BScN PROGRAM

TERM 1

NURS 1161

INTRODUCTION TO
COLLABORATION

Course Pack

2023
Course
Outline

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Bachelor of Science in Nursing

Course Outline

Date: September 2023

Course Name and Number: NURS 1161 – Introduction to Collaboration

Credits: 2.0 credits

Course Description:
This course introduces the nurse's legal scope of practice and ethical responsibility to provide
professional nursing care. The standards of practice and the code of ethics are the guides for
safe practice and continued professional growth. Relational inquiry, therapeutic relationships,
collaboration, group dynamics, and relational skills are emphasized for effective professional
communication.

Course Learning Outcomes:

1. Apply relational inquiry to interpersonal communication skills.
2. Demonstrate therapeutic use of self within a professional communication process.
3. Apply competencies required for effective collaboration in the nursing profession.
4. Describe the values, beliefs and standards that define the professional practice of nursing.
5. Articulate the purpose of a philosophy in nursing.
6. Discuss the theoretical foundations of nursing practice.
7. Employ the process of critical inquiry and evidence-informed care in nursing.
8. Identify characteristics of relational leadership in the nursing context.
9. Demonstrates a professional presence with confidence, honesty, integrity and respect in all
interactions.

Activities and Design:

Each term must be successfully completed before the next one can be started. The VCC BScN
Framework for Healing and Health Promotion integrates the several theories for study in this
program. This framework looks at the relationships between the person (family, community and
population), environment, and nurse. The nurse uses “Relational Inquiry” (Hartrick Doane &
Varcoe, 2021) and “Safe Care Nursing Framework” (Hundial, 2017) as a basis for nursing care.
A major emphasis of this program is active student participation. Throughout the program,
the instructor will encourage the students to become increasingly more self-directed and
responsible for their own learning. Students are expected to come to class prepared for active
participation in classroom, nursing lab and clinical activities. The Course Pack provides direction
of learning for each class and/or lab. The course outline is presented online using the VCC
learning platform Moodle. The instructor acts as facilitator and expert to promote a positive
learning environment through class discussion, small group activities, role play, case
studies, and poll questions.
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Hartrick Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry with individuals
and families in changing health and health care contexts (2nd ed.). Wolters Kluwer.

Hundial, H. (2017) Safe Care Nursing Framework. Safe Care Nursing,

http://www.safecarenursing.com/

The format of this course gives students an opportunity to practice thinking and acting like
successful professional nurses. Therefore, professional conduct is expected in this course.
This means students are expected to:

 Be prepared for all learning experiences.

 Students do all pre-class preparation (required readings, PPT podcast & activities).
 Participate in class discussion and small breakout room activities.
 Ask questions during class.
 Take responsibility for own learning.
 Consider group needs by:
o Being a positive and co-operative group member able to collaborate to achieve
group goals.
o Drawing the best from colleagues.
o Listening carefully.
o Respectfully challenging the ideas of others.
o Giving and receiving feedback.
o Maintaining confidentiality of information.
o Encouraging both group development and task accomplishment.

This positive cooperative approach creates a safe learning environment that helps develop
knowledge, skills, and attitudes for success.

Textbooks & Resources:

Hartrick Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry with individuals
and families in changing health and health care contexts (2nd ed.). Wolters Kluwer.

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills.

Dames, S., Luctkar-Flude, M., & Tyerman, J. (2021). Edelman and Kudzman’s Canadian health
promotion throughout the life span. Elsevier Canada.

Potter, P. A., Perry, A.G., Stockert, P.A., & Hall, A.M. (2019). Canadian fundamentals of
nursing (6th Cdn. ed.). Elsevier Canada.

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Selected Readings:
Additional resources are included in weekly class outlines and posted on Moodle.

Library Resources Available/Required:

The VCC Health Library provides information literacy instruction to BScN students to build
competencies in searching and identifying evidence-based and peer reviewed resources.
Students receive password access to the Electronic Health Library of British Columbia (eHLBC),
a collection of scholarly online health research databases, the Merck Manual of Diagnosis and
Therapy, the Lexi-Pal Drug Guide, Elsevier's Science Direct and a variety of health e-book
collections. Also available for on-campus access are medical texts, health/nursing journals,
interactive diagnostic tools and DVDs. Ongoing research support is available from the Health
Librarian, VCC's email Ask-a-Librarian service and the province-wide Askaway Virtual
Reference Service.

Student Evaluation:
4 Skills Reflections:
1) Paraphrasing & Analysis of Student Non-Verbal Behaviour 15%

2) Clarifying Questions & Summarizing 20%

3) Expressing Empathy 20%

4) Receiving Feedback Assertively 20%

5) Final Exam 25%

In order to receive a grade for this course you must satisfy all the evaluation criteria. The
passing grade is 60.

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Course Topics:

 Relational inquiry
o Relational orientation + Inquirying action
o Three levels of Relational Inquiry: intrapersonal, interpersonal, contextual
o Five contextual factors: Historical, Sociopolitical, Economic, Physical
Linguistics/Discursive
o The Five C’s supporting Relational Inquiry: Compassion, Curiosity,
Commitment, Competence, Correspondence
o Cultural Safety & Trauma-informed care
 Communication process
 Barriers to communication
 Active listening skills
o Restating and paraphrasing
o Clarifying questions
o Summarizing
o Expressing empathy
 Assertive communication
o Receiving feedback assertively
o Making a request
o Giving feedback
o Saying no
 Therapeutic relationships
o Therapeutic use of self
o Self-concept/self-awareness
 Group communication
o Group dynamics
o Phases of group development
 Collaboration
o Interprofessional Collaboration
 Introduction to Relational Leadership
 Introduction to nursing research, evidence-informed practice & two-eyed seeing
 Introduction to nursing theory and models
 Program philosophy: VCC framework for health & healing
 Professional organizations
 CNA Code of Ethics

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Assignment
Guidelines

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Student Evaluation:
Note:
 Please submit your assignments on Moodle by midnight on the due date.
 If requesting an extension, please contact the instructor 48 hours before
the due date.
 Students must complete all course assignments in order to receive a pass
for this course.

Skills Reflection Assignments #1-4: See Appendix (for template/GRID)

- Please work directly from the template.

Final Exam (30%)

This exam will address content from Class 1-9.

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Learner
Guide

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Course Outline

Class Date Topics

1 Sept 7 Introduction to Relational Inquiry
Active Listening Skills: Restating & Paraphrasing
-Non-verbal behaviours

2 Sept 14 The Communication Process: The 5 C’s

Active Listening Skills: Clarifying questions & Summarizing

3 Sept 21 Therapeutic Relationships

Active Listening Skill: Expressing Empathy
Reflection 1 due at midnight 15%

4 Sept 28 Assertive Communication Part I

Assertiveness Skills:
Receiving Feedback Assertively
Expressing Disagreement
Making a Request

5 Oct 5 Assertive Communication Part II

Assertive Skills:
Giving Feedback
Requesting Feedback
Saying No

6 Oct 12 Group Dynamics & Collaborative Practice

Reflection 2 due at midnight 20%
7 Oct 19 Introduction to Relational Leadership
Reflection 3 due October 28 at midnight 20%
8 Nov 9 Nursing Theory & Research

9 Nov 16 Professional Organizations

BCCNM – Introduction to Nursing Regulation
Course review – pre-exam prep
Reflection 4 due at midnight Nov 23 20%
10 Final Exam
Nov 30

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Class One: INTRODUCTION TO RELATIONAL INQUIRY

OVERVIEW
This class introduces an approach to nursing practice called Relational Inquiry. Developed
by Hartrick Doane and Varcoe (2021), Relational Inquiry is “a process that is guided by
clear attention and intention” (p. 6). Relational Inquiry has two key components: a
relational orientation and inquiry in action. Taken together, it is a way of orienting and
responding to people, situations, and knowledge in a way that is responsive and
responsible. We will focus on three levels of Relational Inquiry that influence
patient/family, nurse, and system well-being: 1) intrapersonal, 2) interpersonal, and 3)
contextual. We will also inquire into multiple types of interrelated contexts and power
relations that are important to pay attention to as a nurse.

In class, we will acquire two Active Listening Skills: restating and paraphrasing. We will
first unpack these two skills and then practice them with each other. We will also discuss
the different kinds of non-verbal behaviours that affect interpersonal communication.

LEARNING OUTCOMES
Upon completion of this class the learner will be able to:

1. Describe Relational Inquiry as an approach to nursing practice.

2. Explain the components of Relational Inquiry.
3. Differentiate between intrapersonal and interpersonal levels of Relational Inquiry.
4. Describe the five contextual factors that shape health and well-being.
5. Explain how power dynamics affect interpersonal relationships.
6. Identify different kinds of non-verbal behaviours.
7. Demonstrate the active listening skills of restating and paraphrasing.

LEARNING RESOURCES

Hartrick Doane, G. H., & Varcoe, C. (2021). How to Nurse? In G. H. Hartrick Doane & C.
Varcoe (Eds.), How to nurse: Relational inquiry with individuals and families in
changing health and health care contexts (2nd ed., pp. 1-7). Wolters Kluwer.

Hartrick Doane, G. H., & Varcoe, C. (2021). How are context and culture always relevant
in nursing? In G. H. Hartrick Doane & C. Varcoe (Eds.), How to nurse: Relational
inquiry with individuals and families in changing health and health care contexts (2nd
ed., pp. 247-259). Wolters Kluwer.

Restating & Paraphrasing

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key
communication skills. Vancouver: Author. (pp. 3-11, 14-15).

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Class Two: THE COMMUNICATION PROCESS & THE 5 C’S

OVERVIEW
Communication is fundamental to forming trust and collaborative relationships with clients.
This class focuses on key elements of the communication process as well as the barriers
or “roadblocks” to effective communication. We will also explore the five relational
capacities that support Relational Inquiry. Hartrick Doane and Varcoe (2021) refer to this
as the “5 Cs”: Compassion, Curiosity, Commitment, Competence, and Corresponding.
The 5 Cs enable you to clearly identify your nursing obligations in complex nursing
situations and become purposeful in your actions.
In class, we will build upon our Active Listening Skills with two more skills that complement
the 5Cs: asking clarifying questions and summarizing. We will first unpack these two skills
and then practice them with each other.
LEARNING OUTCOMES
Upon completion of this class the learner will be able to:

1. Identify the key elements of the communication process.

2. List the barriers/roadblocks to communication.
3. Describe the 5 Cs supporting Relational Inquiry
4. Demonstrate the active listening skill of asking clarifying questions and
summarizing.

LEARNING RESOURCES
Jakubec, S.L. & Astle, B.J. (2019). Communication and Relational Practice. In P.A. Potter,
A.G. Perry, P.A. Stockert, & A.M. Hall (Eds.), Canadian fundamentals of nursing (6th
Cdn. ed., pp. 274-5; pp. 282-286). Elsevier Canada.

Hartrick Doane, G. H., & Varcoe, C. (2021). How are nursing obligations determined? The
5 Cs supporting Relational Inquiry. In G. H. Hartrick Doane & C. Varcoe (Eds.), How
to nurse: Relational inquiry with individuals and families in changing health and
health care contexts (2nd ed., pp. 124-156). Wolters Kluwer.

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills. (pp. 12-13).

Clarifying Questions

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills. (pp. 19).

Summarizing

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills. (pp. 24).

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Class Three: THERAPEUTIC RELATIONSHIPS

OVERVIEW
The therapeutic relationship is about cultivating trust and making meaningful connections
with clients and their families to promote their health and well-being. Engaging in a
therapeutic manner requires nurses to communicate with clients rather than talk to or at
clients. This requires the nurse to employ therapeutic use of self when interacting with
them. Knowing how the nurse perceives themselves will impact how effectively they are in
developing therapeutic relationships with those they serve. For nurses, having an
appreciation of self-concept and self-awareness is necessary to truly meet the needs of
the client rather than their own needs. Recognizing the difference between personal and
professional therapeutic relationships is essential to establish clear boundaries with clients
(BCCNM, 2020). When nurses seek to advance the therapeutic relationship, they do so by
consciously choosing to work through the phases of the relationship using Relational
Inquiry.

In class, we will be practicing one the most important Active Listening Skills that
strengthens therapeutic relationships: expressing empathy. After we unpack the
components of an empathetic response, we will practice expressing empathy with each
other.

LEARNING OUTCOMES
Upon completion of this class the learner will be able to:

1. Describe the purpose of therapeutic relationship.

2. Demonstrate the therapeutic use of self.
3. Differentiate between personal and professional therapeutic relationships.
4. Explain the phases of a therapeutic relationship.
5. Identify the components of an empathetic response.
6. Distinguish between sympathy and empathy.
7. Demonstrate the active listening skill of expressing empathy.

LEARNING RESOURCES

Funk Borgland, M. (2021). The therapeutic relationship. In S. Dames, M. Luctkar-Flude, &

J. Tyerman (Eds), Edelman and Kudzman’s Canadian health promotion throughout
the life span (pp. 83-94). Elsevier Canada.

BCCNM (2020). Practice Standard: Boundaries in the nurse-client relationship.

https://www.bccnm.ca/RPN/PracticeStandards/Lists/GeneralResources/
RPN_PS_Boundaries.pdf

Expressing Empathy

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Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills. Vancouver: (pp. 16-18 & 25-28).

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Class Four: ASSERTIVE COMMUNICATION - PART I

OVERVIEW:
Assertive communication allows for the honest and clear expression of thoughts, opinions,
feelings, and preferences in an appropriate manner that maintains the dignity and respect
for oneself and the other person. An assertive nurse uses Relational Inquiry and their
Active Listening Skills to stand up for their rights without infringing on the rights of others,
respect their own needs and the needs of others, and take care of themselves and others
at the same time.

In class, we will learn the assertive skills of expressing disagreement and making a
request, and practice how to receive feedback assertively with each other.

LEARNING OUTCOMES:
Upon completion of this class the learner will be able to:

1. Identify characteristics of assertive communication strategies.

2. Distinguish between assertive, non-assertive, and aggressive styles of
communication.
3. Recognize a variety of ways in which assertiveness is demonstrated.
4. Demonstrate the assertive skill of expressing disagreement.
5. Demonstrate the assertive skill of making a request.
6. Demonstrate the skill of receiving feedback assertively

LEARNING RESOURCES:

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills. Vancouver: Author. (pp. 29-33).

Jakubec, S.L. & Astle, B.J. (2019). Communication and Relational Practice. In P.A. Potter,
A.G. Perry, P.A. Stockert, & A.M. Hall (Eds.), Canadian fundamentals of nursing (6th
Cdn. ed., pp. 274-5, 282-286). Elsevier Canada.

Receiving Feedback Assertively

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills. Vancouver: Author. (pp. 37-39).

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Class Five: ASSERTIVE COMMUNICATION - PART II

OVERVIEW
Assertive communication also includes the skills of giving feedback, requesting feedback,
and saying no. Guidelines for giving and requesting feedback can be very helpful in
facilitating constructive exchanges and improving performance. Acquiring these skills of
assertiveness allows you to ask for what you need, appropriately express both positive
and negative thoughts and feelings, and initiate, continue or terminate the interaction. This
honest expression of yourself does not violate the needs of others but does demonstrate
self-respect rather than deference to the demands of others.

Assertive communication can range from setting clear boundaries, making a direct, honest
statement about your belief to taking a very strong stance about what will and will not be
tolerated. Remember that assertiveness is a learned behaviour and assertive responses
need to be practiced!

LEARNING OUTCOMES
Upon completion of this class the learner will be able to:

1. Explain the importance of feedback in communication.

2. Describe the effect feedback has on personal feelings.
3. Demonstrate the assertive skills of giving and requesting feedback.
4. Demonstrate the assertive skill of saying no.

LEARNING RESOURCES

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills. Vancouver: Author. (pp. 34-36, 40).

Jakubec, S.L. & Astle, B.J. (2019). Communication and Relational Practice. In P.A. Potter,
A.G. Perry, P.A. Stockert, & A.M. Hall (Eds.), Canadian fundamentals of nursing (6th
Cdn. ed., pp. 274-5, 279). Elsevier Canada.

Giving Feedback

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills. Vancouver: Author. (pp. 34-36).

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Class Six: GROUP COMMUNICATION & COLLABORATIVE PRACTICE

OVERVIEW
Groups form an integral part of nursing whether they are informal groups created when
nurses work together with the interdisciplinary team or formally-organized groups such as
self-help or professionally-led groups. The nurse’s role within these groups can range from
participant to facilitator to leader. This class will present an overview of group
communication, followed by group roles, group dynamics, including facilitators and barriers
to group progress, Tuckman’s (1965) phases of group development, and competencies
required to maintain effective collaboration. We will also focus on key characteristic of
interprofessional collaboration and strategies for collaborative practice in the “hard spots”,
as described by Hartrick Doane and Varcoe (2021). In class, we will engage in small
group activities and apply collaborative checkpoints in challenging situations.

LEARNING OUTCOMES
Upon completion of this class the learner will be able to:

1. Identify roles and behaviours that facilitate group performance.

2. Identify factors and roles that impede group progress.
3. Describe stages of group development.
4. Identify key characteristics of interprofessional collaboration.
5. Articulate a relational understanding of collaborative practice.

LEARNING RESOURCES
Hartrick Doane, G. H., & Varcoe, C. (2021). How does nursing contribute to
interprofessional practice? In G. H. Hartrick Doane & C. Varcoe (Eds.), How to
nurse: Relational inquiry with individuals and families in changing health and health
care contexts (2nd ed., pp. 389-397). Wolters Kluwer.

Orchard, C. (2019). Patient-centred care: Interprofessional collaborative practice. In P.A.

Potter, A.G. Perry, P.A. Stockert, & A.M. Hall (Eds.), Canadian fundamentals of
nursing (6th Cdn.ed., pp. 301-303). Elsevier Canada.

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills. Vancouver: Author. (pp. 20-23).

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Class Seven: INTRODUCTION TO RELATIONAL LEADERSHIP

OVERVIEW
Although many nurses may not consider themselves as leaders or feel comfortable
thinking of other nurses in this way, nurses lead patients and families, team huddles,
interdisciplinary rounds, working groups or committees every day. Thus, all nurses are
leaders. Nurses bring a particular standpoint to health care that is unique and valuable.
That said, leadership is an integral part of nursing practice and an essential component to
cultivating optimal health care outcomes and collaborative relationships.

This class will provide an introduction to Relational Leadership (Hartrick Doane and
Varcoe, 2021) by distinguishing leadership and management, examining different styles of
leadership in nursing, and leveling critiques of leadership theories. We will focus on a
relational view of leadership that allows you to lead from any position.

LEARNING OUTCOMES
Upon completion of this class the learner will be able to:

1. Distinguish leadership from management.

2. Identify different styles of leadership.
3. Describe the limitations of leadership theory.
4. Explain the value of a relational view of leadership.

LEARNING RESOURCES

Hartrick Doane, G. H., & Varcoe, C. (2021). How do you enact leadership in every moment
of practice? In G. H. Hartrick Doane & C. Varcoe (Eds.), How to nurse: Relational
inquiry with individuals and families in changing health and health care contexts (2nd
ed., pp. 402-419). Wolters Kluwer.

Shirey, M.R., White-Williams, C., & Hites, L. (2019). Integration of authentic leadership
lens for building high performing interprofessional collaborative practice teams.
Nursing Administration Quarterly, 43(2), 101-112.

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Class Eight: NURSING THEORY & RESEARCH

OVERVIEW
There are two dominant sources of knowledge that inform nursing practice: theory and
research. Nursing theories provide nurses with a perspective from which to view client
situations, a way to organize data, and a method of analyzing and interpreting information
to bring about coherent and informed nursing practice. A theoretical framework directs the
nurse to use a systematic, rational, and standardized approach to caring for a person. All
nursing models have central concepts related to person, environment, health, and nursing,
but differ in classification, focus, and underlying philosophy. Nursing is also informed by
evidence-informed practice which integrates evidence from research and clinical expertise
to guide nurses in making appropriate clinical decisions. Two-Eyed Seeing is an approach
that integrates western scientific knowledge systems with Indigenous worldviews and
knowledges to promote cultural safety.

LEARNING OUTCOMES
Upon completion of this class the learner will be able to:

1. Differentiate between theories, frameworks, and models.

2. Identify the four concepts central to all nursing theories.
3. Describe Indigenous nursing knowledge.
4. Define evidence-informed practice.
5. Differentiate between qualitative and quantitative research.
6. Explain two-eyed seeing as a theoretical approach and method of research.

LEARNING RESOURCES

Hartrick Doane, G. H., & Varcoe, C. (2021). How is nursing practice a theorizing process?
In G. H. Hartrick Doane & C. Varcoe (Eds.), How to nurse: Relational inquiry with
individuals and families in changing health and health care contexts (2nd ed., pp. 196-
223). Wolters Kluwer.

Bourque Bearskin, R.L., Camerson, B.L., King, M., Weber-Pilwax, C., Dion Stout, M.,
Voyageur, E., Reid, A., Bill, L., & Martial, R. (2016). Mâmawoh Kamâtowin, “Coming
together to help each other in wellness”: Honouring Indigenous Nursing Knowledge.
International Journal of Indigenous Health, 11(1), 18-33.

Duggleby, W., & Astle, B.J. (2019). Evidence-Informed Practice. In P.A. Potter, A.G. Perry,
P.A. Stockert, & A.M. Hall (Eds.), Canadian fundamentals of nursing (6th Cdn. ed.,
pp. 75-83). Elsevier Canada.

Wright, A.L., Gabel, C., Bomberry, R., & Wahoush, O. (2019). An application of Two-Eyed
Seeing to community-engaged research with Indigenous mothers. International
Journal of Qualitative Methods, 18, 1-7.

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Class Nine: PROFESSIONAL ORGANIZATIONS

OVERVIEW
Professional organizations perform several functions, including the development and
maintenance of standards of practice, education, policy development, and political
lobbying. Professional nursing organizations operate at the local, provincial, national, and
international levels, influencing and shaping the overall growth and development of the
nursing profession. The evolution of nursing as a professional organization has resulted in
the establishment of professional values, beliefs, and standards that govern practice.
These constitute the professional practice of nursing and define who we are and what we
do. This class will provide an overview of the many types of nursing organizations in
existence, including those with a clinical, political and regulatory focus.

LEARNING OUTCOMES
Upon completion of this class the learner will be able to:

1. Identify the characteristics of a professional organization.

2. Name three different professional nursing organizations.
3. Explain how nursing organizations advocate for nursing and quality patient care.
4. Describe the mandate and purpose of BC College of Nurses and Midwives
(BCCNM).
5. Differentiate between Professional Standards, Practice Standards, and Scope of
Practice.
6. Articulate the importance of self-reflection on practice as a tool for monitoring
responsibility and accountability.

LEARNING RESOURCES
Crumley, C. (2020). The benefits of active engagement in nursing professional
organizations: A view from here. Journal of Wound Ostomy Continence Nursing,
47(6), 547.

Catallo, C., Spalding, K., & Haghiri-Bijeh, R. (2014). Nursing professional organizations:
What are they doing to engage nurses in health policy? SAGE Open, October-
December, 1-9. DOI: 10.1177/2158244014560534

BCCNM (2020). Introduction to nursing regulation [Video]. Vimeo.

https://vimeo.com/487027879
NOTE: Password: BCCNM2021

BCCNM (2020). Professional Standards: Nurse Practitioners and Registered Nurses.

https://www.bccnm.ca/Documents/standards_practice/rn/
RN_NP_Professional_Standards.pdf

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APPENDIX

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Relational Inquiry Approach to Communication

Skill Reflection #1: Paraphrasing & Analysis of Non-verbal behaviours

Goal: 1) To practice ‘paraphrasing’ from a Relational Inquiry approach to

communication. 2) To identify and improve student non-verbal behaviors.

Learning Resources
Hartrick Doane, G. & Varcoe, C. (2021). How to nurse: Relational inquiry with individuals
and families in changing health and health care contexts. Philadelphia: Lippincott,
Williams & Wilkins.

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills.

Preparation for the assignment:

 You will be assigned someone to interview from your cohort.
 You will have a conversation about your experiences with healthcare, you don’t need to
disclose personal information, you can role play and draw from a family members
experience, or a friends experiences.
 You will video record the conversation; the video will be kept confidential, and it will only
be shared with the instructor and will be destroyed after your assignment has been
marked.
 Arrange a time and a place to have a 10-minute conversation (Zoom is a great option to
meet and you can record directly from Zoom)
 Review the reflective questions in this assignment (see below).

Before the conversation begins:

 Thank them for agreeing to have a conversation with you.
 Let them know that this will be an informal 10-minute conversation.
 Ask them if they have any questions.
 Tell your partner that you may periodically take notes during the conversation.
 Set up the video recording. Be sure to record yourself and the person.

During the conversation:

 Begin the conversation with an opening question: “Tell me about a health concern that
you or a family member/friend have had recently.” Or “what has been your experience of
health care?”
 Pay attention to how you relate to the person
 Practice the skill of paraphrasing and be aware of when/how you use paraphrasing.
 Take note of your non-verbal behaviours.

Immediately after the conversation:

 Review the video recording
 Answer the questions below
 Submit the assignment into the Moodle Dropbox
 Provide the instructor with a copy of the video or provide access.

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Skill Reflection #1: Paraphrasing & Analysis of Non-verbal behaviours

Reflective Questions: (23 marks/15% of course grade)

Name:

PART A: A Relational Inquiry Approach to Communication

 Include a preface (i.e. Who are you interviewing? What is their concern? Setting?)

Contextual reflection (3 marks)

 Identify 3 contextual factors that have shaped the person’s physical/mental health or their
lived experience of health care. Describe how an awareness of each context gives you a
better understanding of their circumstance, including their challenges/barriers to health and
strengths/resources to achieve health and well-being.

Intrapersonal reflection (3 marks)

 What is going on within you during this conversation?

 What might be going on within the other person during the conversation and why do you
think this?

 How did the person’s non-verbal behaviour inform your understanding?

Interpersonal reflection (2 marks)

 What might be going on between you and the other person?

 Power dynamics: How does your social location (intersecting identities of gender, race,
class, ability, age, size, sexuality, education) influence your conversation with this person?
Describe how is power playing out between you and this person?

PART B. Active Listening Skill: Paraphrasing

 Provide ONE example of the use of paraphrasing (3 marks)

 The person said:

 Your paraphrase:

 The person’s response to the paraphrase:

 Describe their body language. What does might their body language reflect? (1 mark)

 Describe two ways that you can improve your skill of paraphrasing (1 mark)

PART C: Final Reflection

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How was your understanding of the person’s experience deepened by using:

 Relational Inquiry (intrapersonal, interpersonal, contextual)? (1 mark)

 Paraphrasing? (1 mark)

Note: In this final reflection, please integrate and cite the following resources: Hartrick Doane and
Varcoe (2021) and VCC (2021).

Analysis of Student NON-Verbal Behaviours

Instructions:
Using the same video recording:
 Identify 2 non-verbal behaviors you observed about yourself that interfered with
your ability to be an effective communicator.

 With each behavior, reflect upon the following questions:

First NON-VERBAL BEHAVIOR

1. Describe the first non-verbal behavior (1 mark)
2. Reflection: What feelings and thoughts are underlying this non-verbal behavior?
(self- awareness) (1 mark)
3. How might this non-verbal behavior be perceived by others? (1 mark)
4. Identify 2 strategies might help to manage this behavior in future? (1 mark)

SECOND NON-VERBAL BEHAVIOR

1. Describe the first non-verbal behavior (1 mark)
2. Reflection: What feelings and thoughts are underlying this non-verbal behavior?
(self- awareness) (1 mark)
3. How might this non-verbal behavior be perceived by others? (1 mark)
4. Identify 2 strategies might help to manage this behavior in future? (1 mark)

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Relational Inquiry Approach to Communication

Skill Reflection #2: Clarifying Questions & Summarizing

Goal: To practice the skill of asking questions for the purposes of clarification and
the skill of summarizing from a Relational inquiry approach to communication.

Learning Resources
Hartrick Doane, G. & Varcoe, C. (2021). How to nurse: Relational inquiry with individuals
and families in changing health and health care contexts. Philadelphia: Lippincott,
Williams & Wilkins.

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills.

Have a conversation with a different person from the previous assignment.

Preparation for the assignment:

 You will be assigned a new partner to interview from your cohort.
 You will have a conversation about your experiences with healthcare, you don’t need to
disclose personal information, you can role play and draw from a family members
experience, or a friends experiences.
 You will video record the conversation; the video will be kept confidential, and it will only
be shared with the instructor and will be destroyed after your assignment has been
marked.
 Arrange a time and a place to have a 10-minute conversation (Zoom is a great option to
meet and you can record directly from Zoom)
 Review the reflective questions in this assignment (see below).

Before the conversation begins:

 Thank them for agreeing to have a conversation with you.
 Let them know that this will be an informal 10-minute conversation.
 Ask them if they have any questions.
 Tell your partner that you may periodically take notes during the conversation.
 Set up the video recording. Be sure to record yourself and the person.

During the conversation:

 Begin the conversation with an opening question: “Tell me about a health concern that
you or a family member/friend have had recently.” Or “what has been your experience of
health care?”
 Pay attention to how you relate to the person
 Use the 5 ‘Cs’ to Practice the skills of Clarifying Questions & Summarizing
Immediately after the conversation:
 Review the video recording
 Answer the questions below
 Submit the assignment into the Moodle Dropbox
 Provide the instructor with a copy of the video or provide access.

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Skill Reflection #2: Clarifying Questions & Summarizing

Reflective Questions: (20 marks/20% of course grade)
Name:

PART A: A Relational Inquiry Approach to Communication

 Include a preface (i.e. Who are you interviewing? What is their concern? Setting?)

The 5 Cs (5 marks)

Review the 5 Cs that support Relational Inquiry: Chapter 4 of How to Nurse (Hartrick Doane &
Varcoe, 2021). Next to each of the 5 C’s below, briefly define the term and then describe how you
demonstrated it with the person you interviewed. Please integrate and cite the authors (include
page number for direct quotes).

1. Compassion:
2. Curiosity:
3. Competence:
4. Commitment:
5. Correspondence:

Contextual reflection (3 marks)

 Identify 3 contextual factors that have shaped the person’s physical/mental health or their
lived experience of health care. Describe how an awareness of each context gives you a
better understanding of their circumstance, including their challenges/barriers to health and
strengths/resources to achieve health and well-being.

Intrapersonal reflection (2 marks)

 What is going on within you during this conversation?

 What might be going on within the other person during the conversation and why do you
think this?

 How did the person’s non-verbal behaviour inform your understanding?

Interpersonal reflection (2 marks)

 What might be going on between you and the other person?

 Power dynamics: How does your social location (intersecting identities of gender, race,
class, ability, age, size, sexuality, education) influence your conversation with this person?
Describe how is power playing out between you and this person?

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PART B. Active Listening Skills:

Clarifying Questions:

 Provide ONE example of the use of clarifying questions (1 mark)

 The person said:

 Your clarifying question:

 The person’s response:

 Describe their body language. What does might their body language reflect? (1 mark)

 Describe two ways that you can improve your skill of asking clarifying questions (1 mark)

Summarizing:

 Provide ONE example of the use of summarizing (1 mark)

 The person said:

 Your summarizing:

 The person’s response:

 Describe their body language. What does might their body language reflect? (1 mark)

 Describe two ways that you can improve your skill of summarizing (1 marks)

PART C: Final Reflection

How was your understanding of the person’s experience deepened by using:

 Relational Inquiry (5 Cs)? (1 marks)

 Clarifying Questions? Summarizing? (1 marks)

Note: In this final reflection, please integrate and cite the following resources: Hartrick Doane and
Varcoe (2021) and VCC (2021).

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Relational Inquiry Approach to Communication

Skill Reflection #3: Expressing Empathy

Goal: To practice the skill of expressing empathy from a Relational Inquiry

approach to communication.

Learning Resources
Hartrick Doane, G. & Varcoe, C. (2021). How to nurse: Relational inquiry with individuals
and families in changing health and health care contexts. Philadelphia: Lippincott,
Williams & Wilkins.

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills.

Preparation for the assignment:

 You will be assigned a new partner to interview from your cohort.
 You will have a conversation about your experiences with healthcare, you don’t need to
disclose personal information, you can role play and draw from a family members
experience, or a friends experiences.
 You will video record the conversation; the video will be kept confidential, and it will only
be shared with the instructor and will be destroyed after your assignment has been
marked.
 Arrange a time and a place to have a 10-minute conversation (Zoom is a great option to
meet and you can record directly from Zoom)
 Review the reflective questions in this assignment (see below).

Before the conversation begins:

 Thank them for agreeing to have a conversation with you.
 Let them know that this will be an informal 10-minute conversation.
 Ask them if they have any questions.
 Tell the person that you may periodically take notes during the conversation.
 Set up the video recording. Be sure to record yourself and the person.

During the conversation:

 Begin the conversation with an opening question: “Tell me about a health concern that
you or a family member/friend have had recently.” Or “what has been your experience of
health care?”
 Pay attention to how you relate to the person
 Use the 5 ‘Cs’
 Practice the skill of Expressing Empathy

Immediately after the conversation:

 Review the video recording
 Answer the questions below
 Submit the assignment into the Moodle Dropbox
 Provide the instructor with a copy of the video or provide access.

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Skill Reflection #3: Expressing Empathy

Reflective Questions: (20 marks/20% of course grade)
Name:

PART A: A Relational Inquiry Approach to Communication

 Include a preface (i.e. Who are you interviewing? What is their concern? Setting?)

The 5 Cs (5 marks)

Review the 5 Cs that support Relational Inquiry: Chapter 4 of How to Nurse (Hartrick Doane &
Varcoe, 2021). Next to each of the 5 C’s below, briefly define the term and then describe how you
demonstrated it with the person you interviewed. Please integrate and cite the authors (include
page number for direct quotes).

1. Compassion:
2. Curiosity:
3. Competence:
4. Commitment:
5. Correspondence:

Contextual reflection (3 marks)

 Identify 3 contextual factors that have shaped the person’s physical/mental health or their
lived experience of health care. Describe how an awareness of each context gives you a
better understanding of their circumstance, including their challenges/barriers to health and
strengths/resources to achieve health and well-being.

Intrapersonal reflection (3 marks)

 What is going on within you during this conversation?

 What might be going on within the other person during the conversation and why do you
think this?

 How did the person’s non-verbal behaviour inform your understanding?

Interpersonal reflection (3 marks)

 What might be going on between you and the other person?

 Power dynamics: How does your social location (intersecting identities of gender, race,
class, ability, age, size, sexuality, education) influence your conversation with this person?
Describe how is power playing out between you and this person?

PART B. Active Listening Skills: (Total: 3 marks)

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Expressing Empathy:

 Provide ONE example of expressing empathy

 The person said:

 Your use of expressing empathy:

 The person’s response:

 Describe their body language. What does might their body language reflect?

 Describe two ways that you can improve your skill of expressing empathy

PART C: Final Reflection (Total: 3 marks)

How was your understanding of the person’s experience deepened by using:

 Relational Inquiry (5 Cs)?

 Expressing Empathy?

Note: In this final reflection, please integrate and cite the following resources: Hartrick Doane and
Varcoe (2021) and VCC (2021).

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Relational Inquiry Approach to Communication

Skill Reflection #4: Receiving Feedback Assertively

Goal: To practice ‘receiving feedback assertively’ within the context of a relational

inquiry approach to communication.

Learning Resources
Hartrick Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry with
individuals and families in changing health and health care contexts (2nd ed.).
Wolters Kluwer.

Vancouver Community College (2021). Introduction to collaboration: Guidelines for key

communication skills.

Preparation for the assignment:

 You will be assigned a new partner to interview from your cohort.
 You and your partner will role-play one of the scenarios. Each person will have
the opportunity to be the student and the person providing the feedback.
 Act out this scenario and record the engagement.
 You will video record the role-play; the video will be kept confidential, and it will
only be shared with the instructor and will be destroyed after your assignment
has been marked.
 Arrange a time and a place to have a 10-minute conversation (Zoom is a great
option to meet and you can record directly from Zoom)
 Review the reflective questions in this assignment (see below).

Before the role play begins:

 Thank them for agreeing to do this role play with you.
 Let them know that this will be a 10-minute enactment of the scenario.
 Provide your partner with the scenario and give them time to review the script of
the clinical instructor/RN/husband of a patient.
 Ask them if they have any questions.
 Set up the video recording. Be sure to record yourself and the person.

During the role play:

 Pay attention to how you relate to the person and how you receive feedback.
 Use your Active Listening Skills: paraphrasing, clarifying questions (open, closed
and intuitive questions), summarizing, and expressing empathy

Immediately after the conversation:

 Review the video recording
 Answer the questions below
 Submit it into the Moodle Dropbox
 Provide the instructor with a copy of the video or provide access.

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Skill Reflection #4: Receiving Feedback Assertively

Reflective Questions: (20 marks/20% of course grade)
Name:

A: A Relational Inquiry Approach to Communication

Assessment: (4 marks)

a) Think back to a time when you received difficult or unwanted feedback. Describe the
situation. How did you respond emotionally? How did you respond verbally?

Emotional Influences: (4 marks)

In his book Emotional Intelligence, Daniel Goleman (1995) refers to ‘amygdala hijack’ as an
immediate and intense emotional reaction that’s out of proportion to the situation. The amygdala is
an ancient structure in our brain that is designed to respond quickly to threat by making split-
second decisions to initiate the fight/flight/freeze response before the neocortex has time to
overrule it. Although the amygdala protects us from danger, it can interfere with our functioning.

The best way to prevent amygdala hijack is to increase your emotional intelligence (EI). EI is your
ability to understand and manage your emotions and use this information in positive ways to
relieve stress/anxiety, communicate effectively, empathize with others, and defuse conflict.
The first step to regulating your emotions is to identify your triggers. Triggers have their origins in
an earlier time in your life when there was an event that was experienced as highly stressful or
traumatic.

 Identify 2 triggers that affect you emotionally.

Describe the origins of your triggers (using the 5Ws: who/where/what/when/why).

Contextual reflection: (2 marks)

 Reflecting back on the time when you received difficult/unwanted feedback (part a), identify
2 contextual factors that shaped/contributed to your triggers (historical, sociopolitical,
economic, physical, linguistic/discursive).

ROLE PLAY SCENARIO: The questions below pertain to the scenario and your reflections about
receiving feedback assertively.

Intrapersonal reflection (3 marks)

 What was going on within you (visceral responses, emotions, thoughts) when you were
receiving feedback from the ‘instructor’/RN/husband of patient?

 What might have been going on within the other person when they were giving you
feedback and why do you think this?

 How did the person’s non-verbal behaviour inform your understanding?

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B. Communication Skill: Receiving Feedback Assertively (Total: 4 marks)

 What Active Listening Skills did you observe yourself using when receiving feedback
assertively? Be specific and give at least 2 examples.

 What effect did the skills have on the ‘instructor’/RN/husband of patient?

C. Final Reflection (Total: 3 marks)

 Describe 2 ways that you can improve your skill of ‘receiving feedback assertively’.

 Reflect upon your Relational Inquiry approach to communication (5 Cs) and the way you
handled the feedback.

Note: In this final reflection, please integrate and cite the following resources: Hartrick Doane and
Varcoe (2021) and VCC (2021).

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VCC BScN Program

Philosophy
The VCC BScN philosophy provides direction for decisions
about curriculum and the scholarship of teaching and learning.
Its aim is to prepare students who can contribute to the Nursing
discipline of nursing, and in turn address complex and
evolving societal health needs. It is informed by a relational Teaching
Enviro
perspective that includes hermeneutic phenomenology, nment and Person
Learning
transition theory, and critical, political-economic and post-
colonial feminist theories. Beliefs about teaching and learning
Health and
are used throughout the curriculum to address assumptions Healing
about the interconnecting meta-paradigm concepts of nursing,
person, health and healing, and environment.

Education

Teaching and Learning

Caring is integral to teaching and learning. Caring includes believing in the learner’s potential for
success in the shared journey of discovery and co-creating safe learning environments that value
diversity and inclusion. This approach empowers learners to find their voice, manage transitions,
and be committed to a process of lifelong learning for personal and professional growth.
Evaluation is a learning opportunity for both learners and teachers.

Teaching is a dynamic process of discovery, interaction and engagement that occurs in formal and
informal contexts. Teachers are responsible for ensuring that the learner’s access needs are met.
Teacher ensure all learning experiences take place within an evidence-informed approach to
scholarship. Teachers create learning environments that recognize and support the diversity of
learners. They embrace a variety of approaches including narrative pedagogy, technology,
cognitive modeling, context-based learning, critical inquiry, reflexivity, self-evaluation, and
relational inquiry.

Learning is a “deeply embodied and personal process that requires active and substantial
engagement at the experiential level” (Hartrick Doane & Varcoe, 2021, p. 26). As such, learners
need to be curious and willing to take a stance of not knowing, engage with complexity, risk seeing
situations in new ways, and be open to discovering things about self and/or practice that are
unpleasant.

Meta-Paradigm of Nursing

Person
The concept of person can be applied to an individual, family, group, community, and population.
Person is a historical being that exists in dynamic political, economic, cultural, and social
relationships. These relationships contribute to the evolving identity of the whole person, unique in
values, belief, abilities and needs. Alterations in the person’s life result from experiences during

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developmental, health/illness, situational and/or organizational transitions. Nurses work in

collaboration with persons to promote health and healing across the full continuum of care.

Environment
A constant relational interplay exists between person, environment, and health. The environment is
a critically important element that affects health and healing. Environment includes socio-historical,
natural, political-economic, technological, and cultural structures and processes which inter-relate
at local, national, and global levels. Culture can be considered to be a dynamic environmental
factor. The evolving environment may place limitations on persons’ activities but also inspire new
ways to meet changing needs.

Health and Healing

Health is a positive concept emphasizing personal and social resources for everyday living.
Inequitable production and distribution of resources are barriers to health and healing. Health is the
extent to which persons are able to effect change and influence the environment to meet their
needs and to find meaning and purpose in life.

Promotion of health attends to the unique experiences and needs of diverse persons while also
attending to common experiences and needs (e.g. the universal need for food and housing).

Healing is a complex multi-dimensional and evolving process that is influenced by intersecting

elements beyond the health care system. This view moves beyond thinking of health as an
individual choice and responsibility and highlights how health is a relational experience shaped by
contextual factors. Experiences of healing are opportunities for transformation of person and
environment in ways that meet diverse and common health needs.

Nursing
Nursing is a multi-dimensional discipline that engages in multiple levels of health promotion and
healing. Its unique body of knowledge is derived from the biological sciences, social sciences and
humanities. Nurses apply clinical reasoning and acknowledge different ways of knowing that reflect
a unique and evolving body of theoretical, philosophical, and experiential knowledge. Nursing is
guided by professional standards, competencies, and a code of ethics.

Nursing is a relational practice. It is shaped by interpersonal, intrapersonal, and contextual

circumstances and oriented to enhancing the capacity and power of people to have greater control
over resources that affect their health.

Nurses recognize how relationships and institutions shape social justice and equity. As leaders,
they advocate for change and collaborate with interdisciplinary professionals across sectors. As
information and communication technologies become more routine in nursing practice, nurses use
such technologies in a manner that supports the nurse-person relationship.

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Glossary of Terms

Caring: Caring is central to nursing. It is relational in that it extends your attention

beyond the person to the context or the structures and forces that are shaping the
person’s situation. A caring, involved stance plays an integral role in healing and
recovery. It is the prerequisite for creative problem solving and excellent nursing
practice (Benner, 1984).

Cognitive Modeling: An educational approach based on Polanyi's theory of knowing

that encompasses gaining knowledge by hands-on practice and modeling (Halter,
2001).

Collaboration: Joint communication and decision-making with the expressed goal of

working together toward identified health outcomes while respecting the unique qualities
and abilities of each member of the group or team (BCCNM, 2020).

Context Based Learning (CBL): Context based learning (problem based learning) has
been used in health education, specifically medical education, since the 1970s. The
impetus for learning in CBL is to understand the professional context of a problem. This
stimulates the learner to recognize client/family strengths and challenges, suggest a
hypothesis, identify learning needs, search for information, and then apply the
information to the context. CBL develops a critical approach to practice and develops
the student’s ability to think and learns as a professional (Barrows, 1988; Schon, 1987).

Critical Inquiry: This term expands on the meaning of critical thinking to encompass
critical reflection on actions. Critical inquiry means a process of purposive thinking and
reflective reasoning where practitioners examine ideas, assumptions, principles,
conclusions, beliefs and actions in the context of nursing practice. The critical inquiry
process is associated with a spirit of inquiry, discernment, logical reasoning, and
application of standards (Brunt, 2005).

Clinical Reasoning: This is the process professionals use to make decisions (Tanner,
2006; Simmons, 2010) and the decision is the clinical judgment (Tanner, 2006). Clinical
reasoning is “a complex cognitive process that uses formal and informal thinking
strategies to gather and analyze patient information, evaluate the significance of this
information and weigh alternative actions” (Simmons, 2010, p. 1155). It involves
thinking (also called critical thinking), thinking about thinking (metacognition), and
discipline specific knowledge (Simmons, 2010; Kuiper & Pesult, 2004).

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Critical theory: This is a broad term used to describe both the process and product of
work that takes a historical and socio-political perspective and challenges social
inequities and injustices. It extends analysis beyond the individual to the root causes
and consequences of inequities and injustices and inspires action for social change
(Chinn & Kramer, 2011).

Culture: Culture is a dynamic process that happens between people and is contextual.
It is not to be conflated with race, ethnicity, or nationality. It is more than beliefs, values,
or practices associated with a particular group (Hartrick Doane & Varcoe, 2021).

Equity: The CNA (2010a) states that, “It is important to define and clarify the concept of
“equity” as it differs from “equality”. Essentially, “equity” is about fair shares and
“equality” is about equal shares.” (p. 10).

Evidence: Evidence refers to diverse ways of knowing. It may include, but is not limited
to, published research, grey literature (non-conventional) research, clinical practice
guidelines, consensus statements, clinical experts, quality assurance and patient safety
data (CNA, 2010b).

Hermeneutic phenomenology: This is a theoretical perspective that focuses on

people’s living experiences and how people make meaning and interpret these. Further,
it directs attention to how different interpretations shape situations and interpersonal
relations (Hartrick Doane & Varcoe, 2021).

Narrative pedagogy: It is an approach to teaching that engages teachers and students

in communal thinking and dialogue that facilitates sharing and interpreting their
experiences to discover new understandings and possibilities for practice (Ironside,
2006).

Pedagogy: Encompasses the broad range of teaching and learning activities that are
directed to student learning (Driscol & Wood, 2007).

Political-economic theory: “Political economy is a term often used synonymously with

economics” (Desai, 1983, p. 426). This field of study explores how resources are
generated and distributed in society. The root causes of health include the political and
economic decisions that are made in a society regarding ways of producing and
distributing resources for meeting people’s health needs (World Health Organization,
2007).

Population: A population refers to all people sharing a common health issue, problem
or characteristic (e.g., all pregnant women, all people with tuberculosis, and all people

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with bipolar disorders). These people may or may not come together as a group (CNA,
2010c).

Post-colonial feminist theory: This theoretical perspective provides an analytic lens

for a multi-layered examination of intersecting oppressions such as gender, race, and
class located within broader historical and political contexts that have shaped, and
continue to shape, lives, knowledge, opportunities and choices (Anderson, 2002;
Reimer-Kirkham & Anderson, 2010).

Reflexivity: This is central to relational inquiry. It involves paying attention to who, how,
and what you are being/doing/feeling/thinking in the moment (intrapersonal inquiry),
how you are relating to and with other people (interpersonal inquiry), and the contextual
elements that are shaping what is happening in the situation (contextual inquiry)
(Hartrick Doane & Varcoe, 2021).

Relational inquiry: Relational inquiry is a practice of attention. It is about focusing

attention and acting in a more conscious and intentional manner. As such, it leads us to
identify ways in which people shape and is shaped by multiple intersecting contexts
(Hartrick Doane & Varcoe, 2021).

Relational Practice: A process that includes how nurses orient and focus their
attention in health care situations, how they use knowledge, and how they make clinical
decisions. It extends beyond interpersonal communication skills and includes a way of
being with and relating to clients, colleagues, and the context in which they are working
(Hartrick Doane & Varcoe, 2021).

Social Justice: The Canadian Nurses Association (CAN, 2006) has defined social
justice as: “The fair distribution of society’s benefits, responsibilities and their
consequences. It focuses on the relative position of one social group in relationship to
others in society as well as on the root causes of disparities and what can be done to
eliminate them” (p.7).

Transition theory: A theory of personal development that views transition as a

psychological process of disorientation and reorientation marking the turning points in
life (Bridges, 2004).

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References
Barrows, H.S. (1988). The tutorial process (rev. ed.). Southern Illinois University School of Medicine.

Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Addison Wesley
Publishing.

Bridges, W. (2004). Transitions: Making sense of life’s changes. (2nd ed.). Da Capo Press.

Brunt, B.A. (2005). Critical thinking in nursing: An integrated review. The Journal of Continuing Education in Nursing,
36(2), 60-67.

CNA (2006). Social Justice … A means to an end, an end in itself. Canadian Nurses Association.

CNA (2010a). Social Justice … A means to an end, an end in itself. (2nd ed.). Canadian Nurses Association.

CNA (2010b). Canadian nurse practitioner core competency framework. Canadian Nurses Association.

CNA (2010c). Blueprint for the Canadian registered nurse examination: June 2010 – May 2015. (3rd ed .) Canadian
Nurses Association.
BCCNM (2020). Scope of practice for registered nurses.

Chinn, P. & Kramer, M. (2011). Integrated theory and knowledge development in nursing. (8th ed.) Elsevier.

Desai, M. (1983). Political economy. In Bottomore.T. (Ed.), A Dictionary of Marxist Thought (Vol. 2nd). Blackwell
Publishing.

Driscoll, A. & Wood, S. (2007). Developing outcomes-based assessment for learner-centered education. Stylus
Publishing.

Halter, M. J. (2001). Polanyi's theory of knowledge: the mandate for hands-on clinical learning. Nurse Educator, 264,
157-158.

Hartrick Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry with individuals and families in changing
health and health care contexts (2nd ed.). Wolters Kluwer.

Ironside, P.M. (2006). Using narrative pedagogy: learning and practicing interpretive thinking. Journal of Advanced
Nursing, 55(4), 478 – 486.

Kuiper, R.A., & Pesut, D.J. (2004). Promoting cognitive and metacognitive reflective reasoning skills in nursing
practice: Self-regulated learning theory. Journal of Advanced Nursing, 45(4), 381-391.

Reimer-Kirkham, S. & Anderson, J.M. (2010). The advocate-analyst dialectic in critical and postcolonial feminist
research: Reconciling tensions around scientific integrity. Advances in Nursing Science, 33(3), 196–205.

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