Bachelor of Health Science (Honours) in Nursing 護理學健康科學(榮譽)

BACHELOR OF HEALTH SCIENCE (HONOURS) IN

NURSING 護理學健康科學(榮譽)學士

Programme Definitive Document 2017 Cohort

Last updated on 16 January 2018

Table of Contents

1 General Information about the Programme 2 Programme Objectives and Learning Outcomes 3 Programme Structure and Content 4 Admission Requirement 5 Learning and Teaching 6 Assessment Scheme 7 Graduation Requirements 8 Course Description Forms

1 General Information about the Programme

Name of Programme Bachelor of Health Science (Honours) in Nursing 護理學 (English and Chinese) 健康科學(榮譽)學士 Exit Award Bachelor of Health Science (Honours) in Nursing (English and Chinese) 護理學健康科學(榮譽)學士 QF Level Level 5 Intermediate Exit Award Not applicable Tung Wah College Award Granting Body 東華學院 Hosting School School of Nursing Mode of Delviery and Full-time 5 Years Programme Length Medium of Instructions English Venue of Class Meetings King’s Park Campus: 31 Wylie Road, Homantin, Kowloon, Hong Kong

Mongkok campus: 90A & 98, Shantung Street, Mongkok, Kowloon, Hong Kong Programme Length of Max. no. of years: 7 Exit Award Min. no. of years: 3 Number of TWC credits required for graduation: 151 Programme 1 September 2017 Commencement Date

2 Programme Objectives and Learning Outcomes

Programme Objectives

2.1 The Bachelor of Health Science (Honours) in Nursing (BHSc(N)) programme aims to prepare students for professional careers in nursing and health care with appropriate competence to deliver high quality patient care and make significant contributions to the health of the community.

2.2 The primary objectives of the programme are as follows:

a. To develop students’ competence in health promotion, maintenance and restoration, and prevention of illness through the delivery of primary, secondary and tertiary health care in various hospital and community settings; b. To equip students with problem solving and clinical reasoning skills; c. To equip students with effective communication skills for the delivery of individualised care as well as for facilitation of teamwork; d. To provide students with experiential learning opportunities to facilitate integration of theory and practice in their chosen profession; and e. To nurture students’ all-roundness by expanding students’ understanding and appreciation of other cultures and environments.

Programme Intended Learning Outcomes (PILOs)

2.3 Upon successful completion of the programme, students should be able to (Table 1):

Table 1 PILOs of the Bachelor of Health Science (Honours) in Nursing Programme

Demonstrate empathy and compassion in the provision of competent and safe PILO1 nursing care through assessment, planning, implementation and evaluation for people of all ages and in diverse healthcare settings;

Promote, support and advocate lifestyle choices that enhance health and PILO2 well-being of individuals and society in partnership with other healthcare providers, family and the community in changing environment;

Establish collaborative and therapeutic relationships with individuals, families PILO3 and members of other disciplines to provide quality nursing care;

Demonstrate the use of critical and creative thinking and analytical skills in PILO4 clinical decision making;

PILO5 Uphold the ethical, legal and professional standards of nursing profession;

Apply basic knowledge and skills in utilizing, integrating and evaluating PILO6 research findings in nursing practice;

Demonstrate beginning managerial and leadership skills in the provision of PILO7 quality nursing care;

Safeguard nursing as a profession and maintain his or her status as a PILO8 professional registered nurse;

Develop social awareness and understanding of the community value of PILO9 non-profit organizations in terms of their missions, culture, and overall impact and significance to the society; and

PILO10 Foster their own professional and personal development.

2.4 The mapping of the ten PILOs with the programme objectives is shown in Table 2.

Table 2 Mapping of PILOs against Programme Objectives

Programme Objectives PILOs a b c d e

1. Demonstrate empathy and compassion in the provision of competent and safe nursing care through assessment, V V V V V planning, implementation and evaluation for people of all ages and in diverse healthcare settings

2. Promote, support and advocate lifestyle choices that enhance health and well-being of individuals and society in partnership with other healthcare providers, family and the V V V V V community in changing environment

3. Establish collaborative and therapeutic relationships with individuals, families and members of other disciplines to V V V V provide quality nursing care

4. Demonstrate the use of critical and creative thinking and V V V analytical skills in clinical decision making

5. Uphold the ethical, legal and professional standards of V V V nursing profession

6. Apply basic knowledge and skills in utiliz ing, integrating V V V and evaluating research findings in nursing practice

7. Demonstrate beginning managerial and leadership skills in V V V V the provision of quality nursing care

8. Safeguard nursing as a profession and maintain his or her V V V status as a professional registered nurse

9. Develop social awareness and understanding of the community value of non-profit organizations in terms of V their missions, culture, and overall impact and significance to the society

10. Foster their own professional and personal development V V V V V

3 Programme Structure and Content

Principles Guiding the Design of the Programme

Programme Philosophy

3.1 The philosophy of the 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.

3.2 The core value of ‘giving’ echoes the spirt of Tung Wah Group of Hospitals (TWGHs) which is selfless caring for needy people in achieving health and well-being. Giving includes the offering of simple tangible needs (food, clothing, shelter) to more intangible needs (helpful communication, education, personal time, even one's life) to self-fulfilment (confidence, satisfaction, fearlessness, tranquilization) (Joseph, 2000). This is in line with the Western idea of provision of holistic care which embraces bio-psycho-social-spiritual domains of care. The act of giving is a practical expression of compassion which is fundamental in professional health care that deals with human sufferings and interaction. To give, one needs compassion with wisdom, reflection of attitude, skill and knowledge in particular specialties, as well as critical and creative thinking skills in decision making.

3.3 It is important to adopt an integrative approach to apply our disciplinary knowledge in care delivery and with a good understanding of the inter-relationship between restorative health, nurturing health (四氣養生 ), preventive health (治未病 ), the interacting factors (social, psychological, environmental and cultural) and the 12 Activities of Living along the dependence-independence continuum that throughout the life span. The 12 Activities of Living are maintaining safe environment, communicating, breathing, eating and drinking, eliminating, washing and dressing, controlling temperature, mobilizing, working and playing, expressing sexuality, sleeping, and death and dying.

3.4 To demonstrate our philosophy, we would like to use an electromagnetism model as an analogy ( Figure 1 ).

Figure 1 Conceptual Framework for the Bachelor of Health Science (Honours) in Nursing (BHSc(N)) Programme

3.5 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.

3.6 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 form the powerhouse (driving force) in the whole transformation process which eventually grooms students as giving practitioners to practice nurturing health, preventive health and restorative health for people in healthy, acute, and rehabilitative conditions (blue circular line - electric field) taking into account their individual surrounding interacting factors.

3.7 Nursing is both an art and a science. It relies on scientific understanding of how the body functions and how problems occur; at the same time it also relies on innate human sensitivity. Nursing is instrumental in restoration of health in acute and rehabilitative stages, in promotion and maintenance of health through nurturing health, in implementation of ‘preventive health’ (治未病 ) through the delivery of therapeutics and of caring for individual patients as human beings. Effective nursing can bring the pendulum to a more balanced position as activities of living swing along the dependence-independence continuum. Emphasis on caring for individuals 8

with alteration in health status at different stages of life is strengthened in the curriculum to prepare students to work in various primary, secondary and tertiary health care settings.

3.8 In summary, this programme aims to educate and cultivate students to become giving professionals to restore health in acute and rehabilitative stages, to deliver nurturing health and preventive health measures, to educate our clients in maximizing their options in a complex and challenging society according to the individuals’ status along the life span.

The Application of Outcome-based Teaching and Learning Model

3.9 TWC programmes have adopted the Outcome-Based Teaching and Learning Model (OBTL). In the programme learning process, the Programme Management Committee (PMC) is to define clearly what students should be able to do on completing their course of study (intended learning outcomes). The programme team will design the curriculum, teaching, learning and assessment to enable students to achieve the intended learning outcomes (alignment); collect data on student’s achievement of learning outcomes (outcome assessment) and use the outcome assessment data to inform further development and enhancement of the programme or course (continuous improvement). The intended learning outcomes of respective courses (CILOs) of a programme would be aligned with the overall PILOs. The course outlines and content, learning and teaching activities and assessments are integrated and are aligned to support the attainment of the Intended Learning Outcomes for the Programme pitched at the specific Qualifications Framework (QF) level.

3.10 With the model in place, both learning and teaching and assessments are outcome-based and are directed towards achieving the programme objectives. Academic staff are to make specific efforts to ensure that learning and teaching activities and assessments are designed to enable students to develop the appropriate competencies at QF Level 5 for degree level programmes.

Alignment with the Requirement of The Nursing Council of Hong Kong (NCHK) for Training Registered Nurses (RN)

3.11 The BHSc(N) programme is designed with adherence to the Reference Guide to the Syllabus of Subjects and Requirements for the Preparation of Registered Nurse (General) in the Hong Kong Special Administrative Region (NCHK, 2014) and meets the requirements of the Core-Competencies for Registered Nurses (General) (NCHK, 2012) to ensure that the courses cover all the professional knowledge, skills and attributes at the requisite level required as a RN. It is stipulated that the minimum contact hours for theoretical input are 1,250 and the minimum clinical practice hours are 1,400 (NCHK, 2014).

Programme Structure

3.12 The BHSc(N) programme has 151 TWC credits and comprises several components: general education, language and nursing courses, capstone project, and nursing practicum at QF Level 5 as required by the HKCAAVQ.

3.13 Tables 3-5 below show the breakdown of TWC credits among different components and programme structure of the programme.

Table 3 Credits Distribution among Different Components in the BHSc(N) Programme

% Contributed to Component TWC Credits the Programme (a) Discipline - Taught courses 96 63.6 - Capstone project 6 4 - Clinical practicum 13 8.6 Sub-total 115 76.2 (b) General education 18 12 (c) Language 18 12 Total (a+b+c) 151 100

Language Courses

3.14. Students will be required to take and pass a total of six language courses as follows:

1) CHI1002 Applied Chinese Language 2) CHI2003 Putonghua 3) ENG1001 Developing English Language Skills 4) ENG2006 Enhancing Academic English Skills 5) ENG2011 English for Healthcare Professional 6) ENG3006 Advanced English Writing Skills

General Education (GE) Courses

3.15. Students will be required to take and pass a total of six GE courses as follows:

1. GEN1304 The Development and Operation of Non-Profit Organizations 2. 5 GE Elective courses

Discipline courses

3.16. The programme offers 37 discipline courses

3.17. The 37 discipline courses are listed below:

1. MED1007 Introduction to Human Biology 2. NUR1011 Concepts of Health

3. NUR1012 Fundamentals of Nursing I 4. NUR1013 Fundamentals of Nursing II 5. NUR1018 Health Assessment 6. NUR1019 Anatomy and Physiology 7. NUR1020 Essential Concepts of Chinese Medicine 8. NUR1021 Microbiology 9. NUR1022 Public Health 10. NUR1201 Creative and Critical Thinking 11. NUR1206 Communication 12. NUR1403 Introduction to Health Informatics 13. NUR2018 Pathophysiology 14. NUR2025 Advanced Pathophysiology 15. NUR2026 Primary Care and Community Nursing 16. NUR2028 Psychosocial Dimensions of Health and Illness 17. NUR2029 Maternal and Infant Care 18. NUR2032 Chinese Medicinal Therapeutics in Nursing 19. NUR2033 Care of Older People 20. NUR2046 Nursing Practicum I 21. NUR2047 Pharmacology 22. NUR3001 Research Methods in Health Care 23. NUR3002 Ethical and Legal Aspects in Health Care 24. NUR3009 Care of People with Communicable Diseases 25. NUR3111 Care of People with Non-communicable Diseases (I) 26. NUR3112 Care of People with Non-communicable Diseases (II) 27. NUR3012 Mental Health Nursing 28. NUR3113 Care of People with Non-communicable Diseases (III) 29. NUR3114 Care of People with Non-communicable Diseases (IV) 30. NUR3016 Nursing Practicum II 31. NUR3017 Nursing Practicum III 32. NUR3018 Care of Growing Children and Adolescents 33. NUR4001 Economics and Management in Health Care 34. NUR4002 Capstone Project 35. NUR4005 Trauma and Disaster Nursing 36. NUR4106 Integrative Care of People with Non-communicable Diseases 37. NUR4007 Care of Vulnerable People

Table 4 Programme Structure of the BHSc(N) First Year Programme

Year (Yr) Contact Exam Nature of TWC Semester Course Hours Hours Studies Credits (Sem) YEAR 1 CHI1002 Applied Chinese Language 42 3 Language 3 Sem 1 ENG1001 Developing English Language 42 3 Language 3 Skills MED1007 Introduction to Human Biology 42 3 Discipline 3 NUR1011 Concepts of Health 45 0 Discipline 3 NUR1019 Anatomy and Physiology 45 0 Discipline 3 Sub-total 216 9 15 YEAR 1 ENG2006 Enhancing Academic English 42 3 Language 3 Sem 2 Skills

Year (Yr) Contact Exam Nature of TWC Semester Course Hours Hours Studies Credits (Sem) NUR1012 Fundamentals of Nursing I 42 3 Discipline 3 NUR1018 Health Assessment 45 0 Discipline 3 NUR1022 Public Health 45 0 Discipline 3 NUR1206 Communication 45 0 Discipline 3 NUR2018 Pathophysiology 42 3 Discipline 3 Sub-total 261 9 18 YEAR 1 GEN1304 The Development and 42 3 GE 3 Sem 3 Operation of Non-profit Organizations Sub-total 42 3 3 YEAR 2 NUR1013 Fundamentals of Nursing II 42 3 Discipline 3 Sem 1 NUR1021 Microbiology 25 0 Discipline 1.5 NUR1201 Creative and Critical thinking 45 0 Discipline 3 NUR2025 Advanced Pathophysiology 42 3 Discipline 3 NUR2028 Psychosocial Dimension of 45 0 Discipline 3 Health and Illness NUR3009 Care of People with 45 0 Discipline 3 Communicable Diseases Sub-total 244 6 16.5 YEAR 2 ENG2011 English for Healthcare 42 3 Language 3 Sem 2 Professionals NUR1020 Essential Concepts of Chinese 42 3 Discipline 3 Medicine NUR1403 Introduction to Health 45 0 Discipline 3 Informatics NUR2029 Maternal and Infant Care 45 0 Discipline 3 NUR2047 Pharmacology 20 0 Discipline 1.5 NUR3111 Care of People with 42 3 Discipline 3 Non-Communicable Diseases I Sub-total 236 9 16.5 YEAR 2 CHI2003 Putonghua 42 3 Language 3 Sem 3 Sub-total 42 3 3

YEAR 3 NUR2046 Nursing Practicum I 360 0 Discipline 3 Sem 1 Sub-total 360 0 3

YEAR 3 GE elective 1 42 3 GE 3 Sem 2 NUR2026 Primary Care and Community 45 0 Discipline 3 Nursing NUR2032 Chinese Medicinal Therapeutics 45 0 Discipline 3 in Nursing NUR3002 Ethical and Legal Aspects in 45 0 Discipline 3 Health Care NUR3112 Care of People with 42 3 Discipline 3 Non-Communicable Diseases II NUR3018 Care of Growing Children and 45 0 Discipline 3 Adolescents 12

Year (Yr) Contact Exam Nature of TWC Semester Course Hours Hours Studies Credits (Sem) Sub-total 264 6 18 YEAR 3 GE elective 2 42 3 GE 3 Sem 3 ENG3006 Advanced English Writing 42 0 Language 3 Skills Sub-total 84 3 6 YEAR 4 GE elective 3 42 3 GE 3 Sem 1 NUR2033 Care of Older People 45 0 Discipline 3 NUR3001 Research Methods in Health 45 0 Discipline 3 Care NUR3012 Mental Health Nursing 45 0 Discipline 3 NUR3113 Care of People with 42 3 Discipline 3 Non-communicable Diseases III NUR3114 Care of People with 42 3 Discipline 3 Non -Communicable Diseases IV Sub-total 261 9 18 YEAR 4 NUR3016 Nursing Practicum II 560 0 Discipline 5 Sem 2 Sub-total 560 0 5

YEAR 4 GE elective 4 42 3 GE 3 Sem 3 Sub-total 42 3 3 YEAR 5 NUR3017 Nursing Practicum III 560 0 Discipline 5 Sem 1 NUR4002 Capstone Project 45 0 Discipline 3 (to be offered in Semester 1 and 2, Year 5) Sub-total 605 0 8 YEAR 5 GE elective 5 42 3 GE 3 Sem 2 NUR4001 Economics and Management in 45 0 Discipline 3 Health Care NUR4002 Capstone Project 45 0 Discipline 3 (to be offered in Semester 1 and 2, Year 5) NUR4005 Trauma and Disaster Nursing 45 0 Discipline 3 NUR4106 Integrative Care of People with 45 0 Discipline 3 Non -Communicable Diseases NUR4007 Care of Vulnerable People 45 0 Discipline 3 Sub-total 267 3 18 Total 3,484 63 151

Table 5 Programme Structure of the BHSc(N) Senior Year Programme

Year (Yr) Contact Exam Nature of TWC Semester Course Hours Hours Studies Credits (Sem) YEAR 1 NUR1011 Concepts of Health 45 0 Discipline 3 Sem 1 NUR1012 Fundamentals of Nursing I 42 3 Discipline 3 NUR1021 Microbiology 25 0 Discipline 1.5 NUR1019 Anatomy and Physiology 45 0 Discipline 3 NUR1206 Communication 45 0 Discipline 3

Year (Yr) Contact Exam Nature of TWC Semester Course Hours Hours Studies Credits (Sem) NUR2018 Pathophysiology 42 3 Discipline 3 ENG2006 Enhancing Academic English Skills 42 3 Language 3 Sub-total 286 9 19.5 YEAR 1 NUR1013 Fundamentals of Nursing II 42 3 Discipline 3 Sem 2 NUR1018 Health Assessment 45 0 Discipline 3 NUR1022 Public Health 45 0 Discipline 3 NUR2025 Advanced Pathophysiology 42 3 Discipline 3 NUR2028 Psychosocial Dimensions of Health and Illness 45 0 Discipline 3 NUR 2047 Pharmacology 45 0 Discipline 1.5 NUR3009 Care of People with Communicable Diseases 42 3 Discipline 3 Sub-total 306 9 19.5 YEAR 1 NUR2046 Nursing Practicum I 360 0 Discipline 3 Sem 3 GEN1304 The Development and 42 3 GE 3 Operation of Non-profit Organizations Sub-total 402 3 6 NUR1020 Essential Concepts of Chinese YEAR 2 42 3 Discipline 3 Sem 1 Medicine NUR 1403 Introduction to Health Informatics 45 0 Discipline 3 NUR2029 Maternal and Infant Care 45 0 Discipline 3 NUR3002 Ethics and Legal Aspects in Health Care 45 0 Discipline 3 NUR3 111 Care of People with Non -Communicable Diseases I 42 3 Discipline 3 NUR2026 Primary Care and Community Nursing 45 0 Discipline 3 Sub-total 264 6 18 YEAR 2 NUR2033 Care of Older People 45 0 Discipline 3 NUR3001 Research Methods in Health Sem 2 45 0 Discipline 3 Care NUR3 112 Care of People with Non -Communicable Diseases II 42 3 Discipline 3 NUR3 11 3 Care of People with Non -Communicable Diseases III 42 3 Discipline 3 NUR3012 Mental Health Nursing 45 0 Discipline 3 NUR 3018 Care of Growing Children and Adolescents 45 0 Discipline 3 Sub-total 264 6 18 YEAR 2 NUR3016 Nursing Practicum II 560 0 Discipline 5 Sem 3 ENG3006 Advanced English Writing Skills / ENG2011 English for Healthcare 42 0 Language 3 Professionals Sub-total 602 0 8 YEAR 3 NUR3017 Nursing Practicum III 560 0 Discipline 5 NUR4001 Economics and Management in Sem 1 45 0 Discipline 3 Health Care Sub-total 605 0 8

Year (Yr) Contact Exam Nature of TWC Semester Course Hours Hours Studies Credits (Sem) NUR4 106 Integrative Care of People with YEAR 3 45 0 Discipline 3 Sem 2 Non -Communicable Diseases NUR4007 Care of Vulnerable People 45 0 Discipline 3 NUR3 114 Care of People with Non -Communicable Diseases IV 42 3 Discipline 3 NUR4005 Trauma and Disaster Nursing 45 0 Discipline 3 NUR4002 Capstone Project (to be offered in sem 2 & 3 of Year 3) 45 0 Discipline 3 Sub-total 222 3 15 NUR2032 Chinese Medicinal Therapeutics YEAR 3 45 0 Discipline 3 Sem 3 in Nursing NUR4002 Capstone Project (to be offered in sem 2 & 3 of Year 3) 45 0 Discipline 3 Sub-total 90 0 6 Total 3,041 36 118

3.18 An academic year consists of two regular semesters of 14 weeks and one summer semester of 7 weeks. Each three-credit course consists of 45 class contact hours including examination hours if any.

3.19 All courses in the BHSc(N) programme are interlinked with generic and nursing knowledge. The arrangement of course throughout the five years is from basic to advanced nursing knowledge and skills in order to enable students to integrate knowledge and skills from course to course. For instance, in the first year of the study, students are equipped with some fundamental knowledge and skills in nursing in NUR1011 Concept of Health and NUR1012 Fundamentals of Nursing I . When the study progresses, students start studying courses related to general nursing and specialty nursing care which are closely related to clinical practicum in Year 2 and Year 3. Figure 2 illustrates the combination of courses in each year of study.

Figure 2 Combination of Courses against Year of Study in the BHSc(N) Programme

Nursing courses

3.20 There are total 33 courses which cover the syllabus required by the NCHK. The total number of contact hours is 1,350 which meets a minimum of 1,250 hours required by the NCHK.

General education courses

3.21 There are 6 general education courses including one compulsory course GEN1304 The Development and Operations of Non-profits Organization and 5 electives. Students are required to select general education courses based on the new GE system.

Language courses

3.22 It is the College’s requirement that each degree programme has to include six language courses with at least 4 English and 1 Chinese courses. The proposed structure therefore included 4 English courses and 2 Chinese courses.

Capstone project

3.23 It is a 6-credit project arranged in the final year of the programme.

Clinical practicum

3.24 The duration and types of clinical practicums are based on the registration requirement of the NCHK, which stipulates that students should 1) have at least 440 and 330 hours of practice in surgical and medical nursing respectively and 2) 16

complete at least 60 hours in each of the different departments such as paediatric and adolescent, obstetric, gerontological, psychiatric, community and emergency. The minimum total clinical hours required are 1,400. In this programme, students are required to complete 1,480 hours of clinical practicum over 5 years.

3.25 The clinical practice schedules for the first year and the senior year entries are shown as follows (Tables 5 and 6):

Table 5 Clinical Practice Schedule of the First Year Entry

Year of Semester 1 Semester 2 Semester 3 Study 1 NA NA NA 2 NA NA NA NUR2046 Nursing Practicum I 3 NA NA (9 weeks) NUR3016 Nursing 4 NA NA Practicum II (14 weeks) NUR3017 Nursing Practicum 5 NA NA III (14 weeks)

Table 6 Clinical Practice Schedule of the Senior Year Entry

Year of Semester 1 Semester 2 Semester 3 Study NUR2046 Nursing 1 NA NA Practicum I (9 weeks) NUR3016 Nursing 2 NA NA Practicum II (14 weeks) NUR3017 Nursing 3 NA NA Practicum III (14 weeks)

4 Learning and Teaching

General Philosophy and Approach

The Outcome-Based Teaching and Learning (“OBTL”) approach

4.1. TWC adopts the OBTL approach. Through the OBTL philosophy, the teaching and learning activities, and assessment tasks can be constructively aligned with the intended learning outcomes. The OBTL model enables better understanding and comparability of learning outcomes and standards, and as a result, facilitates smoother articulation of graduates to study degree programmes of TWC and other tertiary education institutions.

4.2. With the OBTL approach, the Programme Intended Learning Outcomes (PILOs) are first designed based on a number of parameters and goals that include: Graduate Outcomes, Generic Level Descriptors of QF Level 5, further study needs, as well as employer expectations. Based on the PILOs, teachers can proceed to design the relevant Course Intended Learning Outcomes (CILOs). Each course has its CILOs contributive to the achievement of all/part of the PILOs. Subsequently, the full spectrum of the PILOs will be achieved.

4.3. Teaching and learning activities are then designed to directly encourage students to achieve those outcomes and reflect on the learning process. Assessment tasks are opportunities for students to demonstrate the attainment of the CILOs.

4.4. Course designers identify appropriate assessment tasks that are constructively aligned to ensure the achievement of CILOs (see the course description forms for the alignment of CILOs of individual courses with the PILOs, as well as with the assessment tasks). The final grade is computed by reckoning the marks for coursework and examination.

4.5. As an interactive learning and teaching environment through the provision of information and communication technology (ICT) is effective in supporting the OBTL approach, TWC has developed a web-based Learning Management System (LMS), through which students are encouraged to actively participate in all stages of learning process. The web-based learning space also provides opportunities for academic staff to develop innovative pedagogies and to monitor student progress in a more effective way.

Teaching Modes

4.6. Except clinical practicum, teachers will meet students 3 hours per week. These 3 class contact hours are normally broken down into two sessions, a 2-hour session and a 1-hour session. The 2-hour session is usually for lecture, seminar or debate, and the 1-hour session is mainly for tutorial or small group discussion.

Student Effort

4.7. For every class/laboratory contact hour, students are expected to put in 2 hours of student effort. As such, in a 3-credit course with 45 class contact hours including examination hours if any, the estimated student effort is 90 hours.

Specific Teaching/Learning Methods in the Programme

Overall Approach

4.8. The programme adopts a teaching style appropriate for tertiary education. Lectures, practicums, seminars, tutorials, role play, problem-based learning, challenge-based learning and laboratory sessions will be scheduled whenever appropriate. Students will also learn and work on various health problems and issues in small groups using theoretical knowledge through analyzing hypothetical and/or actual health problems from different case scenarios.

Lecture

4.9. Lecture will be conducted in large groups usually 100-280, 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

4.10. Seminars will be student-based. The maximum class size will be 50. Students will present materials on specific aspects of the course; 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

4.11. 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. The group

size is usually not more than 25. Larger groups may be arranged for discussion of issues familiar to the students; while smaller groups may be more appropriate for intensive exploration of particular topics. Small buzz groups could be organized within large tutorial groups to enhance interaction.

Laboratory

4.12. Laboratory sessions aim to deliver specific practical knowledge and skills and give students time for hands-on practice in what has been conceptually presented in lectures. The use of simulation laboratory enhances students in developing critical thinking in clinical reasoning. Students are encouraged to book the laboratory for practice of their clinical skills. They are expected to perform basic skills satisfactorily prior to practice in clinical field. The number of student per group is usually small, i.e. 12-13 to allow maximum supervised skill training.

Problem-based Learning

4.13. Problem-Based Learning (PBL) is a learning strategy in which students collaboratively participate in discussing practical examples and their learning experiences in solving problems. Facilitated by academic staff, students will work in small groups sharing their knowledge, identifying problems associated with the scenarios given and use the problems to drive their learning process. Students acquire key concepts, principles, content knowledge and strategies necessary to solve problems and are equipped to face challenging, open-ended problems and transfer their learning experiences to problem solving skills.

Challenge-based Learning

4.14. Challenge-Based Learning (CBL) helps students acquire in-depth knowledge and understanding in core subject areas as well as 21 st Century content, Learning and Innovation Skills, and Life and Career Skills. CBL begins with generating a big idea and cascading to form essential question, challenge, guiding questions, activities, and resources; determining and articulating solution; taking actions by implementing the solution with evaluation and publishing the solution and sharing it with the world. Reflection and informative assessment are important parts of the process at every stage as they reinforce learning and prepare students for what is coming next. In each stage, students are required to submit checkpoints for reporting the progress and reflection of their team’s works. Throughout the CBL, students, both in teams and as individuals, have the opportunity to create a variety of products, including a challenging proposal video, a set of guiding questions, research plans, solutions with testing plans and evaluation parameters, a solution video, student journals, and individual reflection videos.

Clinical Practicums

4.15. Not less than 70% of the total hours of clinical practicums will be arranged in hospitals managed by the Hospital Authority or private hospitals registered under the Hospitals, Nursing Homes and Maternity Homes Registration Ordinance (Cap. 165, Laws of Hong Kong) where inpatient care is provided. Community settings will not be more

than 30% of the clinical practicum hours and be taken at the site where the provision of first level care is evident including the Integrative Health Centre at TWC. Not more than one-tenth of this part of training will be conducted outside Hong Kong.

4.16. Students have to complete a total of 1,480 hours of clinical practicum in the fashion of three learning blocks.

NUR2046 Nursing Practicum I

4.17. It is a 360-hour or 9-week practicum. Students will be placed in sub-acute and acute settings in hospitals such a Medical (General Medicine and Rehabilitation Nursing) and Surgical (General Surgery, Gynaecology, Orthopaedics and Traumatology and Rehabilitation Nursing) departments of hospitals or community settings with first level care to practice their skills with supervision and facilitation of the College’s academic staff in a ratio of not more than 1 teacher to 8 students. Consolidation of theoretical knowledge via real hands-on care is expected to take place during students’ practice. Post conference will be conducted to debrief students’ learning and students are required to write reflective journals as a reflective learning modality.

NUR3016 Nursing Practicum II and NUR3017 Nursing Practicum III

4.18. Each of them is a 560-hour or 14-week practicum. Students will be placed in acute and subacute settings of various departments of hospitals such as Medical (General Medicine, Dermatology, Infectious Diseases, Oncology, Hospice Nursing, Rehabilitation, Out-Patient Department, Paediatric and Adolescent Nursing) and Surgical (General Surgery, Anaesthesiology, Operating Theatre and Recovery Room, Cardiothoracic Surgery, neuro-surgery, Gynaecology, Ear, Nose and Throat Care, Ophthalmology, Orthopaedics and Traumatology, Rehabilitation, Theatre Sterile Supply Unit/Central Sterile Supply Unit, Paediatric and Adolescent Nursing) departments or community settings with first level care.

4.19. Students’ learning in these two practicums are facilitated and supervised by the Honorary Clinical Instructors (HCIs) who are registered nurses working in hospitals /practicum site s. All of them are required to have at least three-year clinical experience. One HCI will offer direct supervision to a maximum of 3 nursing students.

4.20. Students’ learning will also be monitored by the Resource Persons from the College, who will visit the students at least fortnightly to offer support to the students and HCIs. One Resource Person will be communicating with a maximum of 25 students. Students’ learning will be enhanced via on-site coaching and clinical seminars. Students are also required to write reflective journal to reflect what they have learned in these periods.

Handbook for Clinical Learning

4.21. All HCIs, College academic staff and students will be provided with the Handbook for Clinical Learning to guide them through the clinical practicum. Details such as roles and responsibilities of HCI, Resource Person, content of the training workshop for HCI and materials on clinical teaching and learning can be found in the handbook.

Other Learning Enhancement Services

Work-Integrated Learning Programme (WILP)

4.22. WILP, arranged by Student Affairs Office (SAO), is a work-based learning experience that takes place in an organizational context. It offers students the opportunity to learn to connect classroom theory with practical workplace applications through on-the-job work placements.

4.23. WILP is mandatory for all degree programmes including the BHSc(N) programme. Students are required to complete a minimum of 480 hours of discipline-related internship or practicum which has already been actualised in the clinical practicum of the nursing programme, and participate in a minimum of 4 college seminars in each academic year to broaden their perspectives outside the nursing arena.

4.24. Specifically for students in this programme, they have to pass the clinical practicums (which fulfilled the WILP requirements) and attend 4 college seminars in each academic year in order to complete the WILP.

English Enhancement Programme

4.25. In line with TWC’s English language policy, all students entering the programme with HKDSE English Language result at Level 3 will be required to complete one non-credit bearing English enhancement course, prior to registering for the first credit-bearing English course ENG1001 Developing English Language Skills .

4.26. TWC will clearly inform students of the English language requirements via its website, promotional and programme materials.

4.27. Upon acceptance of offer, the Registry will inform students, based on their HKDSE English results, if they need to take the non-credit bearing English enhancement course(s).

5 Admission Requirement

Admission Requirements to First Year of the Programme

5.1 Applicants applying for the first year of the programme must satisfy the following requirements:

a. Have obtained Level 3 for Chinese Language and English Language and Level 2 for Mathematics and Liberal Studies plus one Elective under Category A at Level 2 (“3322+2”) in HKDSE; OR

b. Have passes in AS Use of English and AS Chinese Language & Culture plus one AL subject/two AS subjects in HKALE and have passed five subjects in HKCEE including Chinese Language, English Language and one science subject (Biology/Human Biology/Chemistry/Mathematics/Physics) with at least Grade C in any one of them; OR

c. Have passes in AS Use of English and AS Chinese Language & Culture plus one AL subject/two AS subjects in HKALE and have obtained Level 2 for Chinese Language and English Language, passed one science subject (Biology/Human Biology/Chemistry/Mathematics/Physics) and two other subjects, with at least Grade C in any one of the them (or Level 3 for Chinese Language/English Language); OR

d. Equivalent qualifications

5.2 Preference will be given to applicants who have obtained Level 4 or above for English Language. Applicants should be fluent in written English and Chinese, and in oral English and Cantonese.

Admission Requirements to Senior Year of the Programme

5.3 Applicants applying for the senior year of the programme must satisfy the following admission requirements:

a. Have completed an Associate Degree programme (AD) or Higher Diploma programme (HD) of the relevant subject / discipline; OR

b. Have obtained equivalent qualifications

6 Assessment Scheme

Assessment Components

6.1 The objectives of assessment used by TWC have two perspectives:

a. Assessment for Learning:

As an integral part of the learning and teaching process, assessment for learning informs learning and teaching. It is designed to diagnose students’ strengths and weaknesses so that they can work to improve their performance, and it assists teachers in their future lesson planning. Through assessment for learning, students will be provided with regular and timely feedbacks on their learning progress, and on areas to be improved, so that they know what they have to improve and are provided with guidance on how to improve. Assessment for learning will be undertaken on a continuing basis, such as through coursework, reflective journals, laboratory work, field work and investigative projects.

b. Assessment of Learning:

Assessment of learning serves the main purpose for the determination of grades and awards. It enables students to demonstrate that they have achieved the intended learning outcomes of each course, fulfilled requirements of the programmes and met the standard appropriate to the awards. Assessment of learning is conducted at important intervals, e.g. at the end of a course and at the end of a programme. Assessment of this sort generally takes the form of an examination or the submission of a final project.

Assessment Principles

6.2 Students will be assessed for every course on the basis of their performance. Assessment will be undertaken according to the following guiding principles:

a. Assessment criteria should be made clear to students so that they understand what is expected and required of them; b. Assessment criteria should reflect learning objectives and measure intended learning outcomes, as defined for respective courses and benchmarked at the appropriate QF level; c. Assessment should be reliable, i.e. designed to yield consistent results from different markers and from the same marker at different times; d. Assessment should fairly reflect students’ abilities and achievements; and e. Assessment should be set at a level of challenge that enables teachers to assess students’ level of performance in each course and programme, and that allows students to demonstrate their competence.

Forms and Types of Assessment

Forms of Assessment

6.3 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 written work, research reports, tests, examinations, reflective journals, case studies, presentations portfolios, evaluation reports, and any other form appropriate to a specific course.

6.4 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 competence 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

6.5 Assessment can be conducted by one, or a combination, of the following three types of assessment, as and when appropriate:

a. Assessment conducted by the College academic 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 clinical practicums, etc.

b. Student’s Self Evaluation – through engaging in self-evaluation, students can learn how to review their performance, diagnose and build on their strengths as well as identify and address their weaknesses. This type of assessment can be incorporated into presentation and critique sessions, and can be used in tutorials, laboratories and clinical sessions as well as in reflective journals.

c. Peer Evaluation – this is also an important tool for developing an understanding of the use of appropriate criteria when evaluating performance, and for helping others to improve. This type of assessment can be incorporated into group assignments, presentation and critique sessions and can be adopted in laboratory and studio sessions.

Assessment Load

6.6 Students are assessed for every course in the BHSc(N) programme. Students are assessed in the forms of continuous assessments and examinations. The weighting between continuous and end of course assessments will vary from course to course. For courses with skill test, students must pass the skill test in order to be considered passing the whole course, or otherwise students will be considered passing the course if the summation of assessment components of a course meets the passing mark.

6.7 Normally, a student will not have more than three assessments in total for each course. The assessment load of each course is evenly distributed throughout a semester. The Programme Management Committee will take up the task to review the assessment loads and the assessment schedules to avoid overloading the students with clashes of assessments and inform students with the assessment schedule and related information before the commencement of a semester. Meanwhile, course leaders will be reminded regarding the above-mentioned arrangement of assessments in order to make sure that the study load of students is manageable.

6.8 Table 7 shows the assessment components of the courses of the programme:

Table 7 Assessment Components of the Courses

Continuous Assessment (%) Course Course Title Individual Group Written Final Code Others assignment* assignment# Test Exam Discipline Courses MED1007 Introduction to Human Biology 30 70 NUR1011 Concepts of Health 60 40 20 NUR1012 Fundamentals of Nursing I 30 50 (skill test) 20 NUR1013 Fundamentals of Nursing II 30 50 (skill test) 30 NUR1018 Health Assessment 70 (skill test) NUR1019 Anatomy and Physiology 10 90 NUR1020 Essential Concepts of Chinese Medicine 20 30 50 NUR1021 Microbiology 50 50 NUR1022 Public Health 50 50 NUR1201 Creative and Critical Thinking 70 30 NUR1206 Communication 60 40 NUR1403 Introduction to Health Informatics 30 30 40 20 NUR2018 Pathophysiology 40 40

NUR2025 Advanced Pathophysiology 40 20 40 NUR2026 Primary Care and Community Nursing 50 50 Psychosocial Dimensions of Health and NUR2028 30 70 Illness NUR2029 Maternal and Infant Care 40 60 NUR2032 Chinese Medicinal Therapeutics in Nursing 40 60 NUR2033 Care of Older People 50 50 NUR2046 Nursing Practicum I ^ - - - - -

Continuous Assessment (%) Course Course Title Individual Group Written Final Code Others assignment* assignment# Test Exam 100 (2 NUR2047 Pharmacology tests, 50% each) NUR3001 Research Methods in Health Care 30 30 40

NUR3002 Ethical and Legal Aspects in Health Care 40 60

NUR3009 Care of People with Communicable Diseases 10 30 60 Care of People with Non-communicable NUR3111 40 60 Diseases (I) Care of People with Non-communicable NUR3112 40 60 Diseases (II) NUR3012 Mental Health Nursing 40 60 Care of People with Non-communicable NUR3113 40 60 Diseases (III) Care of People with Non-communicable NUR3114 40 60 Diseases (IV) NUR3016 Nursing Practicum II ^ - - - - -

NUR3017 Nursing Practicum III ^ - - - - -

NUR3018 Care of Growing Children and Adolescents 40 60

NUR4001 Economics and Management in Health Care 10 40 50

NUR4002 Capstone Project 80 20

NUR4005 Trauma and Disaster Nursing 30 30 40 Integrative Care of People with NUR4106 40 60 Non-Communicable Diseases NUR4007 Care of Vulnerable People 50 50 Required General Education Course The Development and Operation of GEN1304 40 30 30 Non-profit Organizations Required Language Courses CHI1002 Applied Chinese Language 40 20 40 CHI2003 Putonghua 45 15 40 ENG1001 Developing English Language Skills 40 30 30

Continuous Assessment (%) Course Course Title Individual Group Written Final Code Others assignment* assignment# Test Exam (Speaking test) ENG2006 Enhancing Academic English Skills 40 30 30 ENG2011 English for Healthcare Professionals 40 30 30 ENG3006 10 Advanced English Writing Skills 60 30 (Peer evaluation) Remarks: *e.g. Laboratory work, Case report #e.g. Project Presentation, Case report ^Only “Pass” or “Fail” grade will be given for each clinical practicum. Therefore, the weighting (%) of each assessment component is not necessary and no letter grade will be given.

Assessment of Clinical Practicum

6.9 Clinical practicum is a major component in the BHSc(N) programme. There are a total of 4 components of assessments in the practicum, including clinical practice evaluation, reflective journal, nursing care plan, and skill assessments. Table 8 below shows the schedule of the 4 components.

Table 8 Assessment Schedule of the 4 Components

Assessment Outcome of Schedule in practicum Responsible assessor components assessment Clinical Practice Satisfactory or College academic staff All Nursing Practicums Evaluation Unsatisfactory / HCIs

Satisfactory or Reflective Journal All Nursing Practicums College academic staff Unsatisfactory

Satisfactory or Nursing Care Plan Nursing Practicum III College academic staff Unsatisfactory

Skill Assessments Pass or Fail All Nursing Practicums College academic staff (AT/AOM) ^

Remark ^ AT stands for Aseptic Technique and AOM stands for Administration of Medications

Clinical Practice Evaluation

6.10 Student clinical competence will be assessed by College academic staff/HCIs. The concepts of care delivery with nursing process have been adopted in the Clinical Practicum Evaluation Report (CPER). Students passing NUR3017 Nursing Practicum III will fulfil the requirement of the NCHK on the assessment of Professional Nursing Competencies.

6.11 To ensure the competence of students in their clinical practicums, CPER would be used to assess their skills and performance at the end of each clinical practicum. Generally, assessment of student’s competency in the clinical practicum comprises:

a. formative evaluation, occurring and being conducted in the middle of placement period in each ward or clinical venue for improvement of practice; and

b. summative evaluation, occurring and being conducted at the end of placement period in each ward or clinical venue.

6.12 The criterion-referenced CPER is designed to enable clinical supervisors to readily determine the specific strengths and weaknesses of each student. To attain satisfactory performance, students must score not less than 3 on all objectives being assessed. Students must pass all items being assessed.

6.13 In the instance when a student fails in the clinical practicum i.e. less than a score of 3 in any one objective being assessed in the CPER at the summative assessment, the student must re-take the clinical practicum. Students who fail the first re-take practicum may be granted a second re-take or dismissed from the programme subject to the deliberation of the Programme Examinations Committee (PEC).

Reflective Journal

6.14 The reflective journal is kept by each student to note events, incidents and activities occurred during the course of the clinical practicum. The records of these occurrences contribute to the development of students’ understanding of, and skills in, both practical and theoretical areas by enabling them to analyze critically and reflect on the relationship between theory and practice, the actions of their colleagues, clients and their own responses, as well as the learning objectives and their actual outcomes.

6.15 Students are required to submit reflective journals after clinical practicum. Students’ performance will be evaluated according to the rubrics developed to assess their intellectual abilities in connecting knowledge and concepts with learning experiences.

Nursing Care Plan

6.16 Students are required to prepare and present nursing care plans for specific clients in clinical settings in NUR3017 Nursing Practicum III . Students will collect, analyse and interpret data of specific clients, identify their needs and problems, design and implement nursing interventions and evaluate the care given. It assesses students’ ability in integration of knowledge, concepts and skills to patient care as well as critical thinking and clinical reasoning.

Skill Assessments

6.17 It is the requirements of the NCHK for all nursing students to be qualified for Registered Nurses to complete assessments in three skills: AT, AOM and Professional Nursing Competencies. Students must pass these assessments. Each student will be given three opportunities on the assessments of AT and AOM. The concept of Professional Nursing Competencies has been embedded in the CPER.

Specific rules and regulation for students’ absence from clinical practicum in the BHSc(N) programme

6.18 Students are expected to attend all arranged practicums. They are normally not allowed to apply any period of leave during practicum. The duration of the supplementary practicum will be determined on individual basis by the PEC. Students must pass all of the assessments in the supplementary practicums in order to get credits for these practicums. Any student who fails to obtain satisfactory performance in the supplementary practicums will have his/her case brought to the PEC for consideration. The possible outcomes include dismissal from the programme.

Arrangement of Failure in Clinical Practicum

6.19 Students are required to fulfil the CPER with satisfactory performance in all components of the summative evaluation. Student failing any component in summative evaluation in any practicum will have his/her case brought to the PEC for discussion and decision. The student must retake the practicum if he/she fail the first attempt. Students who fail the first re-take practicum may be granted a second re-take or dismissed from the programme subject to the deliberation of the PEC.

6.20 For the Skills Assessments (AT and AOM assessments), each student will have a maximum of three attempts at each skill assessment. If a student fails his/her first attempt of the skill assessment, he/she will be granted a second opportunity with feedback on his/her first attempt. The student will be given training and/or advice before taking the second attempt in 2 weeks’ time. If the student fails the second attempt, he/she will be considered as failing the corresponding practicum. A third attempt will be granted for the failed skill assessment in subsequent practicum(s). If the student fails this final attempt, he/she will be de-registered from the programme.

Procedure for Appeal of Practicum Failure

6.21 A student who wishes to appeal against the result of an assessment should follow the Appeal Procedure of the College stipulated in the Student Handbook.

6.22 Field challenge may be granted in case of doubt. If a field challenge is granted, the student will be given a period not more than 2 weeks to demonstrate his/her competence of performance. His/her performance will be evaluated in the course of the field challenge period. The result of the field challenge will be the final decision of whether the student fails or passes the practicum.

Monitoring Mechanism Specific for Clinical Practicum in BHSc(N) Programme

6.23 An on-going monitoring mechanism is also in place to ensure HCIs to fulfil their roles in clinical teaching and supervision. The College’s academic staff will visit students at least fortnightly in their capacity of Resource Persons. This enables the College’s academic staff to monitor students’ learning progress and collect feedback from both HCIs and students during the NUR3016 Nursing Practicum II and NUR3017 Nursing Practicum III. Resource Persons will also discuss with HCIs on learning and teaching issues during the visits. Student feedback will be obtained as one of the evidence for

teaching/ supervision. The Clinical Liaison Committee is set up to receive feedback from HCIs to ensure on-going quality improvement of clinical practicum and communication between College’s academic staff and HCIs.

7 Graduation Requirements

7.1 To be considered for the award of a qualification, a student should:

a. Have completed the minimum required credit units as prescribed for the programme with a gGPA of at least 2.0;

b. Have achieved GPA of 1.0 or above in all courses in the programme;

c. Have passed all graduation project, clinical practicums as prescribed for the programme;

d. Have completed the Community Service Programme / Work-Integrated Learning Programme as required by the programme; and

e. Have attained a valid score of 6.0 in IELTS or equivalent

Course Description Forms of Bachelor of Health Science (Honours) in Nursing

Discipline Courses

Course Code Course Title 1. MED1007 Introduction to Human Biology 2. NUR1011 Concepts of Health 3. NUR1012 Fundamentals of Nursing I 4. NUR1013 Fundamentals of Nursing II 5. NUR1018 Health Assessment 6. NUR1019 Anatomy and Physiology 7. NUR1020 Essential Concepts of Chinese Medicine 8. NUR1021 Microbiology 9. NUR1022 Public Health 10. NUR1201 Creative and Critical Thinking 11. NUR1206 Communication 12. NUR1403 Introduction to Health Informatics 13. NUR2018 Pathophysiology 14. NUR2025 Advanced Pathophysiology 15. NUR2026 Primary Care and Community Nursing 16. NUR2028 Psychosocial Dimensions of Health and Illness 17. NUR2029 Maternal and Infant Care 18. NUR2032 Chinese Medicinal Therapeutics in Nursing 19. NUR2033 Care of Older People 20. NUR2047 Pharmacology 21. NUR3001 Research Methods in Health Care 22. NUR3002 Ethical and Legal Aspects in Health Care 23. NUR3009 Care of People with Communicable Diseases 24. NUR3012 Mental Health Nursing 25. NUR3018 Care of Growing Children and Adolescents 26. NUR3111 Care of People with Non-communicable Diseases (I) 27. NUR3112 Care of People with Non-communicable Diseases (II) 28. NUR3113 Care of People with Non-communicable Diseases (III) 29. NUR3114 Care of People with Non-communicable Diseases (IV) 30. NUR4001 Economics and Management in Health Care 31. NUR4002 Capstone Project 32. NUR4005 Trauma and Disaster Nursing 33. NUR4007 Care of Vulnerable People 34. NUR4106 Integrative Care of People with Non-Communicable Diseases

Practicum Courses

1. NUR2046 Nursing Practicum I 2. NUR3016 Nursing Practicum II 3. NUR3017 Nursing Practicum III

General Education Course (Mandatory)

1. GEN1304 The Development and Operation of Non-profit Organizations

Language Courses

1. CHI1002 Applied Chinese Language 2. CHI2003 Putonghua 3. ENG1001 Developing English Language Skills 4. ENG2006 Enhancing Academic English Skills 5. ENG2011 English for Healthcare Professionals 6. ENG3006 Advanced English Writing Skills

Course Description Form

Course Code MED1007 Course Title Introduction to Human Biology Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This is an introductory course for non-science major students. The aim of this course is to provide students with a basic understanding of the organization of the human body and how the body works. Organs of the body are studied to understand their structure, location in the body, their function and how they interact with other parts of the body. Correlated laboratories provide students an opportunity to view body structures and their physiological functions.

Course Upon completion of the course, students should be able to: Intended a. explain the organization and integration of body systems, organs, cells Learning and organelles; Outcomes b. recognize anatomical terminology of the human body; (CILOs) c. identify and locate anatomical structures corresponding to different body systems; d. explain functions of anatomical structures relevant to nursing work; and e. measure physiological functions of patients using the appropriate equipment and procedures.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) P P (b) P P (c) P P (d) P P P (e) P P P

Course Indicative Syllabus Synopsis/ 1. Introduction to human cells, organs and systems, body and anatomical Indicative terminology Syllabus 2. Detailed descriptions of the structure and functions of the following physiological systems: 2.1 respiratory system 2.2 cardiovascular system 2.3 blood, Lymphatic & Immune system 2.4 nervous system 2.5 digestive system

2.6 musculoskeletal system 2.7 endocrine system 2.8 reproductive system 2.9 renal system 2.10 skin (Integumentary system)

Learning and Lecture Teaching Lectures are scheduled for delivery of theoretical knowledge in preparation Methodology for discussion on how the theories and techniques are applied.

Tutorial Tutorials allow students to clarify concepts and queries. Tutorials include in-class activities and the use of interactive multimedia. In-class activities include games that allow students to recognize, remember and understand anatomical terminology, and thereby build confidence in their mastery of the course.

Seminar Seminars provide additional information by guest speaker to deepen the knowledge they gained in the lecture.

Laboratory Laboratory work provides practice in applying knowledge that has been presented in lectures and in developing essential skills. Online 3D models are used so as to gain a better understanding of spatial relationships.

Assessment Methods in Course intended learning Alignment Specific assessment % outcomes to be assessed with Course methods/tasks weighting Intended a b c d e Learning 1. Mid-term tests 30% V V V V V Outcomes 2. Laboratory report 30% V V V 3. Written test 40% V V V V V Total 100 %

Mid-term tests Written tests are used to assess students’ understanding about the concepts learned. It allows them to reflect and identify areas for improvement in studying this course.

Laboratory report It enhances students’ understanding of subject matter and critical thinking through data analysis. It also helps the integration of theories to practical scenarios.

Written test It consists of multiple choice and short questions. It assesses students’ competence in all of the intended learning outcomes, and specifically checks their comprehension on the integration of anatomy and physiology.

Student Study Class contact: Effort ° Lecture 26 Hrs. Required ° Tutorial/Seminar 10 Hrs. ° Laboratory sessions 6 Hrs. Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 56 Hrs. ° Preparation for written test(s) 34 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. Longenbaker, S.N. (2014). Mader's Understanding Human Anatomy & References Physiology. (8 th ed.). New York: McGraw-Hill.

References 1. Anatomy & Physiology Revealed (APR) Version 4.0, 2012, An interactive cadaver dissection experience , CD-ROM, McGraw -Hill. 2. Cohen, B. J. (2012). Memmler's The Human Body in Health and Disease (12th ed.). Philadelphia: Lippincott Williams & Wilkins. 3. Moore, K. L., Dalley, A. F., & Agur, A. M. R. (2014). Clinically oriented anatomy (7th ed.). Philadelphia: Lippincott Williams & Wilkins. 4. Scanlon, V.C., & Sanders, T. (2010). Essentials of Anatomy and Physiology (6th ed). Philadelphia: F.A. Davis Co. 5. Shier, D. N., Butler, J. L., & Lewis, R. (2010). Hole's human anatomy and physiology (12th ed.). New York: McGraw-Hill. 6. Waugh, A. (2010). Ross and Wilson anatomy and physiology in health and illness (11th ed). Edinburgh: Churchill Livingstone.

Course Description Form

Course Code NUR1011 Course Title Concepts of Health Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course will explore what it means to be healthy, from ancient times to the present, with emphasis on notions of “holistic health” and “nurturing health”. The objective is to give students an understanding of how nursing fits into the contemporary picture of the delivery of health care. This course will enable students to understand the relationships between physical health with other dimensions of health, including psychological, cultural, social and environmental health, according to scientific evidence and current technology.

Course Upon completion of the course, students should be able to: Intended a. recall the history of how people have approached health, from both Learning Eastern and Western perspectives, including philosophy, diagnostic Outcomes protocols and treatment; (CILOs) b. explain the predominant views of health in modern society, particularly the concept of “holistic health”, “nurturing health” and the role of lifestyle in maintaining good health; c. articulate the interactions among the different dimensions of health of an individual; d. explain how nursing fits into the health care system, both historically and in contemporary society; and e. use scientific evidence and current technology for delivery of appropriate care to maintain health.

CILOs in

Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9

(a) V V

(b) V V (c) V V (d) V V V V (e) V V V V V V

Course Indicative Syllabus Synopsis/ 1. Ancient Chinese, Eastern and Western philosophies, e.g. Hippocrates, Indicative Ayurveda, Yin-Yang Theory, etc. Syllabus 2. Evolution of health concepts: From biomedical model to holistic health; concepts of subhealth and “nurturing health” in Traditional Chinese Medicine

3. Introduction of nurturing health ( 四氣養生 ) and preventive health ( 治未病, 是故聖人不治已病 ) and related application on health 4. Introduction of psychological development and maturation 5. Health education and promotion 5.1. Health Belief Model 5.2. relationship-centered care 5.3. transpersonal caring theory 6. Holistic nursing 6.1. theorists: Nightingale, Henderson, Roper, Logan & Tierney (12 Activities of Living), Rogers, Neuman, Watson, Newman 6.2. self-care and nurse as an instrument of healing 7. Person-environment interaction 7.1. environmental relationships, nutrition, exercise and fitness 7.2. family and behaviour factors, value systems, personality styles 7.3. cultural influences 8. Current health care systems, local and worldwide

Learning Lecture andTeaching Course content will be delivered primarily through lectures. Methodology Tutorial Tutorials offer students opportunities to clarify concepts learned. Students will have adequate guidance to consolidate knowledge they have learned.

Seminar Seminars are used to assess students’ understanding of the learned knowledge using selected cases through group discussion and presentation; students’ presentation skills and language proficiency will be also evaluated.

Assessment Methods in Course intended Alignment Specific assessment % learning outcomes to with Course methods/tasks weighting be assessed Intended a b c d e Learning 1. Group presentation 40% V V V V Outcomes 2. Written assignment 60% V V V V V Total 100%

Group presentation Each group delivers one oral presentation in seminar on an assigned topic. Oral presentations reflect students’ analytical ability and understanding, particularly in response to immediate feedback from students and tutors.

Written assignment Writing essays can enhance student’s ability to connect, apply and integrate

learned knowledge. It also demonstrates students’ writing skills and referencing techniques.

Student Study Class contact: Effort ° Lecture 28 Hrs. Required ° Seminar/Tutorial 17 Hrs. Outside Study: ° Self-study 60 Hrs. ° Preparation for written assignment and oral 30 Hrs. presentation Total student study time 135 Hrs. Reading List Textbook and 1. Berman, A.J., & Snyder, S.J. (2016). Kozier & Erb’s Fundamentals of References nursing: Concepts, process, and practice (10 th ed.). New Jersey: Pearson.

References 1. Bright, M.A. (2002). Holistic health and healing . Philadelphia: F.A. Davis. (E-resources) 2. Dossey, B.M. & Keegan, L. (2016). Holistic nursing: A handbook for practice (7 th ed.). Boston: Jones & Bartlett. 3. Koopsen, C., & Young, C. (2009). Integrative health: A holistic approach for health professionals. Boston: Jones & Bartlett. 4. Taylor, E.J. (2002). Spiritual care: Nursing theory, research and practice . Upper Saddle River, NJ: Prentice Hall.

Journals 1. Nursing and Health Care Perspective

Course Description Form

Course Code NUR1012 Course Title Fundamentals of Nursing I Credit Value 3 QF Level 4 QF Credit 1 14 Pre-requisite Nil Objectives This course aims to provide students with fundamental nursing knowledge and skills necessary to perform basic clinical procedures safely, accurately and efficiently.

Course Upon completion of the course, students will be able to: Intended a. formulate a systematic approach in planning nursing care; Learning b. conduct patient history taking and basic health assessment; Outcomes c. describe nursing interventions for patients who are newly admitted to (CILOs) hospital; and d. perform clinical nursing skills safely and effectively.

CILOs in

Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10

(a) V V V V V V V V (b) V V V V V V V (c) V V V V V V V V V (d) V V V V V V V V V

Course Indicative Syllabus Synopsis/ 1. Introduction of general legal concepts, regulation of nursing practice, Indicative legal protections in nursing practice, and legal responsibilities including Syllabus incident report writing 2. Basic principles of care 2.1. patient admission, interviewing, vital signs monitoring, blood glucose assessment at ward level, documentation and patient discharge 2.2. maintaining a safe environment, patient safety 2.3. unstable mood and aggressive behaviours 2.4. mobility and patient transfer 2.5. respiratory care 2.6. elimination 2.7. skin and related care 3. Principles of infection control, introduction and demonstration of appropriate techniques in hand hygiene and the use of personal protective equipments (PPEs)

1 QF Credit value = Total Notional Learning Hours (NLH) divided by 10 NLH = contact hours + self-study hours + assessment hours (Examination)

4. Skills for major procedures 4.1. patient admission, including interviewing, health history-taking, basic health assessment, blood glucose assessment, and giving appropriate written and verbal report 5. Clinical nursing skills for minor procedures: 5.1. bed-making 5.2. vital signs taking and charting, including temperature, pulse, respiration, and blood pressure 5.3. Turning, patient transfer from bed to chair/chair to bed 5.4. Changing diaper, giving bedpan and urinal 5.5. naso-/oro- pharyngeal suction 5.6. oxygen therapy via nasal catheter and facial masks 5.7. collecting specimens, including urine, stool, and wound 5.8. urine testing: reaction, protein, sugar, and ketones 5.9. administration of suppositories/enema 6. Introduction to systematic approach in planning of care (e.g. The Nursing Process, Roper, Logan & Tierney model)

Learning & Lecture Teaching Course content is conveyed through lectures. The lectures are supplemented Methodology with short videos as appropriate.

Laboratory Laboratory work provides practice in applying the knowledge that has been presented in lecture and in developing essential skills. Students are expected to perform each procedure satisfactorily prior to performing the procedures in a clinical area.

Tutorial Tutorial offers students opportunities to clarify concepts learned. Students will have adequate guidance to consolidate knowledge they have learned. They will have chances to discuss case scenarios.

Assessment Methods in Specific assessment % CILOs to be assessed Alignment methods/tasks weighting (Please tick as appropriate) with Course (a) (b) (c) (d) Intended 1. Skill test 20% V V Learning 2. In-class assignment 30% V V Outcomes 3. Written examination 50% V V Total 100%

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

assessed in laboratories, 1) hand hygiene and donning and doffing of PPEs; 2) minor skills (at least two) to test students’ performance in the laboratories. Students are required to achieve satisfactory performance in skill test to pass this course. Two attempts will be granted. Students who pass the second attempt will receive maximum “D” grade on this assessment.

In-class assignment In-class assignment is used to assess students’ ability in the process of care through patient assessment, planning and implementation to evaluation of nursing care using case scenarios.

Written examination Written examination is used to assess students’ ability to comprehend and apply what they have learned.

Student Study Class contact: Effort Required ° Lecture 18 Hrs. ° Laboratory 20 Hrs. ° Tutorial 4 Hrs. Outside student study effort: ° Self-study 45 Hrs. ° Preparation for problem-based learning 20 Hrs. ° Preparation for assignment 25 Hrs. Assessment Hours: ° Examination 3 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. Berman, A.J., & Snyder, S.J. (2016). Kozier & Erb’s Fundamentals of References nursing: Concepts, process, and practice (10 th ed.). New Jersey: Pearson.

References 1. Ackely, B.J. & Ladwig, G.B. (2017). Nursing diagnosis handbook: An evidence-based guide to planning care (11 th ed.). Philadelphia: Mosby. 2. Doenges, M.E. (2016). Nursing diagnosis manual: Planning, individualizing, and documenting client care (5 th ed.). Philadelphia: F.A. Davis. [Electronic Resources] 3. Lynn, P.B. (2015). Taylor’s clinical nursing skills: A nursing process approach (4th ed.). Philadelphia: Lippincott Williams & Wilkins. 4. Perry, A.G., Potter, P.A., & Ostendorf, W. (2014). Clinical nursing skills & techniques (8th ed.). St. Louis: Mosby. 5. Potter, P.A. & Perry, A.G. (2017). Fundamentals of nursing (9 th ed.). St. Louis: Mosby Elsevier. 6. Smith, S.F. (2017). Clinical nursing skills: Basic to advanced skills (9th ed.). Upper Saddle River: Person.

Journals 1. International Nursing Review 2. Journal of Advanced Nursing 3. Journal of Clinical Nursing 4. Journal of Continuing Education in Nursing 5. Journal of Nursing Education 6. Nurse Education Today

Course Description Form

Course Code NUR1013 Course Title Fundamentals of Nursing II Credit Value 3 QF Level 4 QF Credit 2 14 Pre-requisite NUR1012 Fundamentals of Nursing I Objectives This course aims to provide students with the fundamental nursing knowledge and skills necessary to perform basic clinical procedures safely, accurately and efficiently.

Course Upon completion of the course, students will be able to: Intended a. apply systematic approach in planning nursing care; Learning b. demonstrate ability in performing clinical nursing interventions for Outcomes patients with diverse needs competently; (CILOs) c. differentiate medical and surgical asepsis; d. perform nursing procedures with competent knowledge and skills; and e. articulate the post-discharge needs of patient.

CILOs in

Alignment PILOs with PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V V V V V (b) V V V V V V V V (c) V V V (d) V V V V V V V (e) V V V V V V V V

Course Indicative Syllabus Synopsis/ 1. Basic principles of care in Indicative 1.1. pre and post operation Syllabus 1.2. maintaining fluid and electrolytes balance 1.3. maintaining nutrition balance 1.4. basic wound care and bandaging 1.5. aseptic technique 1.6. administration of medications 2. Skills for major procedures: 2.1. Oral feeding and oral care 2.2. Insertion and removal of nasogastric tube 2.3. Naso-gastric tube feeding (with tube in situ) 2.4. Ophthalmic care, including eye swabbing, cold and hot application, and application of eye patch 2.5. aseptic technique, including removal of stitches, staples and drain

2 QF Credit value = Total Notional Learning Hours (NLH) divided by 10 NLH = contact hours + self-study hours + assessment hours (Examination)

2.6. administration of medications, including instillation of eye/ear/nose drops, spraying of the throat, IMI, PO 2.7. urinary catheterization and related nursing care Learning & Lecture Teaching Course content is conveyed through lectures. The lectures are supplemented Methodology with short videos as appropriate.

Assessment Methods in Specific assessment % CILOs to be assessed Alignment methods/tasks weighting (Please tick as appropriate) with Course (a) (b) (c) (d) (e) Intended 1. Skill test 20% V V V V Learning 2. In-class assignment 30% V V Outcomes 3. Written examination 50% V V V Total 100%

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

Skill test Skill tests are used to assess students’ ability to apply and integrate their knowledge with proper technique. Students are required to do return-demonstration in the laboratory sessions. One of the major skills, such as administration of oral medication (AOM) and aseptic technique (AT), will be assessed students’ performance in the laboratories. Students are required to achieve satisfactory performance in skill test to pass this course. Two attempts will be granted. Student who passes the second attempt will receive maximum “D” grade on this assessment.

In-class assignment In-class assignment is used to assess students’ learning from their ability of patient assessment to implementation of nursing care using case scenarios.

Written examination Written examination is used to assess students’ ability to comprehend and apply what they have learned.

Student Study Class contact: Effort Required ° Lecture 18 Hrs. ° Laboratory 20 Hrs. ° Tutorial 4 Hrs. Outside student study effort: ° Self-study 45 Hrs. ° Preparation for assessment 30 Hrs. ° Preparation for assignment 15 Hrs. Assessment Hours: ° Examination 3 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. Berman, A.J. & Snyder, S.J. (2016). Kozier & Erb’s Fundamentals of References nursing: Concepts, process, and practice (10 th ed.). New Jersey: Pearson.

References 1. Ackely, B.J. & Ladwig, G.B. (2017). Nursing diagnosis handbook: An evidence-based guide to planning care (11 th ed.). Philadelphia: Mosby. 2. Doenges, M.E. (2016). Nursing diagnosis manual: Planning, individualizing, and documenting client care (5 th ed.). Philadelphia: F.A. Davis. [Electronic Resources] 3. Dougherty, L. & Lister, S. (2011). The Royal Marsden Hospital manual of clinical nursing procedures (8 th ed.). Chichester: Wiley Blackwell. 4. Lynn, P.B. (2015). Taylor’s clinical nursing skills: A nursing process approach (4th ed.). Philadelphia: Lippincott Williams & Wilkins. 5. Perry, A.G., Potter, P.A., & Ostendorf, W. (2014). Clinical nursing skills & techniques (8 th ed.). St. Louis: Mosby. 6. Potter, P.A. & Perry, A.G. (2017). Fundamentals of nursing (9 th ed.). St. Louis: Mosby Elsevier. 7. Smith, S.F. (2017). Clinical nursing skills: Basic to advanced skills (9th ed.). Upper Saddle River: Person.

Course Description Form

Course Code NUR1018 Course Title Health Assessment Credit Value 3 QF Level 4 Pre-requisite NIL Objectives This course aims to prepare students with professional attitudes, knowledge and skills for health assessment across lifespan. Also students are equipped with knowledge and skills to interpret and apply health assessment data in health care needs identification for people at different stages of development.

Course Upon completion of the course, students should be able to: Intended a. demonstrate professional behaviors in performing health assessment; Learning b. apply interview and communication skills to obtain personal and family Outcomes health histories; (CILOs) c. demonstrate safe and appropriate health assessment skills; d. perform systematic health assessment and physical examination; and e. distinguish between normal and abnormal findings during health assessment

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V (b) V V V (c) V V (d) V V V (e) V V V

Course Indicative Syllabus Synopsis/ 1. Principles in health assessment Indicative 2. Comprehensive health assessment techniques including: Syllabus 2.1. History taking 2.2. Assessment of physical functions, e.g. balance, nutrition, vision 2.3. Cognitive assessment, e.g. thinking, memory 2.4. Psychological functions 2.5. Social assessment 3. Systematic and comprehensive head-to-toe assessment: Inspection, Palpation, Percussion and Auscultation 4. Interpretation of health assessment data: discerning normal from abnormal data

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students are Methodology given pre-reading materials before lectures.

Seminar Seminars are used to reinforce the concepts learned in lectures through student presentation and exchange of ideas. Case studies are used to help students understand and consolidate what they have learned in lecture and from their readings.

Laboratory Laboratory work aims to give students time for hands-on practice with knowledge and skills that have been conceptually presented. Students are expected to perform skills through practical demonstration-and-return demonstration activities.

Assessment Methods in Course intended Alignment Specific assessment % learning outcomes to be with Course methods/tasks weighting assessed Intended a b c d e Learning 1. Skill test 30% V V V V Outcomes 2. Health assessment report 70% V V V V Total 100 %

Skill test Skill test is used to assess students’ ability to execute the essentials skills in performing health assessments.

Health assessment report Health assessment report is used to assess students’ understanding of the principles of health assessment. Students are required to conduct a health assessment based on the scenario given and report the assessment results in writing afterwards.

*Students must pass the skill test to consider passing for the continuous assessment.

Student Study Class Contact: Effort ° Lecture 18 Hrs. Required ° Seminar 9 Hrs. ° Laboratory 18 Hrs. Outside Study:

° Self-study 36 Hrs. ° Preparation for Health assessment report 18 Hrs. ° Preparation for Skill test 36 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. Bickley, L.S., & Szilagyi P.G. (2013). Bates’ Guide to Physical References Examination and History Taking (11 th ed.). Philadelphia: Lippincott Williams & Wilkins.

References 1. Alfaro-LeFevre, R. (2016). Critical thinking and clinical reasoning, and clinical judgment: A practical approach. (6th ed.). Philadelphia, Saunders. 2. Coviello, J. S. (2014). Auscultation Skills: Breath and Heart Sounds (5 th ed.). Philadelphia: Lippincott Williams & Wilkins. 3. Dains, J. E., Baumann, L. C., & Scheibel, P. (2015). Advanced health assessment and clinical diagnosis in primary care (5 th ed.) . St. Louis: Elsevier . 4. Jarvis, C. (2015). Physical Examination and Health Assessment (7th ed.). St. Louis: Saunders Elsevier. 5. Swartz, M. H. (2014). Textbook of Physical Diagnosis. History and Examination with student consult online access. (7th ed.). Philadelphia: Saunders.

Journals 1. American Family Physician 2. Journal of Advanced Nursing 3. The Journal for Nurse Practitioners

Useful Websites 1. A practical guide to clinical medicine http://meded.ucsd.edu/clinicalmed/upper.htm

Course Description Form

Course Code NUR1019 Course Title Anatomy and Physiology Credit Value 3 QF Level 4 QF Credit 3 13.5 Pre-requisite Nil Objectives This subject aims to provide students with a basic understanding of the structure, function and integration of the various physiological systems of human body.

Course Intended Upon completion of the course, students will be able to: Learning f. explain the interrelations of body systems, organs, cells and Outcomes organelles; (CILOs) g. describe anatomical terminology of the human body; h. identify anatomical structures corresponding to different body systems; i. analyze the integrative nature of the body systems; and j. explain functions of anatomical structures and ways to promote client’s well-being where relevant to nursing work.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V (b) V V (c) V (d) V V (e) V V V

Course Synopsis/ Indicative Syllabus Indicative 1. Introduction to anatomy and physiology Syllabus 2. Chemical basis of life and concept of maintenance systems, control systems, defense systems and homeostasis 3. Anatomy and physiology of the following systems:

3.1. Respiratory system

3.2. Cardiovascular system 3.3. Blood, lymphatic & immune system 3.4. Nervous system 3.5. Special senses 3.6. Digestive system

3 QF Credit value = Total Notional Learning Hours (NLH) divided by 10 NLH = contact hours + self-study hours + assessment hours (Examination)

3.7. Musculoskeletal system 3.8. Endocrine system 3.9. Reproductive system 3.10. Renal system 3.11. Skin (Integumentary system)

Learning & Lecture Teaching Lectures are scheduled for delivering theoretical knowledge in Methodology preparation for discussion on how the theories and techniques are applied in clinical settings.

Tutorial Tutorials are used to allow students to clarify concepts and queries. Tutorials include online activities and the use of interactive multimedia. Online activities include games that allow students to recognize, remember and understand anatomical terminology, and thereby build confidence in their mastery of the course.

Seminar Seminars are used to reinforce the concepts learned in lectures through student presentation and exchange of ideas. Well-designed real-life scenarios are used to motivate student’s active and independent learning of the subject matter and integrate the theoretical input learned from the course into clinical practice.

Assessment Methods in Specific assessment % Course intended learning Alignment with methods/tasks weighting outcomes to be assessed Course Intended a b c d e Learning 1. Laboratory 10% P P P P P Outcomes exercises and experiment records 2. Mid-Term Test 40% P P P 3. Written Test 50% P  P P P Total 100%

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

Laboratory Exercises and Experiment Records

Laboratory exercises enhance understanding and critical thinking through data analysis and integration of practical scenarios to theories.

Experiment records are experiment journals that file the raw data of the incidents and observations during experiments.

Mid-Term Test Mid-term test is used to assess students’ understanding about the concepts learned. It allows them to reflect and identify areas for improvement in studying this subject.

Written Test Written test consists of multiple choice questions, short questions and conventional questions. It specifically checks their understanding on the integration of regional and systemic anatomy and physiology.

Student Study Class contact: Effort Required ° Lecture 30 Hrs. ° Tutorial/Seminar 7 Hrs. ° Laboratory 8 Hrs. Outside student study effort: ° Self-study 30 Hrs. ° Preparation for seminar/problem-based learning 30 Hrs. ° Preparation for Mid-Term Test and Written Test 30 Hrs. Total student study time 135 Hrs. Reading List and Textbook References 1. Longenbaker S.N. (2017). Mader’s Understanding Human Anatomy and Physiology (8 th ed.) McGraw Hill.

References 1. McConnell, T.H. and Hull, K.L. (2011). Human Form Human Function: Essentials of Anatomy and Physiology . (1 st ed.) Philadelphia: Lippincott Williams & Wilkins. 2. Abrahams, P. H., Boon, J. M., & Spratt, J.D. (2013). McMinn's colour atlas of human anatomy (7th ed.). Philadelphia: Mosby. 3. Anatomy and Physiology Revealed (APR) version 3.0 20096. An Interactive Cadaver Dissection experience, CD Rom, McGraw Hill. 4. Cohen, B. J. (2015). Memmler's The Human Body in Health and Disease . (13th ed.) Philadelphia: Lippincott Williams & Wilkins. 5. ladelphia: Lippincott Williams & Wilkins. 6. Fox, S.I. (2013). A laboratory guide to human physiology, concepts and clinical applications (13 th ed.). New York: McGraw Hill. 7. Fox, S.I. (2009). Laboratory guide to accompany human physiology

(13 th ed.). New York: McGraw Hill. 8. Moore, K. L., Dalley, A. F., & Agur, A. M. R. (2013). Clinically oriented anatomy (7th ed.). Philadelphia: Lippincott Williams & Wilkins. 9. Paul, A L. (Ed.) (2009) Handbook of Cardiac Anatomy, Physiology, and Devices (2 nd ed). Springer: New York. 10. Scanlon, V. C., & Sanders, T. (2007). Essentials of anatomy and physiology (7 th ed.) (Kindle edition). [electronic resource]. Philadelphia: F.A. Davis. 11. Shier, D.N., Butler, J.L., & Lewis, R. (2013). Hole's human anatomy and physiology (13th ed.). New York: McGraw-Hill. 12. Waugh, A., & Grant, A. (2014). Ross and Wilson anatomy and physiology in health and illness : With access to Ross & Wilson website for electronic ancillaries and eBook (12 th ed). Edinburgh: Churchill Livingstone. 13. Widmaier E.P., Raff, H., & Strang, K.T. (2013). Vander's human physiology: the mechanisms of body function with ARIS (13 nd ed.). New York: McGraw Hill.

Journals 1. Journal of Applied Physiology 2. Journal of Anatomy 3. Journal of Immunology 4. Journal of Pathology 5. Journal of Physiology 6. Lancet 7. Nurse prescribing

Course Description Form

Course Code NUR1020 Course Title Essential Concepts of Chinese Medicine (中醫基礎概念 ) Credit Value 3 QF Level 4 Pre-requisite Nil Synopsis This course focus on introduce and develop basic philosophical and theoretical background, as well as basic knowledge on therapeutic modalities of Chinese medicine to students. The ability of students to integrate the acquired knowledge into daily life will be addressed.

Objectives This course aims to develop student’s ability to integrate basic knowledge of Chinese medicine in nurturing health, preventive health and restorative health (PILO 2, 4, 5, 10, 13).

Course Upon completion of this course, students will be able to: Intended a. discuss the philosophical and theoretical development of Chinese Learning medicine (PILO 2, 5) Outcomes b. explain the interactions and interrelationships between life and nature in Chinese medicine perspectives (PILO 2, 4, 5) c. describe and apply the concepts of nurturing health, preventive health and restorative health in daily life (PILO 2, 4, 5, 10, 13) d. explain the diagnostic methods and basic therapeutic modalities in Chinese medicine (PILO 2, 4, 5)

Indicative 1. The philosophical and theoretical development of Chinese medicine Syllabus 1.1 Historical background 1.2 Concept of holism and syndrome differentiation 1.3 Theory of Yin-Yang and Five Phases 2. The concept of health nurturing 2.1 Origin of the concept: The Yellow Emperor’s Inner Canon 2.2 Introduction of the principle of nurturing health and preventive health 2.2.1 Nurturing of body and vitality 2.2.1 Balance of Yin-Yang 2.2.1 Lifestyle modification 3. Human body structure 3.1 Qi, blood, body fluid and essence of life and spirit 3.2 Zang-fu 3.3 Meridian system 4. Interaction and interrelationship between life and nature 5. Causes of disease and pathogenesis 6. Diagnostic methods 6.1 Inspection 6.2 Auscultation and olfaction 6.3 Inquiry 6.4 Pulse palpation 7. Introduction of therapeutic modalities 7.1. Herbal medicine

7.2. Chinese food therapy 7.3. Physical therapy 8. Concept of evidence based practice and the practice of Chinese medicine. 9. Application of the knowledge of Chinese medicine to daily life.

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students Methodology are given pre-reading materials before lectures.

Seminar/Case studies Seminars are used to reinforce the concepts learned in lectures through student presentation and exchange of ideas. Case studies are used to help students understand and consolidate what they have learned in lecture and from their readings.

Tutorial Tutorial will be organized to clarify concepts learned and discuss related issues. Students will be required to work in small groups to critically analyze a selected topic.

Assessment Methods Specific % Course intended learning outcomes in Alignment assessment Weighting to be assessed with methods/tasks (Please tick as appropriate) Course a b c d Intended 1. Diary 20 V Learning 3. Group 30 V V V V Outcomes Presentation 4. Examination 50 V V V Total 100

Learning Diary Students are required to search and collect real life examples to illustrate the philosophy and theories taught in this course. It helps students link up what they learned in the lectures. (PILO 2, 4, 5, 10, 13)

Seminar presentation Seminar presentation is used to assess students’ comprehension of a selected health concern. It is also used to evaluate students’ presentation skills, language ability, and team collaboration. (PILO 2, 4, 5, 10, 13)

Examination An examination in the form of multiple choice questions, and short and long questions will be used to assess students’ knowledge of Chinese medicine and all of the intended learning outcomes. (PILO 2, 4, 5)

Student Study Class contact: Effort ° Lecture 28 Hrs. Required ° Tutorial 6 Hrs. ° Seminar / Case studies 8 Hrs. Other student study effort: ° Self-study 56 Hrs. ° Case studies and learning diary 14 Hrs. ° Preparation for the examination 14 Hrs. Total student study effort 126 Hrs. Reading List Textbook and 1. 吳敦序 . (2001). 中醫基礎理論 .上海科學技術出版社 . References [E-Resource] 2. 朱文鋒 . (2011). 中醫診斷學 .上海科學技術出版社 . [E-Resource]

Reading List 1. Maciocia, G. (2008). The practice of Chinese medicine: the treatment of diseases with acupuncture and Chinese herbs . London: Elsevier Churchill Livingstone. 2. Maciocia, G. (2005). The foundations of Chinese medicine: a comprehensive text for acupuncturists and herbalists. (2nd ed.) London: Elsevier Churchill Livingstone. 3. Liu, ZW & Liu, L. (2009). Essentials of Chinese medicine . New York: Springer, c. [E-Resource] 4. Zhu B &Wang HC. (2010). Basic theories of traditional Chinese medicine . London: Singing Dragon. [E-Resource] 5. Wang ZG, Chen P & Xie PP. (1999). History and development of traditional Chinese medicine . Beijing: Science Press. [E-Resource] 6. Jin Y, Huang H & Li JZ. (2013). Introduction to formulae of traditional Chinese medicine. Hackensack, N.J: World Century Pub Co; Singapore: World Scientific Pub Co [E-Resource] 7. 林昭庚 . (2009). 新編彩圖針灸學 .台北：知音出版社。 8. 梁繁榮 .(2007). 針灸學 . 全國普通高等教育中醫藥類精編教材 . 上海：上海科學技術出版社 . 9. 印會河 , 張伯訥 . (2003). 中醫基礎理論 . 台北：知音出版社。 10. 洪敦耕 . (2002). 中醫基礎理論提要內經選讀。香港：天地圖書有限公司 . 11. 王新華 , 童瑶 . (2001). 中醫基礎理論 .北京：人民衛生出版社 . 12. 何曉暉主編 . (2000). 中醫基礎學教學病案精選。長沙市：湖南科技出版社 13. 吳敦序 . (1998). 中醫基礎理論學習指導 . 上海：上海科學技術出版社 . 14. 王新華 . (1995). 中醫學基礎 .上海：上海科學技術出版社 . 15. 甄志亞 , 傅維康 . (1994). 中國醫學史 .台北：知音出版社 . 16. 羅獻瑞 . (1992). 實用中草藥彩色圖集 . 廣州市：廣東科技出版社.

Journals

1. American Journal of Chinese Medicine 2. Chinese Medical Journal 3. Chinese Journal of Evidence-Based Medicine 4. Journal of Evidence-Based Medicine 5. Journal of Traditional Chinese Medicine 6. The journal of Alternative and Complementary Medicine

Useful Websites 1. http://www.ajcm.org 2. http://www.china-med.net 3. http://www.jcm.co.uk 4. http://www.medicinechinese.com

Course Description Form

Course Code NUR1021 Course Title Microbiology Credit Value 1.5 QF Level 4 Pre-requisite Nil Objectives This course aims to provide foundation knowledge on microorganisms that are of medical relevance to humans and the relevant methods of identification.

Course Upon completion of the course, students should be able to: Intended a. describe the structures and functions of micro-organisms; Learning b. analyze laboratory test results in the identification of microorganisms; Outcomes c. differentiate transmission modes, diagnosis and treatments of common (CILOs) infection diseases; and d. recognize the common types of healthcare associated infection and the related infection control practices.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V V V V (c) V V V V V (d) V V V

Course Indicative Syllabus Synopsis/ 1. Introduction to microbiology Indicative 1.1 Classification and structures of microorganisms Syllabus 1.2 microbial growth and its control 2. Healthcare associated infectious diseases 2.1 Modes of transmission 2.2 Pathogenic mechanisms of: 2.2.1 bacterial infection 2.2.2 viral infection 2.2.3 fungal infection 2.2.4 parasitic infection 2.3 Immune system and host’s response to infection 2.4 Principles and methods of laboratory diagnosis 2.5 Treatment and prevention Learning & Lecture Teaching Lectures deliver information for later discussion on how the theories and Methodology techniques are applied in clinical settings.

Laboratory Laboratory sessions reinforce important concepts introduced in lectures. Students have the opportunities to practise basic laboratory techniques with an emphasis on aseptic and disinfection techniques.

Seminar Seminars are used to support lectures and laboratory sessions for students’ learning by offering direct opportunities for clarification of concepts. Case studies are used to enhance students’ understanding in microbiology.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d Learning 1. Laboratory 30% V V V Outcomes reports 2. Case study 20% V V 3. Written test 50% V V V V Total 100%

Laboratory Report Laboratory reports enhance students’ understanding and critical thinking through data analysis. To enable integration of practical scenarios to theories. Laboratory exercises are designed to enhance students’ knowledge of microbiology. Through these exercises, students could practice how to collect clinical specimens, understand the principles and methods of diagnostic tests and the treatment and prevention of healthcare associated infections.

Case study Case studies are used to assess students’ understanding of knowledge and their ability to analyze problems underlying a selected clinical scenario and offer precautionary measures.

Written test Written test is used to assess students’ learning at recall, comprehension and application levels.

Student Study Class contact: Effort ° Lecture 15 Hrs. Required ° Laboratory/Seminar 10 Hrs. Outside study:

° Self-study 25 Hrs. ° Preparation of case study and written test 25 Hrs. Total student study time 75 Hrs. Reading List Textbook and 1. Cowan, M.K. and Bunn, J. (2016) Microbiology Fundamentals: A References Clinical Approach . 2nd ed. Philadelphia: McGraw Hill.

References 1. Tortora, GJ, Funke, BR, & Case, CL. (2016) Microbiology: An introduction . 12 th ed. San Francisco: Pearson. 2. Engelkirk, P., & Engelkirk, J.D. (2015) Burton’s Microbiology for the Health Sciences (10 th ed.). Baltimore: Lippincott Williams & Wilkins. 3. Wilson, J. (2000). Clinical Microbiology: An Introduction for Healthcare Professionals (8 th ed.). Edinburgh: Balliere Tindall.

Journals 1. The Journal of general microbiology https://www.jstage.jst.go.jp/browse/jgam 2. Journal of Clinical Microbiology http://jcm.asm.org/ 3. Clinical microbiology and infection http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1469-0691/issues

Course Description Form

Course Code NUR1022 Course Title Public Health Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course aims to provide students with opportunities to understand the development of health policies in disease prevention and health promotion in Eastern and Western societies. It also introduces the essential concepts in promoting and nurturing health.

Course Upon completion of the course, students should be able to: Intended a. describe the concepts of public health; Learning b. explain the main areas of public health including health services, Outcomes epidemiology, social/behavioral sciences, environmental health and (CILOs) biostatistics; c. understand the development of cross-disciplinary collaboration in public health development; and d. apply the knowledge in health education and health promotion to protect and promote population health.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V V (c) V V (d) V V V V V

Course Indicative Syllabus Synopsis/ 1. Overview of public health Indicative 1.1. Concepts of health Syllabus 1.2. Determinants of health 1.3. Health care delivery system 2. Main areas in public health development 2.1. Health services 2.2. Epidemiology of health and illness 2.3. Social/behavioral sciences 2.4. Environmental health 2.5. Health policy and management 3. Health education and Health promotion 3.1. Theories and models of health education and health promotion

3.2. Strategies for health education and health promotion 3.3. Health education and health promotion in nursing practice 3.4. Contemporary issues in health education and health promotion 4. Ethics in public health research and professionalism

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students are Methodology given pre-reading materials before lectures.

Seminar It is used to broaden and deepen students’ knowledge gained in the lecture through oral presentation and class discussion. It allows students to integrate what they have learned from the course into clinical practice by applying the knowledge into a well-designed real-life scenario.

Tutorial Challenge based learning (CBL) is adopted in tutorial. Students are required to work in groups and conduct a project using the CBL approach. Tutors are to facilitate students to conduct the project effectively. Students are encouraged to seek advice and guidance from tutors.

Assessment Methods in Specific assessment % Intended subject learning outcomes to Alignment methods/tasks weighting be assessed with Course a b c d Intended 1. CBL project 50% V V Learning 2. Written Test 50% V V V V Outcomes Total 100%

CBL project It encourages students to do research and to explore various sources for understanding local and international development of public health on particular issues and evaluate students’ ability to analyze the current public health policy. Eventually, students are required to implement a health promotion programme regarding public health..

Written Test Written test is used to evaluate students’ application of concepts and approaches of public health development in synthesizing the critiques of the local health care system.

Student Study Class contact: Effort ° Lecture 31 Hrs.

Required ° Seminar/ Tutorial 14 Hrs.

Outside study ° Pre-reading 56 Hrs. ° Preparation for presentation and written 34 Hrs. assignment Total student study time 135 Hrs. Reading List Textbook and 1. Goldsteen, R. L., Goldsteen, K., & Dwelle, T. (2014). Introduction to References public health: Promises and practice . (2 nd ed.).New York: Springer Publishing Co Inc.

References 1. Gordois, L. (2014). Epidemiology . (5 th ed.). Philadelphia: Saunders. 2. Schneider, M.J. (2017). Introduction to public health . (5 th ed.). Sudbury: Jones and Bartlett Publishers Inc.

Journals 1. American Journal of Public Health 2. Annual Review of Public Health 3. Journal of Public Health

Useful websites 1. American Public Health Association http://www.apha.org/ 2. Centre for Diastase Control and Prevention http://www.cdc.gov/phin/ 3. Centre for Health Protection, Hong Kong http://www.chp.gov.hk/ 4. Department of Health, Hong Kong http://www.dh.gov.hk/eindex.html 5. HealthyPeople 2020 https://www.healthypeople.gov/ 6. National Institute for Health http://www.nih.gov 7. Society for Public Health Education http://www.sophe.org/ 8. World Association of Chinese Public Health Professionals: http://www.antitb.org.hk/hpc/cph/en/content_foreward.asp 9. World Health Organization http://www.who.int/en/

Course Description Form

Course Code NUR1201 Course Title Creative and Critical Thinking Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course aims to improve students’ abilities to observe and interpret information, to reason, infer, evaluate, judge and problem-solve using different logical strategies and techniques of critical thinking, thereby enabling them to handle ambiguous, complex, and/or apparently irresolvable problem situations.

Course Upon completion of the course, students should be able to: Intended a. define different critical thinking techniques; Learning b. understand different principles, theories and processes in creative Outcomes thinking; (CILOs) c. evaluate different approaches for solving problems; and d. devise appropriate creative solutions to problems.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V (b) V V (c) V V V (d) V V

Course Course Synopsis Synopsis/ The course is intended to equip students with creative and critical thinking Indicative skills to generate new ideas and facilitate decision making in clinical settings. It Syllabus introduces various problems in critical thinking such as linguistic pitfalls and informal fallacies that are commonly found in our daily lives. It also teaches students the basic skills to evaluate arguments. Several techniques on creative thinking are also covered to enhance students’ creativity.

Indicative Syllabus 1. Introduction to critical thinking 2. Linguistic analysis 3. Logical thinking 4. Informal fallacies 5. Introduction to creative thinking 6. Creative thinking technique: lateral thinking 7. Creative thinking technique: the thinking hats and mind map

8. Creative thinking technique: The CoRT method

Learning & Lecture Teaching Lectures are used to deliver course content. Methodology Tutorial Case scenarios are given in tutorial to facilitate students’ critical thinking and integration of theoretical knowledge from lectures and the internet to address the concerns of the community. Case scenarios and simulated situations are provided to mimic “real-life problems”. Students are guided through the problem-based learning process to develop the critical thinking, problem solving ability, teamwork and communication skills required for working in the relevant discipline.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d Learning 1. Case studies 40% V V V V Outcomes 2. Group 30% V V V V presentation 3. Written 30% V V V V assignment Total 100 %

Case studies Case studies evaluate student’s learning, mainly individual one, by tackling relevant problems. It guides students towards self-directed learning behaviour to search for information and knowledge on answers to a proposed assumption.

Group presentation Each group of students selects a case for presentation to assess students’ interpretation, analysis and identify possible strategies that they proposed to deal with the problem identified using the theories and principles they learned.

Written assignment Students are required to write an individual report on evaluation of the change in thinking process before and after attending the course, and suggest strategies for improvement based on individual’s situation.

Student Study Class contact:

Effort ° Lecture 31 Hrs. Required ° Tutorial 14 Hrs.

Outside study: ° Self-study 28 Hrs. ° Preparation for group presentations 32 Hrs. ° Preparation for individual reports 30 Hrs. Total student study time 135 Hrs. Reading List References and 1. Anderson, K., Maclean, J. and Lynch T. (2004). Speaking – A course in References spoken English for academic purposes . Cambridge: C.U.P. 2. Blass, L. (2014). Pathways 4. Reading, writing, and critical thinking. Boston, Mass.: National Geographic Learning, Heinle Cengage Learning. 3. Glendinning, E. H. and Holmstrom B. (2004). Study reading . Cambridge: C.U.P. 4. Hamps-Lyons, L. and Heasley, B. (2006). Study writing . Cambridge: C.U.P. 5. Legg, M., Pat, M., Roberts, S., Welland, R., Chan, L., Chan, L., & Tsang, W.L. (2014). Academic English: Skills for success (2 nd ed.). Hong Kong: HKU Press. 6. Lynch, T. (2004). Listening – A course in listening to lectures and note-taking . Cambridge: C.U.P.

Web Resources 1. BBC Learning English: http://www.bbc.co.uk/learningenglish/Longman 2. British Council Learn English: http://learnenglish.britishcouncil.org/en/ 3. Cambridge Dictionary Online: http://dictionary.cambridge.org/ 4. Longman Dictionary Online: http://www.ldoceonline.com/ 5. Merriam-Webster Online: http://www.merriam-webster.com/ 6. Road to IELTS: http://www.roadtoielts.com/

Course Description Form

Course Code NUR1206 Course Title Communication Credit Value 3 QF Level 4 Pre-requisite Nil Objectives The objective of this course is to make students effective communicators in different age groups and gender.

Course Upon completion of the course, students should be able to: Intended a. define theories and principles of interpersonal communication; Learning b. understand the role of communication in different age groups and gender; Outcomes c. recognize cultural influences on one’s communication; (CILOs) d. apply effective communication strategies in establishing and sustaining relationships; and e. demonstrate various communication skills, e.g. interviewing, attending, listening and negotiation skills, and be able to use them as appropriate in various settings.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V (b) V V V (c) V V V (d) V V V V V V (e) V V V V V V

Course Indicative Syllabus Synopsis/ 1. Interpersonal communication theories Indicative 1.1. politeness theory Syllabus 1.2. social exchange theory 1.3. dialectical perspective 2. The process of communication 3. Therapeutic communication in health settings 4. Factors influencing client-centered communication 4.1. perception 4.2. cultural context 4.3. space and distance 4.4. time 4.5. professional self-reflection 4.6. active listening 5. Levels of communication

5.1. interpersonal 5.2. group 6. General communications techniques 6.1. verbal skills 6.2. nonverbal skills 7. Bridges and Barriers to effective communication 8. Clarity and safety in communication 8.1. use of standardized communication tools e.g. SBAR & CRM 8.2. documentation in electronic era 9. Communication in clients with special needs 9.1. low literacy 9.2. communication deficit 9.3. children 9.4. elderly 9.5. clients in crisis 9.6. clients and families in end of life

Learning & Lecture Teaching The content of the course will be conveyed primarily through lectures. To Methodology benefit fully from lectures, students are expected to complete assigned reading material in advance.

Seminar Seminars are used to help students explore contemporary issues and experiences from multiple perspectives. It allows students to develop an understanding of diverse values, attitudes and interpretations on the selected issue. During seminar presentation, students can integrate and consolidate their learning via dynamic debates and discussions.

Tutorial Tutorials serve two functions. First, they give students the opportunity to ask questions and clarify anything they did not understand in the lectures. Second, tutorials instigate small group discussions. Diversified case scenarios in different health care settings will be given for discussion and role play. Students need to practice establishing and sustaining relationship by employing various communication strategies.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d e Learning 1. Group 40% V V V V V Outcomes presentation 2. Case study 40% V V V V V 3. Written essay 20% V V V V V

Total 100%

Group presentation Group presentation reflects students’ ability to apply effective communication skills to engage the clients and enable clients to make effective decisions in a selected situation.

Case study An individual written report for a selected case scenario can reinforce integration of knowledge and practice and deepen students’ self-reflection.

Written essay Written essay can enhance students’ ability to connect, apply and integrate knowledge learned. It also demonstrates students’ writing skills and referencing techniques.

Student Study Class contact: Effort ° Lecture 14Hrs. Required ° Seminar/Tutorial 31Hrs. Outside study: ° Self-study 30Hrs. ° Preparation for presentation case study and written 60Hrs. assignment Total student study time 135Hrs. Reading List Textbooks and 1. Arnold, E.C., & Boggs, K.U. (2015). Interpersonal relationships: References Professional communication skills for nurses (7th ed.). St. Louis, MO: Saunders-Elsevier. 2. Adams, J. (2011). Therapeutic communication for health professionals. (3rd ed.). Columbus: McGraw Hill.

References 1. Adams, K., & Galanes, G. (2015). Communicating in groups: applications and skills. (9th ed.). Columbus: McGraw Hill. 2. Adler, R.B., Rosenfeld, L.B., & Proctor II, R.F. (2015). Interplay: The process of interpersonal communication. (13th ed. ). New York: Oxford University Press. 3. Bach, S., & Grant, A. (2015) Communication & interpersonal skills in nursing (3 rd ed.). London: Sage Publications 4. Griffin, E., Ledbetter, A., & Sparks, G. (2014). A first look at communication theory (9th ed. ). New York: McGraw Hill. 5. Hybels, S., & Weaver, R. (2015). Communicating effectively. (11th ed.) Columbus: McGraw Hill.

6. Kelleher, D., Long, T., & Lambert, V. (2012). Communication Skills for Children's Nurses . Maidenhead, Berkshire: McGraw-Hill Education. [Electronic Book] 7. Midwinter, R., & Dickson, J. (2015). Embedding counselling and communication skills . New York: Routledge. [Electronic Book] 8. Paphael-Grimm, T. (2015). The art of communication in nursing and health care: an interdisciplinary approach New York: Springer. [Electronic Book] 9. Schaffer, M., Norlander, L., & Sigma Theta Tau, I. (2009). Being Present : A Nurse's Resource for End-of-life Communication . Indianapolis, IN: Sigma Theta Tau International. [Electronic Book] 10. Schuster, P. M., & Nykolyn, L. (2010). Communication for Nurses : How to Prevent Harmful Events and Promote Patient Safety. Philadelphia, PA, USA: F. A. Davis. [Electronic Book] 11. Smith, T.L., & Tague-Busler, M. (2012). The key to survival: Interpersonal communication (4th ed.). Long Grove, IL: Waveland Press. 12. Specker, R.E. (2012). Cultural diversity in health and illness (8th ed.). New Jersey: Prentice Hall. 13. Van, S., & Gwen, M. (2009). Communication skills for the Health Care Professional: concepts, practice, and evidence (2 nd ed.). Boston: Jones and Bartlett Publishers. 14. Verderber, K.S., Verderber, R.F., & Berryman-Fink, C. (2016). Inter-act: Interpersonal communication concepts, skills, and contexts (14th ed.) . New York: Oxford University Press. 15. West, R.L., & Turner, L. (2014). Introducing communication theory: Analysis and application. (5th ed.). Columbus: McGraw Hill.

Course Description Form

Course Code NUR1403 Course Title Introduction to Health Informatics Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course is to equip students with basic understanding on the use of information and communication technology (ICT) in health care setting.

Course Upon completion of the course, students should be able to: Intended a. explain how ICT is applied to health services, and its influence on Learning health beliefs and illness behaviour; Outcomes b. state what kinds of computer systems are in use in health care setting; (CILOs) c. describe the computerization in health care practice, education and research; and d. recognize the potential privacy and ethical issues related to the ICT usage in health care setting.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V (b) V V V (c) V V V (d) V V V

Course Indicative Syllabus Synopsis/ 1. Introduction to ICT in health care setting Indicative 2. Development of computer applications in the health care system Syllabus 3. Benefits and constraints of a computerized information system 4. Computerized information processing 5. Major applications for computers in the area of: 5.1 Patient care 5.2 Administration of health services 5.3 e-learning in health care 5.4 Health care research 5.5 Intelligent Health Systems 5.6 Health Communications systems and Telehealth 6. Intellectual property and ethical aspects of health data automation

Learning & Lecture Teaching Lectures are used to provide theoretical knowledge underpinning basic Methodology understanding of the subject matter. Students are given pre-reading materials

before lectures.

Computer Laboratory Computer laboratory provides hands-on practice in essential computer skills and in applying the knowledge which has been presented in the lectures.

Seminar It helps students gain better understanding of the topics covered in the lectures. Students work in groups of 4-6 to formulate proposal on a selected topic, and present and discuss their ideas in seminars. During seminar presentation and discussion, they can integrate and consolidate their learning via dynamic debates and discussions.

Assessment Methods in Specific assessment % Course intended learning Alignment methods/tasks weighting outcomes to be assessed with Course Intended a b c d Learning 1. Written test 40% V V V V Outcomes 2. Computer laboratorial 30% V V V activity 3. Group Project 30% V V V Total 100 %

Written test It is used to assess students’ understanding on 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 related to computer usage in health care.

Computer laboratorial activity They are employed to assess students’ understanding of knowledge through the actual hands-on experience of using computers.

Group project Students will form groups to select a case for presentation. Their interpretation, analysis and identification strategies are assessed to see whether they are properly using the learned theories and principles.

Student Study Class contact: Effort ° Lecture 31 Hrs. Required ° Computer Laboratory 8 Hrs. ° Seminar 6 Hrs.

Outside study: ° Self-study 56 Hrs. ° Preparation for the quiz and group project 34 Hrs. Total student study time 135 Hrs. Reading List References and 1. Glaser, J.P. & Salzberg, C. (2011). The strategic application of References information technology in health care organizations (3rd Ed). San Francisco: John Wiley & Sons. 2. Ball, M.J., Douglas J.V. & Walker P.H. (2011). Nursing Informatics: Where Caring and Technology Meet (Health Informatics) . London: Springer. 3. Carter J.H. (2008). Electronic Health Records: a guide for clinicians and administrators. (2nd ed.) Philadelphia: American College of Physicians. 4. Thomas-Brogan, T. (2009). Health information technology basics: A concise guide to principles and practice. Boston: Jones and Bartlett Publishers. 5. Shortliffe, E.H. & Cimino J.J. (Ed.) (2014). Biomedical informatics: Computer applications in health care and biomedicine (4th Ed). Baltimore: Springer Science.

Useful web sites: 1. Public Private Partnership, Hospital Authority http://www3.ha.org.hk/ppp/homepage.aspx 2. UK Council for Health Informatics Professions http://www.ukchip.org/ 3. The American Medical Informatics Association http://www.amia.org/ 4. The Australian Health Informatics Education Council http://www.ahiec.org.au/ 5. American Telemedicine Association http://www.americantelemed.org/i4a/pages/index.cfm?pageid=1 6. Canada’s Health Informatics Association http://coachorg.com/

Course Description Form

Course Code NUR2018 Course Title Pathophysiology Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course provides an introduction to biological disturbances with an emphasis on structural and functional changes caused by diseases and disorders. It serves as a basis for understanding clinical manifestations of common diseases.

Course Upon completion of the course, students should be able to: Intended a. describe the biological basis of common pathophysiological conditions; Learning b. distinguish between normal body functions and their pathological Outcomes alterations; (CILOs) c. outline the patterns of inheritance of familial disease and characteristics of ageing process; and d. describe factors that cause pathological changes and the interrelationship between ageing, chronic and degenerative changes.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V (b) V V (c) V V V (d) V V V

Course Indicative Syllabus Synopsis/ Part A Basic concepts of disease processes Indicative 1. Introduction to pathophysiology and pathology Syllabus 2. Cellular responses to stress and toxic insults: adaptation, injury, and death 3. Acute and chronic inflammation 4. Tissue renewal, repair, and regeneration 5. Immunity and abnormal responses 6. Neoplasma

Part B The effects of altered status/growth and development/aging on disease processes 1. Congenital and genetic disorders 2. Aging and disease processes 3. Fluid, electrolyte, and acid-base imbalance

4. Stress and adaptation 5. Environmental and nutritional disease 6. Hemodynamic disorders and thromboembolic disease 7. Pain

Learning & Lecture Teaching Lectures cover theoretical knowledge in preparation for students’ discussions Methodology on how theories and techniques are applied in clinical settings.

Seminar Problem-based learning are adopted in seminars. Well-designed real-life scenarios are used to initiate students’ active and independent learning of the subject matter and integrate the theoretical input learned from the course into clinical practice.

Tutorial Tutorials provide opportunity for students to ask questions, clarify concepts and deepen their understanding.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d Learning 1. Written test 20% V V V Outcomes 2. Written 40% V V V V assignment 3. Written 40% V V V V examination Total 100 %

Written test It is used to assess students’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course.

Written assignment It is used to assess students’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course.

Written examination Examination includes multiple choice questions and short questions. The examination assesses all the intended learning outcomes for the course and specifically checks students’ understanding on the integration of regional and systemic anatomy and physiology.

Student Study Class contact: Effort ° Lecture 28 Hrs. Required ° Seminar/Tutorial 14 Hrs. Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 50 Hrs. ° Preparation for midterm quiz and final 40 Hrs. examination Total student study time 135 Hrs. Reading List Textbook and 1. Porth, C.M. (2014). Essentials of pathophysiology (4 th ed.) Philadelphia: References Lippincott Williams & Wilkins.

References 1. Adams, M., Holland, L. N., & Bostwick, P. M. (2011). Pharmacology for nurses: A pathophysiologic approach (4 th ed.). Upper Saddle River: Pearson/Prentice Hall. 2. Crowley, L. (2013). An Introduction to Human Disease: Pathology and Pathophysiology Correlations. (9 th ed.). USA: Jones and Bartlett Publishers. 3. Mitchell, R., Kumar, V. & Fausto, N. & Aster, J. (2011). Pocket Companion to Robbins & Cotran Pathologic Basis of Disease. (8 th ed). Philadelphia: Saunders Elsevier. 4. Porth, C. M. & Matfin, G. (2013). Pathophysiology: Concepts of altered health states (9 th ed.). Philadelphia: Lippincott Williams & Wilkins. 5. Kumar, V., Abbas, A.K. & Aster, N. (2014). Robbins & Cotran Pathologic Basis of Disease. ((9 th ed.). Philadelphia: Saunders Elsevier. 6. McCance, K. L., & Huether, S. E. (2015). Pathophysiology: The Biologic Basis for Disease in Adults and Children. (7 th ed.) London: Elsevier Health Sciences. 7. Papadakis, M. A., McPhee, S. J., & Rabow, M. W. (2015). Current medical diagnosis & treatment. (54 th ed.) McGraw Hill Professional.

Course Description Form

Course Code NUR2025 Course Title Advanced Pathophysiology Credit Value 3 QF Level 5 Pre-requisite NUR2018 Pathophysiology Objectives This course focuses on pathophysiological process and specific system alterations produced by injury and disease. Particular attention is given to etiologies, pathogenesis, developmental and environmental factors and clinical manifestations of major health problems.

Course Upon completion of the course, students should be able to: Intended a. discuss etiology, pathogenesis and clinical manifestations of diseases; Learning b. correlate relevant findings of diagnostic or other evaluative studies to Outcomes pathophysiology with signs and symptoms of disease; and (CILOs) c. apply knowledge about pathophysiological processes in nursing practice.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V (b) V V V V (c) V V V V V

Course Indicative syllabus Synopsis/ Pathophysiological processes of some major health problems/diseases in the Indicative following systems are covered: Syllabus 1. Hematopoietic disorders, e.g. RBC disorders, clotting problem, WBC disorders 2. Cardiovascular disorders, e.g. ischemic heart disease, valvular heart disorders, heart failure, peripheral vascular disease 3. Respiratory disorders, e.g. obstructive and restrictive diseases, lung cancer, tuberculosis 4. Endocrine disorders, e.g. diabetes mellitus, thyroid and parathyroid diseases, adrenal disorders 5. Digestive system disorders, e.g. common esophageal and gastric disorders, malignancies, hepatitis, pancreatitis, cholelithiasis 6. Urinary system disorders, e.g. nephritis, nephritic syndromes, renal failure, glomerulonephritis 7. Alterations in reproductive functions, e.g. reproductive cancer, common sexually-transmitted diseases 8. Neurologic disorders, e.g. epilepsy, stroke, degenerative diseases, head trauma

9. Disorders of the special sensory, e.g. cataract, glaucoma, retinal detachment, ear infection 10. Musculoskeletal disorders, e.g. osteomyelitis, osteoporosis, arthritic disorders, myositis disorders, rhabdomyolysis

Learning & Lecture Teaching Lectures are scheduled for delivery of theoretical knowledge for preparation Methodology of discussion on how theories are applied in clinical settings.

Seminar Problem-based learning is adopted in seminar. Well-designed real-life scenarios are used to initiate students’ active and independent learning of the subject matter and integrates the theoretical input learned from the course into clinical practice.

Tutorial Tutorials provide opportunity for students to ask questions, clarify concepts and deepen their understanding.

Assessment Methods in Specific % Course intended learning outcomes Alignment assessment weighting to be assessed with Course methods/tasks a b c Intended 1. Written test 20% V V Learning 2. Written 40% V V V Outcomes assignment 3. Written 40% V V V examination Total 100%

Mid-term test It is used to assess students’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course.

Witten assignment It is used to assess students’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course.

Written examination It consists of multiple choice questions, short questions and long questions. It is used to assess students’ comprehension of what they have taught.

Student Study Class contact: Effort ° Lecture 28 Hrs.

Required ° Seminar/Tutorial 14 Hrs.

Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 50 Hrs. ° Preparation for mid-term quiz, assignment and 40 Hrs. final examination Total student study time 135 Hrs. Reading List Textbook and 1. Porth, C. M. (2015). Essentials of Pathophysiology (4h ed.). References Philadelphia: Lippincott Williams & Wilkins.

References 1. Porth, C. M., & Matfin, G. (2014). Pathophysiology: concepts of altered health states (9th ed.). Philadelphia: Lippincott Williams & Wilkins. 2. Adams, M. P., Holland, L. N., & Urban, C. Q. (2016). Pharmacology for nurses: a pathophysiologic approach (5th ed.). Upper Saddle River: Prentice Hall. 3. Crowley, L.V. (2013). An introduction to human disease: pathology and pathophysiology correlations (9th ed.). Sudbury: Jones & Bartlett. 4. Anatomy & Physiology Revealed (APR) Version 3.0, 2011, An Interactive Cadaver Dissection Experience, CD-ROM, McGraw Hill. 5. Moore, K. L., Dalley, A. F., & Agur, A. M. R. (2013). Moore Clinically oriented anatomy (7th ed.). Philadelphia: Lippincott Williams & Wilkins. 6. Kumar, V., Abbas, A.K., Cotran, R.S., & Fausto, N. (2015). Robbins and cotran pathologic basis of disease: with student consult online assess (robbins pathology) (9th ed). Philadelphia: Elsevier Saunders. 7. Mitchell, R., Kumar, V., Fausto, N., Abbas, A.K., & Aster, J. (2012). Pocket companion to robbins and cotran pathologic basis of disease (8th ed.). Philadelphia: Elsevier Saunders. 8. McCance, K.L., & Huether, S.E. (2014). Pathophysiology - Text and E-book Package: the Biologic Basis for Disease in Adults and Children. (7th ed.). St. Louis: Mosby.

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

Course Description Form

Course Code NUR2026 Course Title Primary Care and Community Nursing Credit Value 3 QF Level 4 Pre-requisite Nil Objectives The aim of this course is to introduce the concepts and development of primary care and community nursing.

Course Upon completion of the course, students should be able to: Intended a. describe the scope of primary care and community nursing and its Learning nursing role; Outcomes b. apply nursing theories and models in primary and community nursing; (CILOs) c. perform appropriate assessment on individual, family and community in respect of cultural, lifestyle, socio-economic and environmental needs and help them to meet the basic needs; d. develop evidence-based integrative approaches for disease prevention, health promotion and health restoration in primary care and community settings; and e. summarize local and international developments in primary care and community nursing

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V (b) V V V V V (c) V V V V V (d) V V V (e) V V V

Course Indicative Syllabus Synopsis/ 1. Introduction to primary care and community nursing Indicative 2. Nursing theories and models Syllabus 3. Primary care 3.1. Essential health care 3.2. Community participation 3.3. Intersectoral collaboration 3.4. Universally accessible 3.5. Empowerment 3.6. Primary care development and trends, local perspective 3.7. Nursing roles in primary care 4. Community nursing

4.1. Disease prevention and health promotion 4.2. Care of individual with chronic diseases 4.3. Family health 4.4. School health 4.5. Occupational health 4.6. Environmental health and safety 5. Roles of community nurse 5.1. Family health assessment, diagnosis and interventions in respect of cultural, lifestyle, socio-economical and environmental needs 5.2. Home visiting 5.3. Health education, promotion, restoration in school, families and public sectors 5.4. Networking health care partners 5.5. Empowering public strength in an evidence-based perspective 6. Contemporary issues in community nursing 6.1. Differences and diversity of primary care 6.2. Health services for older people in local context 6.3. Major health problems of concern in community 7. Local, national and international health and nursing organizations

Learning & Lecture Teaching Course content will be primarily delivered through lectures. Students are Methodology given pre-reading materials before lectures.

Seminar Seminars allow students to share the knowledge and experience through oral presentations and group discussion.

Tutorial Challenge based learning (CBL) is adopted in tutorial. Students are worked in small group to conduct a mini-project using the CBL approach. Tutors are to facilitate students to conduct the project effectively. Students are encouraged to seek advice and guidance from tutors.

Assessment Methods in Specific assessment % Course intended learning outcomes Alignment methods/tasks weighting to be assessed with Course a b c d e Intended 1. CBL project 50% V V V V P Learning 2. Written assignment 50% V V V Outcomes Total 100%

Challenge-based Learning Project Students are asked to videotape and/or report on the challenge in primary health care and community nursing, the learning process, the solution, and the results of the implementation.

Written assignment Written assignment is used to enhance students’ ability to connect, apply and integrate learned knowledge. It also demonstrates students’ writing skills.

Student Study Class contact: Effort ° Lecture 28 Hrs Required ° Seminar/tutorial 17 Hrs Outside study: ° Self-study 45 Hrs. ° Preparation for group project and individual 45 Hrs. assignment Total student study time 135 Hrs. Reading List Textbooks and 1. Guzys, D., & Petrie, E. (2014). An introduction to community and References primary health care . NY: Cambridge University Press.

Recommended readings 1. Apple Inc. (2012). Challenge based learning: A classroom guide . Retrieved from http://www.challengebasedlearning.org/public/toolkit_resource/02/0e/0df 4_af4e.pdf?c=f479 2. Hong Kong Government SAR. (2010). The 2010-11 Policy Address: Sharing Prosperity for a Caring Society. Retrieved from http://www.policyaddress.gov.hk/10-11/eng/pdf/policy.pdf 3. Hong Kong Government SAR. (2010). The 2010-11 Policy Address Policy Agenda. Retrieved from http://www.policyaddress.gov.hk/10-11/eng/pdf/agenda.pdf 4. Nies, M. A., & McEwen, M. (2015). Community/public health nursing: promoting the health of populations. (6th ed.). St. Louis, Mo.: Elsevier/Saunders. 5. Talbot, L., & Verinder, G. (2013). Promoting health: The primary health care approach (5th ed.). Sydney, N.S.W.: Churchill Livingstone/Elsevier. 6. Watkins, D., & Cousins, J. (2009). Public health and community nursing: frameworks for practice. (3rd ed.). Edinburgh: Elsevier Baillière Tindal. 7. Drennan, V., & Goodman, C. (2014). Oxford handbook of primary care and community nursing (2nd ed.) . Oxford: Oxford University Press. 8. World Health Organisation. (2008). Primary health care – now more than ever . The World Health Report 2008. Retrieved from http://www.who.int/whr/2008/en/

Journals 1. The British Journal of Primary Care Nursing 2. Primary health care research & development, Cambridge Journals Online 3. Journal of primary care & community health, SAGE publication 4. Informatics for health and social care 5. Primary health care. Royal College of Nursing Publishing Company

Useful website 1. Centre for Health Protection, Hong Kong: http://www.chp.gov.hk/ 2. Hospital Authority, Hong Kong: http://www.ha.org.hk/ 3. National Institute for Health: http://www.nih.gov 4. The National Center for Biotechnology Inform: http://www.ncbi.nlm.nih.gov/ 5. World Health Organization: http://www.who.int/en/ 6. Primary Care Office, Food and Health Bureau, Hong Kong Government SAR. (2010). Primary Care Development in Hong Kong: Strategy Document. Retrieved from http://www.fhb.gov.hk/hmdac/english/papers/files/e_strategy_doc.pdf

Course Description Form

Course Code NUR2028 Course Title Psychosocial Dimensions of Health and Illness Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to provide students with knowledge on current psychological and social dimensions of health and illness in both Eastern and Western perspectives. It also explores the inter-relationships between people’s health seeking behaviours, races and cultures. This course also requires students to critically appraise their own psychosocial dimension of health and illness through discussions.

Course Upon completion of the course, students should be able to: Intended a. articulate different dimensions of health and illness in diverse cultures Learning and changing environment; Outcomes b. explain the inter-relationships between people’s health behaviours and (CILOs) their concepts of health and illness; c. interpret the global health status of people in terms of the dynamic nature of people’s psychosocial dimensions on health and their corresponding health behaviours; and d. discuss health promotion and motivational strategies to specific client groups according to psychosocial views on their health needs.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V (b) V V (c) V V (d) V V V V V

Course Indicative Syllabus Synopsis/ 1. Introduction to psychology of health Indicative 2. Introduction to learning theories Syllabus 3. Psychological development and maturation 4. Perception, motivation, emotions and personality 5. Basic concepts of psychosocial needs and potentialities of people throughout the life span 6. Knowledge of self, environment, stress and coping strategies and adaptation to change 7. The socio-economical, political and cultural impact on health beliefs and illness behaviours

8. Gender and sex-typing 9. Sick role: individuals and families 10. Psychosocial views on health promotion and motivational strategies to specific groups

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students are Methodology given pre-reading materials before lectures.

Seminar Seminars offer a discussion platform for students to articulate their learning and understanding of the theoretical input. During seminar presentation, students can integrate and consolidate their learning via dynamic debates and discussions.

Assessment Methods in Specific % Course intended learning outcomes Alignment assessment weighting to be assessed with Course methods/tasks a b c d Intended 1. Written Test 70% V V V V Learning 2. Group 30% V V V V Outcomes presentation Total 100 %

Written Test Quiz reflects students’ ability to present their understanding on the theoretical content delivered in lectures with integration of other relevant learning materials available. Appropriate use and critique of information are assessed.

Group Presentation Group presentation reflects students’ ability in organizing digested learning materials with specific applications on selected topics of interest. Assimilation of learning can also be assessed by their evidence of incorporating comments and new knowledge from presentation sessions, especially on understanding clients’ psychosocial adjustment to illness and other relevant issues.

Student Study Class contact: Effort ° Lecture 31 Hrs.

Required ° Tutorial/seminar 14 Hrs.

Outside study: ° Pre-reading 35 Hrs. ° Preparation for tutorial 20 Hrs. ° Preparation of presentation / assignment 35 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. Drench, M. E., Noonan, A. C., Sharby, N., & Ventura, S. H. (2012). References Psychosocial aspects of health care (3rd ed.). New Jersey: Pearson.

References 1. Lam, C. S., Zinke, J. & Garcia, C. (2006). Psychosocial aspects of disability. Chinese Journal of Rehabilitation Theory and Practice, 12 (9): R4. 2. Lederman, R. P. (2009). Psychosocial adaptation to pregnancy: Seven dimensions of maternal role development (3rd ed.). London: Springer. 3. Marini, I. & Stebnicki, M. (2012). The psychological and social impact of illness and disability (Springer Series on Rehabilitation) (6th ed.). New York: Springer Publishing Company. 4. Morrall, P. (2009). Sociology and health: Introduction. (2nd ed.). [Electronic resource]. Taylor & Francis Routledge. 5. Ragin, D. F. (2015). Health Psychology: An interdisciplinary approach to health (2 nd ed.) . Boston: Prentice Hall. 6. Rollnick, S., Miller, W.R., & Butler, C. (2008). Motivational interviewing in health care: Helping patients changing behavior . New York: The Guilford Press. 7. Snooks, M. K. (2009). Health psychology: Biological, psychological, and sociocultural perspectives. Sudbury: Jones and Bartlett. 8. White, K. (2009). An introduction to the sociology of health and illness (2nd ed.). London: SAGE Publication. 9. 陳端容 (2006). 工作組織社會心理特質與自評健康：比較 DC 與 ERI 工作壓力模式對醫師族群之適用性臺灣公共衛生雜誌 25 卷 2 期: 93 -106 頁.

Journals 1. Critical Public Health 2. Dynamic Psychology 3. Health Psychology 4. International Journal of Psychosocial Rehabilitation 5. Journal of Health Psychology 6. Journal of Psychosocial Nursing and Mental Health Services 7. Journal of Psychosocial Oncology 8. Psychosomatic Medicine 9. Psychophysiology

10. Public Administration and Management 11. Sociology of Health and Illness

Course Description Form

Course Code NUR2029 Course Title Maternal and Infant Care Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to develop students’ ability to deliver safe and competent care for maternal and infant clients. Therapeutic communications and empathy are emphasized.

Course Upon completion of the course, students should be able to: Intended a. explain the process of reproduction, fetal growth and development, and Learning the changes occurs during pregnancy and delivery; Outcomes b. integrate the required knowledge and skills to perform assessments on (CILOs) the mother, neonate/fetus, and the family in the antenatal, perinatal and postnatal periods; c. differentiate and prioritize the care for family, mother and neonate in the antenatal, perinatal and post-natal periods while addressing their physiological, psychological, emotional, social, and spiritual needs; d. employ nurturing health strategies for clients and families of different cultural, ethnic, religious and socioeconomic backgrounds; and e. distinguish nurse’s role in the provision of care to mother, child and family throughout the period of pregnancy, delivery and postpartum.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V (b) V V (c) V V V V (d) V V V (e) V V V V

Course Indicative syllabus Synopsis/ 1. Discussion on factors affecting the well-being of pregnant women, Indicative post-natal mothers and infants: Syllabus 1.1. Lifestyle-related 1.2. Physical 1.3. Psychological 1.4. Sociocultural 1.5. Environmental 1.6. Politico-economic 2. Execute plans of care for the multifaceted health needs of pregnant women

and their families at different stages of pregnancy 3. Essential skills for maternity and infant care: 3.1. Breast feeding and bottle feeding 3.2. Bathing of newborns 3.3. Intradermal injection 4. Psychological support for postnatal couple 5. Contemporary health care issues related to childbearing: 5.1. Infertility 5.2. Abortions 5.3. Surrogate motherhood 5.4. Rising demand for maternity services for non-local pregnant women 5.5. Nurturing health

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students are Methodology given pre-reading materials before lectures.

Tutorial Tutorial is organized to clarify concepts learned and discuss pertinent issues arising from their learning in the course.

Laboratory Pertinent nursing psychomotor skills and nursing management knowledge are included in laboratory sessions, including breast feeding and baby bathing.

Assessment Specific % Course intended learning Methods in assessment weighting outcomes to be assessed Alignment methods/tasks with Course a b c d e Intended 1. Written test 60% V V V V Learning 2. Case study 30% V V V Outcomes 3. Laboratory 10% V participation Total 100 %

Written test Students’ comprehension of conceptual knowledge underpinning maternity care are assessed through written test.

Case study Case studies are used to facilitate students’ critical thinking and integration of theoretical knowledge to address concerns of the community.

Laboratory Participation Laboratory participation is used to assess students’ knowledge and skill performance during laboratory sessions.

Student Study Class contact: Effort ° Lecture 31 Hrs. Required ° Seminar/Tutorial 4 Hrs. ° Laboratory 10 Hrs. Outside study: ° Self-study 56 Hrs. ° Case study 17 Hrs. ° Preparation for the written test 17 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. Hockenberry, M.J., Wilson, D., & Rodgers, C.C. (2016). Wong's References essentials of pediatric nursing . (10 th ed.). Mosby. 2. Marshall, J., & Raynor, M. (2014). Myles textbook for midwives . (16 th ed.). London: Churchill Livingstone.

References 1. Ladewig, P.W., London, M.L., & Davidson, M.C. (2016). Contemporary maternal-newborn nursing . (9 th ed.). Pearson. 2. Pillitteri, A. (2013). Maternal and child health nursing: Care of the childbearing & childrearing family. (7 th ed.). Philadelphia: Lippincott Williams & Wilkins. 3. Perry, S. E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D. (2013). Maternal child nursing care. (5 th ed.). St Louis: Mosby.

Journals 1. American Journal of Obstetrics and Gynecology (AJOG) 2. An International Journal of Obstetrics and Gynaecology (BJOG) 3. Birth 4. Journal of Midwifery and Women's Health 5. Journal of Obstetric, Gynaecologic and Neonatal Nursing (JOGNN) 6. Maternal and Child Health Journal

Useful Websites 1. American Academy of Paediatrics http://www.aap.org 2. Centers for Disease Control and Prevention http://www.cdc.org/ 3. Center for Health Protection http://www.chp.gov.hk 4. Department of Health, Hong Kong http://www.dh.gov.hk 5. Hospital Authority, Hong Kong http://www.ha.org.hk 6. Hong Kong Pediatric Nurses Association http://hkpna.com.hk/main.html 7. Online Birth Centre http://www.moonlily.com/obc/ 8. The American Congress of Obstetrician and Gynecologists http://www.acog.org 9. World Health Organization http://www.who.int/en

Course Description Form

Course Code NUR2032 Course Title Chinese Medicinal Therapeutics in Nursing Credit Value 3 QF Level 4 Pre-requisite NUR1020 Essential Concepts of Chinese Medicine Objectives This course aims to further develop students’ knowledge of Chinese medicine in differential diagnosis, preventive health and nurturing health. It also focuses on therapeutic modalities as applied to nursing practice in the context of conventional medicine.

Course Upon completion of the course, students should be able to: Intended a. describe possible roles of Chinese medicinal nursing; Learning b. identify health problems and diseases from Chinese medicine Outcomes perspective; (CILOs) c. explain and perform selected therapeutic modalities in Chinese medicine as applied to nursing practice; d. describe the common alternative and complementary medicine; and e. develop nurturing health, preventive health and restorative health strategies by integrating Chinese medicinal therapeutics with conventional medicine.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V (b) V V (c) V V V V V V V (d) V V (e) V V V V V V V V

Course Indicative Syllabus Synopsis/ 10. The concept and principles of Chinese medicinal nursing Indicative 1.1. Historical development Syllabus 1.2. Holistic care 11. Approaches to differential diagnosis 2.1. Eight Fundamentals 2.2. Qi and Blood 2.3. Zeng-Fu Organs 2.4. Six Meridians 2.5. Four Phases 12. Syndrome differential of health problems and diseases from the Chinese medicine perspective and nursing implications

13. Application of selected Chinese medicine therapeutics in the context of nursing practice 4.1. Chinese food therapy 4.2. Physical therapy such as acupuncture, tuina, cupping, Guasha 14. Introduction of alternative and complementary medicine 5.1. Music therapy 5.2. Aroma therapy 5.3. Reflexology

Learning & Lecture Teaching Lectures are scheduled to convey theoretical knowledge. Students are given Methodology pre-reading materials before lectures.

Tutorial Tutorial is organized to clarify concepts learned and discuss pertinent issues arising from their learning in the course. Students are required to work in small groups to critically analyze a selected topic. Students also have opportunity to practice Chinese medicinal nursing skills such as acupressure, tuina and moxibustion etc.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d e Learning 1. Case study 40% V V V Outcomes 2. Written test 60% V V V V V Total 100 %

Case study Case studies are used to facilitate students’ critical thinking and integration of theoretical knowledge to address concerns of the community. Students are guided to apply Chinese medical concepts of health and wellbeing by using real life scenarios in a group presentation.

Written test It is in the form of multiple choice questions, and short and long questions

are used to assess students’ knowledge of Chinese medicine and all of the intended learning outcomes.

Student Study Class contact: Effort ° Lecture 31 Hrs. Required ° Tutorial/Seminar 14 Hrs. Outside study: ° Self-study 56 Hrs. ° Preparation for the case studies and written test 34 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. 簡亞平 . (2013). 中醫護理學 , [electronic resource]. 大連市 : 大 References 連理工大學出版社。

Reading List 1. 梁繁榮 , 沈雪勇 , 方劍喬及胡玲 . (2011). 針灸學 , 上海 :上海科學技術出版社。 2. 馬鄭平 . (2012). 中醫護理新編 , [electronic resource]. 甘肅 : 甘肅民族出版社。 3. 李麗萍及陳佩儀 . (2010). 臨床基礎護理技術 , 上海：上海科學技術出版社。 4. 徐國華 . (2008). 中醫護理 , [electronic resource]. ( 第1 版) 南昌 :江西科學技術出版社。 5. 吳翠珍 , 周儉及石晶 . (2005). 營養與食療學 , [electronic resource]. 新世紀全國高等中醫藥院校規劃教材 , 供護理專業用 . 北京 : 中國中醫藥出版社。 6. 顧祐瑞與王鳳英 . (2002). 中醫護理學 , 台北：華騰文化。 7. 楊兆民 . (2003). 刺法灸法學 , 上海：中國中醫藥出版社。 8. Liu, L., & Liu, Z. (2009). Essentials of Chinese Medic ine. Dordrecht: Springe. Vol 1-3. [electronic version] 9. Wang, H., Zhu, B., & Zhongguo Beijing guo ji zhen jiu pei xun zhong, x. (2010). Basic Theories of Traditional Chinese Medicine. London: Singing Dragon. [electronic version] 10. Zhu, H. Z., & Wang, J. (2012). Chinese Medicine : Acupuncture, Herbal Medicine and Therapies. New York: Nova Science. [electronic version]

Journals 1. Chinese Journal of Nursing ( 中華護理雜誌 )

Useful Websites

1. Chinese medicine council of HK http://www.cmchk.org.hk/ 2. 中醫大講堂 http://www.tcmforum.com/

Course Description Form

Course Code NUR2033 Course Title Care of Older People Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to enable students to develop knowledge and skills in providing safe and person-centred holistic care to older people and their families using integrative approach. Caring behaviours including therapeutic communications, empathy and respect are emphasized when delivering care to older adults.

Course Upon completion of the course, students should be able to: Intended a. identify needs of older people in physical, psychological, cognitive, Learning socio-cultural and economic aspects that contribute to their health; Outcomes b. apply evidence-based information in health assessment, planning, (CILOs) implementation and evaluation of elderly care for restoring health, maximizing independence and remaining engaged in community; c. establish effective communication skills with older people, family members, careers, health care team members and community partners in promoting the health of the elderly; d. demonstrate a collaborative approach with other healthcare team members to plan the care and rehabilitation activities for the elderly in promoting their functional independence, self-care ability and psychological wellbeing; e. identify the key multidisciplinary and nursing interventions for reducing the risk of injury among elderly; and f. recognize the ethical and legal issues encountered by the older adult and handle them with appropriate intervention.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V (b) V V V V V V (c) V V V V (d) V V V V V V V V (e) V V V (f) V V

Course Indicative Syllabus Synopsis/ 1. Ageing society and the impact on gerontological nursing Indicative 2. Theories of aging and the normal aging process

Syllabus 3. Gerontologic assessment 4. Nutritional needs of older adults 5. Care of older people with common health problems 5.1. Parkinson’s disease, stroke 5.2. Osteoporosis, osteoarthritis, kyphosis 5.3. Benign prostatic hypertrophy, incontinence 5.4. Cataract, macular degeneration 5.5. Hypothermia, risk of fall, foot problem 6. Mental health and cognitive impairment 7. End-of-life issues and care of careers 8. Communication with elderly people 9. Medication use 10. Exercise and rehabilitation 11. Health education and health promotion 12. Support services for older people 13. Legal and ethical implications

Learning & Lecture Teaching Course content are delivered primarily through lecture to disseminate Methodology up-to-date information, theories and concepts related to gerontological nursing.

Tutorial Tutorial is organized to clarify concepts learned and discuss pertinent issues arising from their learning in the course. Cases are used to help students gain better understanding of the topics covered in lectures.

Seminar Seminars are used to help students explore issues on ageing. Topics of current issues are selected for group discussion and presentation. Students contribute their ideas, thoughts and questions in student-led seminar.

Assessment Methods Specific % Course intended learning outcomes to in Alignment assessment Weighting be assessed with methods/tasks Course a b c d e f Intended 1. Case study 50% V V V V V Learning 2. Written test 50% V V V V V V Outcomes Total 100%

Case study It is used to assess students’ understanding in the needs of older people. Students are asked to assess a client in this context and devise a plan by applying the primary/secondary/tertiary care principles. Students also

need to include measures to evaluate the effectiveness of the care plan.

Written test Multiple choice questions, and short and long questions are used to assess students’ knowledge of the subject matter and all of the intended learning outcomes.

Student Study Class contact: Effort ° Lecture 31 Hrs. Required ° Tutorial/seminar 14 Hrs. Outside study ° Self-study 40 Hrs. ° Preparation for case study 25 Hrs. ° Preparation for the written test 25 Hrs. Total student study effort 135Hrs. Reading List Textbook and 1. Meiner, S.E. (2015). Gerontologic nursing (5 th ed.). Maryland References Heights, Missouri: Elsevier Mosby.

References 1. Aresen C. & Reichel W. (2009). Reichel's care of the elderly: clinical aspects of aging [electronic resource]. New York: Cambridge University Press. 2. Bales, C.W. & Ritchie, C.S. (2009). Handbook of clinical nutrition and aging . Totowa: Humana Press. 3. Boltz, M. (2012). Evidence-based geriatric nursing protocols for best practice [electronic resource]. New York: Springer Publishing Company. 4. Foreman, M.D., Milisen, K. & Fulmer, T.T. (Eds.) (2010). Critical care nursing of older adults: best practices (3 rd ed.). New York: Springer Publishing Company. 5. Mauk, K.L. (2013). Gerontological nursing competencies for care (3rd ed.). Burlington, MA: Jones & Bartlett Learning. 6. Miller, C.A. (2015). Nursing for wellness in older adults. Philadelphia: Wolters Kluwer. 7. Shulman, N., Silverman, M.A. & Golden, A.G. (2009). The real truth about aging: a survival guide for older adults and caregivers . Amherst N.Y.: Prometheus Books. 8. Tideiksaar, R. (2010). Falls in older people prevention & management (4 th ed.) . Baltimore: Health Professions Press. 9. Touhy, T.A. & Kathleen, F. (2014). Ebersole and Hess’ gerontological nursing & healthy aging. St. Louis: Elsevier/ Mosby. 10. Vern L. Bengtson, V.L., Gans, D., Putney, N. & Silverstein, M. (2009). Handbook of theories of aging (2nd ed.) [electronic resource]. New York: Springer Publishing Company. 11. Wold, G.H. (2012). Basic geriatric nursing (5 th ed.). St. Louis:

Elsevier/Mosby.

Journals 1. Age and ageing 2. Asian Journal of Gerontology and Geriatrics 3. Geriatric Nursing 4. Geriatrics 5. Journal of Aging and Health 6. Journal of Gerontological Nursing 7. Journal of the American Geriatrics Society

Useful Websites 1. Centers for Disease Control and Prevention. Healthy Aging. http://www.cdc.gov/aging/aginginfo/index.htm 2. Centre for Health Protection. http://www.chp.gov.hk/en/index.html 3. Elderly Health Service, Department of Health. http://www.info.gov.hk/elderly/english/index.htm 4. Elderly Resources Centre, Hong Kong Housing Society. http://www.hkhselderly.com/tc/ 5. Hong Kong Alzheimer’s disease Association. http://www.hkada.org.hk/ecmanage/page49.php 6. Hospital Authority. http://www.ha.org.hk/visitor/ha_index.asp?Lang=CHIB5 7. The Hong Kong Society for the Aged. http://www.sage.org.hk/ 8. World Health Organization. Aging and life-course. http://www.who.int/ageing/en/

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Course Description Form

Course Code NUR2047 Course Title Pharmacology Credit Value 1.5 QF Level 4 Pre-requisite Nil Objectives This course aims to develop students’ knowledge on pharmacology on Western medicine. It focuses on basic drug usage and administration knowledge for care of clients with common health problems.

Course Upon completion of the course, students should be able to: Intended Learning a. Explain the drug actions in treatment of common diseases; Outcomes b. Understands the fundamental principles in drug development; (CILOs) c. Describe the concepts of pharmacology including, but not limited to, pharmacokinetics, pharmacodynamics, side effects, toxicity and drug-receptor interactions; and d. Embed the concepts of general pharmacology in understanding the issues pertaining to drug therapy including dosage control, route of administration, drug monitoring, toxicity prevention etc.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V (b) V V (c) V V (d) V V V V V V

Course Indicative Syllabus Synopsis/ 1. Concepts of pharmacokinetics, therapeutic drug monitoring and iatrogenic Indicative disease Syllabus 1.1. Absorption and distribution of drugs 1.2. Dosage calculation and monitoring 1.3. Half-life and elimination 1.4. Side-effects and adverse reactions 1.5. Drug-related iatrogenic disease 1.6. Selective toxicity of antibiotic 2. Pharmacological treatment of drugs for various body systems: 2.1. Skin 2.2. Nervous system 2.3. Cardiovascular system 2.4. Respiratory system

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2.5. Gastrointestinal system 2.6. Urinary system 2.7. Immune system 2.8. Endocrine system 3. Principles of safe administration of drugs

Learning & Lecture Teaching Lectures are used to deliver theoretical knowledge. Methodology Tutorial It provides opportunity for students to ask questions, clarify ambiguities, and discuss problems.

Assessment Methods in Specific % Course intended learning outcomes to be Alignment assessment weighting assessed with Course methods/tasks Intended a b Learning 1. Mid-term 50% V V Outcomes test 2. Final test 50% V V Total 100%

Mid-term test It is used to assess students’ learning on theoretical knowledge. It allows students to reflect and identify areas for improvement in studying this course.

Final Test It includes multiple choice questions and short questions, both of which are used to check students’ comprehension on the knowledge learned in this course.

Student Study Class contact: Effort ° Lecture 14 Hrs. Required ° Tutorial 6 Hrs. Outside study: ° Self-study 20 Hrs. ° Preparation for written test/online quiz/assignment 20 Hrs. Total student study time 60 Hrs. Reading List Textbook and 1. Bardal, S.K., Waechter, J. E. & Martin, D.S. (2011). Applied References pharmacology. [electronic resource] . St. Louis, Mo.: Elsevier. 2. Katzung, B.G., Masters, S.B. & Trevor, A.J. (2012). Basic & clinical

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pharmacology. (electronic resource). 12th ed. New York: McGraw-Hill Medical; London: McGraw-Hill.

References 1. Kee, J.L.,Hayes,E.R. & Linda, E.M (2011). Pharmacology : a nursing process approac h. St. Louis, MO : Elsevier Saunders, c2012. 2. Harvey, RA, Clark, MA, Finkel, R, Rey, JA, and Whalen, K. (2011) Lippincott's Illustrated Reviews: Pharmacology. (5 th ed.). Lippincott Williams & Wilkins. 3. Michael Patrick Adams, Leland Holland and Carol Urban. (2016) Pharmacology for Nurses: A pathophysiologic Approach. (5 th ed.) Pearson.

Useful Websites 1. MIMS Hong Kong http://www.mims.com

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Course Description Form

Course Code NUR3001 Course 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.

Course Upon completion of the course, students should be able to: Intended a. illustrate the concept of research process; Learning b. demonstrate different research approaches and designs to clinical Outcomes practice; (CILOs) c. analyze research papers and other publications critically; and d. apply relevant knowledge and skills to prepare research proposals and report.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V (b) V V V V (c) V V V V (d) V V V V V

Course Indicative Syllabus Synopsis/ The course equips students with necessary knowledge and skills in research Indicative that enable them to initiate research proposals and use research findings to Syllabus guide their clinical practice. 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. Evidence-based practice 8. Preparing a research proposal 9. Compiling a research report

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Learning & Lecture Teaching Lectures are conducted to provide students with theoretical knowledge about Methodology research process. Students are stimulated and facilitated to appraise the research reports and prepare for research proposals.

Seminar Presentations of students’ research proposal in groups are arranged. 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.

Tutorial Tutorials are organized to clarify concepts learned and discuss related issues. Students are required to work in small groups to critically analyze research articles.

Assessment Methods in Specific assessment % Course intended learning Alignment methods/tasks weighting outcomes to be assessed with Course Intended a b c d Learning 1. Proposal presentation 30% V V V V Outcomes 2. Proposal 30% V V V V 3. Written test 40% V V V Total 100 %

Proposal presentation (in groups) This is used to assess students’ ability to present their ideas of research and discuss related issues in a team, and to ask critical questions.

Proposal (individual assignment) This is used to assess students’ understanding of research methods. Each student has to submit a written proposal after presentation.

Written test It is used to assess students’ understanding of research concepts and methods. It can be in the form of multiple choice questions, and short and long questions.

Student Study Class contact: Effort ° Lecture 31 Hrs. Required ° Seminar/Tutorial 14 Hrs. Outside study:

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° Self-study 42 Hrs. ° Preparation for proposal presentation, individual 48 Hrs. proposal, and written test Total student study time 135 Hrs. Reading List Textbook and 1. Polit, D. F., & Beck, C. T. (2017). Essentials of nursing research: References Appraising evidence for nursing practice (9 th ed.). Lippincott Williams & Wilkins.

References 2. Portney, L.G., & Watkins, M.P. (2008). Foundations of Clinical Research: Applications to Practice . (3rd ed.). Pearson/Prentice hall. 3. LoBionodo-Wood, G., & Haber, J. (2014). Nursing Research: Methods and critical appraisal for evidence-based practice . (8th ed.) Mosby Elsevier. 4. Offredy, M. & Vickers, P. (2010). Developing a healthcare research proposal: an interactive student guide . Wiley-Blackwell. http://www.researchproposalsforhealthprofessionals.com/ 5. Barton, B., & Peat, J. (2014) Medical Statistics: A Guide to SPSS, Data Analysis and Critical Appraisal . (2nd ed.). John Wiley and Son Ltd 6. Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS . McGraw-Hill International. 7. Jacobsen, K. H. (2012). Introduction to health research methods: a practical guide . Jones & Bartlett Learning. 8. Peacock, J.K. (2007). Presenting Medical Statistics from Proposal to Publication: a Step-by-Step Guide . Oxford University Press. 9. Schmide, N.A, Brown, J.M (2011). Evidence-based Practice for Nurses: Appraisal and Application Research . (2nd ed). Jones & Bartlett Learning. 10. Pearson, A., Field, J and Jordan, Z. (2007). Evidence-Based Clinical Practice in Nursing and Health Care: Assimilating Research, Experience and Expertise [Kindle Edition]. Wiley-Blackwell. 11. Gkasser, S.P. (2008). Essentials of Clinical Research . [Electronic resource]. Springer Science & Business Media.

Journals 1. Evidence-based healthcare & public health, Amsterdam : Elsevier 2. Journal of Healthcare Management 3. Evidence-Based Complementary and Alternative Medicine 4. International Journal of Nursing Studies 5. International Journal of Health Research 6. Health Care Management Science 7. Qualitative Health Research 8. Journal of Clinical Nursing

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Useful websites 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

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Course Description Form

Course Code NUR3002 Course Title Ethical and Legal Aspects in Health Care Credit Value 3 QF Level 4 Pre-requisite Nil Objectives The course aims to develop students with an understanding of the legal and ethical rights, responsibilities, and obligations of health professional in a changing health environment, and the importance of respecting patient’s right and accepting accountability within the legal framework of health care.

Course Upon completion of the course, students should be able to: Intended a. describe the concepts of human value development and their Learning relationships with ethics and law related to health care; Outcomes b. explain patient’s right and professional accountability; (CILOs) c. analyze the complexity of ethical and legal factors which influence clinical decision making; d. demonstrate ability to critically appraise complex ethical practice and its relationship with culture; and e. apply ethical principles and ethical decision making framework to their practice.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V V (c) V V V (d) V (e) V

Course Indicative Syllabus Synopsis/ 1. Theories in ethics Indicative 1.1. Moral and virtue ethics Syllabus 1.2. Good will and duty 1.3. Utilitarianism 1.4. Deontological theories 1.5. Human dignity 2. Ethical principles in health care 2.1. Beneficence 2.2. Do no harm 2.3. Equity 2.4. Autonomy

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2.5. Informed consent 3. Frameworks of ethical decision-making 4. Contemporary ethical Issues such as 4.1. Withholding and withdrawing life-sustaining treatment 4.2. Organ donation and transplantation 4.3. Clinical research 4.4. Client advocacy 5. Legal aspects related to healthcare or nursing practice, e.g. 5.1. Background of Legal information - Introduction to Hong Kong Legal System - Sources of laws - Classification of laws - Law of tort 5.2. Legal issues related to healthcare and nursing practice5.3. Legislations, e.g. mental health ordinance, personal Data (Privacy) Ordinance, hospital by-law 6. Professional code of practice

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students are Methodology given pre-reading materials before lectures.

Tutorial It is used to support lectures and seminar sessions. It provides opportunities for students to ask questions, clarify ambiguities, and discuss problems.

Assessment Methods in Specific % Course intended learning outcomes Alignment assessment weighting to be assessed with Course methods/tasks a b c d e Intended 1. Group V V V V V 40% Learning project Outcomes 2. Written test 60% V V V V V Total 100 %

Group project Group project is used to evaluate students’ ability to apply ethical and legal principles into practice. Students are required to analyze a selected heath issue/scenario to demonstrate their ethical decision making.

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Written Test It is used to evaluate student’s understanding of ethical principles and legal knowledge related to health care practice. It can be in the form of multiple choice questions, and short and long questions.

Student Study Class contact: Effort ° Lecture 31 Hrs. Required ° Seminar / Tutorial 14 Hrs. Outside study: ° Pre-reading 30 Hrs. ° Preparation of project and written test 60 Hrs. Total student study time 135 Hrs. Reading List References and 1. Avery, G. (2012). Law and Ethics in Nursing and Healthcare: An References Introduction . SAGE. 2. Banks, S. and Gallagher, A. (2009). Ethics in professional life: virtues for health and social care. Basingstoke. England: Palgrave Macmillan. 3. Beauchamp, T. L., & Childress, J. F. (2013). Principles of Biomedical Ethics (6th ed.). USA: Oxford University Press. 4. Butts, J. B., & Rich, K. L. (2015). Nursing ethics: Across the curriculum and into practice (4 th ed. ). Jones & Bartlett Publishers. 5. DeGrazia, D., Mappes, T. and Brand-Ballard, J. (2011). Biomedical Ethics . 7th ed., New York: McGraw-Hill. 6. International Council of Nurses (2012). The ICN Code of Ethics for Nurses. Retrieved from http://www.icn.ch/images/stories/documents/about/icncode_english.pdf 7. Lachman, V.D. (2011). Ethical Challenges in Health Care . (Kindle Edition), New York: Springer Publishing Company. 8. MacKinnon, B. and Fiala, A (2014). Ethics: theory and contemporary issues (8th ed). Nelson Education. 9. Pozgar, G. D. (2016). Legal and ethical issues for health professionals. Jones & Bartlett Publishers. 10. Sandel, M. J. (2010). Justice: what's the right thing to do? New York. Macmillan. 11. The Medical Council of Hong Kong. Code of Professional Conduct for the Guidance of Registered Medical Practitioners . Retrieved from http://www.mchk.org.hk/Code_of_Professional_Conduct_2009. 12. Occupational Therapists Board. Code of Practice for Registered Occupational Therapists. Retrieved from http://www.smp-council.org.hk/ot/file/pdf/ot_practice_e.pdf 13. The Nursing Council of Hong Kong. Code of professional conduct and code of ethics for nurses in Hong Kong. Retrieved from http://www.nchk.org.hk/filemanager/en/pdf/conduct_eng.pdf

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14. Wesley-Smith P. (1999). An Introduction to The Hong Kong Legal System (3 rd edition). Hong Kong: Oxford University Press (China) Ltd. 15. Wheeler, H. (2012). Law, Ethics and Professional Issues for Nursing: A Reflective and Portfolio-building Approach (1st ed.) London: Routledge Taylor & Francis Group.

Journals 1. Journal of Nursing Administration's Healthcare Law, Ethics and Regulation 2. Nursing Ethics 3. Yale Journal of Health Policy, Law, and Ethics 4. Journal of Law, Medicine and Ethics 5. The Internet Journal of Law, Healthcare and Ethics 6. Journal of Medical Ethics

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Course Description Form

Course Code NUR3009 Course Title Care of People with Communicable Diseases Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course aims to develop students’ knowledge and skills in caring for people with communicable diseases and their carers.

Course Upon completion of the course, students should be able to: Intended a. outline characteristics of communicable diseases; Learning b. identify surveillance methods and control of disease outbreaks; Outcomes c. discuss management and preventive measures for communicable (CILOs) disease; and d. explain appropriate infection control measures to prevent the emergence and spread of communicable diseases.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V (b) V V (c) V V V V V V (d) V V V

Course Indicative Syllabus Synopsis/ 1. Modes of disease transmission and their corresponding infection control Indicative practice i.e. standard precaution, contact, droplet and airborne Syllabus precautions 2. General principles and guidelines of infection control in disease outbreaks 3. Common communicable diseases involving different body systems 3.1 Respiratory system (e.g. pulmonary tuberculosis, severe acute respiratory syndrome) 3.2 Alimentary system (e.g. common oral infections, hepatitis, typhoid, cholera, dysentery) 3.3 Haematological system (e.g. HIV infections, malaria) 3.4 Dermatological system (e.g. impetigo, folliculitis, tinea infections, candidiasis, herpes, warts, scabies) 3.5 Genito-urinary system (e.g. tuberculosis, sexually transmitted diseases) 3.6 Musculo-skeletal system (e.g. pyogenic arthritis, tuberculosis spondylitis)

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3.7 Neurological system (e.g. meningitis, encephalitis, brain abscess, rabies, tetanus, poliomyelitis) 3.8 Ophthalmic system 3.9 Oto-rhino-laryngological system 3.10 Others (e.g. hand, foot, and mouth disease; Methicillin-Resistant Staphylococcus Aureus infection) 4. Management and protective measures for exposed individuals and families. e.g. vaccination, isolation policy 5. Practical skills on infection control measures: hand hygiene techniques, gown up and gown down procedures, waste management

Learning & Lecture Teaching Lectures are used to deliver theoretical knowledge and information on the Methodology covered topics, and to stimulate students towards further study.

Tutorial Tutorials offer discussion opportunities to students to clarify concepts and theoretical knowledge while promoting teacher-student interactions.

Seminar Seminars are used to help students explore issues and experiences in caring for people with communicable diseases. It allows students to develop an understanding of diverse values, attitudes and interpretations of the selected issue. Group presentations are used to assess students’ understanding the care of people with communicable diseases.

Laboratory Laboratory work aims to give students time for hands-on practice with knowledge and skills that have been presented conceptually. Students are expected to perform skill through practical demonstration-and-return demonstration activities.

Assessment Methods in Specific Course intended learning outcomes to % Alignment assessment be assessed weighting with Course methods/tasks a b c d Intended 1. Group 30% V V V Learning presentation Outcomes 2. Laboratory 10% V participation 3. Written test 60% V V V V Total 100%

Group presentation Group presentation is used to assess students’ comprehension of selected communicable disease and their ability to provide health information to

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individuals, families, groups and communities. It is also used to evaluate students’ presentation skills, language abilities and team collaborations.

Laboratory participation Participation is used to assess students’ performance during laboratory sessions. Students are required to demonstrate satisfactory performance on the nursing skills required.

Written test A written test is used to assess students’ comprehension of what they have been taught.

Student Study Class contact: Effort ° Lecture 28 Hrs. Required ° Tutorial / Seminar 7 Hrs. ° Laboratory 10 Hrs. Outside study: ° Pre-reading 56 Hrs. ° Preparation for seminar / tutorial 20 Hrs. ° Preparation for written test 14 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. McKinney, M. (Ed.) (2011). Lippincott’s guide to infectious diseases. References Philadelphia: Lippincott Williams & Wilkins.

References 1. Cohen, J., Powderly, W. G., & Opal, S. M. (2010). Infectious diseases (3 rd ed.) . Edinburgh: Mosby Elsevier. 2. Dormitzer, P. R., Mandl, C. W. & Rappuoli, R. (2011). Replicating vaccines: a new generation [electronic resource]. Basel: Springer. 3. Hubbard, S., & Itoh, S. (2010). Doing well by doing good: innovative corporate responses to communicable diseases. Tokyo: Japan Center for International Exchange. 4. Lawrence, J. & May, D. (2003). Infection control in the community. Edinburgh: Churchill Livingstone. 5. Lu, Y., Essex, M., & Roberts, B. (2008). Emerging infections in Asia . Boston: Springer. 6. Motacki, K., O’Mara, N. B. & Kapoian, T. (2011). An illustrated guide to infection control . New York: Springer Publishing Company. 7. Salata, R.A. & Harris, J. (2008). Emerging Infections: an Atlas of Investigation and Management [electronic source]. Clinical Publishing. 8. Shetty, P. (2010). Nutrition, immunity and infection. Cambridge: CABI.

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9. Tilmonth, T., & Tilmonth, W. S. (2009). Safe and clean care: infection prevention and control for health and social care students. Devon: Reflect Press Ltd. 10. Tyshenko, M. G. (2010). SARS unmasked: risk communication of pandemics and influenza in Canada. Montreal: McGill-Queen’s University Press. 11. Vynnycky, E. & White, R. G. (2010). An introduction to infectious disease modeling. Oxford: Oxford University Press. 12. Wilson, J. (2006). Infection control in clinical practice (3 rd ed.). New York: Elsevier.

Journals 1. American Journal of Infection Control 2. Clinical Infectious Diseases 3. International Journal of Infection Control 4. Journal of Hospital Prevention 5. The New England Journal of Medicine

Useful Websites 1. Centers for Disease Control & prevention: http://www.cdc.gov 2. Centre for Health Protection: http://www.chp.gov.hk/ 3. Department of Health, Hong Kong SAR: http://www.dh.gov.hk/ 4. National Institute of Allergy and Infectious Diseases: http://www.niaid.nih.gov/facts/overview.htm 5. The International Federation of Infection Control: http://www.theific.org 6. World Health Organization: http://www.who.int/en

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Course Description Form

Course Code NUR3012 Course Title Mental Health Nursing Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course aims to provide students with opportunities to develop professional attitude, knowledge and skills in caring of clients with mental health problems in general healthcare and community settings.

Course Upon completion of the course, students should be able to: Intended a. describe legal and ethical principles related to mental health nursing Learning practice in general healthcare and community settings; Outcomes b. recognize roles of a general registered nurse in multi-disciplinary (CILOs) approach of the mental health team-care system; c. apply communication skills which are necessary for interacting with clients with psychiatric disorders and their care-givers; and d. devise restorative, nurturing health and preventive health measures for clients with/without common psychiatric disorders across life span in general healthcare and community settings.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V V (c) V V (d) V V V V V

Course Indicative Syllabus Synopsis/ 1. Legal and ethical principles of mental health nursing Indicative 2. Roles and responsibilities of a registered nurse for clients with mental health Syllabus needs and in the multi-disciplinary team 3. Therapeutic communication skills for interacting with clients with psychiatric disorders and their care-givers 4. Signs and symptoms of common psychiatric disorders and Mental Status Examination 5. Stress and coping with particular emphasis on violence, suicide and crisis management 6. Mental health needs at different stages across life span and overview of nursing management to clients with: e.g. 6.1 cognitive-related; 6.2 affective-related;

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6.3 behavioural-related; 6.4 substance-related; 6.5 sleeping-related; 6.6 developmental–related; and 6.7 adjustment-related issues. 7. Current trends in mental health promotion and evidence-based clinical interventions 8. Overview of the mental health services in Hong Kong and the Mental Health Ordinance

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students are Methodology given pre-reading materials before lectures.

Seminar Problem-based learning is adopted in seminar. Students are required to discuss selected case scenario and devise possible nursing interventions with respect to the problems identified from the scenario.

Tutorial Tutorial is organized to clarify concepts learned and discuss pertinent issues arising from their learning in the course.

Laboratory Laboratory aims to allow students to practice clinical psychomotor skills and management knowledge that are involved in providing care to the person in need of mental health care.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d Learning 1. Case study 40% V V V Outcomes 2. Written test 60% V V V V Total 100%

Case study It is used to assess students’ ability to analyse and apply relevant nursing interventions for specific mental health problems. Students are worked in small group to analyze a selected case scenario. Group work enables peer learning, exchange of opinions and teamwork.

Written test A test is used to assess students’ ability to apply and analyze the learned knowledge regarding mental health nursing care. It can in the form of

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multiple choice questions, and short and long questions.

Student Study Class contact: Effort ° Lecture 30 Hrs. Required ° Seminar/tutorial 13 Hrs. ° Laboratory 2 Hrs. Outside study: ° Self-study 36 Hrs. ° Preparation for case studies and group assignment 24 Hrs. ° Preparation for written test 30 Hrs. Total student study time 135 Hrs. Reading List Textbooks and 1. Stuart, G. W. (2013). Principles & practice of psychiatric nursing (10th References ed.). St Louis: Elsvier Mosby.

References 1. Boyd, A. (2012). Psychiatric nursing-contemporary practice. (5th ed.). Philadelphia: Lippincott Williams & Wilkins. 2. Mohr, W. K. (2013). Psychiatric-mental health nursing: Evidence-based concepts, skills and practices (8th ed.) . Philadelphia: Lippincott Williams & Wilkins. 3. Towsend, M. C. (2011). Nursing Diagnoses in Psychiatric Nursing: Care Plans and Psychotropic Medications (8th ed.). Philadelphia: F.A. Davis Company. (Electronic version) 4. Schultz, J. M., & Videbeck, S. L. (2012). Lippincott’s manual of psychiatric nursing care plan (9th ed.). Philadelphia: Lippincott Williams & Wilkins. 5. Townsend, M. C. (2014). Essentials of psychiatric mental health nursing: Concepts of care in evidence-based practice. (6th ed). Philadelphia : F.A. Davis Co. (Electronic version) 6. Eby, L., & Brown, N. J. (2009). Mental health nursing care (2 nd ed.). New Jersey: Pearson & Prentice Hall. 7. Corey, G., & Corey, M. (2011). Becoming a helper (6th ed.). Pacific Grove: Brooks/Cole. 8. Morrissey, J. & Callaghan, P. (2011). Communication skills for mental health nurses. Maidenhead : Open University Press. (Electronic version)

Useful web sites 1. The Institute of Mental Health, Castle Peak Hospital

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http://www3.ha.org.hk/cph/imh/mhi/index.asp 2. Mental Health Association of Hong Kong http://www.mhahk.org.hk 3. New Life Psychiatric Rehabilitation Association http://www.nlpra.org.hk 4. Baptist Oi Kwan Social Service http://www.bokss.org.hk 5. Centre on Behavioral Health http://cbh.hku.hk/ 6. Evidence-Based Mental Health http://ebmh.bmj.com/ 7. Royal College of Psychiatrists http://www.rcpsych.ac.uk

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Course Description Form

Course Code NUR3018 Course Title Care of Growing Children and Adolescents Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to develop students’ ability to apply nursing concepts, professional knowledge, psychomotor skills and problem solving in promotion of health and provision of care for child and adolescent development; therapeutic communications and empathy are emphasized when formulating holistic care for clients.

Course Upon completion of the course, students should be able to: Intended a. identify and prioritize health care needs for children and adolescents at Learning various stages of development; Outcomes b. devise family-based individualized care plan after considering clients’ (CILOs) lifestyle choices, physical, psychological, socio-cultural, environmental and politico-economic factors to restore and nurture health; c. employ clinical problem solving, decision making and effective communication skills with children, adolescents, families and health care team in various stage of nursing process; and d. recognize ethical and legal issues in caring children and adolescents with various health problems.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V (b) V V V V (c) V V V V V (d) V V V

Course Indicative Syllabus Synopsis/ 1. Factors affecting the occurrences of illness or disease conditions of Indicative children and adolescents Syllabus 1.1. Lifestyle-related 1.2. Socio-economic factors 1.3. Ethnic and Cultural factors 1.4. Environmental factors 1.5. Political factors and others 1.6. Parental factors and parenthood 1.7. Learning ability factors 2. Health needs and nursing process for caring of children and adolescents

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at different stages of development 3. Nursing process in caring of children and adolescents in nurturing, preventive and restorative health measures/therapies for growing children and adolescents 4. Therapeutic communication with growing children, adolescents, their family and health care team effectively 5. Contemporary issues related to child development or behavior 5.1. Autistic child 5.2. Hyperactive child 5.3. Learning disability 5.4. Teenage pregnancy 5.5. Substance abuse 5.6. School bullying 5.7. Suicide 5.8. Sleep hygiene

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students are Methodology given pre-reading materials before lectures.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d Learning 1. Group project 40% V V V Outcomes 2. Written test 60% V V V Total 100 %

Group project Group project is used to assess students’ comprehension of a selected health concern. It is also used to evaluate students’ presentation skills, language ability, and team collaboration.

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Written test It is in the form of multiple choice questions, and short and long questions to assess students’ knowledge of the subject matter.

Student Study Class contact: Effort ° Lecture 31 Hrs. Required ° Seminar 8 Hrs. ° Laboratory 6 Hrs. Outside study: ° Self-study 56 Hrs. ° Preparation for the project presentation 14 Hrs. ° Preparation for the written test 20 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. Hockenberry, M. J., Wilson, D., & Rodgers, C. C. (2016). Wong’s References essentials of pediatric nursing (10 th ed.). St. Louis: Elsevier.

References 1. Ball, J.W., & Blinder, R.C. (2016). Principles of pediatric nursing: caring for children . (7th ed.). United States: Pearson. 2. Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the lifespan (8 th ed.) . St. Louis: Mosby. 3. Grant, J.E., & Potenza, M.N. (2010). Young adult mental health. New York: Oxford University Press. 4. Hewitt-Taylor, J. (2008). Providing support at home for children and young people who have complex health needs . (1 st ed.). Hoboken: John Wiley and Sons Ltd. 5. Jarvis, C. (2015). Physical examination and health assessment (7th ed.) . St. Louis: Saunders. 6. Patel, D. R., Greydanus, D.E., Omar, H.A., & Merrick, J. (2011). Neurodevelopmental disabilities: clinical care for children and young adult. Dordrecht: Springer. 7. Royal College of Nursing. (2004). Adolescent transition care: Guidance for nursing staff . Retrieved from http://www.rcn.org.uk/__data/assets/pdf_file/0011/78617/002313.pdf

Journals 1. Clinical Oncology in Adolescents & Young Adults 2. Journal of Pediatric Nursing 3. Journal for Specialists in Pediatric Nursing 4. Journal of HIV/AIDS prevention & education for adolescents & children

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5. Pediatric Nursing

Useful websites 1. Centers for Disease Control and Prevention http://www.cdc.gov/index.htm 2. Department of Health, Hong Kong http://www.dh.gov.hk 3. Hong Kong Federation of Youth Groups http://www.hkfyg.org.hk 4. Society of Adolescent Medicine http://www.adolescenthealth.org 5. The Boys’ and Girls’ Clubs Association of Hong Kong http://www.bgca.org.hk 6. United Nations Population Fund http://www.unfpa.org/ 7. Youth Outreach http://www.youthoutreach.org.hk/ENG/services_iys.html 8. Youthnet http://www.youthnet.org.hk 9. World Health Organization http://www.who.int/en

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Course Description Form

Course Code NUR3111 Course Title Care of People with Non-communicable Diseases (I) Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to impart on students the essential knowledge and skills in meeting the needs of client who are experiencing non-communicable diseases of respiratory and cardiovascular systems.

Course Upon completion of the course, students should be able to: Intended a. assess and identify major concerns and common problems of people Learning with non-communicable diseases of respiratory and cardiovascular Outcomes systems; (CILOs) b. apply corresponding pathophysiology knowledge when caring for people with these non-communicable diseases; c. address the physiological, psychological, emotional, social, cultural and spiritual needs of people with these non-communicable diseases through appropriate communication skills and nursing interventions; d. develop comprehensive nursing care plans for people with these non-communicable diseases; and e. explain the rationales for care offered and optimize their interventions according to peoples’ dynamic health states.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V (b) V V V (c) V V V V V V V (d) V V V V V V V V (e) V V V V V V

Course Indicative Syllabus Synopsis/ 1. Etiologies, pathophysiology and presentations of common Indicative non-communicable diseases of the respiratory and cardiovascular systems Syllabus 2. Nursing assessment, interventions and skills with rationales for caring of people with common non-communicable diseases of the respiratory and cardiovascular systems, including: 2.1. interpretation of electrocardiogram 2.2. interpretation of laboratory result (e.g. arterial blood gas, cardiac enzymes) 2.3. assisting in aseptic procedures (e.g. chest drain insertion, insertion of

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central venous catheter) and subsequent monitoring 3. Communications and health restoration skills for people with respiratory and cardiovascular non-communicable diseases and their significant others 4. Nurturing health strategies for people with respiratory and cardiovascular non-communicable diseases

Learning & Lecture Teaching Lectures are scheduled to deliver theoretical knowledge in which multimedia Methodology will be used when appropriate. Students are given pre-reading materials before lectures.

Simulated scenarios with high-fidelity patient simulators are used to offer students a close to reality situation to work on. In these sessions, students are given opportunities to practise their caring skills and communication skills. These simulated sessions also provide students with the opportunities to witness the instant effects of their interventions and therefore learn through “mistakes” in an ethical and safe environment.

Tutorial Tutorials offer discussion opportunities to students to clarify concepts and theoretical knowledge while promoting teacher-student interactions.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d e Learning 1. Laboratory 10% V V V Outcomes participation 2. Written 30% P P P P P assignment 3. Written 60% P P P P P examination

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Total 100%

Written assignment Written assignment is used to assess student’s ability to apply and integrate their knowledge on a selected health concern and care.

Written examination Written examination is used to assess students’ learning at the recall, comprehension, application and analysis levels. It can be in a form of multiple choice questions, and short and long questions.

Student Study Class contact: Effort ° Lecture 28 Hrs. Required ° Laboratory 6 Hrs. ° Seminar/tutorial 8 Hrs. Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 52 Hrs. ° Preparation for tutorial/seminar 18 Hrs. ° Preparation for written assignment and 20 Hrs. examination Total student study time 135 Hrs. Reading List Textbook and 1. Hinkle, J. L. & Cheever, K. H. (2014). Brunner & Suddarth’s textbook References of medical surgical nursing. (13 rd ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. 2. Berman, A. & Snyder, S. (2013). Kozier & Erb’s fundamentals of nursing: Concepts, process and practice. (9 th ed.). Harlow: Pearson.

References 1. Adams, M. P., Holland, L., & Urban, C. (2014). Pharmacology for nurses: A pathophysiologic approach (4th ed.). New Jersey: Pearson Prentice Hall. 2. Booth, K. A. (2015). Electrocardiography for healthcare professionals (4 th ed.). New York: McGrawHill. 3. Jarvis, C. (2016). Physical examination and health assessment (7 th ed.).

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St. Louis: Saunders. 4. Kee, J. L., Hayes, E. R., & McCuistion, L. E. (2011). Pharmacology: A nursing process approach (Kee, Pharmacology). (7 th ed.). Philadelphia: Saunders. 5. Kovner, A. R., Fine, D. J., & D’Aguila, R. (2009). Evidenced-based Management in Healthcare. [Electronic Book] US: Health Administration Press. 6. Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Camera, I. M. (2011). Medical-surgical nursing: Assessment and management of clinical problems (8th ed.). St. Louis: Mosby. 7. Lynn, P. B.. (2015). Taylor's clinical nursing skills: A nursing process approach (4 th ed.). Philadelphia: Lippincott Williams & Wilkins. 8. Malarkey, L. M., & McMorrow, M. E. (2011). Saunders Nursing Guide to Laboratory and Diagnostic Tests (2nd ed.). St. Louis: Elsevier Saunders. 9. McCance, K. L., & Huether, S. E. (2014). Pathophysiology: The biologic basis for disease in adults & children (7 th ed.). St. Louis: Elsevier Mosby. 10. Nettina, S. M. (2013). The Lippincott manual of nursing practice (10th ed.). Philadelphia: Lippincott. 11. Jevon, P. (2009). Essential Clinical Skills for Nurses: ECGs for Nurses. [Electronic Book] UK: John Wiley & Sons. 12. Roper, N., Logan, W. W., & Tierney, A. J. (2000). The Roper-Logan-Tierney model of nursing based on activities of living. Edinburgh: Churchill Livingstone.

Useful web sites 1. American Academy of Allergy, Asthma & Immunology: http://www.aaaai.org 2. American Lung Association: http://www.lung.org 3. MedicineNet.com: http://www.medicinenet.com 4. National Heart, Lung, and Blood Institute: http://www.nhlbi.nih.gov 5. UI Hospitals and Clinics: https://www.uihealthcare.org/content.aspx?id=22049 6. Global Initiative For Asthma: http://www.ginasthma.org 7. Global Initiative For Chronic Obstructive Lung Disease: http://www.goldcopd.org 8. emedicine.org: http://www.emedicine.com 9. Hospital Authority : http://www.ha.org.hk 10. World Health Organization: http://www.who.int/en/ 11. Centers for Disease Control and Prevention: http://www.cdc.gov/index.htm

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Course Description Form

Course Code NUR3112 Course Title Care of People with Non-communicable Diseases (II) Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to impart on students the essential knowledge and skills in nurturing and restorative health for people with non-communicable diseases of alimentary, ophthalmic and oto-rhino-laryngological systems.

Course Upon completion of the course, students should be able to: Intended a. assess and identify major concerns and common problems of people Learning with non-communicable diseases of alimentary, ophthalmic and Outcomes oto-rhino-laryngological systems; (CILOs) b. apply corresponding pathophysiology knowledge when caring for people with these non-communicable diseases; c. address the physiological, psychological, emotional, social, cultural and spiritual needs of people with these non-communicable diseases through appropriate communication skills and nursing interventions; d. develop comprehensive nursing care plans for people with these non-communicable diseases; and e. explain the rationales for care offered and optimize their interventions according to peoples’ dynamic health states.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V (b) V V V (c) V V V V V V V (d) V V V V V V V V (e) V V V V V V

Course Indicative Syllabus Synopsis/ 1. Etiologies, pathophysiology and presentations of common Indicative non-communicable diseases of alimentary, ophthalmic and Syllabus oto-rhino-laryngological systems 2. Nursing assessment, interventions and skills with rationales for caring of people with common non-communicable diseases of alimentary, ophthalmic and oto-rhino-laryngological systems, including; 2.1. Enteral feeding, gastrostomy feeding, and total parenteral nutrition and the related care 2.2. Gastrostomy feeding and the related care

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2.3. Gastric larvage and the related care 2.4. Sengstaken tube and the related care 2.5. Care for clients with abdominal paracentesis 2.6. Sitz bath and the related care 2.7. Cutting of eye lashes 2.8. Irrigation of eye, ear and nose 2.9. Eye syringing 2.10. Nasal packing 2.11. Anatral puncture and washout 3. Communications and health restoration skills for people with alimentary, ophthalmic and oto-rhino-laryngological non-communicable diseases and their significant others 4. Nurturing health strategies for people with alimentary, ophthalmic and oto-rhino-laryngological non-communicable diseases

Learning & Lecture Teaching Course content will be delivered primarily through lecture to deliver Methodology theoretical knowledge in which multimedia will be used when appropriate. Students are given pre-reading materials before lectures.

Simulated scenarios with high-fidelity patient simulators are used to offer students a close to reality situation to work on. In these sessions, students are given opportunities to practice their caring skills and communication skills. These simulated sessions also provide students with the opportunities to witness the instant effects of their interventions and therefore learn through “mistakes” in an ethical and safe environment.

Tutorial Tutorials offer discussion opportunities to students to clarify concepts and theoretical knowledge while promoting teacher-student interactions.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed

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with Course methods/tasks Intended a b c d e Learning 1. Laboratory 10% V V V Outcomes participation 2. Written 30% V V V V V assignment 3. Written 60% V V V V V examination Total 100 %

Written assignment Written assignment is used to assess student’s ability to apply and integrate their knowledge on a selected health concern and care.

Student Study Class contact: Effort ° Lecture 28 Hrs. Required ° Laboratory 6 Hrs. ° Seminar/tutorial 8 Hrs. Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 52 Hrs. ° Preparation for tutorial / seminar 18 Hrs. ° Preparation for written assignment and 20 Hrs. examination Total student study time 135 Hrs. Reading List Textbook and 1. Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2014). References Brunner and Suddarth’s Textbook of Medical Surgical Nursing. (13 rd ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

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References 1. Adams, M. P., & Holland, L. N., Jr. (2013). Pharmacology for nurses: A pathophysiologic approach (4 th ed.). New Jersey: Pearson Prentice Hall. 2. Berman, A., & Snyder, S. J. (2014). Kozier & Erb’s Fundamentals of nursing: Concepts, process, and practice. (9 th Ed.). New Jersey: Pearson Prentice Hall. 3. Black, J. M., & Hawks, J. H. (2009). Medical-Surgical nursing: Clinical management for positive outcomes (8 th ed.) . Philadelphia: W.B. Saunders. 4. Craven, R. F. & Hirnle, C. J. (2012). Fundamentals of Nursing: Human Health and Function . Lippincott Williams & Wilkins. 5. Fertman, C. I. & Allensworth, D. D. (2010). Health Promotion Programs: from Theory to Practice. US: John Wiley & Sons. [Electronic Book] 6. Jarvis, C. (2011). Physical examination and health assessment (6 th ed.). St. Louis:Saunders. 7. Katsilambros, N. (2010). Clinical Nutrition in Practice. UK: John Wiley & Sons. [Electronic Book] 8. Kee, J. L., Hayes, E.R. & McCuistion, L.E. (2014). Pharmacology: A nursing process approach (Kee, Pharmacology). (8 th ed.). Philadelphia: Saunders. 9. Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R. (2013). Medical-surgical nursing – 2-Volume Set: Assessment and management of clinical problems (9 th ed.). St. Louis: Mosby. 10. Lynn, P. B. & Taylor, C. (2010). Taylor's clinical nursing skills: A nursing process approach (3 rd ed.). Philadelphia: Lippincott Williams & Wilkins. 11. McCance, K. L., & Huether, S. (2014). Pathophysiology: The biologic basis for disease in adults & children (7 th ed.). St. Louis: Mosby. 12. McConnell, T.H. and Hull, K.L. (2011). Human Form Human Function: Essentials of Anatomy and Physiology . (1 st Ed.) Philadelphia: Lippincott Williams & Wilkins. 13. Roper, N., Logan, W. W., & Tierney, A. J. (2000). The Roper-Logan- Tierney model of nursing: based on activities of living . Edinburgh: Churchill Livingstone.

Useful web sites 1. The American Academy of Allergy, Asthma & Immunology: http://www.aaaai.org 2. MedicineNet: http://www.medicinenet.com 3. National Heart, Lung, and Blood Institute (NHLBI): http://www.nhlbi.nih.gov 4. Hospital Authority : http://www.ha.org.hk 5. World Health Organization: http://www.who.int/en/ 6. Centers for Disease Control and Prevention:

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http://www.cdc.gov/index.htm

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Course Description Form

Course Code NUR3113 Course Title Care of People with Non-communicable Diseases (III) Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to impart on students the essential knowledge and skills in nurturing and restorative health for people with non-communicable diseases of neurological, musculoskeletal, endocrine systems.

Course Upon completion of the course, students should be able to: Intended a. assess and identify major concerns and common problems of people Learning with non-communicable diseases of neurological, musculoskeletal, Outcomes endocrine systems; (CILOs) b. apply corresponding pathophysiology knowledge when caring for people with these non-communicable diseases; c. address the physiological, psychological, emotional, social, cultural and spiritual needs of people with these non-communicable diseases through appropriate communication skills and nursing interventions; d. develop comprehensive nursing care plans for people with non-communicable diseases; and e. explain the rationales for care offered and optimize their interventions according to peoples’ dynamic health states.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V (b) V V V (c) V V V V V V V (d) V V V V V V V V (e) V V V V V V

Course Indicative Syllabus Synopsis/ 1. Etiologies, pathophysiology and presentations of common Indicative non-communicable diseases of the neurological, musculoskeletal and Syllabus endocrine systems 2. Nursing assessment, interventions and skills with rationales for caring of people with common non-communicable diseases of the neurological, musculoskeletal, endocrine systems including; 2.1. neurological assessment 2.2. assisting in lumbar puncture and its related care 2.3. tracheostomy suction and its related care

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2.4. bandage technique 2.5. cast care 2.6. skin traction implementation and its related care 3. Communications and health restoration skills for people with neurological, musculoskeletal, ophthalmological and endocrine non-communicable diseases and their significant others 4. Nurturing health strategies for people with these non-communicable diseases

Tutorial Tutorials offer discussion opportunities to students to clarify concepts and theoretical knowledge while promoting teacher-student interactions.

Assessment Methods in Specific assessment % Course intended learning outcomes Alignment methods/tasks weighting to be assessed with Course a b c d e Intended 1. Laboratory 10% P P P Learning participation Outcomes 2. Written assignment 30% P P P P P 3. Written examination 60% P P P P P Total 100%

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Written assignment Written assignment is used to assess student’s ability to apply and integrate their knowledge on a selected health concern and care.

Student Study Class contact: Effort ° Lecture 28 Hrs. Required ° Laboratory 6 Hrs. ° Seminar/tutorial 8 Hrs. Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 52 Hrs. ° Preparation for tutorial / seminar 16 Hrs. ° Preparation for written assignment and 22 Hrs. examination Total student study time 135 Hrs. Reading List Textbook and 1. Hinkle, J. L. & Cheever, K. H. (2014). Brunner & Suddarth’s textbook of References medical surgical nursing (13rd ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

References 1. Adams, M. P., Holland, L., & Urban, C. (2014). Pharmacology for nurses: A pathophysiologic approach (4th ed.). New Jersey: Pearson Prentice Hall. 2. Berman, A., Snyder, S. J., & Frandsen, G. (2016). Kozier & Erb’s Fundamentals of nursing: Concepts, process, and practice (10th ed.). Harlow: Pearson Education. 3. Black, J. M., & Hawks, J. H. (2009). Medical-Surgical nursing: Clinical management for positive outcomes (8th ed.). Philadelphia: W.B. Saunders. 4. Jarvis, C. (2016). Physical examination and health assessment (7th ed.).

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St. Louis: Saunders. 5. Kee, J. L., Hayes, E. R., & McCuistion, L. E. (2011). Pharmacology: A nursing process approach (Kee, Pharmacology) (7th ed.). Philadelphia: Saunders. 6. Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R. (2013). Medical-surgical nursing – 2-Volume Set: Assessment and management of clinical problems (9th ed.). St. Louis: Mosby. 7. Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Camera, I. M. (2011). Medical-surgical nursing: Assessment and management of clinical problems (8th ed.). St. Louis: Mosby. 8. Lynn, P. B. (2015). Taylor's clinical nursing skills: A nursing process approach (4 th ed.). Philadelphia: Lippincott Williams & Wilkins. 9. McCance, K. L., & Huether, S. E. (2014). Pathophysiology: The biologic basis for disease in adults & children (7 th ed.). St. Louis: Mosby. 10. Nettina, S. M. (2014). The Lippincott manual of nursing practice (10th ed.). Philadelphia: Lippincott. 11. Roper, N., Logan, W. W., & Tierney, A. J. (2000). The Roper-Logan-Tierney model of nursing: based on activities of living. Edinburgh: Churchill Livingstone.

Journals 1. Journal of Orthopaedic Nursing 2. Journal of Neuroscience Nursing 3. Journal of Endocrinology

Useful web sites 1. The American Academy of Allergy, Asthma & Immunology http://www.aaaai.org 2. MedicineNet http://www.medicinenet.com 3. Hospital Authority http://www.ha.org.hk 4. World Health Organization http://www.who.int/en/ 5. Centers for Disease Control and Prevention http://www.cdc.gov/index.htm

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Course Description Form

Course Code NUR3114 Course Title Care of People with Non-communicable Diseases (IV) Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to impart on students the essential knowledge and skills in nurturing and restorative health for people with non-communicable diseases of genito-urinary, immunological, haematological and lymphatic systems.

Course Upon completion of the course, students should be able to: Intended a. assess and identify major concerns and common problems of people with Learning non-communicable diseases of genito-urinary, integumentary, Outcomes immunological, haematological and lymphatic systems; (CILOs) b. apply corresponding pathophysiology knowledge when caring for people with these non-communicable diseases; c. address the physiological, psychological, emotional, social, cultural and spiritual needs of people with these non-communicable diseases through appropriate communication skills and nursing interventions; d. develop comprehensive nursing care plans for people with these non-communicable diseases; and e. explain the rationales for care offered and optimize their interventions according to peoples’ dynamic health states.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V (b) V V V (c) V V V V V V V (d) V V V V V V V V (e) V V V V V V

Course Indicative Syllabus Synopsis/ 1. Etiologies, pathophysiology and presentations of common Indicative non-communicable diseases of the genito-urinary, integumentary, Syllabus immunological, haematological and lymphatic systems 2. Nursing assessment, interventions and skills with rationales for caring of people with common non-communicable diseases of the genito-urinary, integumentary, immunological, haematological and lymphatic systems including: 2.1. assisting in bone marrow aspiration and its related care 2.2. assisting in bone biopsy aspiration and its related care

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2.3. bladder irrigation procedure and its related care 2.4. blood transfusion procedure and its related care 3. Communications and health restoration skills for people with genito-urinary, integumentary, immunological, haematological and lymphatic non-communicable diseases and their significant others 4. Nurturing health strategies for people with these non-communicable diseases

Tutorial Tutorials offer discussion opportunities to students to clarify concepts and theoretical knowledge while promoting teacher-student interactions.

Assessment Methods in Specific assessment % Course intended learning Alignment methods/tasks weighting outcomes to be assessed with Course a b c d e Intended 1. Laboratory 10% P P Learning participation Outcomes 2. Written assignment 30% P P P P 3. Written examination 60% P P P P P Total 100

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Written assignment Written assignment is used to assess student’s ability to apply and integrate their knowledge on a selected health concern and care.

Student Study Class contact: Effort ° Lecture 26 Hrs. Required ° Laboratory 8 Hrs. ° Seminar/tutorial 8 Hrs. Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 52 Hrs. ° Preparation for tutorial / seminar 16 Hrs. ° Preparation for written assignment and 22 Hrs. examination Total student study time 135 Hrs. Reading List Textbook and 1. Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2013). References Brunner and Suddarth’s Textbook of Medical Surgical Nursing. (13th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

References 1. Adams, M. P., & Holland, L. N., Jr. (2010). Pharmacology for nurses: A pathophysiologic approach (3 rd ed.). New Jersey: Pearson Prentice Hall.

2. Berman, A., Snyder, S. J., & Frandsen,G. (2016). Kozier & Erb’s Fundamentals of nursing: Concepts, process, and practice (10 th ed.). New Jersey: Pearson Prentice Hall.

3. Jarvis, C. (2016). Physical examination and health assessment (7 th ed.). St. Louis: Elsevier.

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4. Kee, J. L., Hayes, E.R. & McCuistion, L.E. (2012). Pharmacology: A nursing process approach (Kee, Pharmacology). (7 th ed.). Philadelphia: Saunders.

5. Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R. (2011). Medical-surgical nursing: Assessment and management of clinical problems (8 th ed.). St. Louis: Mosby.

6. Lippincott (2015). Nursing 2016 drug handbook (36 th ed.). Philadelphia, PA: Wolters Kluwer.

7. Lynn, P. B. & Taylor, C. (2015). Taylor's clinical nursing skills: A nursing process approach (4 th ed.). Philadelphia: Lippincott Williams & Wilkins.

8. Malarkey, L. M., & McMorrow, M. E. (2012). Saunders nursing guide to laboratory and diagnostic tests (2 nd ed.). St. Louis: Saunders.

9. McCance, K. L., & Huether, S. (2014). Pathophysiology: The biologic basis for disease in adults & children (7 th ed.). St. Louis: Mosby.

10. Nettina, S. M. (2010). The Lippincott manual of nursing practice (9 th ed.). Philadelphia:Lippincott.

11. Roper, N., Logan, W. W., & Tierney, A. J. (2000). The Roper- Logan-Tierney model of nursing: based on activities of living. Edinburgh: Churchill Livingstone.

Useful web sites 1. American Academy of Allergy Asthma & Immunology http://www.aaaai.org 2. American Lung Association http://www.lungusa.org 3. National Heart, Lung and Blood Institute http://www.nhlbi.nih.govhttp://www.nurse.com 4. University of Iowa Hospitals & Clinics http://www.vh.org 5. Hospital Authority http://www.ha.org.hk 6. The World Health Organization http://www.who.int/en/ 7. Centers for Disease Control and Prevention http://www.cdc.gov/index.htm

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Course Description Form

Course Code NUR4001 Course 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 2. To apply the basic theories to health care management, healthcare finance, and health care policy 3. To expound the principles of effective leadership in health care delivery and operations 4. To explore career opportunities and skills for life-long learning in health care services and management

Course Upon successful completion of the course, students should be able to: Intended a. state the basic theories of economics and management and their Learning applications to health care; Outcomes b. demonstrate the skills necessary for leadership, team-building, coaching (CILOs) and mentoring in health care; c. discuss in a critical but constructive manner management, leadership, and policy issues in health care; d. develop skills in management and leadership; and e. criticize the current management and operations of Hong Kong’s health care system and services.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V V V (c) V V (d) V V (e) V V

Course Indicative Syllabus Synopsis/ 1. Introduction to economics and management with special reference to Indicative health care Syllabus 2. Leadership and communication 3. Team-optimality in health care 3.1. Motivation and performance

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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

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students are Methodology given pre-reading materials before lectures.

Tutorial Tutorial is organized to clarify concepts learned and discuss pertinent issues arising from their learning in the course.

Seminar Seminars are introduced to broaden and deepen the knowledge disseminated in the lectures, especially through students’ oral presentations and class discussions.

Assessment Methods in Specific % Course intended learning Alignment with assessment weighting outcomes to be assessed Course methods/tasks Intended a b c d e Learning 1. Group project 40% V V V V V Outcomes 2. Reflective 10% V V V Journal 3. Written test 50% V V V Total 100 %

Group project Group project encourages students to research and explore outside-lecture sources for the purpose of understanding important current issues and policies in health care. They also provide an opportunity for the instructor to evaluate student ability to independently analyze problems in management and leadership.

Reflective Journal Each student is required to critically reflect on the current healthcare policy and/or services in relation to their encounters during clinical practicums or some healthcare issues.

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Written test Written test is used to evaluate students’ understanding of the course material. It can be in the form of multiple choice questions, and short and long questions.

Student Study Class contact: Effort ° Lecture 28 Hrs. Required ° Tutorial/Seminar 17 Hrs. Outside study ° Self-study 45 Hrs. ° Preparation for tutorials 10 Hrs. ° Preparation of presentations and written tests 35 Hrs. Total student study effort 135 Hrs. Reading List Textbooks and References 1. Folland, G.S. (2014). The Economics of Health and Health Care 7th edition. Edinburgh : Pearson Education Ltd. 2. Gopee, N (2014). Leadership & Management in Healthcare 2nd edition. London : SAGE. 3. Lee, R.H. (2015). Economics for Healthcare Managers (3 rd ed). [electronic resource]. Health Administration Press.

Recommended readings 1. Bach, S. (2015). Leadership, management & team working in nursing 2 nd Edition. London: SAGE Publications. 2. Carmichael, J. et . al . (2011). Leadership and Management Development . Oxford and New York: Oxford University Press. 3. Dunn, R.T. (2010). Dunn & Haimann’s Healthcare Management 9th edition. Chicago: Chill Administration Press. 4. Finkelman, A. (2016). Leadership and management for nurses : core competencies for quality care. Boston: Pearson. 5. Daly, J., Speedy, S., Jackson, D., (Editors) (2015). Leadership & nursing: contemporary perspectives. New South Wales: Churchill Livingstone. [electronic resource]. 6. Leung, G.M. & Bacon-Shone, J. eds. (2006). Hong Kong’s Health System : Reflections , Perspectives and Visions . Hong Kong University Press. 7. Ledlow, G.R. (2013). Leadership for health professionals : theory, skills and applications. Burlington, MA : Jones & Bartlett Learning. 8. Lombardi, D.N. (2014). Manual of Healthcare Leadership : essential strategies for physician and administrative leaders. New York : McGraw-Hill Education Medical. 9. Marquis, B.L. (2015). Leadership Roles and Management Functions in Nursing L Theory and Application 8th edition. Philadelphia : Wolters

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Kluwer Health. 10. Mosser, G. (2014). Understanding Teamwork in Health Care . New York : McGraw-Hill. 11. Rice, T.H. & Unruh, L. (2009). Economics of Health Reconsidered. (3 rd ed). [electronic resource]. Health Administration Press. 12. Rundio, A. (2016). The nurse manager’s guide to budgeting and finance. 2nd Edition. Indianapolis: Sigma Theta Tau International. 13. Rigolosi, E.L.M. (2013). Management and Leadership in Nursing and Health Care : an experiential approach 3rd edition. New York : Springer. 14. The Nursing Council of Hong Kong. Code of Professional Conduct and Code of Ethics for Nurses in Hong Kong. Retrievable from http://www.nchk.org.hk/filemanager/en/pdf/conduct_eng.pdf 15. Weiss, S.A. Tappen, R.M. (2015). Essentials of nursing leadership and management. 6 th Edition. Philadelphia: F.A. Davis. [electronic resource]. 16. 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。 17. 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

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Course Description Form

Course Code NUR4002 Course Title Capstone Project Credit Value 6 QF Level 5 Pre-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 systematic review, pilot study or research and submit a comprehensive report for their projects.

Course Upon completion of the course, students should be able to: Intended a. demonstrate the ability to integrate and consolidate theories and skills Learning learned in the programme; Outcomes b. formulate research studies based on clinical observations and develop a (CILOs) comprehensive proposal worthy of implementation; c. conduct the proposed activity/project/research within the period; and d. make reasonable recommendations to enhance the best practices in the community based on their analysis, findings and conclusions.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V (b) V V V (c) V V V V V V (d) V V V V V V

Course Course Synopsis Synopsis/ a. The course requires students to undertake a major project that involves Indicative initiative, organization, research and other activities that may include Syllabus analysis, problem-solving, reflection, written and oral communication, teamwork, interpersonal skills and ethical inquiry. It is intended to provide students with a capstone experience that requires and allows them to demonstrate integrated knowledge, together with various skills, in multiple areas as they prepare to complete and exit the programme.

b. There is no specified text for this course.

c. Students is expected to work in groups of 5-8 under the supervision of academic staff of the School. Students as a group need to identify a

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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 activity/project/research or programme that can solve/improve the problem(s) identified. They need to complete the activity/research/project within the study period and conduct the analysis and evaluation of the activity/research/project stating the significance/effect of their work towards the topic/phenomenon chosen. Students are required to present their proposal and progress during the implementation stage and submit individual written assignments of the proposal and final report.

Learning & Seminar Teaching Seminars allow students to share the knowledge and experience in Methodology conducting project /research through oral presentations and group discussion.

Assessment Methods in Specific assessment % Course intended learning Alignment methods/tasks weighting outcomes to be assessed with Course Intended a b c d Learning 1. Written proposal V V 20% Outcomes (Individual) 2. Group presentation V V V 20% Progress 3. Final report V V V V 60% (Individual) Total 100 %

Written proposal (individual) This is used to assess students’ understanding of research methods. Students are required to submit a proposal discussing the purposes, methods, and timeframe of the project.

Group presentation Group presentation is used to assess students’ proposed plan and monitor their progress. It is also used to evaluate students’ presentation skills, language ability, and team collaboration.

Final report (individual) This is used to assess students’ ability of research report writing. Students are required to submit a final report discussing the approaches, tools and findings of the project.

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Student Study Class contact: Effort ° Seminar 90 Hrs. Required Outside study: ° Self-study and reading 190 Hrs. ° Preparation of presentation 60 Hrs. Total student study time 340 Hrs. Reading List Students are expected to read widely in literature focusing on the area of and their project/research. References

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Course Description Form

Course Code NUR4005 Course 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.

Course Upon completion of the course, students should be able to: Intended a. define and describe concepts of emergency and trauma nursing; Learning b. identify suitable assessment and management strategies for trauma and / Outcomes or disaster patients; (CILOs) c. define and describe different types of disaster and phases of disaster management; d. understand disaster risk reduction activities; e. discuss disaster management plan; and f. analyze local and international emergency response systems.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V V V (c) V (d) V V V (e) V (f) V V

Course Indicative Syllabus Synopsis/ 1. Disaster Management Indicative 1.1. types of disaster Syllabus 1.2. phases of disaster management 1.2.1. prevention/mitigation phase 1.2.2. preparedness phase 1.2.3. response phase 1.2.4. recovery phase 1.3. disaster management plans and emergency response system 1.4. nurse’s role in disaster management 2. Trauma Nursing 2.1. general concepts in trauma nursing and emergency nursing 2.2. various types of trauma and their management, e.g. burns and

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scalds, fractures, head and or spinal injuries 2.3. principles of first-aid management and CPR

Learning & Lecture Teaching Lectures are used to deliver the theoretical principles of trauma and disaster Methodology nursing The recommended readings and suggested websites materials are used to facilitate and stimulate students’ further study.

Seminar Seminars are used to evaluate students’ performance and allow them to evaluate classmates’ performance on selected trauma and / or disaster situations.

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 Specific % Course intended learning Alignment assessment Weighting outcomes to be assessed with Course methods/tasks Intended a b c d e f Learning 1. Written test 40% V V V V Outcomes 2. Group 30% V V V V V V presentation 3. Case study 30% V V V V Total 100%

Written test It is used to assess students’ ability and understanding on the theoretical content delivered in lectures with integration of other relevant learning materials available.

Group presentation Seminar presentation is used to assess students’ comprehension of a given trauma and / or disaster situation. It is also used to evaluate students’ creativity, problem solving skills and team collaboration.

Case study

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Case studies are used to assess students’ understanding of trauma and disaster care in the context of individuals, families, groups and the community. Students are required to select a local or international incident, analyze the nature, mechanism and impact of the incident and disaster response management for victims, related others and lesson learned from the disaster management.

Student Study Class contact: Effort ° Lecture 28 Hrs. Required ° Laboratory 4 Hrs. ° Seminar/tutorial 13 Hrs. Outside study: ° Self-study 45 Hrs. ° Preparation for Case studies report 25 Hrs. ° Preparation for seminar presentation 20 Hrs. Total student study time 135 Hrs. References References 1. Campbell, J. (2016). International Trauma Life Sport for Emergency care Providers (8th ed.). (Pearson New International Edition) Edinburgh: Pearson. 2. Coppola, D. (2015). Introduction to international disaster management. (3rd ed.). New York: Elsevier. 3. Federal Emergency Management Agency. (2012). National preparedness. Retrieved from http://www.fema.gov/preparedness-1 4. Guha-Sapir D, Hoyois Ph., & Below.R. (2015). Annual Disaster Statistical Review 2014: The Numbers and Trends . Brussels: CRED. 5. International Council of Nurses. (2006). Nurses and disaster preparedness. Geneva: International Council of Nurses. 6. International Federation of Red Cross and Red Crescent Societies. (2012). What is a disaster? Retrieved from http://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/ what-is-a-disaster 7. Kollek, D. (2013). Disaster Preparedness for Health Care Facilities. Shelton: People's Medical Pub. House-USA. [Electronic Book] 8. Silva, S., & Whalen, K. C. (2014). Trauma Nursing Core Course for Non-Emergency Nurses. Journal of Emergency Nursing , 40 (5), 486-487. 9. Powers, R. & Daily, E. (2010). International Disaster Nursing. Cambridge: Cambridge University Press. 10. Prehospital Trauma Life Support Committee of the National Association of Emergency Medical Technicians in cooperation with The Committee on Trauma of the American College of Surgeons. (2016). Prehospital Trauma Life Support (8th ed.) . St. Louis, Miss. : Elsevier Mosby.

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11. Security Bureau, HKSAR. (2012). Emergency Response System. The policy, principles and operation of the Government’s emergency response system. Retrieved from http://www.sb.gov.hk/eng/emergency/ers/ers.htm. 12. United Nations. (2015). Sendai Framework for Disaster Risk Reduction 2015-2030. Retrieved on 1 st Dec, 2015 from http://www.unisdr.org/files/43291_sendaiframeworkfordrren.pdf 13. United Nations International Strategy for Disaster Reduction. (2009). 2009 UNISDR terminology on disaster risk reduction. Retrieved from http://www.unisdr.org/files/7817_UNISDRTerminologyEnglish.pdf 14. Veenema, T. G. (2012). Disaster Nursing and Emergency Preparedness for Chemical, Biological, and Radiological Terrorism and Other Hazards (3 rd ed) . New York: Springer Publishing Company. [Electronic Book] 15. World Health Organization & International Council of Nurses. (2009). ICN Framework of Disaster Nursing Competencies. Geneva: International Council of Nurses. Retrieved from: http://www.wpro.who.int/hrh/documents/icn_framework.pdf?ua=1

Useful Websites

1. American Red Cross: http://www.redcross.org/ 2. Centers for Disease Control and Prevention: http://www.bt.cdc.gov/ 3. Centre for Health Protection: http://www.chp.gov.hk/en/guideline1/29.html 4. Department of Health: http://www.dh.gov.hk/ 5. Federal Emergency Management Agency: http://www.fema.gov/ 6. Hong Kong Observatory: http://www.weather.gov.hk/radiation/ermp/rmn/applet/map/rmn_latest_li nk_c.htm 7. Hong Kong Red Cross: https://www.redcross.org.hk/tc/home.html 8. Hospital Authority: http://icidportal.ha.org.hk/sites/en/document/BT%20folder%201%20Oct %202009.pdf 9. International Federation of Red Cross and Red Crescent Societies: http://www.ifrc.org/ 10. Security Bureau, Hong Kong SAR: http://www.sb.gov.hk/eng/emergency/index.htm 11. The Centre for Research on the Epidemiology of Disasters (CRED) http://www.cred.be/ 12. UNISDR, The United Nations Office for Disaster Risk Reduction:

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http://www.unisdr.org/ 13. World Health Organization and Disaster: http://www.who.int/topics/disasters/en/

Journals

1. Disaster Management & Response 2. Disaster Medicine and Public Health Preparedness 3. International Emergency Nursing 4. International Journal of Disaster Risk Reduction 5. Journal of Disaster Research 6. Journal of Trauma Nursing 7. The Journal of Trauma and Care

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Course Description Form

Course Code NUR4007 Course Title Care of Vulnerable People Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to provide students with opportunities to develop professional attitude, knowledge and skills in the care of vulnerable people. Multi-disciplinary approach are emphasized in formulating strategies to address the needs of vulnerable populations.

Course Upon completion of this course, students should be able to: Intended a. identify vulnerable populations and those at risk; Learning b. assess and recognize the major health concerns and common health Outcomes problems among vulnerable populations; (CILOs) c. describe underlying factors that influence the health status and activity of living of vulnerable populations; and d. formulate interdisciplinary strategies to ensure effective and ethical nursing care for vulnerable populations.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V (b) V V (c) V V V (d) V V V V V V

Course Indicative Syllabus Synopsis/ 1. Vulnerable populations and those at risk Indicative 1.1 New arrivals and ethnics minority groups Syllabus 1.2 Poverty and homeless persons 1.3 Abusive families and high risk mothers 1.4 Mentally ill and disabled persons 1.5 Chronically ill and disabled persons 1.6 Elderly 2. Factors contributing to population vulnerability 3. Underlying factors affecting the health status and activity of living in vulnerable populations 4. Major health problems, health care needs and nursing management of vulnerable populations. 5. Nurturing, prevention and restorative health measures for vulnerable people

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6. Multi-level strategies to reduce health disparities in health care provision

Learning & Lecture Teaching Lectures are used to present theoretical knowledge on covered topics, and to Methodology stimulate students towards further study.

Seminar Group presentation and discussion on selected topic related to care of vulnerable people are arranged to broaden and deepen students’ understanding on the knowledge disseminated in the lectures.

Tutorial Tutorials provide students opportunities to ask questions, clarify concepts learned from the lectures and deepen their understanding.

Assessment Methods in Specific % Course intended learning Alignment assessment Weighting outcomes to be assessed with Course methods/tasks Intended a b c d Learning 1. CBL Project 50% V V V V Outcomes 2. Written Test 50% V V V V Total 100%

CBL Project CBL allows students to explore the needs of vulnerable people, evaluate the existing public policies and resources for vulnerable populations, and to propose strategies to reduce health disparities in health care provision. It evaluates students’ critical thinking, problem solving, communication and collaboration skills.

Written Test Written test is used to assess students’ comprehension of the learned knowledge related to the care of vulnerable people.

Student Study Class contact: Effort ° Lecture 31 Hrs. Required ° Seminar/tutorial 14 Hrs. Other student study effort: ° Self-study 50 Hrs. ° Group project 40 Hrs. Total student study time 135 Hrs.

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Reading List Reference readings and 1. Black, J. M., & Hawks, J. H. (2009). Medical-Surgical nursing: References Clinical management for positive outcomes (8 th ed.) . Philadelphia: W.B. Saunders. 2. Brown, K. (2010). Vulnerable adults and community care . (2 nd ed.) Exeter: Learning Matters. 3. Burbank, P.M. (2006). Vulnerable older adults: health care needs and interventions . New York: Springer Pub. (Online Access via EBSCOhost) 4. De Chesnay, M. & Anderson, B.A. (2016 ). Caring for the vulnerable: perspectives in nursing theory, practice, and research . (4th ed). Sudbury: Jones and Bartlett. 5. Katz, P.R. Mezey, M.D. & Kapp, M.B. (2004). Vulnerable populations in the long term care continuum. New York: Springer Pub. 6. Mandelstam, M. (2013). Safeguarding adults and the law . (2nd ed). Philadelphia: Jessica Kingsley. (Online Access via EBSCOhost). 7. Northway, R. & Jenkins, R. (2013). Safeguarding adults in nursing practice. California: SAGE Publications Inc. 8. Shi, L. & Stevens, G.D. (2010). Vulnerable populations in the United States . (2nd ed). San Franciso: Jossey-Bass. (Online Access via EBSCOhost) 9. Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2013). Brunner and Suddarth’s Textbook of Medical Surgical Nursing . (13th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Journals 1. International Journal for Equity in Health 2. Journal of Health Care for the Poor and Underserved 3. Health service research

Useful Websites 1. Asian Development Bank http://www.adb.org/poverty/forum/pdf/Howell2.pdf 2. Centers for Disease Control and Prevention http://www.cdc.gov/index.htm 3. Center for Health Protection http://www.chp.gov.hk/en/index.html 4. Commission of Poverty http://www.cop.gov.hk/eng/news.htm 5. Equal Opportunities Commission http://www.eoc.org.hk/eoc/GraphicsFolder/default.aspx 6. Guardianship Board http://www.adultguardianship.org.hk/content.aspx?id=home&lang=en 7. Hong Kong Patients’ rights Alliance http://doctorxpatient.blogspot.com/

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8. Hong Kong Human Rights Monitor http://www.hkhrm.org.hk/ 9. Hospital Authority http://www.ha.org.hk 10. Office of the Privacy commissioner for Personal Data, Hong Kong http://www.pcpd.org.hk/english/about/welmsg.html 11. Social Welfare Department http://www.swd.gov.hk/en/index/ 12. United Nation of Human Rights http://www.un.org/en/rights/ 13. World Health Organization http://www.who.int/

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Course Description Form

Course Code NUR4106 Course 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 and health education to clients with non-communicable diseases.

Course Upon completion of the course, students should be able to: Intended a. articulate the importance of integrative care and the challenges in Learning implementation; Outcomes b. understand the role of a nurse in integrative care delivery; (CILOs) c. adopt integrative care in addressing the needs of clients with malignancies; and d. provide health education for restorative health, health nurturing and preventive health strategies to clients and their significant others through integrative care.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V (b) V V V V V V V (c) V V V V V V V V (d) V V V V V V V

Course Indicative Syllabus Synopsis/ 1. Introduction of integrative care Indicative 1.1.Defining integrative care model and identify nursing role in Syllabus contemporary societies and multicultural communities 1.2.Blending East and West wisdom --- relationship of integrative care with restorative health, nurturing health and preventive health 1.3.Challenges in integrative care provision 2. Use of integrative care in client with malignancies 2.1 Identify their major health problems and health needs 2.2 The implication of using integrative care on their health condition 2.3 Introduction of various therapeutic modalities appropriate to the types of malignancies and medical/surgical treatments received 2.4 Nursing management in respect to the locations of malignancies

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and medical/surgical treatments received 2.5 Evidence-based practice and integrative care protocol in nursing care of clients with malignancies

Learning & Lecture Teaching Lectures are used for delivery of the theoretical knowledge. Students are Methodology given pre-reading materials before lectures.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d Learning 1. Case study 40% V V V Outcomes 2. Written test 60% V V V Total 100 %

Case study Case study is used to facilitate students’ critical thinking and integration of theoretical knowledge to address concerns of the subject matter. Students are required to work in group to apply integrative care concepts of health and wellbeing by using real life scenarios.

Written test It is in the form of multiple choice questions, and short and long questions are used to assess students’ knowledge of integrative care and all of the intended learning outcomes.

Student Study Class contact: Effort ° Lecture 31 Hrs. Required ° Tutorial/Seminar 14 Hrs. Outside study:

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° Self-study 56 Hrs. ° Preparation for the case study and written test 34 Hrs. Total student study time 135 Hrs. Reading List Textbook and 1. Cassileth, B. R. (2011). The Complete Guide to Complementary References Therapies in Cancer Care. Essential Information for Patients Survivors and Health Professionals . Singapore: World Scientific.

References 1. Etano, J. & Brant. J. M. Conde, F. A. & Saria, M. G. (2016) . Core Curriculum for Oncology Nursing . St. Louis Missouri: Elserier. 2. Christ, G., Messner, C. & Behau, L. (2015). Handbook of Oncology Social: Psychosocial Care of the Patient with Caner. New York: Oxford University Press. 3. Grodar, M. (2012). Nutritional Foundations and Clinical Application: a Nursing Approach . (5rd Ed.). St. Louis M: Mosby/ Elsevier. 4. Yu, R. & Hong, H. (2012). Cancer Management with Chinese Medicine . Singapore: World Scientific. 5. Kotsirilos, V., Vitetta, L., & Sali, A. (2011). A guide to evidence-based integrative and complementary medicine . New York: Churchill Livingstone. 6. Cho. W. C. S. (2010). Supportive Cancer Care with Chinese Medicine . Dordrecht: Springer. 7. Donald, I. & Andrew, A. T. W. (2009). Integrative Oncology . New York: Oxford University Press. 8. Koopsen, C., & Young, C. (2009). Integrative Health: A holistic approach for health professionals . Sudbury: Jones & Bartlett Publishers. 9. Freeman, L. (2009). Complementary & alternative medicine: A Research-based approach (3rd ed.). Canada: Mosby, Inc. 10. Rakel, D. P., & Faass, N. (2006). Complementary medicine in clinical practice. America: Jones and Barlett’s Publishers, Inc. 11. Leddy, S. K. (2005). Integrative health promotion: Conceptual bases for nursing practice . (2nd ed.). Philadelphia: Jones & Bartlett Pub. 12. Rees, A. M. (2001). The complementary and alternative medicine information source book (1st ed.). Canada: Oryx Press.

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. World Health Organisation http://www.who.int

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2. National Center for complementary and Integrative Health http://nccam.nih.gov/ 3. Centre for Disease Control ROC Taiwan http://www.cdc.gov/index.htm 4. National Institution of Health http://health.nih.gov/

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Course Description Form

Course Code NUR2046 Course Title Nursing Practicum I Credit Value 3 QF Level 5 Pre-requisite NUR1013 Fundamentals of Nursing II NUR1018 Health Assessment Precursor NUR2047 Pharmacology NUR1019 Anatomy and Physiology NUR2025 Advanced Pathophysiology NUR3009 Care of People with Communicable Diseases

Objectives This course allows students to apply professional knowledge and clinical skills in clinical settings at beginner level

Course Upon completion of the course, students should be able to: Intended k. apply nursing care in the 12 Activities of Living with appropriate Learning documentation in clinical settings; Outcomes l. demonstrate effective communication skills which are necessary for (CILOs) interacting with supervisor and clients with or without health problems; m. identify their strength and limitation through reflection and recognize the needs for self-directed and life-long learning; and n. exhibit professional behaviors with guidance and facilitation from supervisors.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V V V V (b) V V V V V (c) V V V V V (d) V V V V

Course Indicative Syllabus Synopsis/ This practicum lasts for 9 weeks. Students are allocated to sub-acute settings in Indicative local hospitals to observe and practise under the guidance of the College’s Syllabus academic staff. The two skill assessments: Aseptic technique (AT) and/or administration of medications (AOM) as required by the Nursing Council of Hong Kong are arranged.

Learning & Clinical Practicum and Post Clinical Conference Teaching Students are required to participate in supervised practicum in clinical Methodology settings. During the practicum, students are guided and facilitated by

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supervisors (School’s academic staff) to critically appraise the clinical situations and attain a deeper understanding of their learning experience, with a focus on integrating theoretical input and clinical practice.

Assessment of Skills Students are coached on their skills of AT and AOM prior assessment.

Reflective Journal Students consolidate their learning in critical reflective journals. They have to reflect on their strengths and limitations with the focus of seeking ways to improve. Such reflection is essential for reconstruction of their own philosophy of living and becoming a Giving practitioner.

Assessment Methods in Specific assessment Course intended learning outcomes to be assessed Alignment methods/tasks with Course a b c d Intended 1. Clinical V V V Learning Practicum Outcomes Evaluation 2. Reflective Journal V 3. Aseptic Technique V V V 4. Administration of Medication V V V Note: i. Assessments 1 and 2 are the course requirement. Students have to pass these two assessments upon the completion of this practicum in order to pass the NUR2046. ii. Assessments 3 and 4 are the registration requirement stipulated by the Nursing Council of Hong Kong. Students have to pass these two assessments before graduation in order to fulfill the nursing registration requirement.

Clinical Practicum Evaluation Clinical Practicum Evaluation Reports are used to evaluate students’ performance in the provision of holistic care and their abilities in integration and application of learned knowledge and skills to practise critical thinking and problem-solving. Students’ professional behaviour in the areas of self-directed learning, self-evaluation of own work, communication, teamwork, and punctuality are also assessed.

Reflective Journal Students are required to submit a reflective journal upon completion of the

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practicum. It is used to record students’ reflective learning.

Assessment of AT/AOM Students are required to attain a pass grade in AT and AOM assessments before graduation. They can have maximum three attempts on each skill throughout their study.

Student Study Class contact: Effort Required ° Clinical Practicum 360 Hrs. Outside study: ° Preparation for reflective journals 10 Hrs. ° Preparation for clinical evaluation/skill 70 Hrs. assessments Total student study effort 440 Hrs.

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Course Description Form

Course Code NUR3016 Course Title Nursing Practicum II Credit Value 5 QF Level 5 Pre-requisite NUR 2046 Nursing Practicum I Precursor NUR2026 Primary Care and Community Nursing NUR2029 Maternal and Infant Care NUR2033 Care of Older People NUR3002 Ethical and Legal Aspects in Health Care NUR3111 Care of People with Non-Communicable Diseases I NUR3112 Care of People with Non-Communicable Diseases II NUR3012 Mental Health Nursing NUR3113 Care of People with Non-Communicable Diseases III NUR3114 Care of People with Non-Communicable Diseases IV NUR3018 Care of Growing Children and Adolescents Objectives This course allows students to apply professional knowledge and clinical skills at intermediate level.

Course Upon completion of the clinical practicum, students are able to: Intended 1) demonstrate effective communication with clients, families and Learning members of health care team; Outcomes 2) formulate and apply restorative, preventive and nurturing health (CILOs) measures to healthy and unhealthy clients in various settings; 3) identify their strength and limitation through reflection and recognize the needs for self-directed and life-long learning; and 4) assume responsibilities for professional behaviours with moderate guidance from supervisor.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V V (b) V V V V V V V (c) V V V V V (d) V V V V V V

Course Indicative Syllabus Synopsis/ Students’ learning is facilitated by Honorary Clinical Instructors from their Indicative clinical venues. Students practice in acute medical, surgical and other Syllabus specialized areas in local hospitals and nurse-led integrative clinics or community centers.

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Learning & Clinical Practicum Teaching During the practicum, students are supervised by Honorary Clinical Methodology Instructors (HCIs) to critically appraise the clinical situations and attain a deeper understanding of their learning experience, with a focus on integrating theoretical input and clinical practice. Resource Persons (College academic staff) facilitate students’ learning in this practicum by maintaining regular and dynamic communications between HCIs and students.

Assessment Methods in Specific assessment % Course intended learning outcomes to Alignment methods/tasks Weighting be assessed with Course Intended a b c d Learning 1. Clinical N/A Outcomes Practicum V V V V Evaluation 2. Reflective V Journal 3. Aseptic V V V Technique 4. Administration V V V V of Medication Note: i. Assessments 1 -2 are the course requirement. Students have to pass these three assessments upon the completion of this practicum in order to pass the NUR3016. ii. Assessments 3 and 4 are the registration requirement stipulated by the Nursing Council of Hong Kong. Students have to pass these two assessments before graduation in order to fulfil the nursing registration requirement.

Reflective Journal

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Students are required to submit a reflective journal upon completion of the practicum. It is used to record students’ reflective learning.

Assessment of AT/AOM Students are required to attain a pass grade in AT and AOM assessments before graduation. They can have maximum three attempts on each skill throughout their study.

Student Study Class contact: Effort ° Clinical Practicum 560 Hrs. Required Outside study: ° Preparation for reflective journals 20 Hrs. ° Preparation for clinical evaluation/skills 100 Hrs. assessment/case study Total student study effort 680 Hrs.

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Course Description Form

Course Code NUR3017 Course Title Nursing Practicum III Credit Value 5 QF Level 5 Pre-requisite NUR3016 Nursing Practicum II Objectives This course allows students to apply professional knowledge and clinical skills at advanced level.

Course Upon completion of the clinical practicum, students are able to: Intended a. demonstrate effective communication among clients, families and Learning members of health care team appropriately; Outcomes b. formulate and apply restorative, preventive and nurturing health (CILOs) measures to healthy and unhealthy clients in various settings; c. criticize their strength and limitation through reflection and recognize the needs for self-directed and life-long learning; and d. assume responsibilities for professional behaviours with minimum guidance from supervisor.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V V (b) V V V V V V V (c) V V V V V V (d) V V V V V V V V

Learning & Clinical Practicum Teaching During the practicum, students are supervised by Honorary Clinical Methodology Instructors (HCIs) to critically appraise the clinical situations and attain a deeper understanding of their learning experience, with a focus on integrating theoretical input and clinical practice. Resource Persons (College academic staff) will facilitate students’ learning in this practicum by maintaining regular and dynamic communications between HCIs and students.

Reflective Journal

167

Students consolidate their learning in critical reflective journals. They have to reflect on their strengths and limitations with the focus of seeking ways to improve. Such reflection is essential for reconstruction of their own philosophy of living and becoming a Giving practitioner.

Clinical Seminar The aim of clinical seminar is to strengthen and consolidate knowledge and skills gained in clinical areas. Students can consolidate their learning and develop clinical reasoning skill via dynamic discussions.

Assessment Methods in Specific Course intended learning outcomes to be Alignment assessment assessed with Course methods/tasks Intended a b c d Learning 1.Clinical Outcomes Practicum V V V V Evaluation 2.Reflective V Journal 3.Nursing Care V V Plan 4.Aseptic V V V Technique 5.Administration V V V V of Medication Note: i. Assessments 1 -3 are the course requirement. Students have to pass these three assessments upon the completion of this practicum in order to pass the NUR3017. ii. Assessments 4 and 5 are the registration requirement stipulated by the Nursing Council of Hong Kong. Students have to pass these two assessments before graduation in order to fulfill the nursing registration requirement.

Reflective Journal Students are required to submit a reflective journal upon completion of the practicum. It is used to record students’ reflective learning.

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Nursing Care Plan Each student is required to submit a nursing care plan of a selected clinical case. It aims to facilitate students’ clinical reasoning and integration of theoretical knowledge into clinical practice.

Assessment of AT/AOM Students are required to attain a pass grade in AT and AOM assessments before graduation. They can have maximum three attempts on each skill throughout their study.

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Course Description Form

Course Code GEN1304 Course Title The Development and Operation of Non-profit Organizations Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course aims at providing students a basic understanding of the social welfare services and Non-profit Organizations (NPOs) in Hong Kong, China and other countries. The course will examine the emergence, history and development of the local and international social welfare services since the 19th century. The course will also analyze and discuss the development, operation and future of different representative local and international NPOs such as Tung Wah Group of Hospitals, Caritas, Methodists, GREENPEACE and Po Leung Kuk. Through case studies in the NPOs that are related to students’ majors, students will gain more understanding about the role of and the challenges faced by different NPOs in their discipline, which may contribute to their future participation in community services. Apart from lectures and seminars, learning activities such as on-site visits are arranged for students to gain a wide perspective about social welfare services, and develop the spirit of Tung Wah Persons with a caring attitude towards the needy and the disadvantaged.

Course Upon completion of the course, students should be able to: Intended a. critically analyze the social development of Hong Kong, China and Learning other countries in relation to their social welfare policies and services; Outcomes b. explain how leaders implement visions and values realistically in the (CILOs) midst of challenge and limitation at the welfare organizations; c. give an account of the visions and missions of major social welfare organizations; and d. demonstrate an appreciation of the work of non-profit organizations (NPOs) and be able to minimize alienation, pay respect to human dignity and have compassion to the helpless, the needy, and the marginalized.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V V V V (b) V V V V (c) V V V V (d) V V V V

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Course Indicative Syllabus Synopsis/ 1. The past: The development of NPOs from the 19 th century in Hong Kong, Indicative China and other countries Syllabus 2. The present: The vision of NPOs in respecting human dignity, their social administration and their contributions to the modern world 3. The future: Challenges of NPOs such as war, economy situation, government policy and social values 4. Case Study (1): NPOs in Hong Kong 5. Case Study (2): NPOs in mainland China and Taiwan 6. Case Study (3): International NPOs

Learning & Lecture Teaching The core content of the course will be conveyed through lectures. To benefit Methodology fully from lectures, students will be expected and encouraged to complete pre-assigned learning materials in advance.

Seminar Seminars are used to reinforce and critically analyze the concepts and knowledge learned in lectures. Special topics and learning materials will be assigned before the seminars. Through debates, group discussions, case studies, and role play, students are encouraged to share their ideas and thoughts with the class and facilitate their learning in a collaborative way. They are also encouraged to share their community service experiences at different NPOs.

Visit Several visits to some local representative non-profit organizations will be arranged to give students tangible and direct experiences that pertain to what they have learnt in the course. These visits enrich students' learning by exposing them to experiences outside the classroom and make their learning becomes more concrete, meaningful and memorable.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d Learning 1. Group 30% V V V V Outcomes Presentation 2. Class 10% V V V V Performance 3. Individual 30% V V V V Reflection 4. Written 30% V V V V examination

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Total 100 %

Group Presentation Each group of students will select a case or a special topic related to the development of non-profit organization, its contribution to the society and its future direction for presentation. The chosen NPO is preferably the one set up in the students’ field of study. This learning activity is to facilitate students’ cooperative learning and to train their presentation, interpretation and organization skills. Emphasis will also be put on the applications of the theories and knowledge learnt in lectures.

Class Performance Students are required to actively participate in the lecture and seminar. Short quizzes will be arranged in class to assess students’ understanding of the topics discussed. Some questions are set to prepare students for the final examination.

Individual Reflection Students are required to write an individual reflection on evaluating their learning processes and outcomes during and after attending the course. Students are especially encouraged to reflect on their changes in attitudes towards non-profit organizations in Hong Kong, China and other countries, and on their community service experiences at different NPOs.

Written Examination Students’ understanding and comprehension of the course materials will be assessed by written examination.

Student Study Class contact: Effort ° Lecture 14 Hrs. Required ° Seminar 20 Hrs. ° Visit 8 Hrs. Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 28 Hrs. ° Preparation of group presentations 28 Hrs. ° Preparation for individual assignments 28 Hrs. Total student study time 129 Hrs. Reading List Textbooks and 1. SINN, Elizabeth. Power and Charity: A Chinese Merchant Elite in

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References Colonial Hong Kong . Hong Kong: Hong Kong University Press, 2003. 2. LI, Yuwen (ed.). NGOs in China and Europe: Comparisons and Contrasts. Farnham, Surrey, England; Burlington, VT: Ashgate, 2011.

References 1. Budrys, Grace. How Nonprofits Work : Case Studies in Nonprofit Organizations . Lanham : Rowman & Littlefield Publishers, 2013. 2. CARROLL, John M. Edge of Empires: Chinese Elites and British Colonials in Hong Kong . Cambridge, Mass.: Harvard University Press, 2005. 3. Hong Kong, Benevolent City: Tung Wah and the Growth of Chinese Communities . Hong Kong: Hong Kong Museum of History, 2010. 4. JONES, Catherine. Promoting Prosperity: The Hong Kong Way of Social Policy . Hong Kong: Chinese University Press, 1990. 5. Laforest, Rachel (ed.). Government-Nonprofit Relations in Times of Recession . Montréal : McGill-Queen's University Press, 2013. 6. SALAMON, L. M. and ANHEIER, H. K. (eds.). Defining the Non-Profit Sector: A Cross-National Analysis . Manchester: Manchester University Press, 1997. 7. SINN, Elizabeth. Pacific Crossing: California Gold, Chinese Migration, and the Making of Hong Kong . Hong Kong: Hong Kong University Press, 2013. 8. SKELDON, Ronald (ed.). Emigration from Hong Kong: Tendencies and Impacts . Hong Kong: The Chinese University Press, 1995. 9. TICOZZI, Sergio. Historical Documents of the Hong Kong Catholic Church . Hong Kong: Catholic Archives, 1997. 10. Zunz, Olivier. Philanthropy in America : A History . Princeton, N.J. : Princeton University Press, 2012.

Web Resources 1. http://ngohk.blogspot.com/ (Hong Kong Non-profit Journal) 2. http://www.wisegiving.org.hk/tc/index.aspx (WiseGiving)

Videos 1. 東風破 (Merry-go-round) (2010). 千勣企業有限公司。

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Course Description Form

Course Code CHI1002 Course Title Applied Chinese Language ( 應用中文 ) Credit Value 3 QF Level 4 Pre-requisite Nil Objectives 本科旨在訓練同學中文的聽、說、讀、寫技巧，使他們能更有效地運用中國語文。本課程主要幫助同學掌握中文的基礎知識，包括語音學和語法學，更由此提升閱讀能力至賞析的層面。同學將學習各種實用文體，加強口語技巧訓練，以應付將來工作上的需要。此外，本課程將鼓勵同學通過查檢工具書和搜尋互聯網的資訊，培養語文的自學能力。

Course 學生在完成此課程後應能夠： Intended a. 掌握語文基礎知識，如錯別字改正、詞義辨析、糾正病句。 Learning b. 掌握中文文章的寫作要求。 Outcomes c. 寫作專業實用文：專業文章選讀、個案分析、實務文書。 (CILOs) d. 運用合適的口語表達方式：粵音正讀、演講能力、溝通技巧。 e. 增強語文自學能力：使用工具書、使用互聯網、探討語文現象。

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V (c) V (d) V (e) V

Course 課程大綱 Synopsis/ 1. 教授語音、語法等語文基礎知識。 Indicative 2. 掌握中文文章的寫作要求：文章結構、注釋格式、參考書目格式。 Syllabus 3. 通過實例分析，訓練同學書寫專業實用文。 4. 鍛鍊口語表達能力。 5. 培養同學的語文自學能力。

Learning & 課堂講學 Teaching 透過課堂講學向同學講解中國語文的基礎知識。課堂也安排了小組研討 Methodology 活動，讓學生得以應用所學到的中國語文知識，並透過各種模擬練習，訓練學生的閱讀、聆聽、書寫及說話能力。

Assessment Methods in 評估方法比重待評估的預期學習成果 Alignment (%) a b c d e

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with Course 1. 習作 40% V V V V V Intended 2. 小組討論 20% V Learning 3. 期終考試 40% V V V V Outcomes 總計 100%

習作透過不同類型的習作，評核學生對語文基礎知識的認識與應用能力，以及書寫能力。

小組討論透過討論，評核學生的書寫、聆聽和說話能力。

期終考試期終考試用以評核學生對語文基礎知識的認識與應用能力，以及閱讀和書寫能力。

Student Study Class contact: Effort ° Tutorials 42 Hrs. Required Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 90 Hrs. Total student study time 135 Hrs. Reading List References and 1. 香港城市大學語文學部編著（2001 ）《中文傳意 ── 基礎篇》。香港： References 香港城市大學出版社。 2. 香港城市大學語文學部編著（2001 ）《中文傳意 ── 寫作篇》。香港：香港城市大學出版社。 3. 中國社會科學院語言研究所詞典編輯室編（2012 ）。《現代漢語詞典》（第 6 版）。北京：商務印書館。 4. 卉君（2012 ）《漢語基本知識》。香港：商務印書館。 5. 何文匯（2005 ）《粵音自學提綱》。香港：香港教育圖書公司。 6. 何文匯（2009 ）《粵音平仄入門 ─粵語正音示例（合訂本）》。香港：明窗。 7. 呂叔湘（2005 ）《語文常談》。香港：三聯書店。 8. 李家樹、陳遠止、謝耀基（2004 ）《漢語綜述》。香港：香港大學出版社。 9. 李錦昌（2012 ）《商業溝通與應用文大全》。香港：商務印書館。 10. 胡裕樹（2003 ）《現代漢語》。香港：三聯。 11. 談彥廷、鄒兆玲編著（2005 ）《活學活用應用文》。香港：香港教育圖書公司。

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Course Description Form

Course Code CHI2003 Course Title Putonghua ( 普通話 ) Credit Value 3 QF Level 4 Pre-requisite 無 Objectives 本課程是初級普通話，供初學普通話的同學修讀。本課程著重教授漢語拼音、普通話發音、粵普詞彙對照等，以日常生活事例，讓同學透過朗讀、會話、聽寫等練習，掌握基本的普通話發音和聽說能力。

Course 學生在完成此課程後應能夠： Intended a. 正確運用漢語拼音。 Learning b. 掌握普通話發音。 Outcomes c. 辨析普通話與廣州話在詞彙、語音、語法上的分別。 (CILOs) d. 具備普通話溝通能力。

CILOs in Alignment PILOs with PILOs

CILO s 1 2 3 4 5 6 7 8 9 10 (a) V (b) V (c) V (d) V

Course 課程大綱 Synopsis/ 1. 互相認識：掌握聲母 Indicative 2. 問路：掌握聲母、韻母 Syllabus 3. 娛樂消閒：掌握韻母、聲調 4. 旅遊：掌握聲調、粵普對應詞彙 5. 飲食：掌握變調、粵普對應詞彙 6. 健康：掌握輕聲、粵普對應詞彙 7. 面試：掌握兒化音、粵普對應詞彙 8. 我們的香港：掌握粵普對應詞彙、語法分別 9. 了解中國：掌握粵普語法的分別 10. 認識世界：掌握粵普語法的分別

Learning & 課堂講學 Teaching 透過課堂講學教授同學漢語拼音、普通話發音、粵普詞彙對照等。 Methodology 小組研討在小組研討中，透過各種模擬練習，訓練同學的聆聽與說話能力。

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Assessment Methods in 評估方法比重待評估的預期學習成果 Alignment (%) a b c d with Course 1. 功課和課 45 V V V V Intended 堂報告 Learning 2. 測驗 15 V V Outcomes 3. 考試 40 V V V V 總計 100

功課和課堂報告透過課堂功課，評核同學的漢語拼音、普通話發音、粵普詞彙對照等。

測驗測驗以短答題與口語表達為主，評核同學的漢語拼音、普通話發音、粵普詞彙對照等，以及聆聽和說話能力。

期終考試期終考試的內容包括短答題及長答題，以評核同學的漢語拼音、普通話發音、粵普詞彙對照等，以及聆聽和說話能力。

Student Study 課堂 Effort ° 講學 28 小時 Required ° 小組研討 14 小時考試 3 小時自我研習 90 小時總計 135 小時 Reading List 參考書 and Nil References 推薦閱讀 1. 曾子凡（2011 ）。《香港人學說普通話》。香港：三聯書店。 2. 丁國玲等合著（2002 ）。《普通話新教程》。香港：香港大學專業進修學院。 3. 曾子凡（2004）。《廣州話‧普通話對比趣談》。香港：三聯書店。

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Course Description Form

Course Code ENG1001 Course Title Developing English Language Skills Credit Value 3 QF Level 4 Pre-requisite Nil Objectives The objective of this course is to make students competent and confident in using English accurately and fluently.

Course Upon completion of the course, students should be able to: Intended a. communicate confidently and effectively with application of the Learning listening and speaking techniques learnt; Outcomes b. expand the range of vocabulary by developing and applying appropriate (CILOs) and customised language learning strategies; c. deliver organized and effective oral presentations with accuracy and fluency; d. read and understand different kinds of texts for specific purposes; and e. write English papers with accuracy and fluency.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V (c) V (d) V (e) V

Course Course Synopsis Synopsis/ This course aims to enhance students’ overall proficiency in English, to Indicative improve language skills for a tertiary level study and to create an appropriate Syllabus linguistic environment for students to facilitate communication and self-expression in English. Through guided practice in listening, speaking, reading, writing, and academic discussions, students will further enhance their language skills and apply these skills in different contexts, such as taking lecture notes, giving oral presentations, completing written tasks and responding to questions in simulated situations.

Indicative Syllabus The content is indicative. The balance of the components, and the corresponding weighting, will be based on the specific needs of the students. Topics include: 1. Organizing an academic essay

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2. Documenting and citing sources 3. Supporting your arguments 4. Reading critically 5. Writing in an academic style 6. Listening effectively 7. Creating and delivering an effective presentation

Learning & Lecture Teaching Course content will be delivered primarily through lecture. Key knowledge Methodology and skills on presentation, discussion, critical reading and essay writing will be covered.

Tutorial It is used to help students gain better understanding of the topics covered in lectures. They are also used to strengthen students’ oral presentation skills through individual presentations and class discussion. Learning progress of students will be monitored and feedback and support will also be provided as appropriate.

Assessment Methods in Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d e Learning 1. Written 40% V V Outcomes assessments 2. Speaking 30% V V V assessments 3. Written 30% V V V examination Total 100 %

Written assessments Student’s ability in using English and presenting ideas can be assessed by written assignments and tests.

Speaking assessments Student’s ability to present information and ideas orally can be assessed by individual oral presentation and group discussion.

Written examination Student’s ability in comprehending English texts, presenting ideas and writing effectively can be assessed by examination.

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Student Study Class contact: Effort ° Lecture 14 Hrs. Required ° Tutorial 28 Hrs. Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 28 Hrs. ° Preparation of presentations and written 62 Hrs. assignments Total student study time 135 Hrs. Reading List References and 1. Anderson, K., Maclean, J. and Lynch T. (2004). Speaking – A Course in References Spoken English for Academic Purposes . Cambridge: C.U.P. 2. Glendinning, E. H. and Holmstrom B. (2004). Study Reading . Cambridge: C.U.P. 3. Hamps-Lyons, L. and Heasley, B. (2006). Study Writing . Cambridge: C.U.P. 4. Legg, M., Pat, M., Roberts, S., Welland, R., Chan, L., Chan, L., & Tsang, W.L. (2014). Academic English: Skills for Success (2 nd Ed.). Hong Kong: HKU Press. 5. Lynch, T. (2004). Listening – A Course in Listening to Lectures and Note-taking . Cambridge: C.U.P.

Web Resources 7. BBC Learning English: http://www.bbc.co.uk/learningenglish/Longman 8. British Council Learn English: http://learnenglish.britishcouncil.org/en/ 9. Cambridge Dictionary Online: http://dictionary.cambridge.org/ 10. Longman Dictionary Online: http://www.ldoceonline.com/ 11. Merriam-Webster Online: http://www.merriam-webster.com/ 12. Road to IELTS: http://www.roadtoielts.com/

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Course Description Form

Course Code ENG2006 Course Title Enhancing Academic English Skills Credit Value 3 QF Level 4 Pre-requisite Nil Objectives This course is intended to help students develop their academic writing and speaking skills in English required at the university level. By the end of the course, students should be able to write well-organized summaries and short essays following the conventions of academic writing with an appropriate style.

Course Upon completion of the course, students should be able to: Intended a. interpret the inferred, connotative and figurative meanings in a text; Learning b. paraphrase and summarize texts to make better communication; Outcomes c. write and inquire appropriately in a given topic with the skills of (CILOs) academic writing using academic and idiomatic vocabulary and correct citation styles; d. evaluate and select the available sources of information critically for academic writing; e. draw outlines for discussion based on the collection of information and ideas; and f. produce a short academic essay with accuracy and fluency.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V (c) V (d) V (e) V (f) V

Course Course Synopsis Synopsis/ This course is designed to help students appreciate the features and style of Indicative academic English and develop their skills in writing from sources and Syllabus engaging in academic discussions. The language skills acquired in this course will provide students with the necessary foundation in using English for various academic purposes.

Indicative Syllabus The intended learning outcomes will be achieved through discussion on such

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topics as critical reading skills, academic writing style and conventions, organization patterns of different types of essays and the basic strategies in argument development. Such knowledge and skills will be consolidated through guided reading and writing practice, summary and essay writing tasks, and group presentation and discussion activities.

Learning & Lecture Teaching Course content will be delivered primarily through lectures. Key knowledge Methodology and skills on presentation, discussion, critical reading and essay writing will be covered.

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 Specific % Course intended learning Alignment assessment weighting outcomes to be assessed with Course methods/tasks Intended a b c d e f Learning 1. Assignments 40% V V V V V Outcomes 2. Presentations 30% V V V and discussions 3. Examination 30% V V V V Total 100 %

Assignment Student’s ability in using English and presenting ideas can be assessed by written assignments.

Presentations and discussion Student’s ability to present information and ideas orally can be assessed by individual oral presentations and group discussions.

Examination Student’s ability in comprehending English texts, presenting ideas and writing effectively can be assessed by the final examination.

Student Study Class contact: Effort ° Lecture 14 Hrs. Required ° Tutorial 28 Hrs.

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Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 28 Hrs. ° Preparation of presentations and written 62 Hrs. assignments Total student study time 135 Hrs. Reading List References and References 1. Bailey, S. (2011). Academic writing: A handbook for international students (3 rd ed.). London: Routledge. 2. Blass, L. (2014). Pathways 4. Reading, writing, and critical thinking. Boston, Mass.: National Geographic Learning, Heinle Cengage Learning. 3. Broukal, M. (2004). Weaving it together: Connecting reading and writing (2 nd ed.). Boston: Heinle. 4. Cooley, L., & Lewkowicz, J. (2003). Dissertation writing in practice: Turning ideas into text. Hong Kong: Hong Kong University Press. 5. Flesch, R., & Lass, A. H. (1996). The classic guide to better writing. New York: HarperCollins. 6. Giltrow, J. (2002). Academic writing: Writing and reading in the disciplines (3rd ed.). Ontario: Broadview Press Ltd. 7. Giltrow, J., Gooding, R. A., Burgoyne, D., & Sawatsky, M. (2005). Academic writing: An introduction . Ontario: Broadview Press Ltd. 8. Hamp-Lyons, L. & Heasley, B. (2006). Study writing: A course in writing skills for academic purposes. Cambridge: Cambridge University Press. 9. Legg, M., Pat, M., Roberts, S., Welland, R., Chan, L., Chan, L., & Tsang, W.L. (2014). Academic English: Skills for success (2 nd ed.) . Hong Kong: HKU Press. 10. McCarthy, M., & O’Dell, F. (2008). Academic vocabulary in use. Cambridge: Cambridge University Press. 11. Oshima, A., & Hogue, A. (2006). Writing academic English (4 th ed.). New York: Pearson Education. 12. Turabian, K. L. (2010). Student’s guide to writing college papers (4 th ed.) . Chicago: The University of Chicago Press. 13. Williams, J. M. (2014). Style: Lessons in clarity and grace (11 th ed.). Boston: Person. Williams, J. M., & Colomb, G. G. (2007). The craft of argument (3 rd ed.). New York: Pearson Longman.

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Course Description Form

Course Code ENG2011 Course Title English for Healthcare Professionals Credit Value 3 QF Level 4 Pre-requisite ENG1001 Developing English Language Skills Objectives This course aims at improving students’ English language skills for professional communication in the healthcare sector. By the end of the course, students should be able to communicate effectively in both writing and speaking in common healthcare settings, with a better understanding of the forms and functions of a variety of professional texts and enriched lexical resources.

Course Upon completion of the course, students should be able to: Intended a. compile profession-related documents and correspondence following Learning professional norms using appropriate language and text structures; Outcomes b. apply professional terminology accurately in written and spoken (CILOs) workplace communication;

c. extract relevant information from a variety of written and spoken sources for the completion of professional tasks; d. adopt appropriate language and speech strategies for workplace interaction; and e. Speak and write confidently and professionally in healthcare contexts.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V (c) V V (d) V (e) V

Course Indicative Syllabus Synopsis/ 1. Professional documentation and correspondence Indicative Students will practise writing common documents in the healthcare sector, Syllabus including but not limited to: - assessment and narrative notes related to patient care

- case reports and summaries - process recordings - referral letters 2. Professional language Students will be guided to make the appropriate grammatical and lexical choices in producing profession-related documents. Emphasis will be placed upon extending students’ knowledge of medical terminology and its

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incorporation in accurate language with appropriate tone and register. 3. Oral communication for professional purposes Students will practise speaking English in simulated workplace situations, such as giving oral reports and presentations and interacting with patients and clients in consultations.

Learning & Lectures Teaching Key concepts and principles in language use will be delivered primarily Methodology through lectures. Students may be required to read/watch pre-assigned materials before class in order to achieve the intended learning outcomes.

Tutorials Tutorials will help consolidate students’ understanding of the topics covered in lectures. Learning activities will be designed around realistic situations in order to facilitate professional language use in real-life contexts.

Assessment Methods in Specific assessment % Course intended learning Alignment methods/tasks weighting outcomes to be assessed with Course Intended a b c d e Learning 1. Written assignments 40% V V V V Outcomes 2. Presentation and 30% V V V V role play 3. Written examination 30% V V V V

Total 100 %

Written Assignments Students will be required to compile common professional documents, such as (but not limited to) case reports and referral letters based on given scenarios. Students’ knowledge of the structures of these types of writing, their ability to use relevant information from sources and their professional language skills will be assessed.

Presentation Students will present a case report based on a real or imagined situation from their disciplines of study. The purpose is to help students develop the confidence in speaking professionally in front of an audience.

Role Play In pairs or groups, students will role play a conversation in a realistic workplace situation. Students will be required to interact with each other in a professional manner using an appropriate tone and register.

Written Examination Student’s overall achievement of the intended learning outcomes of the course will be assessed by examination.

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Student Study Class contact: Effort Required ° Lecture 28 Hrs. ° Tutorial 14 Hrs. Assessment Hours: ° Examination 3 Hrs. Outside study: ° Self-study 126 Hrs. ° Written assignments 10 Hrs. ° Presentations 5 Hrs. ° Preparation for examination 14 Hrs. Total student study time 200 Hrs. Reading List Textbook and 1. Learning materials will be provided by the course teacher. References References 1. Allum, V., & McGarr, P. (2008). English for nursing. Cambridge University Press. 2. Allum. V. (2014). English for healthcare professionals 1. Raleigh, NC: Lulu Press. 3. Billingham, J. (2003). Giving presentations . Oxford: Oxford University Press. 4. Huckin, T. & Olsen, L. (1991). Technical writing and professional communication for nonnative speakers of English (2nd ed.) . New York: McGraw Hill. 5. Ingre, D. (2003). Technical writing: Essentials for the successful professional . Mason, OH: Thomson. 6. Leiner, F. (2003). Medical data management: A practical guide . New York: Springer. 7. Locke, L. F. (2000). Proposals that work: A guide for planning dissertations and grant proposals . Thousand Oaks, CA: Sage. 8. Ronder, R. K., Varley, S. A., & Webb, C. F. (2000). Clinical data management (2nd ed.) . New York: J. Wiley & Sons. 9. Smith, F. G. (2003). Key topics in clinical research: A user guide to researching, analyzing, and publishing clinical data. Oxford: BIOS Scientific Pub. 10. Thierer, N., Nelson, D., Ward, J. K., & Young, L. (2010). Medical terminology: language for health care . Boston, NJ: McGraw Hill.

Medical Dictionary 1. Dorland, W.A.N. (2011). Dorland's illustrated medical dictionary (32 nd

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ed.) . London: Elsevier Health Sciences.

Online Medical Dictionary 1. Medical Dictionary Online http://www.online-medical-dictionary.org/ 2. MedlinePlus by Merriam-Webster http://c.merriam-webster.com/medlineplus/ 3. 網上英漢漢英醫學辭典 Medical dictionary On-Line for Chinese http://www.hk-doctor.com/html/dict.php

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Course Description Form

Course Code ENG3006 Course Title Advanced English Writing Skills Credit Value 3 QF Level 5 Pre-requisite ENG1001 Developing English Language Skills Objectives This is a course designed to provide training in more advanced reading and writing skills through more challenging writing tasks designed for various academic and professional contexts. The merging of academic English and disciplinary knowledge fostered by this course will enhance students’ communicative competence which is required for both academic and professional pursuits.

Course Upon completion of the course, students should be able to: Intended a. compile a well-structured report in a format and style appropriate for its Learning purpose; Outcomes b. create a practical proposal that addresses a clearly identified issue and (CILOs) achieves intended communicative purposes; c. compose a research proposal that clearly identifies issues or questions deserving further investigation; d. synthesise relevant information from a range of sources and present it logically and strategically to support stances and opinions; and e. adapt writing styles and registers for target audiences in different academic and professional contexts.

CILOs in Alignment with PILOs PILOs

CILOs 1 2 3 4 5 6 7 8 9 10 (a) V (b) V (c) V (d) V (e) V

Course Course Synopsis Synopsis/ Indicative 1. The main objective of this course is to develop students’ English Syllabus language capacity to handle more demanding types of writing that they will encounter at more advanced levels of study and in professional contexts. This will be achieved by training in the more versatile genres of reports and proposals, which require students to adopt critical reading and thinking skills and produce clear and coherent text. In addition to the basic structures and conventions of

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these genres, students will learn to vary their writing styles and registers to suit different communicative purposes and apply rhetorical skills for persuasion as appropriate.

Indicative Syllabus

2. The course content consists of the following three components:

Report writing a. This component capitalizes on students’ prior training in academic English writing and their disciplinary knowledge. Students will be guided to explore the structures and rhetorical features of common academic and professional reports within various disciplines. The focus will be on practical applications and compliance with academic and professional norms.

Practical proposal writing b. Students will be taught the skills required to prepare effective proposals to garner support or prompt actions for a specific cause. They will learn the structures of various types of proposals, such as business proposals and proposals for government actions. Emphasis will be put on clear and effective writing and the use of rhetorical techniques. This component, overall, stresses the competitive nature of proposals and the need to vary styles and registers for different target audiences and communicative purposes.

Research proposal writing c. Building on students’ prior knowledge and skills in academic writing, this part of the course explores the textual features of different sections of a standard research paper in order to provide further practice in genuine academic writing. Specifically, students will learn to write a research proposal that includes an abstract, a literature review and a methods section. Relevant sections of selected journal articles will be examined and used for modelling.

Learning & Lecture Teaching Generic concepts and skills in report and proposal writing will be discussed Methodology in lectures. For each lecture, sample materials will be drawn from various disciplines so as to enhance the scope of coverage while demonstrating the transferability of such knowledge.

Tutorial Tutorial sessions will help strengthen and consolidate students’ understanding of the topics covered in lectures. In addition to individual and collaborative writing tasks designed for this purpose, students will be encouraged to bring in their own research writing for peer review and class

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discussion so that they can appreciate the practical applications of the knowledge and skills learnt.

Assessment Methods in Specific assessment % Course intended learning Alignment methods/tasks weighting outcomes to be assessed with Course Intended a b c d e Learning 1. Individual Report 30% V V V Outcomes 2. Individual Proposal 30% V V V 3. Group Research 30% V V V Proposal 4. Peer Review on Group 10% V V V Research Proposal Total 100 %

Individual Report Each student will be required to write a report individually on an issue of his/her own choice from his/her discipline of study or a related profession. Students will need to investigate the issues and present their findings/recommendations in a proper format. Their knowledge of the purposes and textual features of different types of academic and professional reports will find application in this assignment.

Individual Proposal Based on the findings and recommendations of their individual reports, students will compile proposals to solicit support from the parties concerned or plead for their action to address the issues identified. Students will need to adopt appropriate formats and writing styles for their proposals depending on the objectives and the target audiences.

Group Research Proposal Students will work in groups to identify an issue in their field of study worthy of in-depth investigation. Students will analyze and synthesize previous research on the subject in order to formulate a research question. They will then decide on the research methods to adopt and write up the research proposal that includes an abstract, a literature review and a methods section with proper citations. The proposal will be evaluated on the basis of the appropriateness of its content, accuracy in format and referencing style, and credibility of sources.

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Peer Review on Group Research Proposal Prior to the final submission of their proposals, the groups will exchange their proposals for peer feedback so that students will have the opportunity to give and receive critical feedback for revision.

Student Class contact: Study Effort ° Lecture 14 Hrs. Required ° Tutorial 28 Hrs. Outside study: ° Self-study 126 Hrs. ° Preparation of assignments 32 Hrs. Total student study time 200 Hrs. Reading List Reference books and 1. Coley, S. M., & Scheinberg, C. A. (2014). Proposal writing: Effect References grantsmanship (4 th ed.). Thousand Oaks, CA: Sage. 2. Hyland, K., & Candlin, C. N. (1999). Writing: texts, processes, and practices. London: Longman. 3. Jay, R. (2003). How to write proposals and reports that get results. London: Prentice Hall. 4. Mort, S. (1992). Professional report writing. Aldershot: Gower. 5. Riordan, D. G. (2014). Technical report writing today (10 th ed.). Boston, MA: Cengage Learning. 6. RMIT University Learning Lab. Reports. Retrieved from http://emedia.rmit.edu.au/learninglab/content/reports-0 7. Sussams, J. E. (1998). How to write effective reports. Aldershot: Gower. 8. Swales, J. & Feak, C. (2004). Academic writing for graduate students, second edition: Essential tasks and skills. Michigan: The University of Michigan Press. 9. University of Victoria Human Resources. (2010). Report & Proposal Writing 10. Self Learning Guide. Retrieved from https://www.uvic.ca/hr/assets/docs/ld/self-learning-guides/report-propos al-writing.pdf

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