as a video, and share their result through the Internet. Table 6.3 summarizes the whole process of CBL. 16

Table 6.3. Explanation of terminology in Challenge Based Learning (Apple Inc., 2011) Big idea is a broad concept that is important on a global Big Idea scale. By exploring big idea, students can gain the multidisciplinary content knowledge. Essential questions are a wide variety of questions generated from big idea based on students interest and community s Essential need. The question should: Questions - be answerable through research; - help focus students effort; and - provide a framework for the challenge Step 1: From Big Idea to the Challenge Step 2: Setting the Foundation for the Solution Step 3: Identifying a solution The Challenge Guiding Questions Guiding Activities Guiding Resources Solutions The challenge turns the essential question into a call to action. It should: - be interesting; - have global significance; - be not too broad or narrow; - be difficult and have multiple possibilities for solutions; - have enough time to work on; and - be real and meaningful to the students. - Students generate the guiding questions to identify the knowledge they will need to develop a solution to the challenge - These questions guide student learning and ultimately the validity of their solutions - Students engage in guiding activities including simulations, research, games, calculations, surveys - The goal of these activity is to develop an innovative solution - Guiding resources need to connect to their questions and activities - Supervisor can support students work by offering guiding resources and credible resources - Resources might include podcasts, websites, videos, databases, contact information for experts After having the guiding questions, the students have a solid foundation to begin identifying a variety of possible solutions. Students can progress according to following steps: 1. Select one solution through prototyping 2. Fully research, document, and develop that solution 3. Identify steps to carry out their implementation plan 4. Select a single solution to develop and implement 5. Listing action steps, needed materials 6. Organized into a work plan 7. Document their solution 17

Step 4: Implementation and evaluation Step 5: Publishing results and reflections Assessment Publishing After identifying the solutions, student should - implement the solution; - measure outcomes; - reflect on what worked and what didn t; - determine whether they made progress; and - share their work with the rest of the world. Students document their experience using video, audio and photographs. A 3-5 minute solution video should include: - a description of the challenge; - a brief description of the learning process; - the solution; and - the results of the implementation. The solution video can be shared with the world through Web-Based Communities 6.11. NUR4021 Challenge Based Learning in Health Care is a compulsory component in this programme. The normal duration of this component lasts for 2 semesters. Students will be in groups of 10 to work on their own CBL project. 6.12. This course consists of two components: CBL project (18 credits) and four individual guided studies (3 credits for each, 12 credits in total). For easier illustration, assessment component of this course will be shown as 60% in CBL Project and 40% in Individual Guided Study. For CBL project, each group is required to plan, implement and evaluate a group project with reflection. For individual guided studies, each student is required to set up a learning contract which includes learning objectives relevant to the CBL project. Learning Contract 6.13. To facilitate better understanding and cooperation between students and supervisors, contractual learning approach will be adopted in the individual guided studies. The Learning Contract plays a key role to ensure that student learning objectives are clearly defined, relevant to CBL project, and will be achieved as planned. A learning contract is a formal statement which specify clearly the students learning objectives, plans to achieve them, and the evaluation criteria of the learning process. Students will start their Individual Guided Study concurrently with the CBL project and will be required to complete four individual guided studies by the end of CBL project. At the beginning of CBL project, students will be asked to identify 4 different areas, which are relevant to CBL project, for individual guided study. Learning contract for each area will be set up by student to specify the learning objective, implementation plan and evaluation criteria (i.e. in total: 4) with mutual agreement between supervisors and students. Students are advised to make appointments regularly to report their progress and seek for advice from their supervisors. By the end of the contract completion date, students are required to submit a Reflective Journal to reflect their learning experience. 18

Support to student by supervisor 6.14. One supervisor will be assigned to each group of students to follow their project. Continuous supervision is given throughout the course with regular contact (at least biweekly) between the group and supervisor. Students are encouraged to make contacts with their own supervisor by email anytime if needed. Biweekly checkpoint acts as students reflection on progress and facilitates the supervisor to supervise the group work progress. 6.15. The role of supervisor is to: - facilitate their thinking process by debriefing and discussion; - monitor their progress on the project; - monitor their working process including group dynamics, collaborations and communications and provide assistance if needed; and - provide guidance and feedback in any steps, e.g. how to ask essential questions, how to set the challenge, how to ask guiding questions, how to decide appropriate guiding activity, how to access guiding resources or facilitate students to access guiding resources, how to formulate solution, facilitate their implementation and evaluation of outcome, facilitate technological support such as video taking and room booking, and to give feedback on the video. Support to student in technology 6.16. In case students require support in publishing, the Information Technology Services Office (ITSO) will provide the necessary support e.g. by lending students ipad or notebook. Also, student can use the Blackboard System for information sharing. Students are encouraged to make use of technologies that they come across in their everyday life. Other Learning and Teaching Concerns Student Effort 6.17. For every class contact hours, students are expected to put in 2 hours of student effort. As such, in a 3-credit course with 45 hours, i.e. 14 lecture hours, 28 seminar hours and 3 examination hours, the estimated student effort is 84 hours. The total notional learning hours is 129. Language Enhancement 6.18. To further supplement TWC s objective of enhancing the language proficiency of its students, the Languages & General Education Centre (LGEC) is responsible for providing language support in English and Chinese for students to facilitate their language skill development throughout their course of study at TWC. A language laboratory Dr. Leung Fung Yee Language Laboratory Centre for Language Enhancement (Room 1204) is set up. 19

6.19. The Library also supports students in improving their academic writing skills through: - monitoring, reviewing, selecting and acquiring suitable materials (both in print and electronic formats); - organizing orientations and workshops to familiarize student with the electronic English learning tools available round-the-clock via the Library website; and - providing subject guide in English Studies to strengthen and enhance students understanding of the available tools and resources. 6.20. In this programme, there are no language courses but students are encouraged to make use of the available services and facilities to improve their language skills where necessary. 20

7. Assessment Principles 7.1. Students will be assessed for every course on the basis of their performances. 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. Forms and Types of Assessment Forms of Assessment 7.2. Assessment can include any one, or any combination, of the following forms, according to the nature of the course. They include strategies such as attendance and participation in class work, research reports, reflective journals, case studies, evaluation reports, oral presentations, warrior s examination, practical tests, multiple-choice tests, written tests/examinations with short and long questions, and any other form appropriate to a specific course. 7.3. 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 the students which are both essential as assessment for learning and assessment of learning. Types of Assessment 7.4. Assessment can be conducted by one, or a combination, of the following three types of assessment, as and when appropriate: (a) (b) Assessment Conducted by Teaching Staff this type of assessment can be in the form of observation, tests, examinations, and through setting written assignments, oral presentations, projects and evaluation reports in the practicum, etc. Student Self Evaluation - through engaging in self-evaluation, students can learn how to review their performance, diagnose strengths and weaknesses, and how to 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. 21

(c) 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. 7.5. Details of specific types of assessment are as follows: (a) Reflective journal - Reflective journal is a tool to assess students intellectual abilities in relating knowledge and concepts with learning experience. Students record their thoughts, feelings, observations and insights about their learning experience. Students need to review their learning process, self-evaluate their performance, identify their strengths and weakness in learning, and plan for future improvement. Also, throughout the reflection, students are expected to seek personal values, attitude and behaviours and critically analyze self and others values, attitudes and behaviours. (b) Case studies - Real-life situation is given to students for discussion, diagnosis of problem, and development of solutions. As case study questions generally do not have one fixed answer, this approach can stimulate student s critical thinking. This approach is used to assess student s ability in applying and integrating the knowledge to analyze and solve the real-life problems. (c) Oral presentations - Oral presentation, usually in teams, can be used to assess students level of understanding of the topics and applications of course-related knowledge and concept to practice. It is also a method to evaluate students presentation skills, language ability, and team collaboration. (d) Warrior s examination - Students will be given a list of questions at the beginning of the semester. Students will work in groups. 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. On the day of warrior s examination, seats will be arranged in a circle and the two groups in the warrior s examination will sit in the centre of the circle. 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. (e) Practical tests - Students are given scenarios to demonstrate practical skills on simulator or actor in a simulated clinical setting to examiners. It is to assess student s knowledge, hand-on skills and attitude. 22

(f) Multiple-choice Tests - Multiple-choice is used to assess students different levels of understanding of knowledge. While traditional multiple-choice questions can be used to assess students ability to recall, relate, comprehend and explain knowledge, scenario-based multiple choice questions can be used to assess students knowledge application and problem-solving ability. (g) Written test/examination with short and long questions - Scenario-based short and long questions are used to evaluate students factual recall, comprehension, application and interpretation of course-related knowledge and concepts. It can also assess students analytical and problem solving abilities. Assessment Strategy for NUR4021 Challenge Based Learning in Health Care 7.6. Students will normally complete this course within 2 semesters. Below is the brief outline of the assessment components. Aim Assessment for Learning Assessment of Learning Nature Formative Summative Summative Assessment components Checkpoints Challenge Based Learning Project Individual Guided Studies Tools / means of assessment Checkpoints: Formative Assessment Rubric CBL Assessment Rubric Learning Contract and Reflective Journal Rubric Outcomes of assessment Satisfactory or Unsatisfactory Satisfactory or Unsatisfactory A, B, C, D, F Schedule Assessment Type Counted in GPA Biweekly Group No End of CBL End of Learning Contract (before end of CBL Project) Group Individual No Yes Assessment for Learning: Checkpoints 7.6.1. Students performance will be assessed by the supervisor (an academic staff of NHS). Checkpoints are used to evaluate the groups problem solving skills, critical thinking, decision making skills and team collaboration. By assessing groups comprehensive plan and monitoring their progress biweekly, students are given to understand what they have done, why they need to do in a certain way, and what they need to improve. It is used as a formative assessment tool to facilitate student s learning by giving feedback clearly in a timely fashion. Below are examples of questions used in CBL: What part of the process are you working in this week? What new knowledge or skills have you acquired this week? 23

What has been your biggest success this week? What has been your biggest challenge this week? How is your group doing as a team? What are your top priorities for next week? (Apple Inc., 2011) Assessment of Learning: Challenge Based Learning Project 7.7. The deliverable of the CBL project can be in form of a video, book, product, etc, where the group believe to be the best presentation of their work. The deliverable will include a description of the challenge, a brief description of the learning process, the solution, and the results of the implementation. It will be assessed by CBL Assessment Rubric. Assessment of Learning: Individual Guided Study 7.8. Students will start their Individual Guided Study concurrently with the CBL project and will be required to complete 4 individual guided studies by the end of CBL project. At the beginning of CBL project, students are expected to set up learning contract per individual guided study, including learning objectives, implementation plan and evaluation criteria with their supervisors. The learning objectives and learning outcomes should be relevant to CBL Project. Students are advised to make appointments regularly to report their progress and seek for advice from their supervisors. At the end of each learning contract, students are required to submit a Reflective Journal to reflect their learning experience. GPA calculation 7.9. For the 18-credit CBL Project, student result remains as either satisfactory or unsatisfactory, which means it will not be counted in GPA calculation. For the results of Individual Guided Study, they will contribute towards the graduation GPA. Failure in Challenge Based Learning 7.10. Students who can fulfill both CBL Project and Individual Guided Studies will be considered as Pass in CBL. Students failing in CBL will have his/her case brought to the Programme Examinations Committee for reporting and discussion on possible follow-up actions. The 24

Programme Examinations Committee will deliberate on each student s case and the student may be granted a second opportunity to work on the failed component. Should student fail in the second opportunity, he/she may not be able to fulfill the graduation requirement. Academic Probation on Progression 7.11. Students who meet the minimum entry requirements of the programme but their sgpa in one semester falls below 2.0 shall be put on academic probation on progression in the subsequent semester. The purpose is to remind and help students who need additional assistance to make improvement in order to fulfil the GPA requirement for graduation. These students will be required to seek academic consultation from the Student Academic Advisor. (Please see below section Academic Consultation) 7.12. A student on academic probation may be required to take a reduced load, with his or her performance being reviewed at the end of the semester of the probation. If the student has obtained a sgpa of 2.0 or above in the semester of the probation, the probation shall be lifted; otherwise, academic probation shall continue to apply in the next semester unless he or she is required to de-register from his/her studies or has completed all graduation requirements. 7.13. A student who is put on academic probation for two consecutive semesters will be deregistered from his/her studies of the programme. Academic Consultation 7.14. TWC will alert students who need academic assistance at an early stage. Students who fail to obtain a cgpa of 2.0 (this covers the group of students on academic probation on progression) will be required to seek academic consultation. These consultations are provided by Student Academic Advisors who will review with students their current study approaches and plans and offer ways to improve students study techniques. De-registration of Studies on Academic Grounds 7.15. A student of the programme shall be required to de-register from his or her studies on academic grounds at TWC: a. If he or she fails to meet the condition(s) stipulated in the offer letter issued at the time he or she applied for admission to the College; OR b. If he/she is put on academic probation for two consecutive semesters; OR c. If he or she fails to complete the graduation requirements within the maximum duration of candidature. 8. Assessment Moderation System 8.1. TWC has set Examination Regulations for Students, students will find these regulations in their Student Handbook (see Section 3.14) for details. 25

8.2. 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. 8.3. 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. 26

9. Graduation Requirements 9.1. To be considered for the award of BHSc(Hons) in Nursing, a student shall: (i) Have completed the minimum required credit units as prescribed for the programme with a graduation GPA (ggpa) of at least 2.0; (ii) Have achieved grade point of 1.0 or above in all courses in the programme; and (iii) Have passed the graduation project/challenge Based Learning in Health Care as prescribed for the programme. 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 as appropriate according to the following respective graduation GPA criteria. The awards are conferred by the Academic Board noting the recommendation of the Examinations Board. Classification of Honours Degree Graduation GPA (ggpa) First Class Honours 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 2.3 Academic Regulations 9.3. 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. 27

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. Members of the Programme Committee will be: Department Head Programme Leader Internal members Student representative Secretary Reference: Apple Inc. (2011). Challenge Based Learning: A Classroom Guide. Retrieved from http://www.apple.com/education/docs/cbl_classroom_guide_jan_2011.pdf Johnson, L., & Adams, S. (2011). Challenge Based Learning: The Report from the Implementation Project. Austin, Texas: The New Media Consortium. Joseph, P. (2000). Traditions of giving in Buddhism. Alliance Magazine. Retrieved from http://www.alliancemagazine.org/en/content/traditions-giving-buddhism, August 2011. 28

Outlines 29

TUNG WAH COLLEGE Outlines for Bachelor of Health Science (Honours) in Nursing (Post-Registration) Core s Code Title Page 1. NUR3001 Research Methods in Health Care 32 2. NUR4001 Economics and Management in Health Care 35 3. NUR4008 Clinical Reasoning 38 4. NUR4002 Capstone Project (6 credits) 42 Challenge Based Learning Code Title Page 5. NUR4021 Challenge Based Learning in Health Care 44 Elective s Stream 1: Leadership and Management Stream Code Title Page 6. NUR4009 Creativity in Health Care 46 7. NUR4010 Quality and Safety in Health Care 49 8. NUR4011 Project Management 52 9. NUR4012 Contemporary Professional Competency 54 10. NUR4013 Health Informatics 57 11. NUR4014 Leadership and Management in Health Care 60 12. NUR4015 Management of Change in Health Care 63 30

Stream 2: Clinical Nursing Stream Code Title Page 13. MED4009 Radiotherapy Patient Management 66 14. MED4010 Contemporary Cancer Therapy 70 15. NUR2025 Advanced Pathophysiology 73 16. NUR4005 Trauma and Disaster Nursing 78 17. NUR4006 Integrative Care of People with Non-communicable Diseases 82 18. NUR4007 Care of Vulnerable People 86 19. NUR4016 Pain Management 89 20. NUR4017 Interpretation of Clinical Data 92 21. NUR4018 Fundamentals of Bioinstrumentation 95 22. NUR4020 Caring Concept 97 Stream 3: Applied Gerontology Code Title Page 23. NUR2023 Ageing, Diseases and Disabilities 100 24. NUR3003 Dementia Care 103 25. NUR3004 Health Management and Social Care of Older People and their Families 26. NUR3007 Modern Technology for Older Adults 110 27. NUR4004 Asset Management for the Third Age 113 107 31

Description Form Code NUR3001 Title Research Methods in Health Care Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course is to equip students to analyze and critique research papers and conduct a research (PILO 1, 3, 4, 6). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of the course, students will be able to: a. comprehend the concept of research process (PILO 1, 3, 4) b. understand different research approaches and designs to clinical practice (PILO 1, 3, 4, 6) c. analyze research papers and other publications critically (PILO 1, 3, 4) d. acquire knowledge and skills to prepare research proposals and report (PILO 1, 3, 4, 6) 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 research proposal and present their research design in their presentations. 32

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % weighting intended learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Proposal 30 Presentation 2. Proposal 30 3. Written Test 40 Total 100 1. Proposal Presentation (Group) 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 1, 3, 4, 6). 2. Proposal (Group) Each group will be asked to submit a written proposal two weeks after presentation (PILO 1, 3, 4, 6). 3. Written Test It is used to assess students understanding of research concepts and methods (PILO 1, 3, 4, 6). 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. Gkasser, S. P. (2008). Essentials of Clinical Research. [Electronic resource]. Springer Science & Business Media. 2. Pearson, A., Field, J., & Jordan, Z. (2007). Evidence-Based Clinical Practice in Nursing and Health Care: Assimilating Research, Experience and Expertise [Kindle Edition]. NJ: Wiley-Blackwell. 3. Portney, L. G., & Watkins, M. P. (2008). Foundations of Clinical Research: Applications to Practice (3 rd ed.). New Jersey: Pearson/Prentice hall. Recommended Readings 1. Aron, A., Aron, E. N., & Coups, E. (2010). Statistics for the behavioural and social sciences (3 rd ed.). London: Prentice Hall. 2. Barbour, R. (2007). Introducing Qualitative Research: A Student s Guide to the Craft of Doing Qualitative Research. London: Sage Publications Ltd. 33

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 Learning. 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 Learning. Journals 1. Evidence-based healthcare & public health 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: http://www.ahcpr.gov 2. The Cochrane Collaboration: http://www.cochrane.org/ 3. National Institute of Nursing Research: http://www.nih.gov/nursing 34

Description Form Code NUR4001 Title Economics and Management in Health Care Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 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 4) 2. to apply the basic theories to health care management, health care finance, and health care policy (PILO 1, 2, 4) 3. to expound the principles of effective leadership in health care delivery and operations (PILO 2, 4) 4. to explore career opportunities and skills for life-long learning in health care services and management (PILO 1, 2, 4, 7) Intended Learning Outcomes Synopsis/ Indicative Syllabus 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 1, 2, 4) b. know the principles and demonstrate the skills necessary for leadership, team-building, coaching and mentoring in health care (PILO 1, 2, 4) c. demonstrate the ability to discuss in a critical but constructive manner management, leadership, and policy issues in health care (PILO 7) d. exploit the course learning to develop and enhance own abilities in management and leadership (PILO 4) e. apply the course learning to interpret and criticize the current management and operations of Hong Kong s health care system and services (PILO 7) 1. Introduction to economics and management with special reference to health care 2. Leadership and communication 3. Team-optimality in health care 3.1 Motivation and performance 3.2 Team building 3.3 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 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 35

Learning & Teaching Methodology Lectures 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. Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks 1. Oral Presentations (Group) % weighting intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 50 2. Written Tests 50 Total 100 1. Oral Presentations Oral presentations encourage students to research and explore outsidelecture 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 1, 2, 4, 7). 2. Written Tests Written tests will be introduced to evaluate students understanding of the course material (PILO 1, 2, 4, 7). Student Study Effort Required Reading List and References 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 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. 36

3. Rice, T. H., & Unruh, L. (2009). Economics of Health Reconsidered. (3 rd ed). [electronic resource]. Health Administration Press. 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 ed.). Sudbury: Jones and Bartlett Publishers. 3. Gray, I., Field, R., & Brown, K. (2010). Effective Leadership, Management and Supervision in Health and Social Care. Exeter: Learning 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 fromhttp://www.nchk.org.hk/filemanager/en/pdf/conduct_eng.pdf 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 (1870-1997) 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 37

Description Form Code NUR4008 Title Clinical Reasoning Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to equip students with the necessary knowledge and skills in appreciate and analyze the process of clinical reasoning and problem solving (PILO 1, 5, 6, 7). Intended Upon completion of the course, students will be able to: Learning a. examine the process of clinical reasoning (PILO 1, 5, 7) Outcomes b. analyze ethical and legal factors which influence clinical decision making (PILO 1, 6) c. explain the factors affecting clinical decision-making (PILO 1, 5, 7) d. describe the three major m models of clinical reasoning (PILO 1, 5, 7) e. analyze the five stages of the nursing process and identify the clinical reasoning process involved in each stage (PILO 1, 5, 6, 7) Synopsis / Indicative Syllabus Learning & Teaching Methodology 1. Basic concepts in logic and logical reasoning 2. Clinical reasoning process 3. Models of clinical reasoning: Nursing process, concept attainment theory, statistical decision making and information processing theory 4. Factors influencing clinical reasoning: task complexity, individuality, subjectivity vs objectivity, pattern recognition, novice vs expert, ethics and legal consideration 5. Clinical reasoning in assessment, diagnosis, planning, implementation and evaluation 6. Application of clinical reasoning in analyzing current health issues Lecture Lectures are scheduled to deliver theoretical knowledge in which multimedia will be used when appropriate. Seminar Seminars allow students to share the knowledge and experience through oral presentations and group discussion. 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 highfidelity 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. 38

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. Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % weighting intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Oral Presentation 30 2. Written Assignment 70 Total 100 1. Oral Presentation Oral presentation is used to assess students ability to apply knowledge of clinical reasoning, generate sound argument and defend the claim logically, through case presentation and analysis (PILO 1, 5, 7) 2. Written Assignment Written assignment allow assessment of students integration, analysis, interpretation and application of knowledge and concepts of related areas, written communication, problem solving skills and logical, analytical and critical thinking, and establishment of evidence-based information and/or sound argument (PILO 1, 5, 6, 7) Student Study Effort Required Reading List and References Class contact: Lecture 18 Hrs. Seminar 9 Hrs. Laboratory 18 Hrs. Other student study effort: Self-study 50 Hrs. Preparation for assessment 40 Hrs. Total student study effort 135 Hrs. Textbook 1. Wilkinson, J. M. (2007). Nursing Process and critical thinking (4 th ed.) Upper Saddle River: Pearson/ Prentice Hall. 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] 39

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. Carpenito-Moyet, L. J. (2009). Nursing diagnosis: Application to clinical practice (13 th ed.).philadelphia: Lippincott. 6. Craven, R. F., & Hirnle, C. J. (2008). Fundamentals of Nursing: Human Health and Function (6 th ed.) [Electronic Book]. Lippincott Williams & Wilkins. 7. Fertman, C. I., & Allensworth, D. D. (2010). Health Promotion Programs: from Theory to Practice. San Francisco: 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). Evidencedbased Management in Healthcare. Chicago: Health Administration Press. [Electronic Book] 11. Ladwig, B.G., & Ackley, B. J. (2010). Mosby's guide to nursing diagnosis. St Louis: Mosby. 12. 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 (6 th 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 (9 th ed.). Philadelphia: Lippincott. 20. 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. Useful web sites 1. http://www.aaaai.org 2. http://www.lungusa.org 3. http://www.medicinenet.com 40

4. http://www.nhlbi.nih.gov 5. http://www.nurse.com 6. http://www.vh.org 7. Hospital Authority : http://www.ha.org.hk 8. World Health Organization: http://www.who.int/en/ 9. Centers for Disease Control and Prevention: http://www.cdc.gov/index.htm 41

Description Form Code NUR4002 Title Capstone Project Credit Value 6 QF Level 5 Co-requisite NUR3001 Research Methods in Health Care Objectives 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 1, 2, 3, 4, 6, 7). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology 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 1, 2, 3) b. formulate research studies based on clinical observations and develop a comprehensive proposal worthy of implementation (PILO 1, 2, 3) c. conduct an interdisciplinary/cross-disciplinary of research/project within the period (PILO 1, 2, 3, 6, 7) d. make reasonable recommendations to enhance the best practices in the community based on their analysis, findings and conclusions (PILO 1, 2, 3, 4, 7) 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 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. Seminar Seminars allow students to share the knowledge and experience in conducting project /research through oral presentations and group discussion. 42

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % weighting Intended course learning outcomes to be assessed (Please tick as appropriate) a b c d 1. Oral Presentation (Group) Proposal 10 2. Written Assignment (Individual Proposal) 30 3. Oral Presentation (Group) Progress 20 4. Written Assignment (Individual Report) 40 Total 100 1. Oral Presentations (Group) Oral presentations (group) are used to assess students comprehensive plan and monitor their progress (PILO 1, 2, 3, 4, 6, 7). It is also used to evaluate students presentation skills, language ability, and team collaboration. 2. Written Assignments (Individual) Students will be asked to submit a proposal and report discussing the approaches, tools and findings of the project (PILO 1, 2, 3, 4, 6, 7). Student Study Effort Required Reading List and References Seminar 20 Hrs. Other student study effort: Self-reading 190 Hrs. Preparation of presentation 60 Hrs. Total student study effort 270 Hrs. Students are expected to read widely from literature focusing on the area of the project/research. 43

Description Form Code NUR4021 Title Challenge Based Learning in Health Care Credit Value 30 QF Level 5 Pre-requisite Nil Objectives The conceptualization of this course is based on the Challenge Based Learning by Apple Inc. This course is designed purposefully with largegroup approach and provides a collaborative learning experience that encourages students to learn about group dynamics, value and respect individual/group contribution, compelling issues in the real world and to leverage on day-to-day used technology to provide solutions through the group s big idea (PILO 1, 2, 3, 4, 5, 6, 7). Students are expected to spend 10 to 15 hours equivalent per week on the study. Intended Learning Outcomes Indicative Syllabus Upon successful completion of this course, students will be able to: a. demonstrate the ability to identify the global and local significance challenge (PILO 1, 2, 5) b. formulate a wide range of innovative, insightful and realistic activities to solve the challenge (PILO 2, 3, 5, 7) c. conduct a detailed implementation and evaluation plan to solve the challenge in community (PILO 3, 4, 5, 7) d. reflect the content, process and overall experience of challenge based learning based on their analysis, findings and conclusions (PILO 1, 2, 3, 5, 6, 7) There will be no specified text for this course. Students will be expected to work in groups of 7 to 10 under the supervision of academic staff of the Department. This course intends to provide students an opportunity to learn through real life experience, sensibly use of technology and working on solution for their own big idea. It is hoped that students can explore their selected topic from multiple perspectives, map the connections between ideas, criticize their own ideas, generate solution collectively through debated, test the solution courageously, evaluate their results critically with evidence, appreciate diversity in personalities and talents of their group mates and value everyone s contribution to this consorted efforts. Throughout the project students document their experience using audio, video, and photography. Near the culmination of the challenge (normally before end of the 2 nd semester), students build their solution video and record their reflections. The solution video should include a description of the challenge, a brief description of the learning process, the solution, and the results of the implementation. 44

Learning & Teaching Methodology Assessment Methods in Alignment with Intended Learning Outcomes Seminar Seminars allow students to share the knowledge and experience in conducting project /research through oral presentations and group discussion. Learning Contract A Learning Contract is a formal statement which specify clearly the students learning objectives, plans to achieve them, and evaluation criteria of the learning process. Students are responsible for developing the Learning Contract and seek advice and approval from their supervisors. The Learning Contract plays a key role to ensure that student learning objectives are clearly defined, is relevant to CBL project, and will be achieved as planned. Specific assessment methods/tasks 1. Challenge Based Learning Project 2. 4 Individual Guided Studies % Weighting 60 40 Total 100 Intended learning outcomes to be assessed (Please as appropriate) a b c d 1. Challenge Based Learning Project Students will be asked to video and/ or report discussing a description of the challenge, a brief description of the learning process, the solution, and the results of the implementation (PILO 1, 2, 3, 4, 5, 6, 7) 2. Learning Contract and Reflective Journal for Individual Guided Studies Students will be asked to identify 4 different areas, which are relevant to CBL project, for Individual Guided Study. Learning Contract for each area will be set up by student to specify the learning objective, implementation plan and evaluation criteria (i.e. in total: 4) with mutual agreement between supervisors and students. Reflective journals will be used to discuss and summarize the individual learning process and product. (PILO 1, 2, 3, 4, 5, 6, 7) Assessment Grades CBL Challenge Based Learning Project Four Individual Guided Studies 45 Assessment Type Group Assessment Grade Satisfactory or Unsatisfactory Credits 18 Individual A, B, C, D, F 12

Student Study Effort Required Reading List and References Seminar 30 Hrs. Other student study effort: Self-reading 120 Hrs. Preparation of challenge based learning project 180 Hrs. Preparation of individual guided study 120 Hrs. Total student study effort 450 Hrs. Students are expected to read widely from literature focusing on the area of the project/research. 46

Description Form Code NUR4009 Title Creativity in Health Care Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to provide student the basic knowledge and skills in applying creative thinking under health care context (PILO 1, 3, 6). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. learn different principles, theories and processes in creative thinking (PILO 1) b. identify the advantages of innovative and creative thinking in the health care (PILO 1, 6) c. develop a personal creative practice and articulate a personal creative process (PILO 1, 6) d. demonstrate the ability to devise appropriate creative solutions to problems in health care (PILO 1, 3, 6) 1. Basic concepts of creativity 1.1 Definition, principles and theories 1.2 Stages of creativity 1.3 Vertical thinking versus lateral thinking 2. Creating organizational context for innovation 3. Practical system for innovation 4. Tools for directed creativity 4.1 Six Thinking hats 4.2 Random words 4.3 Provocation and movement 4.4 Concept fan 4.5 Mind map 5. Transforming health care quality through innovations in evidencebased practice Lecture Lectures are used to provide theoretical knowledge. Seminar Seminars are used to provide a platform for students to apply creative thinking techniques in designing soft or hard products in health care. It allows students to develop an understanding of diverse values, attitudes and interpretations of the selected issue. Tutorial Tutorials are used to provide students face-to-face discussion sessions for clarifications of theoretical input in lectures. 47

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks 1. Oral Presentation (Group) 2. Written Assignment (Individual) % Weighting Total 100 Intended learning outcomes to be assessed (Please as appropriate) a b c d 30 70 1. Oral Presentation (Group) Oral presentation (group) is used to assess students ability to apply creative thinking techniques (PILO 1, 3, 6). 2. Written Assignment (Individual) Students will be asked to submit a paper to self-reflect the development and application of creative thinking under health context (PILO 1, 3, 6). Student Study Effort Required Reading List and References Class contact: Lecture 22 Hrs Tutorial 8 Hrs Seminar 15 Hrs Other student study effort: Pre-reading 44 Hrs Preparation for Presentation 30 Hrs Preparation for Written assignment 16 Hrs Total student study effort 135 Hrs Textbook 1. Porter-O Grady, T., & Malloch, K. (2010). Innovation Leadership: Creating the Landscape of Health Care. Sudbury, Mass: Jones and Bartlett Publisher. Reading Lists 2. Adair, J. (2007). Leadership for Innovation: How to organize team creativity and harvest ideas. London; Philadelphia: Kogan Page. 3. de Bono, E (1992) Serious Creativity. New York: HarperCollins Publishing. 4. Heilman, K. M. (2005). Creativity and the Brain. New York and Hove: Psychology Press. 5. Hurson, T. (2008).Think better: An innovator s guide to productive thinking. New York: The McGraw-Hill Co. 6. Michalko M. (2006). Thinkertoys: A handbook of creative-thinking techniques (2 nd ed). California: Ten Speed Press. 7. Sternberg, R. J. (1999). Handbook of Creativity. Cambridge: Cambridge University Press. 8. Tharp, T. (2005). The creative habit: Learn it and use it for life: A practical guide. New York: Simon & Schuster Paperbacks. 48

Journals 1. De Bono, E. (1995). Serious Creativity. The Journal for Quality and Participation, 18(5):12-18. Useful Websites 1 Creative Thinking http://creativethinking.nku.edu/, Northern Kentucky University, Highland Heights, Kentucky, 41099 49

Description Form Code NUR4010 Title Quality and Safety in Health Care Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to develop students knowledge and able to bring about quality improvement to the process of health care practice (PILO 1, 3, 5, 6). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. understand the characteristics of quality in health care settings (PILO 1, 6) b. discuss the importance of health care safety (PILO 1, 3) c. analyze safety strategies in health care settings (PILO1, 3 ) d. apply and explain quality improvement measurements and tools (PILO 1, 6) e. Formulate plan to improve and evaluate quality and safety to provide better outcome in clinical and community settings (PILO1, 5, 6) 1. Overview the structure of quality improvement in health care 2. Social and legal aspects of quality and safety in health care 3. Quality improvement measurements and tools 4. Risk identification, control and prevention 5. Safety culture in health care settings 6. Conduct clinical and performance reviews 7. Contemporary health care issues 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 to explore quality and safety issues in daily experience. 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 in the selected topics. Tutorial Tutorials are used to provide students face-to-face discussion sessions for clarifications of theoretical input in lectures. 50

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please as appropriate) a b c d e 1. Examination 70 2. Seminar Presentation 30 Total 100 1. Examination Examination is used to assess students comprehension of what they have been taught (PILO 1, 3, 6). 2. Seminar Presentation Seminar presentations are used to assess students comprehension of selected quality and safety issues and their ability to solve real word health care challenge. It is also used to evaluate students presentation skills, language ability and team collaboration (PILO 1, 3, 5, 6). Student Study Effort Required Reading List and References Class contact: Lecture 16 Hrs Tutorial 14 Hrs Seminar 15 Hrs Other student study effort: Pre-reading 36 Hrs Preparation for seminar 27 Hrs Preparation for group report 27 Hrs Total student study effort 135 Hrs Reference Lists 1. Spath, P. (2009). Introduction to healthcare quality management. [electronic source]. Health Administration Press 2. Lloyd, R. C. (2004). Quality health care: a guide to developing and using indicators. Sudbury, Mass: Jones and Bartlett Publishers. 3. Ransom, E.R., et., al. (2008) (Ed.). The healthcare quality book : vision, strategy, and tools (2nd ed.). [electronic source]. Health Administration Press. 4. Spurgeon, P., Burke, R. J., & Cooper, C L. (2012). The innovation imperative in health care organisations : critical role of human resource management in the cost, quality and productivity equation. [electronic source]. Edward Elgar. 5. Smith, A.C., Barry, R., & Brubaker, C.E. (2008). Going lean : busting barriers to patient flow. [electronic source].health Administration Press. Journals 1. Joint Commission Journal on Quality and Patient Safety 2. BMJ Quality & Safety 51

Useful Websites 1. World Health Organization: http://www.who.int/en 2. Institute for Healthcare Improvement: http://www.ihi.org/pages/default.aspx 3. Centers for Disease Control & prevention: http://www.cdc.gov 4. National Association for Healthcare Quality: http://www.nahq.org/ 52

Description Form Code NUR4011 Title Project Management Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to provide students the basic knowledge and skills in small scale project planning and management. (PILO1, 2, 3, 4) Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. Identify project objectives, constraints and stakeholders (PILO1, 3, 4) b. Plan milestones, tasks, resources and budget for a project (PILO1, 2, 3, 4) c. Manage project quality and risk (PILO1, 2, 4) d. Control project progress (PILO1, 2, 4) 1. Project management framework and basic concepts 2. Project initiation and initial studies 3. Elements of project plan 3.1 General approach 3.2 Schedule 3.3 Resources 3.4 Personnel 3.5 Evaluation methods 3.6 Potential problems 4. Planning tools 4.1 Work breakdown structure 4.2 Gannt Chart 4.3 Network diagram 5. Controlling quality, time and cost 6. Risk management 7. Project conclusion Lecture Lectures are used to provide theoretical knowledge. Seminar Seminars are used to strengthen knowledge gained in lectures. Seminars will include oral presentations, discussions, and case studies. 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. 53

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks 1. Group Presentation 2. Case Study Report Total 100 Intended learning outcomes to % be assessed (Please as appropriate) Weighting a b c d 30 70 1. Oral Presentation An Oral presentation is used to evaluate students ability to apply what they have learned, and to collect and analyze relevant information/data for solving problems (PILO 1, 2, 3, 4). 2. Case Study Report A case study report is used to evaluate student s ability to synthesize the theories and concepts they have learned in ethical decision-making (PILO 1, 2, 3, 4). Student Study Effort Required Reading List and References Class contact: Lecture 28 Hrs Tutorial/Seminar 17 Hrs Other student study effort: Pre-reading 30 Hrs Preparation for presentation and case study 60 Hrs Total student study effort 135 Hrs Textbooks Kasten, E. (2012). Basic of project management. (Kindle Edition). Reading Lists Ghantt, T. (2012). Managing your first project: project management quick start. (Kindle Edition). Ontario: Plumbline Publishing Group 54

Description Form Code NUR4012 Title Contemporary Professional Competency Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course seeks to instruct students in the professional attributes and competency for contemporary health care practice environment. 1. To understand the evolution of the nursing competencies to meet the changing needs of the health care (PILO 2, 4, 5, 6, 7) 2. To apply the theories of professionalism in the contemporary practice environment (PILO 1, 2, 3, 4, 5, 6, 7) 3. To explore intra- and inter-professional working environment in the complex care modalities (PILO 1, 2, 3, 4, 5, 6, 7) Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. appreciate the global view of growing complexity in care modalities (PILO 2, 4, 5, 6, 7) b. understand the competency framework for nursing (PILO 2, 3, 5, 6, 7) c. analyze the competency requirements towards changing health care needs (PILO 1, 2, 3, 4, 5, 6, 7) d. appraise the preferable attributes in contemporary nursing (PILO 1, 2, 4, 5, 6, 7) 1. Domains in care environment 2. Competency framework 3. Compassion in nursing 4. Overview of nursing roles and responsibilities 4.1 Hong Kong 4.2 Mainland China 4.3 Australia 4.4 Canada 4.5 United Kingdom 4.6 United States Lecture Lectures are used to provide theoretical knowledge. Seminar Seminars are used to offer a platform for students to broaden and deepen the understandings in competences and attributes of nurses in health care Tutorial Tutorials are used to provide students face-to-face discussion sessions for clarifications of theoretical input in lectures. 55

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks 1. Oral Presentatio n 2. Written Assignment % Weighting Total 100 Intended learning outcomes to be assessed (Please as appropriate) a b c d 30 70 1. Oral Presentation Oral presentations enable students to explore various modalities and practice environment of nursing from global perspectives and to gain insights in the competency requirement in contemporary nursing practice. It will be in the form of group projects (PILO 1, 2, 3, 4, 5, 6, 7). 2. Written Assignment Written assignment will be used to assess students critical analysis and synthesizing skills in identifying and building up a career development framework (PILO 1, 2, 3, 4, 5, 6, 7). Student Study Effort Required Reading List and References Class contact: Lecture 10 Hrs Tutorial/Seminar 35 Hrs Other student study effort: Pre-reading 30 Hrs Preparation for oral presentation 20 Hrs Preparation for written assignment 40 Hrs Total student study effort 135 Hrs Textbooks 1. Black, B., Professional Nursing : Concepts, Challenges, 7 th Ed., United State: Saunders 2. Nightingale, F. (1859). Notes on Nursing: What it is, and what it is not. London: Harrison & Sons, reprinted by Philadelphia: Lippincott 3. The Hong Kong Nursing Council (2004). Core Competencies for Registered Nurses (General). Hong Kong SAR: Author Reading Lists 1. American Geriatrics Society (2008). Multidisciplinary Competencies in the Care of Older Adults at the Completion of the Entry-level Health Professional Degree. United State: Author 2. Deber, R., Baumann, A. (2005). Barriers and Facilitators to Enhancing Interdisciplinary Collaboration in Primary Health Care. Ottawa: The Enhancing Interdisciplinary Collaboration in Primary Health Care Initiative. 3. Francis, R (2013). Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. United Kingdom: The Majesty s Stationery Office 56

4. Georges, J.M. (2011). Evidence of the Unspeakable Biopower, Compassion, and Nursing. Lippincott: Advances in Nursing Science Vol.34, No.2, pp.130-135. 5. Mitton, C., et al (2009). Public participation in health care priority setting: A scoping review. Elsevier: Health Policy 91(2009), pp. 219-228. 6. NHS Department of Health (2012). Compassion in Practice Nursing, Midwifery & Care Staff, Our Vision & Strategy. United Kingdom: Author 7. Ontario Safety Association for Community & Healthcare (2009). Bullying in the Workplace: A handbook for the workplace. Ontario: Author. 8. Royal College of Nursing (2007). Nurses as Partners in Delivering Public Health. United Kingdom: Author 9. Secretariat of the Commission on Social Determinants of Health (2005). Action on the Social Determinants of Health : Learning from previous experiences. Geneva: World Health Organization. 10. The Joint Commission (2010). Future of Nursing. United States: Institute of Medicine Journals 1. American Journal of Nursing 2. British Journal of Nursing 3. Canadian Nurse 4. Collegian 5. Health Policy Useful Websites 1. World Health Organization http://www.who.int/social_determinants/en/ 2. The Hong Kong Hospital Authority http://www.ha.org.hk 3. The Nursing Council of Hong Kong http://www.nchk.org.hk 4. Institute of Medicine http://www.iom.edu/ 5. National Health Services of United Kingdom http://nhs.uk 6. The Mid Staffordshire NHS Foundation Trust Public Inquiry http://www.midstaffspublicinquiry.com/ 7. Health Canada http://www.hc-sc.gc.ca/ahc-asc/branch-dirgen/spbdgps/onp-bpsi/overview-apercu-eng.php 8. Australian Nursing and Midwifery Board http://www.nursingmidwiferyboard.gov.au/codes-guidelines- Statements/Codes-Guidelines.aspx 57

Description Form Code NUR4013 Title Health Informatics Credit Value 3 Level 5 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 course 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 1, 2, 3, 6). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to a. recognize the basic understanding of how ICT applied to health services (PILO 3) b. know what kinds of computer systems are in use in health care setting (PILO 1, 2) c. explore the computerization in health care practice, education and research (PILO 2, 3) d. identify the potential privacy and ethical issues related to the ICT usage in health care setting (PILO 6) 1. Introduction to ICT in health care setting 2. Development of computer applications in the health care system 3. Development of health informatics in Hong Kong 4. Benefits and constraints of a computerized information system 5. Computerized information processing 6. Major applications for computers in the area of: 6.1 Patient care 6.2 Administration of health services 6.3 Health sciences education 6.4 Health care research 6.5 Intelligent Health Systems 6.6 Health Communications systems and Telehealth 7. Social and ethical aspects of health data automation Lecture Lectures are used to provide updated information. 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. 58

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 individual presentations and class discussion. Learning progress of students will be monitored and feedback and support will also be provided as appropriate. Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks Computer Laboratorial Activities % Weighting Intended learning outcomes to be assessed (Please tick as appropriate) a b c d 40 Project 30 Online Quiz 30 Total 100 1. 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 1, 2, 3). 2. 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 1, 2). 3. 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 1, 2, 3, 6). Student Study Effort Required Class contact: Lecture 24 Hrs Computer Laboratory 12 Hrs Seminar 9 Hrs Other student study effort: Self-study 45 Hrs Brainstorming 28 Hrs Preparation for assessment 17 Hrs Total student study effort 135 Hrs 59

Reading List and References Textbooks Glaser, J.P. & Salzberg, C. (2011). The strategic application of information technology in health care organizations (3 rd Ed). San Francisco: John Wiley & Sons. Reading Lists 1. Sullivan, F. & Wyatt J. C. (2006). ABC of health informatics. Massachusetts: Blackwell Publishing Inc. 2. Taylor P. (2006). From patient data to medical knowledge: The principles and practice of health informatics. Massachusetts: Blackwell Publishing Inc. 3. Shortliffe, E. H. & Cimino J. J. (Ed.) (2006). Biomedical informatics: Computer applications in health care and biomedicine (3 rd Ed). Baltimore: Springer Science. 4. Thomas-Brogan, T. (2009). Health information technology basics: A concise guide to principles and practice. Boston: Jones and Bartlett Publishers. Journals 1. Journal of Telemedicine and Telecare 2. Telemedicine and e-health 3. Health Informatics Journal 4. Telematics and Informatics 5. Bioinformatics 60

Description Form Code NUR4014 Title Leadership and Management in Health Care Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to equip students with the understanding of the concepts and application of leadership and management theories in the health care environment. 1. To understand the basic theories of leadership and management (PILO 4) 2. To distinguish between the principles of management and leadership in healthcare operations (PILO 1, 4, 5, 6, 7) 3. To explore the competencies requirement in management and leadership in health care practice (PILO 1, 2, 4, 6) Intended Learning Outcomes Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. understand the concepts of management (PILO 1, 4) b. delineate various leadership styles (PILO 1, 4) c. critically appraise the similarities and differences between management and leadership (PILO 1, 2, 4, 5, 6, 7) d. analyze and appraise the approaches to management in healthcare (PILO 1, 4, 5, 6, 7) e. identify and enhance one s own attributes in leadership and competencies in management (PILO 2, 4) 1. Management and leadership theories 2. Effective leadership and management in health care 2.1 effective communication skills 2.2 leadership and supervision 2.3 motivation in the work setting 2.4 managing conflict 2.5 monitoring and improvement standards and performance in healthcare practice 2.6 Teamwork and delegation 2.7 creating a growth-producing work environment 3. Contemporary issues in health care 3.1 the impact of health care reform on healthcare professionals 3.2 power and politics within the healthcare arena 3.3 multidisciplinary and interprofessional working relationship 3.4 consumerism and development community partnership Lecture Lectures are used to provide theoretical knowledge. Seminar Seminars are used to offer a platform for students to broaden and deepen the understandings and perspectives in healthcare settings 61

Tutorial Tutorials are used to provide students face-to-face discussion sessions for clarifications of theoretical input in lectures as well as self-reflection on own and required competencies/skills. Assessment Methods in Alignment with Intended Learning Outcomes Specific Intended learning outcomes to % assessment be assessed (Please as appropriate) Weighting methods/tasks a b c d e 1. Project 30 2. Written Assignment 70 Total 100 Project Oral presentations enable students to explore the application of management and leadership skills in the practice environment of nursing and to gain insights into the competency requirement in these two roles. It will be in the form of group projects. (PILO 1, 2, 4, 5, 6, 7) Written Assignment Written assignment will be used to assess students critical analysis and synthesizing skills in identifying and building up competency framework for management and leadership in healthcare. (PILO 1, 2, 4, 5, 6, 7) Student Study Effort Required Reading List and References Class contact: Lecture 10 Hrs Tutorial 15 Hrs Seminar 20 Hrs Other student study effort: Pre-reading 30 Hrs Preparation for seminar and debate 30 Hrs Preparation for group report 30 Hrs Total student study effort 135 Hrs Textbooks 1. Sullivan, E.J., Decker, P.J. (2009). Effective leadership and management in nursing. New Jersey : Prentice Hall. 2. Rigolosi, E.L.M. (2013). Management and Leadership in Nursing and Health Care (3 rd ed.). New York : Springer Publishing. Reading Lists 1. Health & Welfare Bureau. (1999). Improving Hong Kong Health Care System Why and For Whom. Hong Kong Government : Author. 2. Health & Welfare Bureau. (2001). Lifelong Investment in Health. Hong Kong Government : Author. 3. Health & Welfare Bureau. (2005). Building a Healthier Tomorrow. Hong Kong Government : Author. 62

4. Health & Welfare Bureau. (2008). Your Health, Your Life. Hong Kong Government : Author. 5. Health & Welfare Bureau. (2011). My Health My Choice. Hong Kong Government : Author. 6. Hong Kong Hospital Authority (2012). Annual Plan 2012-13. Hong Kong : Public Affair Division of Hospital Authority. 7. Hong Kong Hospital Authority (2012). Annual Report 2012-12. Hong Kong : Public Affair Division of Hospital Authority. 8. Leung, G. M., & Bacon-Shone, J. (eds.). (2006). Hong Kong s health system: reflections, perspectives and visions. Hong Kong: Hong Kong University Press. 9. Lo, S., & Fung, H. (2001). Ensuring the quality of health care. Hong Kong Medical Journal, 7(2), 174-179. 10. McCarthy, G., Fritzpatrick, J.J., (2012) (ed). Leadership in Action Influential Women Nurses Contribution to Society. Ireland : Oak Tree Press. 11. Mok, E. (2001). Hong Kong health care system and its challenges. Journal of Nursing Administration, 31(11), 520-523. 12. Mok, E., & AuYeung, B. (2002). Relationship between organizational climate and empowerment of nurses in Hong Kong. Journal of Nursing Management, 10, 129-137. 13. Percival, E., & Affara, F. (2004). International principles and framework for standards development in nursing. Geneva: International Council of Nurses. Journals 1. American Journal of Nursing 2. British Journal of Healthcare Management 3. Health Care Supervisor 4. International Journal of Nursing Studies 5. Journal of Healthcare Management 6. Journal of Nursing Administration 7. Nursing Management Useful Websites 1. World Health Organization www.who.int/management/general/leadership/en/index.html 2. Hong Kong Food and Health Bureau www.fhb.gov.hk 3. Hong Kong Hospital Authority www.ha.org.hk 63

Description Form Code NUR4015 Title Management of Change in Health Care Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to equip students with the understanding of the concepts and application of change theories to the evolving health care environment. 1. To understand the basic theories of change processes (PILO 4) 2. To apply the principles of effective change management in healthcare operations and improvement initiatives (PILO 1, 4, 5, 6, 7) 3. To explore the competencies and challenges in change management (PILO 1, 2, 4, 6) Intended Learning Outcomes Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. understand the change management framework (PILO 1, 4) b. critically appraise the strategic directions and intents of health care reform (PILO 1, 2, 4, 5, 6, 7) c. analyze the approaches to managing change (PILO 1, 4, 5, 6, 7) d. identify and enhance one s own competencies in change management (PILO 2, 4) 1. Introduction to health care reform 2. The change process 3. Managing transition and change 4. Strategic thinking 5. SWOT and PEST analysis 6. Influencing, negotiation and marketing 7. Stakeholders and force field analysis Lecture Lectures are used to provide theoretical knowledge. Seminar Seminars are used to offer a platform for students to broaden and deepen the understandings and perspectives in healthcare. Tutorial Tutorials are used to provide students face-to-face discussion sessions for clarifications of theoretical input in lectures. Workshop Workshops are used to enable students in exploring and reflecting on the theoretical concepts 64

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please as appropriate) a b c d 1. Project 30 2. Examination 70 Total 100 Project It will be in the form of group projects. Project work will be used to assess students critical analysis and synthesizing skills in identifying, building up and managing change initiative. (PILO 1, 2, 4, 5, 6, 7) Examination Scenario-based questions will be used to assess students critical analysis and synthesizing skills in identifying issues and propose solutions to a change management plan. (PILO 1, 2, 4, 5, 6, 7) Student Study Effort Required Reading List and References Class contact: Lecture 5 Hrs Tutorial 15 Hrs Workshop 15 Hrs Seminar 10 Hrs Other student study effort: Pre-reading 40 Hrs Preparation for seminar and workshop 20 Hrs Preparation for group report 30 Hrs Total student study effort 135 Hrs Textbooks 1. By, T. R., Macleod, C. (ed.) (2009). Managing Organizational Change in the Public Services : International Issues, Challenges and Cases. UK : Routledge Publishing. 2. Iles, V., Sutherland, K. (2001) Managing Change in the NHS Organizational Change. UK : NHS. 3. John Hopkins Medicine (2008) Change Management Toolkit. USA, Author. 4. Parkin, P. (2009) Managing Change in Health Care using action research. London : SAGE Publications. 5. Sare, M.V., Ogilvie, L. (2010) Strategic Planning for Nurses Change management in health care. USA : Jones and Barlett Publishers Reading Lists 1. Health & Welfare Bureau. (1999). Improving Hong Kong Health Care System Why and For Whom. Hong Kong Government : Author. 2. Health & Welfare Bureau. (2001). Lifelong Investment in 65

Health. Hong Kong Government : Author. 3. Health & Welfare Bureau. (2005). Building a Healthier Tomorrow. Hong Kong Government: Author. 4. Health & Welfare Bureau. (2008). Your Health, Your Life. Hong Kong Government : Author. 5. Health & Welfare Bureau. (2011). My Health My Choice. Hong Kong Government : Author. 6. James, R. (2008). Change Management in Health Care, Lippincott : The Health Care Manager, Vol. 27, No. 1, pp. 23-29. 7. Jones, J., Aguirre, D., Calderone, M., (2004). 10 Principles of Change Management, Booz & Co. Inc., www.strategybusiness.com 8. Millar, C., Hind, P., Magala, S., Sustainability and the need for change : organizational change and transformational vision, Journal of Organizational Change Management, Vol. 25, issue 4, pp.489-500. 9. Pieterse, J.H., Caniels, M.C.J., Homan, T. (2012), Professional discourses and resistance to change, Journal of Organizational Change Management, Vol. 25 issue 6, pp.798-818. 10. Rigolosi, E.L.M. (2013) Management and Leadership in Nursing and Health Care : An Experiential Approach, (3 rd ed.). New York : Springer Publishing Company. 11. Worley, C.G., Vick, Y.H. (2005). Leading and Managing Change. Graziadio Business Review, Vol. 8 Issues 2. USA : Pepperdine University. Journals 1. American Journal of Nursing 2. British Journal of Healthcare Management 3. International Journal of Nursing Studies 4. Journal of Healthcare Management 5. Journal of Nursing Management 6. Journal of Organizational Change Management Useful Websites 1. www.businessballs.com/changemanagement.htm 2. www.cci.scot.nhs.uk 3. www.fhb.gov.hk/en 4. www.ha.org.hk 5. www.hscic.gov.uk 6. www.wpro.who.int 66

Description Form Code MED4009 Title Radiotherapy Patient Management Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to develop students awareness and skills in handling the physical and psycho-social needs of patients undergoing radiotherapy and combined treatment schemes so as to provide a holistic form of support to the patient and relatives (PILO 1, 5, 7). Intended Learning Outcomes Synopsis/ Indicative Syllabus Upon successful completion of this course, students will be able to: a. assess the needs of cancer patients and their families and thus provide the appropriate support (PILO 5) b. advise patients about their radiotherapy and chemotherapy side effects (PILO 5) c. discuss about hospice and palliative care as well as common forms of complementary therapy for cancer patients (PILO 1) d. apply the concept of quality of life in radiotherapy practice and related research (PILO 7) e. communicate better with patients whom they serve (PILO 5) f. demonstrate ability to be resource professionals for cancer patients (PILO 7) 1. Psychosocial needs and care of cancer patient receiving radiotherapy and chemotherapy 2. Psychosocial intervention and support 3. Grading of radiation/chemotherapy reactions and their management 4. Concept of quality of life 5. Concept of hospice and palliative care 6. Complementary therapy 7. Community support service 8. Basic principles in communication with cancer patients Learning & Teaching Methodology While there are regular classroom contacts, the course will be conducted using guided study method. Some of the topics will be introduced by the teacher using lectures while the students will also be asked to read up from various sources most other topics and do presentations in class. The basic principles of communication will be discussed and some practice will be conducted in class. Students will also be guided to search for local resources that provide support to cancer patients. 67

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please as appropriate) a b c d e f 1. Reading 30 Assignment 2. Case study 20 3. Seminar 30 Presentation 4. Practical Test on 20 Communication Total 100 1. Reading Assignment Students will be assigned reading materials for presentation and discussion in class. This encourages students to look up for resources and to take up independent studies (PILO 5, 7). 2. Case Study Case study assesses the students appreciation of the psychosocial and physical needs of patients with a particular type of cancer and the ability to provide appropriate support for patients (PILO 5, 7). 3. Seminar Presentation In seminar presentation, students will be assessed on their ability to integrate what they have learned in the course to provide suitable assessment and intervention for patients (PILO 1, 5, 7). 4. Practical Test on Communication Practical test is to assess the appropriateness of students communication skills with cancer patients (PILO 5). Student Study Effort Required Class contact: Lecture 14 Hrs Tutorial / seminar / student presentation 22 Hrs Practical and visit to hospice 9 Hrs Other student study effort: Assigned reading 30 Hrs Case Study 30 Hrs Seminar presentation 30 Hrs 68

Total student study effort 135 Hrs Reading List and References General Care 1. Haas, M. L., Hogle, W. P., Moore-Higgs, G. J., & Gosselin-Acomb, T. K. (2007). Radiation Therapy A guide to patient care. St. Louis, Mo: Mosby/Elsevier. 2. Jacobs Léa, K. (2008). Coping with cancer. New York: Nova Science Publishers. 3. Adleer, N. E, & Page, A. E. K. (2008). Cancer care for the whole patient: meeting psychosocial health needs. Washington DC. National Academies press. Quality of Life Chemothepray and Radiation Therapy side Side Effects 1. Prescher-Hughes D, S., Shyrock, C. J. (2009). Nurse's chemotherapy quick pocket reference. Prescher-Hughes, Debra S. 2. Haas, M. L.et al. (2007). Radiation therapy: a guide to patient care. St. Louis, Mo.: Mosby/Elsevier. 3. Faith, G., & Louise, S. (2008). Cancer in children and young people: acute nursing care. (2 nd ed.). Chichester, England; Hoboken, NJ: John Wiley & Sons. 4. Davies A. N., & Epstein J. P. (2010). Oral complications of cancer and its management. Oxford; New York: Oxford University Press. Quality of Life 1. Posavac, E. J. (2011). Program evaluation: methods and case studies. (8 th ed.). Boston: Prentice Hall,. 2. Harari, P. M., Connor, N. P., & Grau, C. (2009). Functional preservation and quality of life in head and neck radiotherapy. Berlin, Heidelberg: Springer Berlin Heidelberg. [electronic resource] Complementary Therapy 1. Barraclough, J. (2007). Enhancing cancer care : complementary therapy and support. Oxford; New York: Oxford University Press. Communication 1. O'Hair, D., Kreps, G. L., & Sparks, L. (2007). Handbook of communication and cancer care. Cresskill, NJ: Hampton Press. 69

2. Snetselaar, L. G. (2009). Nutrition counseling skills for the nutrition care process. (4 th ed.). Sudbury, Mass: Jones and Bartlett Publishers. 3. Stiefel, F. (2006). Communication in cancer care (1 st ed.). New York : Springer. [electronic resource]. 4. Nursing and allied healthcare professionals: effective communication with patients / Odyssey Productions LLC. New York, NY: Distributed by Insight Media, [2007]. [video recording] Chemotherapy and Radiation Therapy Side Effects 1. Prescher-Hughes, D. S., & Shyrock C. J. (2009). Nurse's chemotherapy quick pocket reference. Prescher-Hughes, Debra S. 2. Haas, M. L.et. al. (2007). Radiation therapy: a guide to patient care. St. Louis, Mo.: Mosby/Elsevier. 3. Gibson, F., & Sloanes, L. (2008). Cancer in children and young people : acute nursing care. (2 nd ed.). Chichester, England; Hoboken, NJ: John Wiley & Sons. 4. Davies, A. N., & Epstein, J. P. (2010). Oral complications of cancer and its management. Oxford ; New York : Oxford University Press. Palliative and Terminal Care 1. Old, J. L., & Swagerty D. L. (2007). A practical guide to palliative care. Philadelphia : Lippincott Williams and Wilkins. [electronic resource] Journals 1. Clinical Journal of Oncology Nursing 2. European Journal of Cancer Care 3. Journal of Cancer Care 4. Journal of Cancer Nursing 5. Journal of Psychosocial Oncology 6. Oncology Nursing Forum 7. Seminars in Oncology Nursing 8. The Hospice Journal: Physical, Psychosocial, and Pastoral Care of The Dying 70

Description Form Code MED4010 Title Contemporary Cancer Therapy Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to help students to keep abreast of the innovations and advancements in treatment of cancer. A wide range of recently developed treatment modalities are introduced. For each treatment method, the rationale, working principles, equipment, method of delivery involved and effectiveness of treatment are discussed (PILO 1, 5). Intended Learning Outcomes Upon successful completion of this course, students will be able to: a. discuss the rationale and clinical applications of the advancement in cancer treatment (PILO 1, 5) b. discuss the limitations and strength of various advanced treatment modalities for cancer (PILO 1, 5) c. discuss the effectiveness of the various advanced treatment modalities (PILO 1) Synopsis/ Indicative Syllabus 1. Overview of advancements in cancer treatment 2. Principles, methods of delivery and effectiveness of special radiotherapy 3. Modalities in cancer treatment 3.1 Chemo-radiotherapy 3.2 Intra-operative radiotherapy 3.3 Heavy particle therapy 3.4 Neutron boron capture therapy 4. Development, principles and oncological applications of: 4.1 Immunotherapy 4.2 Hyperthermia 4.3 Gene and targeted therapy 4.4 Photo-dynamic therapy 4.5 Traditional Chinese medicine 4.6 Oxygen therapy 4.7 Hormonal therapy 4.8 Interventional therapy 4.9 Other new therapies 71

Learning & Teaching Methodology Lecture While lectures will be used for some topics, more often, a guided study approach will be adopted for students to read up relevant topics found in journal articles. Tutorial Tutorials are for discussion and clarification. Seminar Seminars are for interchange of materials read by students. Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please as appropriate) a b c 1. Assignment and Presentation 60 2. Written test 40 Total 100 The assignment requires students to carry out an in-depth study of a cancer treatment modality, which includes the analysis its strength and weaknesses. The students are also required to present their report in class (PILO 1, 5). The written test assesses students integration and application of the knowledge and concepts in various treatment modalities of cancers (PILO 1, 5). Student Study Effort Required Reading List and References Class contact: Lecture 25 Hrs Tutorial / seminar 20 Hrs Other student study effort: Self-study 60 Hrs Assignment 30 Hrs Total student study effort 135 Hrs Reference Books 1. Barton-Burke, M. (2006). Cancer therapies. Jones and Bartlett Publisher. 2. Curiel, D.T. (2005). Cancer gene therapy. Humana Press. 3. Gunderson, L. (2011). Intraoperative irradiation: techniques and results. NY: Springer. [electronic resource] 72

4. Leibel, S. A. (2004). Textbook of radiation oncology. (2 nd ed.). Saunders. 5. Kurzrock, R., & Markman, M. (2008). Targeted Cancer Therapy. Electronic reproduction. Berlin: Springer. 6. Matsuda, T. (1993). Cancer treatment by hyperthermia, radiation and drugs. Taylor & Francis. 7. Page, M. (2002). Tumor targeting in cancer therapy. Humana Press. 8. Patrice, T. (2003). Photodynamic therapy. Cambridge (England): Royal Society of Chemistry. 9. Prendergast, G. (2007). Cancer Immunotherapy. Elsevier/Academic Press. 10. Jordan, V. C., & Furr, B. J. A. (2009). Hormone therapy in breast and prostate cancer. Totowa N.J.: Humana Press. [electronic resource] Journals 1. Cancer Journal 2. Cancer Treatment Reviews 3. Complementary Therapy 4. European Journal of Cancer 5. Evidence-based Oncology 6. Integrative Cancer Therapies 7. International Journal of Radiation Oncology, Biology and Physics 8. Journal of Cancer Care 9. Journal of Cancer Research and Therapeutics 10. Journal of Cancer Science and Therapy 11. Radiotherapy and Oncology 12. Therapeutic Advances in Medical Oncology 73

Description Form Code NUR2025 Title Advanced Pathophysiology Credit value 3 QF Level 5 Pre-requisite(s) NUR 2018 Pathophysiology Co-requisites Nil Sypnosis This course aims at to provide students with detailed and comprehensive Objectives Intended Learning Outcomes study of pathophysiology mechanisms occurring in illnesses. It introduces 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. 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 1, 2, 3). Upon successful completion of this course, students will be able to: a. discuss etiology, pathogenesis and clinical manifestations of diseases (PILO 1, 3) b. correlate relevant findings of diagnostic or other evaluative studies to pathophysiology with signs and symptoms of disease (PILO 1, 3) c. apply knowledge about pathophysiological processes in nursing practice (PILO 1, 2, 3) Synopsis/ Indicative Syllabus 1 Hematopoietic disorders 2 Cardiovascular disorders 2.1 Heart disorders 2.2 Vessels disorders 2.3 Shock 3 Respiratory disorders 3.1 Obstructive disease 3.2 Restrictive disease 3.3 Pulmonary edema 3.4 Lung cancer 4 Endocrine disorders 4.1 Diabetes Mellitus 4.2 Thyroid and parathyroid disorders 4.3 Hypothalamic/ Pituitary disorders 74

4.4 Adrenal disorder cortical and medullary 5 Digestive system disorders 5.1 Upper gastrointestinal tract disorders 5.2 Disorders of liver, gall bladder and pancreas 5.3 Lower gastrointestinal tract disorders 6 Urinary system disorders 6.1 Common infectious states 6.2 Obstructive disorders 6.3 Glomerulonephritis 6.4 Nephritis vs. Nephritic syndrome 6.5 Renal failure 7 Alternations in reproductive functions 8 Neurologic disorders 9 Disorders of he special sensory 10 Alternations in musculoskeletal functions 11 Skin disorders Learning & 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 Learning Outcomes Specific assessment methods/tasks % weighting Intended course learning outcomes to be assessed (Please tick as appropriate) a b c 1. Mid-term 20 Quiz 2. Written 40 Assignment 3. Examination 40 Total 100 75

1. Written Assignment(s) and Quiz Both written assignment (s) and quiz are used to assess student s learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course. 2. Examination This will consist of multiple choice questions and short questions. All the intended learning outcomes are assessed (PILO 1, 2, 3). Student Study Effort Required Class contact: Lecture Tutorial Seminar Other student study effort: Self-reading Preparation for mid-term quiz, assignment and final examination 34 Hrs 2 Hrs 6 Hrs 48 Hrs 36 Hrs Reading List and References Total student study effort 126 Hrs Textbooks 1. Porth, C. M. (2011). Essentials of Pathophysiology. (3 rd ed.). Philadelphia: Lippincott Williams & Wilkins. 2. References 3. Adams, M. P., Holland, L. N., & Urban, C. Q. (2010). Pharmacology for nurses: a pathophysiologic approach (3 rd ed.). Upper Saddle River: Prentice Hall. 4. Anatomy & Physiology Revealed (APR) Version 2.0, 2008, An Interactive Cadaver Dissection Experience, CD-ROM, McGraw - Hill. 5. Crowley, L.V. (2010). An introduction to human disease: pathology and pathophysiology correlations (8 th ed.). Sudbury: Jones & Bartlett. 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) (8 th ed). Philadelphia: Elsevier Saunders. 7. 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. 8. Mitchell, R., Kumar, V., Fausto, N., Abbas, A.K., & Aster, J. (2012). Pocket companion to robbins and cotran pathologic basis of disease (8 th ed.). Philadelphia: Elsevier Saunders. 9. Moore, K. L., Dalley, A. F., & Agur, A. M. R. (2010). Clinically oriented anatomy (6th ed.). Philadelphia: Lippincott Williams & Wilkins. 10. Porth, C. M., & Matfin, G. (2009). Pathophysiology: concepts of altered health states (8 th ed.). Philadelphia: Lippincott Williams & 76

Wilkins. Journals 1. Journal of Immunology 2. Journal of Pathology 3. Journal of Physiology 4. Lancet 5. Nurse prescribing Useful websites 1. Joanna Briggs Institute : http://www.joannabriggs.edu.au 2. Medline Plus : http://www.nlm.nih.gov/medlineplus/ 3. The Hong Kong Medical Association: http://www.hkma.org/english/pubmededu/hkmaedu.htm. 4. The Lancet: http://www.thelancet.com 5. Sciencexpress: http://www.sciencexpress.org 6. World Health Organization: http://www.who.int./en/ 77

Description Form Code NUR4005 Title Trauma and Disaster Nursing Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to provide students with opportunities to acquire knowledge on caring victims, related others and community in trauma and disaster situations (PILO 1, 5, 6, 7). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. define and describe concepts of trauma nursing (PILO 5) b. identify suitable assessment and management strategies for trauma patients (PILO 1, 5, 7) c. define and describe types, levels and phases of disaster (PILO 1, 5) d. justify disaster mitigation activities (PILO 1, 5,6, 7) e. formulate trauma and disaster management plan (PILO 1, 5, 6, 7) f. understand local and international emergency response systems (PILO 1, 5, 6) 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 2.4.1 Prevention phase 2.4.2 Preparedness phase 2.4.3 Response phase 2.4.4 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 evaluate classmates performance on selected trauma or disaster situations. 78

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 Intended Learning Outcomes Specific assessment methods/tasks % Weighting 1. Seminar 50 Presentation 2. Case Study 50 Report Total 100 Intended learning outcomes to be assessed (Please tick as appropriate) a b c d e f 1. Seminar Presentation Seminar presentation is used to assess students comprehension of a given trauma and disaster situation (PILO 1, 5, 6, 7). It is also used to evaluate students creativity, problem solving skills and team collaboration. 2. 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 1, 5, 6, 7). 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. 79

Reading Lists 1. Adelman, D. S. & Legg, T. J. (2008). Disaster Nursing: a Handbook for Practice. Sudbury: Jones and Bartlett Learning. 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. Accident and Emergency Nursing 2. Annals of emergency medicine 3. British Journal of Nursing 4. Disaster Management & response 5. Hong Kong Journal of Emergency Medicine 6. Hong Kong Journal of Mental Health 7. Journal of Trauma Nursing 8. Journal of Advanced Nursing 80

Useful Websites 1. World health organization and Disaster: http://www.who.int/topics/disasters/en/ Security Bureau, Hong Kong SAR: http://www.sb.gov.hk/eng/emergency/index.htm 2. Hong Kong Observatory: http://www.weather.gov.hk/radiation/ermp/rmn/applet/map/rmn_lat est_link_c.htm 3. Centers for Disease Control and Prevention: http://www.bt.cdc.gov/ 4. Centre for Health Protection: http://www.chp.gov.hk/en/guideline1/29.html 5. The Mental Health Association of Hong Kong: http://www.mhahk.org.hk/chi/sub4_1_info_a1_v30.htm 6. Department of Health: http://www.dh.gov.hk/ 7. Hospital Authority: http://icidportal.ha.org.hk/sites/en/document/bt%20folder%201%2 0Oct%202009.pdf 81

Description Form Code NUR4006 Title Integrative Care of People with Non-Communicable Diseases Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 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 1, 2, 3, 4, 5, 6, 7). Upon completion of the course, students will be able to: Intended a. articulate the importance of integrative care and the challenges in Learning implementation (PILO 1, 3) Outcomes b. understand the role of a nurse in integrative care delivery (PILO 4, 6) c. adopts integrative care in addressing clients' needs (PILO 1, 2, 5, 7) d. offer restorative health, health nurturing and preventive health strategies to clients and their significant others through integrative Synopsis/ Indicative Syllabus care (PILO 1, 2, 3, 5, 6, 7) 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 Learning & Teaching Methodology 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 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. 82

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % weighting 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 1, 2, 3, 5, 6, 7). On the day of warrior s examination, seats will be arranged in a circle and the two groups in the warrior s examination will sit in the centre of the circle. 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 s 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 s 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 1, 2, 4, 6). Student Study Effort Required Class contact: a. Lecture 14 Hrs. b. Tutorial 14 Hrs. c. Seminar 9 Hrs. d. Skills training session 8 Hrs. 83

Reading List and References Other student study effort: a. Self-study 35 Hrs. b. Preparation for proposal, presentation and report 30 Hrs. writing c. 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): 155-172. 5. 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): 115-122. 6. 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 (www.ijic.org) 4. Journal of Evidence-based Complementary & Alternative Medicine Useful web sites 1. http://www.who.int 2. http://nccam.nih.gov/ 3. http://www.cdc.gov/index.htm 84

4. http://health.nih.gov/ 5. http://www.nhlbi.nih.gov 85

Description Form Code NUR4007 Title Care of Vulnerable People Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 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 1, 2, 4, 5, 6, 7) Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. identify vulnerable populations and those at risk and explore their health concern (PILO 1, 5) b. describe underlying factors that influence health status and activity of living of vulnerable population (PILO 1, 5) c. discuss and formulate interdisciplinary strategies to ensure effective and ethical nursing care for vulnerable population from abuse, neglect and discrimination (PILO 1, 4, 5, 6, 7) d. outline public resources for the vulnerable populations. (PILO 2, 4, 7) 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 Seminars are used to evaluate students performance and comprehension of learned materials. It can also allow them to evaluate classmates performance. 86

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 Intended Learning Outcomes Specific assessment methods/tasks % Weighting 1. Group 40 Presentation 2. Written 60 Assignment Total 100 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 1, 2, 4, 5, 6, 7). 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 learnt knowledge. It also demonstrates student s writing skills and referencing techniques (PILO 1, 2, 4, 5, 6, 7). Student Study Effort Required Reading List and References Class contact: Lecture 15 Hrs. Tutorial 12 Hrs. Seminar 18 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: Learning Matters. 2. World Health Organization (2010). Urbanization and health: health equity and vulnerable populations. Case studies from the Eastern Mediterranean Region. Egypt: Punto Grafico. http://www.emro.who.int/cbi/pdf/whd2010_book.pdf Reading Lists 1. Burbank, P. M. (2006). Vulnerable older adults: health care needs and interventions. New York: Springer Pub. 87

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. Journals 1. Health service research 2. Journal of Health Care for the Poor and Underserved Useful Websites 1. World Health Organization: http://www.who.int/environmental_health_emergencies/vulnerable_g roups/en/ 2. Asian Development Bank: http://www.adb.org/poverty/forum/pdf/howell2.pdf 3. Hong Kong Patients rights Alliance: http://doctorxpatient.blogspot.com/ 4. Hong Kong Human Rights Monitor : http://www.hkhrm.org.hk/ 5. Equal Opportunities Commission: http://www.eoc.org.hk/eoc/graphicsfolder/default.aspx 6. Commission of Poverty: http://www.cop.gov.hk/eng/news.htm 7. Office of the Privacy commissioner for Personal Data, Hong Kong:: http://www.pcpd.org.hk/english/about/welmsg.html 8. United Nation of Human Rights: http://www.un.org/en/rights/ 88

Description Form Code NUR4016 Title Pain Management Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to provide students with an understanding of the basic mechanisms of pain, broadened perspectives on the nature of pain and factors affecting pain. The repertoire of various treatment strategies are examined and the importance of multidisciplinary approach in pain management is highlighted (PILO 1, 2, 5, 7). Intended Learning Outcomes Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. develop a critical approach to pain management in health care setting (PILO 1) b. integrate knowledge in pain from different disciplines such as the biological, psychological, sociological, ethics, pharmacological sciences in conceptualization of pain (PILO 2) c. analyse the use of different pain assessment tools in various pain conditions (PILO 5) d. demonstrate an understanding on common pain conditions (PILO 2) e. examine the various western and oriental pain relief modalities (PILO 1, 5, 7) f. appreciate the recent development and advances in pain research (PILO 2, 5) 1. Physiology of pain 2. Multidimenionality of pain 3. Pain assessment 4. Pharmacological approach in pain 5. Non-pharmacological approach in pain management 6. Ethical issues in pain management 7. Research in pain management Online Learning Online course materials are provided to equip student with basic concepts of pain management in health care delivery. Issues associated with pain management including pharmacological and nonpharmacological pain management, pain assessment, pain physiology and theory of pain are discussed in the materials. Relevant information on the Internet, further reading materials, and self-test quizzes are available to reinforce the knowledge. Face-to-face Seminar/Tutorial Tutorials and seminars are conducted to facilitate students discussions on scenarios concerning pain management as presented in the online course materials and contemporary issues. Students are guided to 89

appreciate, examine and analyze clinical situation and to present their views in the class, so as to develop an ability to develop a critical approach to pain management in health care setting. Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please as appropriate) a b c d e f 1. Seminar 30 Presentation 2. Examination 70 Total 100 1. Seminar Presentation It is used to assess students ability to examine and analyze common pain syndromes and pain management therapies, as well as their ability to express concepts in pain management in health care setting. Students are required to work in group and give a presentation (PILO 1, 2, 5, 7). 2. Examination It is used as summative assessment to examine students ability to recall, comprehend, analyze and apply the knowledge of pain management (PILO 1, 2, 5, 7). Student Study Effort Required Reading List and References Class contact: Online learning 18 Hrs Face to face (seminar, tutorials and clinical visit) 24 Hrs Other student study effort: Pre-reading 14 Hrs Preparation for seminar presentation 30 Hrs Preparation for examination 40 Hrs Total student study effort 126 Hrs Textbooks 1. Tsui, S.L., Chen, P.P., & Ng, K. F. J. (Eds.). (2010). Pain Medicine: A Multidisciplinary Approach. Hong Kong: Hong Kong University. 2. Wall, P.D. (2000). Pain: The science of suffering. New York: Columbia University Press Reading Lists 1. Jansen, M.P. (2008). Managing pain in older adult. New York: Springer. 2. McMahon, S.B., & Koltzenburg, M. (Eds). (2006). Wall and Melzack s testbook of pain. Philadelphia: Elsevier/Churchill Livingstone. 3. Twycross, A., Dowden, S.J., & Bruce, E. (Eds). (2009). Managing pain in children: A clinical guide. Iowa: Wiley-Blackwell. 4. Vetlesen, A.J. (2009). A philosophy of pain. London: Reaktion Books. 90

Journals 1. Cancer Nursing 2. European Journal of Pain 3. Journal of Pain and Symptom Management 4. Pain 5. Pain Clinic 6. Pain Management Nursing 7. The Clinical Journal of Pain 8. The Journal of Pain 9. Journal of Pain and Palliative Care, Pharmacology Useful Websites 1 International Association for the Study of Pain 2 American Pain Society 91

Description Form Code NUR4017 Title Interpretation of Clinical Data Credit Value 3 Level 5 Pre-requisite Nil Objectives This course aims to equip students with the necessary knowledge and ability to elicit and interpret physical signs and laboratory results and provide related care (PILO 1, 5) Intended Learning Outcomes Synopsis/ Indicative Syllabus Upon completion of this course, students are able to: a. develop an in-depth knowledge of the basic principles of medicine (PILO 5) b. interpret physical signs and laboratory results of the patients or clients problems (PILO 1, 5) c. recognize and evaluate medical emergencies and provide related care (PILO 5) 1. Normal physiological phenomena 2. Cardiovascular problems 3. Respiratory problems 4. Gastroenterological problems 5. Haematological problems 6. Neurological problems 7. Endocrinological problems 8. Renal problems 9. Skin problems Learning & Teaching Methodology Lecture Lectures are used to provide theoretical knowledge. Seminar Seminars are used to strengthen knowledge gained in lectures. will include oral presentations, discussions, and case studies. Seminars Tutorial Tutorials are used to provide students face-to-face discussion sessions for clarifications of theoretical input in lectures. 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 92

Assessment Methods in Alignment with Intended Learning Outcomes therefore learn through mistakes in an ethical and safe environment. Briefing and debriefing sessions allow students to clarify and consolidate their learning. Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please as appropriate) a b c 1. Examination 70 2. Case Study 30 Total 100 1. Examination Examination is used to assess students learning at the recall, comprehension, application and analysis levels (PILO 1, 5) 2. Case Study Case study is used to assess students ability to apply and integrate their knowledge on a selected health concern and care (PILO 1, 5). Student Study Effort Required Reading List and References Class contact: Lecture 18 Hrs Tutorial 8 Hrs Seminar 10 Hrs Simulation laboratory 6 Hrs Other student study effort: Pre-reading 18 Hrs Preparation for tutorial 16 Hrs Preparation for case study and examination 32 Hrs Total student study effort 126 Hrs Textbooks 1. Bickley, L.S. (2012). Bates' Guide to Physical Examination and History-Taking. (11th ed.). Lippincott Williams & Wilkins. 2. Chernecky, C.C. (2012). Laboratory Tests and Diagnostic Procedures. (6 th ed.). Saunders. Reading Lists 1. Goolsby, M. J., & Grubbs, L. (2011). Advanced Assessment: Interpreting Findings and Formulating Differential Diagnoses. (2 nd ed.). F.A. Davis Company. 2. Herring, W. (2011). Learning Radiology: Recognizing the Basics. (2 nd ed.). Saunders. 3. Kellerman, G. (2011). Abnormal Laboratory Results Manual. (3 rd ed.). Australian Prescriber. 4. Jarvis, C. (2011). Physical Examination and Health Assessment. (6 th ed.). Saunders. 5. O Keefe Jr., J., Hammill, S. C., Freed, M. S., & Pogwizd, S. M. (2008). The Complete Guide to ECGs: A Comprehensive Study Guide to Improve ECG Interpretation Skills. (3 rd ed.) Jones & Bartlett Publishers. 93

6. 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. Journals 1. Accident and Emergency Nursing 2. Annals of Emergency Medicine 3. American Journal of Nursing 4. British Journal of Nursing 5. British Journal of Radiology 6. Hong Kong Journal of Emergency Medicine 7. Journal of Advanced Nursing 8. Journal of Clinical Nursing Useful Websites 1. ABG interpreter http://www.manuelsweb.com/abg.htm 2. British Heart Foundation http://www.bhf.org.uk/heart-health/tests/ecg.aspx 3. Hong Kong Society of Critical Care medicine http://www.hksccm.org/index.php?lang=en 4. Introduction to Radiology https://www.med-ed.virginia.edu/courses/rad/ 5. Society of Critical Care Medicine http://www.sccm.org/pages/default.aspx 6. The Cochrane Library http://www.thecochranelibrary.com/view/0/index.html 7. The Joanna Briggs Institute http://www.joannabriggs.edu.au/ 94

Description Form Code NUR4018 Title Fundamentals of Bioinstrumentation Credit Value 3 Level 5 Pre-requisite Nil Objectives Allied health professionals often have to use a variety of instruments in their professional practice. This course aims to provide a good fundamental knowledge of biomedical instrumentation which facilitates understanding of the variety of diagnosis equipment. Also, patient safety issues related to medical device is addressed. (PILO 1, 2, 3, 5) Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to a. state basic knowledge of bioinstrumentation system (PILO 3, 5) b. describe measurements on physiological signals (PILO 2) c. understand technical specifications of bioinstrumentation (PILO 1) d. recognize the safety issues associated with medical equipment (PILO 1, 2, 5) 1. Basic concepts of electronics and signal processing 2. Systematic approach to biomedical instrumentation a. Block diagram and flow charts b. Categories of measurement c. Measurement errors 3. Components of measurement system 4. Computer based instrumentation 5. Electrical safety Lecture Lectures are scheduled to provide theoretical knowledge underpinning basic understanding of the subject matter, supplemented with short videos if appropriate. 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 It is used to help students gain better understanding of the topics covered in lectures. Learning progress of students will be monitored and feedback and support will also be provided where appropriate. 95

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please tick as appropriate) a b c d Project 30 Examination 70 Total 100 Project 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 (PILO 1). Examination 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 1, 2, 3, 5). Student Study Effort Required Reading List and References Class contact: Lecture 22 Hrs Seminar 12 Hrs Tutorial 8 Hrs Other student study effort: Self-study 22 Hrs Preparation of Project / Examination 62 Hrs Total student study effort 126 Hrs Textbooks 1. Webster, J.G. (2004) Bioinstrumentation, New York, Wiley Reading Lists 1. Webster, J.G. (2009) Medical Instrumentation Application and Desigm, 4 th Edition, Wiley 2. Christe, B.L. (2009) Introduction to biomedical instrumentation: the technology of patient care, Cambridge, England: Cambridge University Press 3. Emderle, J.D. (2006) Bioinstrumentation, San Rafael, Calif: Morgan & Claypool Publishers Journals 1. IEEE Transactions on Biomedical Engineering. 2. IEEE Transactions of Medical Imaging 3. Annual Review of Biomedical Engineering 96

Description Form Code NUR4020 Title Caring Concept Credit Value 3 Level 5 Pre-requisite Nil Objectives This course provides students with the opportunity to further extend their knowledge and understanding by reflecting upon, and critically analyzing, their caring practices. Students will trace the evolution of nursing practice. This will involve examining the impact of economic sociocultural and political changes in society on the expectations of patients/community and the consequent nursing responses. Recent initiation in UK for compassion in nursing practice will be discussed and the relevancy of Buddhist concepts of compassion, suffering and caring in practice will also be expounded (PILO 1, 2, 6). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. critically analyse philosophical concepts of caring against a backcloth of historical change and contemporary society (PILO 1, 6) b. explore the evolution of caring practices and the development of nursing theories and paradigms (PILO 2, 6) c. understand and apply the crucial role and essential principles of effective therapeutic communication in the caring process (PILO 6) d. appreciate the dynamic nature of knowledge and the effects on caring practices (PILO 6) e. develop a personal theory of caring based on practice experience and supported by knowledge of the legal and ethical demands of safe practice (PILO 6) 1. Philosophy of caring; 2. Ethical and legal issues related to health care; 3. Therapeutic communication; 4. Evolution of nursing practice, theories and paradigms; 5. Compassion in practice Lecture Lectures will be presented which will address some theoretical/philosophical issues, but they will also, and importantly, address the research and practice of expert nurses. Seminar Seminars are used to offer a platform for students to address issues raised in a practice situation which has changed their practice. From this analysis and reflection students will develop their own theories of caring. Tutorial Tutorials are used to provide students face-to-face discussion sessions for clarifications of theoretical input in lectures. 97

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please as appropriate) a b c d e 1. Seminar 30 Presentation 2. Seminar Paper 70 (Individual) Total 100 1. Seminar Presentation Seminar presentations are used to assess students comprehension of selected issues in a practice situation which has changed their practice and their own reflection on theories of caring. It is also used to evaluate students presentation skills, language ability and team collaboration (PILO 1, 2, 6). 2. Seminar Paper (Individual) Students will be asked to reflect how the caring concepts and theories contribute the development of their own theories of caring (PILO 1, 2, 6). 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 presentation 30 Hrs Preparation for seminar paper 30 Hrs Total student study effort 135 Hrs Textbooks 1. George, J. B. (2011). Nursing theories: The base for professional nursing practice. (6 th ed.). Boston: Pearson. Reading Lists 1. Benner, P., Tanner, C. A., & Chesla, C. A. (2009). Expertise in nursing practice caring, clinical judgment and ethics. (2 nd ed.). New York: Springer. 2. Boykin, A., & Scholenhofer, S. O. (2001). Nursing as caring: A model for transforming Practice. Sudbury: Jones & Bartlett. 3. Corey, M. S., & Corey, G. (2007). Becoming a helper. Pacific Grove, Calif: Brooks/ Cole. 4. Ghaye, T., & Lillyman, S. (2000). Caring moments: The discourse of reflective practice. Wiltshire: Mark Allen Pub. 5. Macduff, C. (2007). In wards out wards: Poems and stories from nursing and beyond. Adelaide: The Joanna Briggs Institute. 6. Newman, M. A. (2008). Transforming presence: The difference that nursing makes. Philadelphia:Davis. 98

7. Parker, M. (2010). Nursing theories and nursing practice. (3rd ed.). Philadelphia: F. A. Davis Co. 8. Sanitina, P.D. (1984). Fundamentals of Buddhism. Taipei: The corporate Body of the Buuddha Educational Foundation.Spector, R. E. (2000). Cultural diversity in health and illness. New Jersey: Prentice Hall. 9. Watson, J. (2008). Nursing: The philosophy and science of caring. B. Colorado: University Press of Colorado. Journals 1. Bournes, D. (2006). Human becoming-guided practice. Nursing Science Quarterly, 19(4), 329-330. 2. Chan, E. A. (2008). Evaluating Narrative Pedagogy in Nursing Education in Hong Kong. Nursing Science Quarterly, 21(3), 261-267. 3. Douglas, O. (2001). Empathetic maturity: Theory of moral point of view in clinical relations. Advances in Nursing Sciences, 24(2), 36-46. 4. Foster, R. (2006). A perspective on Watson s theory of human caring. Nursing Science Quarterly, 19(4), 332-333. 5. Richard Winter (2003): Buddhism and action research: towards an appropriate model of inquiry for the caring professions. Educational Action Research, 11(1), 141-160 6. Schwerin, J. (2004). The timeless caring connection. Nursing Administration Quarterly, 28(4), 265-270. Useful Websites 1 Jean Watson s website http://www.watsoncaringscience.org 2 Nursing Theories website http://www.sandiego.edu/academics/nursing/theory/ 3 International Association for Human Caring http://www.humancaring.org 4 Transcultural Nursing Society http://www.tcns.org 5 American Holistic Nurses Association http://www.ahna.org 99

Description Form Code NUR2023 Title Ageing, Diseases and Disabilities Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 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 (PILO 1, 2, 3, 5). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Assessment Methods in Alignment with Intended Learning Outcomes Upon completion of this course, students will be able to: a. describe normal ageing process (PILO 5) b. describe common health conditions or diseases of older people (PILO 5) c. analyze nurturing, preventive and restorative health strategies for older people (PILO 1, 2, 3, 5) 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 help students explore issues on ageing. Selected topics will be given for group presentation. Tutorial Tutorials provide students with opportunities to ask questions, clarify ambiguities, and discuss problems. Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please tick as appropriate) a b c 1. Group Presentation 50 2. Written Test 50 Total 100 1. Seminar Presentation Seminar presentation is used to assess students comprehension of caring for older people (PILO 1, 2, 3, 5).It is also used to evaluate students presentation skills, language ability, and team collaboration. 100

2. Written Test Written tests are used to assess students comprehension of what they have been taught (PILO 1, 2, 5). Student Study Effort Required Reading List and References Class contact: Lecture 15 Hrs. Tutorial 10 Hrs. Seminar 20 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 1. 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), 70-75 6. 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), 404-409. 7. Naschitz, J.E. (2009). Challenges in Acute Geriatric Care. Nova Science Publishers Inc. Journals 1. Journal of Case Management 2. Care Management Journals 3. Journal of Aging and Health 4. Generations 5. The Journal of Long Term Home Health Care 6. The Gerontologist 7. International Journal of Aging and Human Development 101

Useful Websites 1. http://www.info.gov.hk/elderly/ 2. http://www.cdc.gov/aging/ 3. http://www.ncdhhs.gov/olderadults/ 102

Description Form Code NUR3003 Title Dementia Care Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to develop students attitude, skills and knowledge in caring older people with dementia and their carers (PILO1, 3, 4, 5, 6, 7). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. define dementia (PILO 1) b. use appropriate assessment tools for needs evaluation (PILO 1, 3) c. analyse the impact of dementia on the 12 activities of living (PILO 5, 7) d. devise integrative health nurturing plan (PILO 1, 4) e. identify available community resources for older people with dementia and their carers (PILO 3, 5, 7) f. discuss ethical and legal issues in caring older people with dementia (PILO 6) g. exhibit respect and rapport to older people with dementia and their carers (PILO 6) 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 2.1 12 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 4. Social resources Lecture Lectures are used for delivery of the theoretical knowledge. 103

Seminar/ Group Presentation Seminars are used to help students 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 Intended Learning Outcomes Specific assessment methods/tasks % Weighting 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 1. 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 1, 3, 4, 5, 6, 7). 2. 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 1, 3, 5, 6, 7). Student Study Effort Required Reading List and References 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. 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. 104

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 Personcentred 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 Useful Websites 1. Hong Kong Alzheimer s Disease Associationhttp://www.hkada.org.hk/ecmanage/page53.php 2. Jockey Club Centre for Positive Ageinghttp://www.jccpa.org.hk/tc/home/index.php 3. Charles K Kao Foundation for Alzheimer s Diseasehttp://www.charleskaofoundation.org/en/Default.aspx 4. CADENZA A Jockey Club Initiative for Seniors http://www.cadenza.hk/cadenza/index.php?option=com_content&v iew=category&layout=blog&id=35?&lang=zh 105

5. The Hong Kong Council of Social Servicehttp://www.hkcss.org.hk/el/ADIConference.html 6. Hong Kong Psychogeriatric Associationhttp://www.hkpga.org/main.php?id=60 7. Elderly Health Service, Department of Health, The Government of the Hong Kong Special Administrative Regionhttp://www.hkpga.org/main.php?id=60 8. The Hong Kong Geriatrics Societyhttp://www.hkgerisoc.org/ASM.html 9. Department of Healthhttp://www.dh.gov.uk/en/SocialCare/NationalDementiaStrat egy/index.htm 10. Dementia Care Australiahttp://www.dementiacareaustralia.com/ 11. Alzheimer s Societyhttp://alzheimers.org.uk/site/scripts/home_info.php?homepa geid=53 12. Dementia Care Professionals of Americahttp://www.careprofessionals.org/ 106

Description Form Code NUR3004 Title Health Management and Social Care of Older People and Their Families Credit Value 3 QF Level 5 Pre-requisite Nil Objectives 1. To understand concepts of health management of older people (PILO 7) 2. To explore social impact of ageing process on older people and their families (PILO 1, 3) 3. To understand local regulations and systems regarding social and health care support to older people (PILO 7) Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology 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 1, 3, 7) b. compare health care delivery and social support system in Hong Kong and the Mainland (PILO 7) c. analyse interactions among cultural, environmental, societal and biological factors in health management and social care (PILO 1, 3) d. discuss impact of lifestyle, health nurturing and preventive health in health management and social care (PILO 7) e. describe and identify government and non-government services and resources for older people and their families (PILO 7) 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 Seminars are used to help students explore relevant issues. Warrior s examinations will take place in seminars. 107

Assessment Methods in Alignment with Intended Learning Outcomes Tutorial It is used to help students gain better understanding of the topics covered in lectures. Learning progress of students will be monitored and feedback and support will also be provided as appropriate. Specific assessment methods/tasks % Weighting Intended learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Warrior s 70 Examination 2. Reflective 30 Paper Total 100 1. 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, 3, 7). On the day of warrior s examination, seats will be arranged in a circle and the two groups in the warrior s examination will sit in the centre of the circle. 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 s 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 s 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. 2. 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, 3, 7). Student Study Effort Required Class contact: Lecture 15 Hrs. Tutorial 15 Hrs. Seminar 15 Hrs. 108

Reading List and References Other student study effort: 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: amultidisciplinary 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. Tepper, L.M., & Cassidy, T.M. (Eds). (2004). Multidisciplinary perspectives on aging. N.Y.: Springer. 3. 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. Journals 1. Journal of Gerontological Social Work 2. Social Work 3. Families in Society 4. Social Work in Health Care 5. Journal of Aging and Social Policy 6. Generations Useful Websites 1. http://www.info.gov.hk/elderly/ 2. http://www.cdc.gov/aging/ 3. http://www.ncdhhs.gov/olderadults/ 109

Description Form Code NUR3007 Title Modern Technology for Older Adults Credit Value 3 QF Level 5 Pre-requisite Nil Objectives To explore and understand how modern technology can enhance independence of older people and maintain caregivers network (PILO 5, 7). Intended Learning Outcomes Synopsis/ Indicative Syllabus Learning & Teaching Methodology Upon completion of this course, students are able to: a. describe services and modern technologies to accommodate changing needs of older people (PILO 7) b. discuss how modern technology can enhance living environment, life-long learning ability, mobility, sleep quality, and communication of older people (PILO 5, 7) c. explain how health maintenance and independence of older people can be achieved by employing assistive technologies and telehealth monitoring in community settings (PILO 5, 7) 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 5) 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 It is used to help students gain better understanding of the topics covered in lectures. Learning progress of students will be monitored and feedback and support will also be provided where appropriate. 110

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks 1. Prototype/Bl ueprint Production % Weighting Intended learning outcomes to be assessed (Please tick as appropriate) a b c d 40 2. Mini-Expo 60 Total 100 1. 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 5, 7). 2. 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 5, 7). Student Study Effort Required Reading List and References Class contact: Lecture 15 Hrs Project discussion time 15 Hrs Tutorial 15 Hrs Other student study effort: Self-study 45 Hrs Brainstorming 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), 63-71. 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. 111

4. Kearns, W.D., Fozard, C.H., Nams, V.O., & Craighead, J. D. (2011). Wireless telesurveillance system for detecting dementia. Gerontechnology, 10(2), 90-102. 5. 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), 72-89. 6. 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), 118-126. 10. 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] 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 1. Gerontological Society of America http://www.gerontechnology.info/ 112

Description Form Code NUR4004 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 Objectives 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 1, 3, 4, 6). Intended Learning Outcomes Synopsis/ Indicative Syllabus Upon successful completion of this course, students will be able to: a. describe concepts of third age and asset management in different contexts (PILO 4) b. describe and discuss various assets as associated with older people in the modern Eastern and Western societies (PILO 4) c. formulate and assist in the execution of plans in asset management for older people with different needs (PILO 1, 3, 4) d. formulate empowering strategies for sustaining old people to actively and productively manage their own assets (PILO 1, 3, 4) e. develop and defend own views on current issues in asset management for the third age in local communities (PILO 1, 4, 6) 1. 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 3.3 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 113

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 1.1 Postponing retiring age 1.2 Medical reform 1.3 Qualifying for social assistance and other subsistence 1.4 Planning one s own funeral 1.5 Living in the Mainland/other countries for the third age Learning & 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. 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. 114

Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % weighting Intended course learning outcomes to be assessed (Please tick as appropriate) a b c d e 1. Seminar 30 2. 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 1, 3, 4). 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 1, 3, 4, 6). Examination This is used to assess students comprehension, utilization and analytical abilities on theoretical contents delivered in lectures (PILO 1, 4). 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, Administrators, and other Fiduciaries. New York : Oxford University Press. 115

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). Towardhealthy 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). Learning 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. 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 Aging 116

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