2510 W2021 Syllabus Final1

NURS 2510 | Client and Context 1: Human Growth and Development | 2020-
2021
2 Credit Hours | Sections A01, A02

Mondays | Section A02: 1030-1230; Mondays | Section A01: 0830-1030
Virtual classes – Combination of *synchronous and *asynchronous classes
Course Leaders: Sufia Turner, RN, MN, CCSNE Section A01; Winn Briscoe, RN, MN Section A02
*Synchronous classes take place during scheduled class time (real time) and require student presence online
*Asynchronous classes provide students the opportunity to complete learning independently or in assigned groups as
outlined in weekly schedule
NURS 2510 Human Growth and Development
ACKNOWLEDGEMENT .................................................................................................................................... 3
COURSE LEADER INFORMATION .................................................................................................................... 3
CURRICULUM PHILOSOPHY............................................................................................................................ 4
THE CURRICULUM .......................................................................................................................................... 4
COURSE DESCRIPTION .................................................................................................................................... 5
LEARNING OBJECTIVES ................................................................................................................................... 5
COURSE INFORMATION ................................................................................................................................. 6
Remote Program Delivery .......................................................................................................................... 6
Declarations ............................................................................................................................................... 6
Extensions to Assignment Due Dates ........................................................................................................ 6
Late Submission of Assignments ................................................................................................................ 6
Voluntary Withdrawal Date ....................................................................................................................... 6
Tests and Exams ......................................................................................................................................... 6
Recording of Classes................................................................................................................................... 7
Student Accessibility Services .................................................................................................................... 8
Final Course Grade ..................................................................................................................................... 8
ACADEMIC REGULATIONS .............................................................................................................................. 8
Plagiarism and Cheating ............................................................................................................................. 9
Student Assessment Policy ........................................................................................................................ 9
LEARNING RESOURCES ................................................................................................................................... 9
Remote Learning Platforms, Devices, and Connectivity .......................................................................... 10
LEARNER EVALUATION ................................................................................................................................. 10
COURSE CONCEPTS ...................................................................................................................................... 11
COURSE OVERVIEW...................................................................................................................................... 11
CLASS SCHEDULE ..................................................................................................................................... 13-17
APPENDIX ..................................................................................................................................................... 18
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ACKNOWLEDGEMENT
The University of Manitoba campuses are located on original lands of Anishinaabe, Cree, Oji-Cree,
Dakota, and Dene peoples, and on the homeland of the Metis Nation.
The University of Manitoba is committed to a renewed relationship and dialogue with First Nations,
Metis, and Inuit peoples based on the principles of mutual trust, respect, and reciprocity. We respect the
Treaties that were made on these territories, we acknowledge the harms and mistakes of the past, and
we dedicate ourselves to move forward in partnership with Indigenous communities in a spirit of
reconciliation and collaboration.
https://umanitoba.ca/admin/president/strategic_plan/acknowledgement.html
COURSE LEADER INFORMATION

Course Leader: Sufia Turner
Office: 407 Helen Glass Centre
Office Hours: WebEx office hours TBD
Phone: Office 474-9467 (not regularly monitored – please use email)
Email: sufia.turner@umanitoba.ca
Course Leader: Winn Briscoe
Office: HGC – Room 459
Office Hours: WebEx office hours TBD
Phone: Office 474-8215 (not regularly monitored – please use email)
Email: winnifred.briscoe@umanitoba.ca
The College of Nursing requires all students to use only their University of Manitoba (UM) email account
to communicate (send and receive) with course leaders, and other members of the College of Nursing.
The College also requests that you not forward emails from your University of Manitoba email account
to other email providers.
All email correspondence must be professionally written, including the use of appropriate punctuation
and spelling. Please use appropriate forms of address (e.g., title, name). Please provide your complete
name at the end of the email and avoid the use of emoticons. Email correspondence meeting these
criteria will be responded to during regular working hours.
Information will be shared through: UM Learn announcements and/or via email.

Students are responsible for checking emails and announcements on UM Learn regularly to stay up to
date with course-related information.
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Teaching philosophy
Knowledge of human growth and development is foundational to our assessment and care of individuals,
including informed communication. Every learner comes to this course with unique experiences and
perspectives upon which new and extended knowledge and understanding is constructed. At the same
time, learners are embarking upon a professional program of nursing in which ‘knowing’, ‘doing’, and
‘being’, come together over time to promote learning that is transformative. An exploration of factors
that affect human growth and development, and ways in which such knowledge inform nursing practice
(the doing), and the nurses’ way of being in relationship with patients, clients, residents, and families
provides opportunity to construct meaning of course content. Meaning promotes understanding and
memory. To promote meaning, students will be challenged to consider how knowledge and
understanding of human growth and development connects with prior learning and concepts and
learning in courses taken at the same time during the term.
We value learning in community; thus, this course provides the opportunity for both independent, and
group learning. Group work—learning from and with others, creates an educational environment in
which to share and explore understanding and perspectives and assists with transition from learner to
becoming nurse. Learning that occurs on an individual level, as well as in a group or team, can create
opportunity for deeper understanding.
Because this course relies on teamwork and participation from all team members, irregular attendance
(in-class and online) will affect both you and your team.
CURRICULUM PHILOSOPHY
The College of Nursing has adopted a learning-centered philosophy in which the learner is the focus of
the educational process. This philosophy assumes that each learner brings different levels of knowledge
to each learning experience. Learners take responsibility for their learning through self-reflection,
critical thinking, and engagement with new knowledge. They actively develop new attitudes, knowledge
and skills that support their progression to entry-level practice. In the process, they transform how they
view themselves and the world. The educator’s primary focus is to create learning environments that
support the learners’ ability to extend their knowledge, and to enable learners to incorporate new
knowledge, skills, and attitudes with those that they already possess.
THE CURRICULUM
The curriculum designed for the Bachelor of Nursing Program is concept-based. A concept is an
organizing idea that includes a variety of examples (exemplars) that share common attributes. Concepts
are abstract or broad and can be represented by one or two words. Teaching conceptually involves
focusing initially on broad ideas with exemplars and then encouraging learners to apply this knowledge
to understand similar situations encountered in either the classroom or practice setting. The focus on
concepts is a form of information management that enables learners to make connections between
seemingly separate information and to continuously refine and reconstruct previously learned material
in response to new experiences and new knowledge.
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COURSE DESCRIPTION
This course provides students with knowledge of normal human growth and development across the
lifespan. May not be held with NURS 1260. Registration is normally restricted to students in Year 2 of the
program.
LEARNING OBJECTIVES
At the end of this course, the student will be able to:
1. Compare and contrast an individual’s growth and development to expected physical, cognitive, and
psychosocial development across the lifespan.
2. Describe an individual’s growth and development within the social context of family, school,
community, and work.
3. Analyze current issues and research related to human growth and development.
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COURSE INFORMATION
Remote Program Delivery

The College of Nursing Bachelor of Nursing program (BN Program) is delivering theory courses remotely
in the Fall 2020 term in order to align with the COVID-19 guidelines set out by the University of
Manitoba. The transition to remote delivery of theory courses will be conducted using UM Learn with
both synchronous and asynchronous course design. Success in an online course requires students to stay
up to date on information and course content. New content is delivered every week and it is important
to reach out to the course leader(s) if a student is struggling or falling behind. All communication will be
via UM email and the UM Learn Announcement Tool. It is the student’s responsibility to check their UM
email and UM Learn Announcements daily in order to stay up to date with information and be successful
in the BN Program.
Declarations
A Declaration is an alternative way of providing documentation when requesting an extension on an
assignment or a deferred writing of a test, or when missing a seminar; situations where a doctor’s note is
not available or not appropriate to the circumstances. Information regarding how to make a Declaration
is provided in the Academic Handbook.
Extensions to Assignment Due Dates

An extension to the due date of an assignment may be granted for medical or compassionate reasons.
Students are required to contact the course leader as soon as possible after the situation (e.g., an
emergency, illness), ideally within 48 hours, to initiate the submission extension process. Students are
required to make a Declaration. Your request is not automatically granted even when you provide
documentation.
Extensions for other reasons will be considered on a case-by-case basis, but only if the student contacts
the course leader 48 hours prior to the due date of the assignment (not including weekends) to make the
request. The due date for the extension will be negotiated between the student making the request and
the course leader. Only one extension for the assignment will normally be granted.
Late Submission of Assignments

Assignments are due on the specified dates. Late assignments without extensions will be deducted 5%
or one-half letter grade for each day (including weekends) past the deadline.
Voluntary Withdrawal Date

March 31, 2021
Grades for 24 marks of the Group Presentation Proposal, and six of nine pre/post class will be completed
prior to the VW date.
Tests and Exams

The College of Nursing expects the highest level of honesty, integrity, professionalism, and ethical
behavior in the on-line exam process. Students are strictly prohibited from any means of academic
dishonesty including plagiarism, academic fraud, cheating, personation, duplicate submission and
inappropriate collaboration as described on the University of Manitoba website at:
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http://www.umanitoba.ca/student/resource/student_advocacy/academicintegrity/students/a-to-i-
what-is-academic-integrity.html#cheating-on-exams
Any means of communication (e.g., written, verbal, electronic, texting, on-line apps, or otherwise)
between individuals during the on-line exam process is strictly prohibited. Students are prohibited from
the use of search engines and on-line applications during the entire online exam process. Any attempt to
reproduce, paraphrase, summarize, or describe any exam questions, content, or alleged answers during
the exam or after leaving the on-line examination is strictly prohibited. This includes all means of
disclosure, whether electronic, written or verbal, and extends to internet websites, chat room postings,
and texting. Disclosure of exam questions or content is considered academic misconduct and in violation
of University policies.
At the University of Manitoba, a test takes place during the course, on or between the first day and last
day of classes. This is different from a final examination (exam) which takes place after the last day of
classes and is booked by the UM Registrar’s Office.
Absence from a test or the final exam without prior arrangements with the course leader may result in
an F/failing grade for that component of the course. Call or email your course leader prior to the start of
the test/exam if you are unable to attend due to extenuating circumstances. For tests, students are
required to make a Declaration. Your request is not automatically granted even when you provide
documentation.
A final examination (exam) takes place after the last day of classes. In addition to the policy for tests,
students must apply to write a deferred exam within 48 hours of the scheduled exam. Please review the
policy:
http://crscalprod.ad.umanitoba.ca/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=380&chap
terid=4691&topicgroupid=24820&loaduseredits=False
Each test and the final exam may be written only once. There are no make-up/supplemental
tests/exams. All tests and the final exam must be completed in order to complete the course.
Recording of Classes
The course leaders and the University of Manitoba hold copyright over the course materials,
presentations, and lectures which form part of this course. No audio or video recording of lectures or
presentations is allowed in any format, openly or surreptitiously, in whole or in part without permission
of the course leader. This includes taking pictures of PowerPoints. Course materials (both paper and
digital) are for the participants’ private study and research and are not to be reproduced, distributed, or
posted online without permission. Students registered with Student Accessibility Services may require
audio or video recordings of classes as a form of reasonable accommodation. Arrangements for this are
made through Student Accessibility Services.
Synchronous class sessions might be recorded by the course leader for posting later. If this occurs, the
course leader will notify students prior to commencing the recording.
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Student Accessibility Services

Student Accessibility Services (SAS) creates equal access for students with disabilities at the University of
Manitoba. Students who write their tests and exams at Accessibility Services are responsible for
scheduling each test/exam with the SAS Exam Centre a minimum of 14 days prior to the test/exam
date. For more information about the accommodation process, please refer to the Student Accessibility
Services Handbook, available on the SAS website. Students are encouraged to discuss accommodations
recommended by SAS with Course Leaders: http://umanitoba.ca/student/accessibility/index.html
Final Course Grade

Letter grade
Grade Conversion Method

Mark (%) Posted Grade Value Range Descriptor
94 – 100 A+ 4.5 4.25 – 4.50 Exceptional
85 – 93 A 4.0 3.75 – 4.24 Excellent
78 – 84 B+ 3.5 3.25 – 3.74 Very Good
71 – 77 B 3.0 2.75 – 3.24 Good
65 – 70 C+ 2.5 2.25 – 2.74 Satisfactory
60 – 64 C 2.0 2.00 – 2.24 Adequate
50 – 59 D 1.0 1.00 – 1.99 Marginal*
<50 F 0 0.00 – 0.99 Failure
*In the College of Nursing, a final grade of D in any course taken to complete the degree requirement is
considered a failure and is not accepted by the College.
The final course grade will be determined by adding the weighted percentage value achieved by the
student in each evaluative component. Percentage values will be calculated to 2 decimal points. No
‘rounding’ of the weighted percentage values will occur until the final course percentage grade is
calculated and converted to the appropriate letter grade. Rounding of the final percentage grade will be
conducted as follows. A percentage grade value of ≥ .50 will round up. A percentage grade value of <.50
will round down. For example, a grade of 70.49% will round to 70% and the letter grade would be a C+;
a grade of 70.50% will be rounded to 71% and the letter grade will be B.
Unclaimed Student Assignments

Unclaimed student assignments become property of the College of Nursing and will be destroyed four
months after the term has ended.
ACADEMIC REGULATIONS
Being a student at the College of Nursing involves having both rights and responsibilities.
Policies related to students’ academic progress at the University of Manitoba are set out in the
Undergraduate Calendar. It is the student’s responsibility to be familiar with the academic regulations
and requirements of the University of Manitoba. Students must also be familiar with the specific
academic regulations and requirements of the College of Nursing.
Attention is drawn to the following regulations set out in the Undergraduate Calendar (UC):
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Plagiarism and Cheating

UC, General Academic Regulations, Academic Integrity
UC, General Academic Regulations, Final Examinations, 4. Examination Personation
Copyright Information for Students
Copyrighted works, including those created by instructors, are made available for private study and
research and must not be distributed in any format without permission from the copyright owner. Do
not upload copyrighted works to a learning management system or any website unless an exception to
the Copyright Act applies or permission has been confirmed. The Copyright Act stipulates that
recordings which contain copyrighted works (recorded lectures, podcasts, webinars, etc.), and which
were downloaded by a student, must be destroyed by the student within 30 days of receiving final
marks. Do not upload copyrighted works to a learning management system (such as UM Learn), or any
website, uncles an exception to the Copyright Act applies or written permission has been confirmed. For
more information, see the University’s Copyright Office website at http://umanitoba.ca/copyright/ or
contact um_copyright@umanitoba.ca.
Student Assessment Policy

Please refer to the Academic Calendar and the College of Nursing website for detailed information about
the student assessment policy and procedures.
Information about other important academic regulations and supports available to students can be
found in the Academic Handbook.
Attendance
Attendance in on-line courses will be interpreted as regular and consistent participation in the course.
Attendance in courses is required to enable the student to satisfy the evaluative criteria of the
theoretical and seminar components of courses. Students absent from seminar will be required to
complete a Declaration. Absence for compassionate reasons is considered on an individual basis.
Social Media
As a nursing student, you need to be aware of the guidelines for the use of social media at the University
of Manitoba, the direction provided by the College of Registered Nurses of Manitoba, and potential legal
ramifications as outlined by the Canadian Nurse Protective Society. Review the following links to ensure
your use of social media reflects the current guidelines of professional nurses. If in doubt, “pause before
you post” (CNA, 2012, p. 13) and ask a faculty member for direction.
College of Registered Nurses of Manitoba Social Media & Social Networking Factsheet
https://www.crnm.mb.ca/uploads/document/document_file_202.pdf?t=1442260580
Social Media at the University of Manitoba
Social_Media_Guidelines.pdf (umanitoba.ca)
Canadian Nurses Association document: When Private becomes Public: The Ethical Challenges and
Opportunities of Social Media. https://www.cna-aiic.ca/~/media/cna/page-content/pdf-
en/ethics_in_practice_feb_2012_e.pdf?la=en
ACADEMIC REOURCES
College of Nursing Librarian
Carol Cooke is the librarian for the College of Nursing. She will be working from home until the
restrictions are lifted, at that time she will be located at the NJM Health Sciences Library on the
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Bannatyne Campus in room 226, and will hold select office hours in Helen Glass when in person activities
resume. Details on this will be available when the time comes. Carol can be contacted at 204-789-3840,
or on MS Teams Chat, or by email at carol.cooke@umanitoba.ca. Appointments with Carol can be
booked online through the following form: https://lib-umanitoba.libcal.com/appointments/carolcooke
Academic Learning Center

The Academic Learning Centre (ALC) is available to provide guidance and assistance to all students in the
College of Nursing with their written assignments and study skills. They have one to one appointments as
well as an online writing tutor, online workshops, and printable handouts for writing, learning, and
studying. The ALC is located at 201 Tier Building and can also be reached at Academic Learning Centre or
academic_learning@umanitoba.ca or 204-480-1481.
Campus Services to Support Students

Accessibility Services: 204-474-6213
Student Counselling and Career Centre: 204-474-8592
Learning Assistance Centre: 204-480-1481
Student Advocacy & Resources Services: 204-474-7423
English Language Centre: 204-474-9251
LEARNING RESOURCES
Giddens, J. F. (2021). Concepts for nursing practice, 3rd ed. St. Louis, MO: Elsevier.
Boyd, D., Johnson, P. and Bee, H. (2021). Lifespan Development (7th Canadian Edition). Toronto: Pearson.
(This text must be purchased as an online version. More information on text is available on the
2510 UMLearn site)
https://www.campusebookstore.com/integration/AccessCodes/default.aspx?bookseller_id=33&Course=
NURS+2510&t=permalink
Remote Learning Platforms, Devices, and Connectivity

UM Learn is the learning management system used in the College of Nursing. Course content, grades,
and announcements are located on UM Learn. WebEx is used for synchronous interactions. In addition
to UM Learn and WebEx, this course will utilize videos that require streaming.
It is the responsibility of the student to ensure that their computer or device, and internet connection
meets the UM minimum requirements. A description of the technology that is recommended can be
accessed: https://centre.cc.umanitoba.ca/wp-content/uploads/2020/04/Student-Connectivity-
Recommendations.pdf. A webcam and microphone will be required for connection during synchronous
sessions and proctored online exams.
DESCRIPTION OF ASSIGNMENTS (*see also Appendix p. 18)

Post class quizzes provide the opportunity to check your understanding as you progress through the
course. Quiz questions will be based on pre-class readings, guiding questions, and/or class discussion and
can be found under the Assessment link on LEARN. Fifteen randomly ordered multiple choice-type
questions (multiple choice, select all that apply, matching and/or true/false) are provided. You are
expected to complete questions independently in the time allotted. Quizzes (1-9) must be completed in
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sequence. Each quiz will be open for a specified time and will close before the next quiz is open. A quiz
cannot be completed once closed. Further specific information about quizzes and example questions will
be provided during class one.
The Group Presentation Proposal promotes getting started in planning your final group presentation.
The proposal should outline: Roles & responsibilities, plan for communication and collaboration,
selection of media and resources, and anticipated challenges and/or concerns and strategies to address
them. The proposal will serve as the basis for dialogue with your instructor, who will provide
constructive thoughts and ideas to support your collaborative work. Group members will need to be
available for a 10 minute check-in with instructors during week 10.
Mid-term Test description: The format for mid-term test will be a) writing a 2.5-page discussion about
an assigned topic, which is open book, and b) An in-class multiple choice and short answer portion on
concepts and topics for classes up to and including class on adolescence. Answering the questions will
require application of the concepts and content presented in class. All exemplars, content, readings,
classroom activities, videos and discussions during class are testable materials.
Group Project: (see appendix p.18)
LEARNER EVALUATION
Evaluation Strategy Value Due Date Method of
submission
Post class activities 27% 9 opportunities x 3% Via UM Learn quiz
Group Project Proposal/Plan 8% March 1, 2021 Submit to UM Learn

Assignment Folder
Mid-term Test 30% March 15, 2021 Submit to UM Learn
Folder
Group Project 35% April 12, 2021 Online submission to
assignment folder
All tests and assignments must be completed in order to complete this course. Always keep a copy of
your assignments.
COURSE CONCEPTS
Health and Illness Client and Context

Sleep Individual (Development)
COURSE OVERVIEW
This schedule is subject to change at the discretion of the instructor and/or based on the learning needs
of the students but such changes are subject to Section 2.8 of ROASS.
The course is divided into class numbers and date in the Class Overview section of this syllabus and on
the 2510 UMLEARN site. Materials for classes (e.g., preparation guides, lecture video recordings, links
etc.) will be available in the class-specific folder under Content by no later than 0900 hrs on the Friday
prior to Monday class.
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Classes are also identified as either Synchronous (Occurs in real time, requiring your attendance online)
or asynchronous (independent and/or group work per your schedule). Class attendance in real time is
always required for a synchronous class. You must attend at the specific time assigned to your section
(e.g., A01 at 0830 hrs, A02 at 1030 hrs). you should inform course instructors by email prior to class if
you are unable to attend. Students will be informed by course announcements on LEARN if a
synchronous class is being recorded and if and where the recording will be available following class.
COURSE OVERVIEW WEEKLY CHART

Topics and/or
Date Concepts Method of delivery Evaluation
Exemplars
Welcome! Synchronous
Course & concept
introduction (In class in real time
Week 1 Individual - Post class quiz 1
per your section.
Jan 18 Development
A01 – 0830; A02 -
1030)
- Theories of
Human Asynchronous
Development
Week 2 Individual - (Independent work. Post class quiz 2
Genetic variation
Jan 25 Development See class prep
- Prenatal factors
guide on UMLearn)
affecting fetal
development
Individual – - Sleep
Week 3
Development - Attachment Synchronous Post-class quiz 3
Feb 1
Infant
- Sleep throughout
Week 4 the lifespan Asynchronous
Sleep
Feb 8 - Insomnia, Sleep
Apnea
Feb 15 Reading Week February 15-19, 2021
Individual – - Play
Week 5
Development - Parenting styles Synchronous Post-class quiz 4
Feb 22
Early Childhood - Sleep
Individual – - Bullying Post class quiz 5
Week 6
Development - Self-Esteem Asynchronous Group project
Mar 1
Middle Childhood proposal due.
Individual – - Risk taking
Week 7 Synchronous
Development behavior Post-class quiz 6
Mar 8
Adolescence - Sexuality
Week 8
Mid-term Test
March 15
Individual – - Dimensions of
Week 9 Asynchronous
Development Intelligence Post class quiz 7
Mar 22
Early Adulthood - Role transitions
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Group Project
Week 10 Asynchronous
work
Mar 29
Check in
Individual – - Osteoporosis
Week 11 Asynchronous
Development - Climacteric Post class quiz 8
April 5
Middle Adulthood
Individual – - Plasticity Post-class quiz 9
Week 12 Development - Longevity Synchronous Group
April 12 Late Adulthood presentation due
to UMLEARN
CLASS SCHEDULE
This is a tentative schedule; your instructor will let you know at least two weeks in advance if a class will
move from a synchronous to an asynchronous class.
January 18, 2021: Welcome! Course Introduction

SYNCHRONOUS CLASS
Concept Introduction: Individual Development
Student Learning Outcomes:

At the end of this class, the student will be able to:
1. Explain the concept of human development
2. Explain the meaning and potential benefit of a lifespan perspective to the study of human
growth and development
3. Identify the broad significance of knowledge of human development to the practicing nurse
4. Formulate a strategy for successful preparation for this course.
5. Utilize the on-line learning resources available to students in this course
Required Readings
Giddens, J. F. (2021). Concepts for nursing practice, 3rd ed. St. Louis, MO: Elsevier. (p. 2-9)
Course Syllabus available on UMLearn NURS 2510 site
January 25, 2021: Theories of Human Development *Online

ASYCHRONOUS CLASS
Concept Extension: Individual (Development)

Exemplar(s): Spinal Muscular Atrophy, Teratogenesis

1. Describe the relationship between genes, the environment and human development.
2. Discuss contributions and limitations of theories of human development.
3. Examine how perspectives, including biological/evolutionary, psychoanalytic, learning and
systems theories add to our collective understanding of human development.
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4. Compare how characteristics of individual development across the lifespan are described using
varied theoretical perspectives.
Required Readings:
Boyd, D., Johnson, P. and Bee, H. (2021). Lifespan Development (7th Canadian Edition). Toronto:
Pearson. Selected sections in chapters 1, 2 and 3 as guided by student learning outcomes and questions
in preparation guide.
Wenger-Nabigon, A. (2010). The Cree medicine wheel as an organizing paradigm of theories of human
development. Native Social Work Journal, (7), 139-161. Read p. 143-152.
https://zone.biblio.laurentian.ca/bitstream/10219/387/1/NSWJ-V7-art6-p139-161.pdf
February 1, 2021 Topic Focus: Infant

SYNCHRONOUS CLASS

Exemplars(s): Sleep including safe sleep (SIDS), Attachment including disorder. Stranger Anxiety

1. Describe the normal physical development, early motor skills, and perceptual abilities of infants
2. Examine sleep and variation in infancy
3. Identify newborn reflexes and the purpose they serve
4. Explore the basic principles of cognitive development in infancy using Piaget’ theory of cognitive
development
5. Examine language acquisition in infancy
6. Describe the significance of attachment in human development
7. Differentiate between various attachment qualities
Required Readings:
Pearson. Selected sections in chapters 4, 5, 6 as guided by student learning outcomes and questions in
preparation guide.
February 8, 2021 – Concept Introduction: Sleep

ASYCHRONOUS CLASS
Concept Introduction: Sleep
Exemplar(s): Insomnia, Sleep Apnea

1. Explain the concept of sleep
2. Discuss the purpose of sleep as related to health and wellness
3. Describe the sleep cycle
4. Differentiate normal sleep patterns across the life span
5. Explore strategies to promote healthy sleep
6. Create a care plan for an individual displaying signs and symptoms of sleep deprivation
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Required Readings:
Giddens, J. F. (2021). Concepts for nursing practice, 3rd ed. St. Louis, MO: Elsevier. (p. 93-102). Additional
readings as provided in class preparation plan.
February 15, 2021 – Reading week – no class
February 22, Topic Focus: Early Childhood

SYNCHRONOUS
Early Childhood:
Exemplars(s) Early Childhood: Play, Parenting Styles, Night Terrors

1. Describe physiological, cognitive, and psychosocial developments in adolescence
2. Examine how knowledge of physiological, cognitive, and psychosocial developments can guide
nursing care of a child in the stage of early childhood
3. Apply applicable theories related to early childhood development.
4. Discuss language develop in the preschool years
5. Explore the relationship between social relationships, play and parenting styles to the cognitive
and psychosocial development in early childhood.
Required Readings:
Pearson. Selected sections in chapters 7, 8 as guided by student learning outcomes and questions in
preparation guide.
March 1, 2021 – Middle Childhood

ASYCHRONOUS CLASS
Middle Childhood:
Exemplars(s) Middle Childhood: Bullying, Self-Esteem

1. Describe physiological, cognitive, and psychosocial developments in middle childhood
the nursing care of a child in the stage of middle childhood
3. Apply applicable theories related to middle childhood development.
4. Explore the relationship with peers, sleep and bullying to the cognitive and psychosocial
development in middle childhood.
Required Readings:
preparation guide.
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March 8, 2021 Topic Focus: Adolescence

SYCHRONOUS CLASS

Exemplars(s): Risk taking behaviors, dating, sexuality

1. Describe physiological, cognitive, and psychosocial developments in adolescence
nursing care of the adolescent client/patient
3. Apply theories of adolescent development
4. Describe the relationship between peers, self-esteem, risk taking behaviors, and sleep to the
cognitive and psychosocial development in adolescence.
Required Readings:
preparation guide.
March 15, 2020 – Midterm Test
March 22, 2021 Topic Focus: Early Adulthood

ASYNCHRONOUS CLASS

Exemplar(s): Dimensions of Intelligence, Role Transitions
1. Describe physiological, cognitive, and psychosocial developments in early adulthood
the nursing care of individuals in early adulthood
3. Compare and contrast different theoretical backgrounds of intelligence in early adults
4. Examine challenges in the role transition to early adulthood
5. Explore relationships that form in early adults
Required Readings:
Pearson. Selected sections of chapters 13, 14 as guided by student learning outcomes and questions in
preparation guide.
March 29, 2021 - Topic Focus: Group presentation and check-in meetings
April 5, 2021 Topic Focus: Middle Adulthood

ASYNCHRONOUS CLASS

Exemplars(s): Osteoporosis, Climacteric
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1. Describe physiological, cognitive, and psychosocial developments in middle adulthood
nursing care of individuals in the stage of middle adulthood
3. Apply theories of development
4. Analyze unique challenges of middle adulthood.
5. Explore how roles and priorities change in middle adulthood.
Required Readings:
Pearson. Sections of chapters 15, and as guided by student learning outcomes and questions in
preparation guide.
Group Project Due: April 12th by 2100 hrs. to UMLEARN assignment folder
April 12, 2021 Topic Focus: Late Adulthood

SYNCHRONOUS CLASS

Exemplars(s): Plasticity; Longevity

1. Describe physiological, cognitive, and psychosocial developments in late adulthood
nursing care of individuals in late adulthood
3. Apply theories of development in late adulthood
4. Critique biological theories of aging
5. Analyze the unique issues of late adulthood from a psychosocial and societal perspective
Required Readings:
Pearson. Sections of chapters 17, 18, and 19 as guided by student learning outcomes and questions in
preparation guide.
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APPENDIX A – Assignments
Final Group Project – 12-15-minute Presentation (narrated/voice-recorded)
The final group project provides learners with the opportunity to work in groups of three-four to
demonstrate their shared knowledge and understanding of the individual, human growth and
development, theories of human development, and the course concept of sleep. Group presentation will
explore, analyze, and describe factors affecting individuals’ development in the movie Batra, R.
(Director). (2019) Our Souls at Night [Film]. Netflix Wildwood Enterprises, Inc.
• By class #2 students will be randomly assigned to groups of 3-4 and to the specific movie
character that will be the focus of analyses.
• By no later than class #7 one assigned member of each group will submit the group’s
collaborative proposal/plan by outlining:
1) Group members agreed upon roles and responsibilities, including who will arrange the week 10
check in meeting with section instructor and who will submit the final presentation to UMLearn
assignment folder.
2) Plan for communicating and collaborating within the group, which must include discussion and
reflection on accountability, respect, power, conflict, and each of the following items a-d:
a) How can the group be understanding of each other's limitations? This includes
time, resources, technology, and wellbeing. Encourage members to share any
limitations they may have so that the group is aware and can consider these.
b) Describe how and when the group might consult an instructor to discuss
process, progress and elicit advice, validation or assistance with group process?
c) Describe behaviours that individuals demonstrating accountability display in
terms of communication, participation, performance, punctuality and
preparation.
d) Provide two examples of acceptable strategies to provide group members with
feedback and 2 examples that are unacceptable.
3) Proposed media (e.g., voice-recorded ppt. Prezi, video scribe, PowToon etc.) that will be used to
communicate your analyses limited to 15 minutes.
4) Resources that the group plans to use as the basis for informing their analyses (e.g., text(s),
scholarly articles, websites etc.). Note: use of class texts is the expectation
5) Anticipated challenges and/or concerns and potential strategies to address them.
Evaluation of presentation proposal/plan: Each of the 5 points (above) will be evaluated for (A)
completeness, (B) clarity, and (C) thoughtfulness/feasibility (Rubric available below and on 2510
UMLearn site in Rubric folder under Content). Your proposal will serve as the basis for dialogue with your
instructor, who will provide constructive thoughts and ideas to support your collaborative work. You will
be able to revise aspects of your plan if you communicate with instructors regarding changes and the
rationale for them. (see rubric for presentation proposal below)
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Feedback will be provided to all group members with an initial grade out of 24 marks. Item #9 is worth 6
marks and will be assigned on an individual basis. Total marks for proposal = 30, valued at 8% of final
grade.
Grading Rubric for Group Presentation Proposal/plan
Complete Clear Thoughtful/feasible Total marks

0-1 0-1 0-1
1. Roles and /3
responsibilities of
group members
2. Plan for /3
communicating
and collaborating
within the group
3. Reflection & /3
responses to a)
(under #2)
4. Reflection & /3
responses to b)
(under #2)
5. Reflection & /3
responses to c)
(under #2)
6. Reflection & /3
responses to d)
(under #2)
7. Proposed media /3
type & resources
8. Anticipated /3
challenges &/or
concerns
Students will receive proposal grade out of 24 marks initially (this – 80% of final proposal grade)
9. Attends and 6 marks /6
participates in This item is assigned on an individual basis at
final check in week 10
meeting
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12-15 Minute Group Presentation
Characters – Groups will be assigned a specific character from the movie.
1) Brief intro
2) Describe the character and the approximate age and life stage that she/he is currently
experiencing. (This briefly introduces the audience to the character and important aspects of his
or her context in the movie)
3) Using Bronfenbrenner’s Systems Theory and at least one additional, highly relevant human
development theory, detail factors affecting the character’s development.
4) Describe
a. How the concept of sleep is incorporated into the film, and
b. Your assigned character’s current experience with sleep, including factors affecting
sleep.
5) Consider the final three classes of the course exploring early, middle, and late adulthood and
analyze how these stages are brought to life by specific characters in the movie (characters in
addition to the one assigned to your group).
6) As a becoming nurse, identify where there might be potential opportunities to promote the
health of your assigned character and how understanding of human growth and development
can assist in identifying such opportunities.
7) Brief conclusion
For this presentation, consider the target audience (the group to whom you are speaking and providing
information and insights) to be your College of Nursing peers. Consider ways to summarize and illustrate
ideas and show connections between theory and your analysis of the characters in the film. This will
assist you in sharing highly relevant information within the allotted 15-minute timeframe.
Collaboration on Group Presentation

Team/group assignment is an important assessment strategy in this course. A team assignment should
be more than the sum of its parts. It should reflect the deeper and wider scope of analysis possible when
a team of people works together. However, teamwork is not easy. These guidelines will help you manage
the team process as you complete the team assignments.
• Remember that if your name is on the assignment, you are responsible for every element of the
assignment. To protect your standing and that of your fellow team members, you should
incorporate a plan to carefully review the entire assignment prior to submission.
• Understand and acknowledge that everyone works differently and has additional roles and
responsibilities to fulfill. Explore these differences and develop a plan at the beginning of the
team process that fairly accommodates for these differences.
• Establish a work plan at your first meeting, with dates and deliverables (meaning things one has
to prepare/complete),. *Modify this plan only when necessary.
• It is extremely helpful to agree on a mechanism to deal with team conflict at the beginning of the
team process and, if conflict arises, act immediately according to your agreement.
• Do not put your student number on a team assignment if copies of the assignment are
distributed to every team member. (You risk unauthorized access to your personal academic
information). Use your name only.
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• Members of teams are expected to address and resolve challenges with team performance. If
the team is unable to resolve the conflict, and it is affecting performance, teams may opt to
contact the course leader at any time throughout the term for further direction and discussion of
the strategies the team has used to address the conflict.
The course leader may assign a different grade to a team member who does not participate in team
meetings/teamwork in a constructive and collaborative manner.
(see rubric for Final Group Presentation on UMLearn available on week 1 of class)
Page 21 of 21

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NURS 2510 | Client and Context 1: Human Growth and Development | 2020-

2 Credit Hours | Sections A01, A02

COURSE LEADER INFORMATION

Office: 407 Helen Glass Centre

Office Hours: WebEx office hours TBD

Phone: Office 474-9467 (not regularly monitored – please use email)

Course Leader: Winn Briscoe

Office: HGC – Room 459

Office Hours: WebEx office hours TBD

Phone: Office 474-8215 (not regularly monitored – please use email)

Information will be shared through: UM Learn announcements and/or via email.

Remote Program Delivery

Extensions to Assignment Due Dates

Late Submission of Assignments

Voluntary Withdrawal Date

Tests and Exams

Student Accessibility Services

Final Course Grade

Grade Conversion Method

Unclaimed Student Assignments

Plagiarism and Cheating

Student Assessment Policy

Academic Learning Center

Campus Services to Support Students

Remote Learning Platforms, Devices, and Connectivity

DESCRIPTION OF ASSIGNMENTS (*see also Appendix p. 18)

Group Project Proposal/Plan 8% March 1, 2021 Submit to UM Learn

Health and Illness Client and Context

COURSE OVERVIEW WEEKLY CHART

January 18, 2021: Welcome! Course Introduction

Concept Introduction: Individual Development

Student Learning Outcomes:

January 25, 2021: Theories of Human Development *Online

Concept Extension: Individual (Development)

Student Learning Outcomes:

February 1, 2021 Topic Focus: Infant

Concept Extension: Individual (Development)

Student Learning Outcomes:

February 8, 2021 – Concept Introduction: Sleep

Student Learning Outcomes:

February 15, 2021 – Reading week – no class

February 22, Topic Focus: Early Childhood

Student Learning Outcomes:

March 1, 2021 – Middle Childhood

Student Learning Outcomes:

March 8, 2021 Topic Focus: Adolescence

Concept Extension: Individual (Development)

Student Learning Outcomes:

March 22, 2021 Topic Focus: Early Adulthood

Concept Extension: Individual (Development)

April 5, 2021 Topic Focus: Middle Adulthood

Concept Extension: Individual (Development)

Student Learning Outcomes:

April 12, 2021 Topic Focus: Late Adulthood

Concept Extension: Individual (Development)

Student Learning Outcomes:

Final Group Project – 12-15-minute Presentation (narrated/voice-recorded)

Grading Rubric for Group Presentation Proposal/plan

Complete Clear Thoughtful/feasible Total marks

12-15 Minute Group Presentation

Characters – Groups will be assigned a specific character from the movie.

Collaboration on Group Presentation

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