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Department of Nursing & Health Sciences

NURS 3081 Theoretical Foundations in Nursing: Winter 2019 (3ch)

Course Instructor: Emily Gregg RN, MN, CCNE, GNC(c), CMSN (c)
Office: KC Irving Hall 305 Office Hours: by appointment
Telephone: 648-5761 Email: [email protected]

Course Details: Pre‐requisite- NURS 3092

Weekly Class: Tuesday 1330-1620
Location: Hans W. Klohn Commons G16 (BMO Room)
Note: In class tests (Feb. 12 and March 26th) will be held in Oland Hall 104

Calendar Description
Explores theoretical foundations of nursing practice and research, including critical analysis of
theories and concepts related to nursing. Pre-requisite: NURS 3092
Purpose:
 To introduce undergraduate nursing students to the basis of nursing knowledge and the
unique nature of nursing knowledge;
 To explore nursing theoretical perspectives and multiple patterns of knowing and;
 To clarify relationships between nursing theoretical works and professional nursing
practice (praxis).
A historical overview of the development of major philosophical, conceptual, and theoretical
perspectives and the contributions of some of the major nurse theorists are discussed. Students
examine selected theoretical works of nursing in light of their personal and emerging
professional values and beliefs. Nursing practice guided by theory is explored using experiential
approaches.

Required Textbooks
McEwen, M & Wills, E. M. (2019). Theoretical Basis for Nursing (5th ed.). Philadelphia, PA:
Wolters Kluwer| Lippincott Williams & Wilkins

American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th ed.). Washington, DC
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Course Outcomes
Knowledge and its Application
1.1 Applies relevant theoretical knowledge and frameworks from nursing and other disciplines
when considering nursing care needs for clients, families, communities, and populations.

1.2 Applies metaparadigm concepts of nursing, as well as social, scientific, and other theoretical
dimensions of health and illness, to synthesize an integrated and holistic approach to nursing.

1.4 Articulates nursing’s unique professional responsibilities within the diverse context of varied
theoretical frameworks.

Communication
2.1 Applies elements of effective writing/composition and effective oral presentation to
communicate, clearly and accurately, an informed position regarding the relevance of theoretical
frameworks in nursing practice.

2.5 Applies appropriate technology to effectively communicate nursing theoretical frameworks.

Critical Thinking/Skills of Analysis

3.1 With guidance, critically integrates multiple ways of knowing and different theoretical
perspectives, using these to formulate or challenge personal knowledge base for nursing practice.

3.3 Applies inductive, deductive, and various inquiry methods to critique theories, analyze theory
based evidence, and make connections between theory, research, and practice.

3.4 Critically reflects on and evaluates previous nursing situations using nursing theoretical
frameworks.

Professional Identity
4.2 Reflects on various nursing theories, providing examples of how these may be used to guide
practice and to define one’s own philosophy of nursing.

4.5 Identifies gaps in knowledge based on new information from relevant theories and
frameworks, incorporating these to address new learning.

Social Justice/Effective Citizenship

5.1 Critically analyzes nursing theories, evidence from theory‐based research, and social‐
science/humanities based sources of information to formulate culturally appropriate definitions
of nursing care for diverse populations.

5.2 With guidance, uses theories of nursing, caring, and frameworks of social justice to
demonstrate an understanding of culturally competent and safe nursing care and to address
disparities in health outcomes.

5.5 Collaborates with others, reviewing existing research and knowledge, to critically appraise
and select effective approaches to care that are culturally competent and safe.
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Course Structure and Class Attendance

Class is considered an open, non-judgmental space, where learners are supported in discovering
new insights into the meaning of nursing knowledge. For each class, a theme and selected
readings are provided to guide student learning. Audio-recorded power point lectures will be
posted on D2L (please see Appendix A for class schedule and required preparatory materials).
The pre-recorded lectures are assigned in addition to the required textbook readings. Students
will be expected to watch/listen to the pre-recorded lecture prior to arriving to class. Classes
are planned to be interactive in nature. It is expected that students prepare for, attend, and
participate in all classes. Developing, sharing, analyzing, and critiquing ideas with peers will
expand student understanding of nursing theory and enhance critical thinking skills and
collaboration. Students are expected to participate in class discussions in a respectful and
professional manner.
Use of technological devices that promote student success in this course are welcomed such as
laptops/iPads/etc. Cell phones must be on silent during class times. Use of technological devices
during class time that do not serve class related learning are not permitted.
Class attendance is mandatory (Please see UNB regulations in below link). Students are expected
to participate in the teaching-learning process, as well as obtain missed information should the
student miss a class. If you cannot attend class, please advise the instructor via email.
http://www.unb.ca/academics/calendar/undergraduate/current/regulations/universitywideacademi
cregulations/i-generalcourseregulation/a.classattendance.html
A missed in-class test or requests for extensions for legitimate reasons such as illness (with a
medical note) or extenuating circumstances such as bereavement can be discussed in advance
with the course instructor.
In the event of class cancellation or university closure, information for that class will be posted
to D2L. Students are responsible for the content missed in the event of class cancellation.
Academic accommodations for students with disabilities are provided by the Student
Accessibility Centre. If you are a student with a disability and would like to discuss potential
accommodations, you are encouraged to contact Ken Craft, Student Accessibility Counsellor.
Ken can be reached at [email protected] or 648-5690.

Academic Integrity: Plagiarism, Cheating and Academic Offenses

The University of New Brunswick places a high value on academic integrity and has a policy on
plagiarism, cheating and other academic offenses. It is your responsibility to know these
regulations. Review the information found at the following web links:
https://www.unb.ca/academics/calendar/undergraduate/current/regulations/universitywideacade
micregulations/viii-academicoffences/index.html

https://media.lib.unb.ca/research/Plagiarism.pdf
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Marking Scheme
A+ 95-100 B+ 81-85.9 C+ 69-72.9
A 90-94.9 B 76-80.9 C 65-68.9
A – 86-89.9 B – 73-75.9 D 60-64.9 (not a pass)

Course Evaluation
Students are required to complete all course assignments/examinations. Assignment
requirements and due dates are described in detail below. If an assignment is late (without prior
discussion with the course instructor), 5% per day will be deducted.

 All components of the course must be completed in order to pass.

 Students must achieve a cumulative grade of “C” on all individual work to pass the
course.

Evaluation: Course Due Date

Assignments/Examination Weight

Collaborative Learning Activities 10% On-going

Team Presentation 20% As per schedule

In-Class Test #1 25% February 12th

In-Class Test #2 25% March 26th

Term Paper 20% Draft case and selection of theories due

March 20th
Paper due April 9th

In-Class Tests (50%)

In-Class Test #1 (25%): Feb 12th
This in-class test will cover content up to and including February 5th. Class content and activities,
discussions, required readings and supplemental readings will be included. This test will consist
of multiple choice, select all that apply, and short answer questions.
In-Class Test #2 (25%): March 26th
This in-class test will cover content up to and including March 19th. Class content and activities,
discussions, required and supplemental readings, and student presentations will be included. This
test will consist of multiple choice, select all that apply, and short answer questions.
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Collaborative Learning Activities (10%)

Throughout the course students will work in assigned teams to complete structured activities
(please see Appendix B for assigned teams). Activities will be assigned during class and must be
submitted at the end of class. Each team member will be required to sign the weekly submission
to confirm they agree with the responses submitted. Students must be present in class to
participate in and receive a grade for each collaborative learning activity. Team members who
are absent from class will not be able to make-up the missed activity.

Team Presentation (20%)

The purpose of this assignment is to demonstrate your ability to apply a grand nursing theory to
clinical practice. In your assigned teams, select a clinical scenario based on experience or
develop a case study in which components of a nursing theory are integrated. Teams will be
instructed on how to select theory in class.
Grand Nursing Theories
Human Needs V. Henderson: D. Orem: The B. Neuman:
Theories Principles and Practice Self-Care Deficit The Neuman Systems
of Nursing Theory Model
Interactive Sister C. Roy: I. King: J. Watson:
Process The Roy Adaption Goal Attainment and Human Caring Science
Theories Model Transactional Process

Unitary M. Rogers: R. Parse: The Theory of

Process The Science of Unitary Human Becoming
Theories and Irreducible Human
Beings

 Teams will be expected to present an overview of their selected theory and case study
(reminder: it is your responsibility to ensure there is no identifiable information
included), describe how the selected theory was/could be applied to the clinical scenario,
and discuss an evaluation plan for application of the nursing theory to practice.
 Presentations are to be a maximum of 30 minutes and every student from the team is
expected to deliver part of the main presentation. Introducing the topic and presenters, as
well as thanking the audience does not fulfill this requirement. A 5 minute
question/comment period will follow the 30 minute presentation.
 One member from each team must submit a copy of the team case and presentation via
D2L group assignment folder the Sunday before the presentation at midnight. The class
will be expected to review the case studies prior to the presentation as part of the required
readings.
 If the team works well together and members are satisfied that there is an equal
contribution with the preparation and delivery of the presentation, all team members will
receive the same grade for the presentation. In the event that a member of the team is not
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contributing, or that a member is doing the majority of the work, the instructor must be
made aware prior to the presentation. In that event, the instructor reserves the right to
assign the student(s) a different grade. If a team member does not participate or attend
class on the date of the presentation, the other team members must still present on the
scheduled day. Students who do not present will be given a zero on the presentation.
 Please see Appendix C for Team Presentation Grading Rubric.

Term Paper (20%): Due April 9th

The purpose of this paper is to demonstrate your ability to apply various concepts learned
throughout this course into your nursing practice. Students will individually select a clinical
scenario they have encountered, or develop a realistic case, as the foundation for this paper. The
three sections of this term paper include:
1. Explore how your personal values and beliefs about nursing’s metaparadigm concepts
(nursing, health, person, and environment) influence your nursing practice in the selected
case. Remember, you are speaking to your beliefs and values about the metaparadigm
concepts therefore; no scholarly references will be integrated into this section of the
paper (3-4 pages).
2. Describe the various patterns of knowing in nursing and how they were, or can be, used
to guide nursing practice in the selected case (2 pages).
3. Identify 1 middle-range or practice nursing theory and 1 shared theory used by nurses
that are relevant to the selected case. Provide a brief overview of the selected theories
followed by an exploration of how the selected theories have been, or could be, applied
when planning and implementing care for the client in the selected case. Clearly identify
priorities of nursing care (4-5 pages).

 APA format is required. Page limit: 8-10 pages (excluding title page, reference
page, and appendices).
 The selected case will be a maximum of 1 page single-spaced and will be attached
as an appendix to the paper (this page does not count toward the length
requirements of the paper).
 A minimum of 6 scholarly references must be incorporated into the paper.
Students are expected to search the literature for original work by their selected
theorists. References can include scholarly articles used in class activities and
discussions.
 Students will be required to submit a draft version of their clinical case and
identification of selected theories by March 20th via the D2L group assignment
folder. Final paper is due April 9th. Students must submit their paper in word
version via D2L dropbox and submit a hard copy in class on April 9th.
 Please see Appendix D for Term Paper Grading Rubric.
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Appendix A: Class Schedule

Date Required Class Topics/Focus
Readings
January 8th Course Syllabus Introduction/Overview of Course
 Review of syllabus and course expectations
 Assignment of teams and presentation topics

January 15th Chapter 1, 2 Philosophy, Science and Nursing

 Science and Philosophical Schools of Thought
Carper & White  Patterns of Knowing
Articles (see
D2L) Overview of Theory in Nursing
 Nursing’s Metaparadigm
Audio-recorded  Beliefs & Values about Nursing
lecture available  Personal Nursing Philosophy
post-class

January 22nd Chapter 3, 4 Concept and Theory Development

 Concept Analysis
Pre-recorded  Categorizations/components of theories
lecture

January 29th Chapter 12, 19 Evidence-Based Practice and Application of Theory in Practice
 Relationship between theory/practice
Pre-recorded  Evidence-based practice/application of theory in nursing practice
lecture  Practice theories

February 5th Chapter 6, 10 Overview of Grand Nursing Theories

 Categorization
Pre-recorded  Analysis criteria
lecture
Introduction to Middle Range Theories
 Purpose and characteristics
 Development of middle range theories

Review for test #1

February 12th In Class Test #1 (Oland Hall 104)

February 19th Chapter 7 Grand Nursing Theories: Human Needs (3 team presentations)
 V. Henderson
 D. Orem
 B. Neuman
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February 26th Chapter 8 Grand Nursing Theories: Interactive Process (3 team presentations)
 I. King
 C. Roy
 J. Watson

March 5th Reading Week: No Class

March 12th Chapter 9, 10 Grand Nursing Theories: Unitary Process (2 team presentations)
 M. Rogers
 R. Parse
Pre-recorded
lecture Introduction to Middle Range and Borrowed Theories

March 19th Chapter 11, 18 Middle Range Theories: Overview

 Benner
 Leininger
Pre-recorded  Pender
lecture
Borrowed Theories Used by Nurses
 Examination of theories used in nursing from sociologic science,
behavioral science, biomedical science
 Learning Theories

Review for Test #2

March 26th In Class Test #2 (Oland Hall 104)
April 2nd Chapter 23 Future Applications of Theory in Nursing Practice
 Future issues in nursing science and nursing theory
Pre-recorded  Future issues in practice, research, administration, management
lecture and education

Personal Nursing Philosophy

April 9th Course Wrap-up

*possible presentation day- dependent on weather throughout term
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Appendix B: Assigned Teams for Presentation and Class Activities

Team 1 Team 2 Team 3 Team 4

Lauren Booker Hannha Ueffing Hannah Gardner Rickie Palmer
Kaitlynn Richard Alyssa Calder Emily Dobbin Natalie Baxter
Megan Lank Taylor LeBlanc Margaret MacDonald Mallory Fraser
Jennica-Brooke Nesbitt Emily Morse Kayla Thompson Abigail Morgan
Hannah Ring Haley Waugh Ashley Cook Jillian McMackin
Monica Moore Lori Slauenwhite Lacee Thomas Paige Green

Team 5 Team 6 Team 7 Team 8

Emily Chambers Madison Kelson Allison Woodman Margaret Kantel
Kay Grant Melissa Whitney Rebecca LeBlanc David Darrah
Julie Maxwell Jenna Melanson Holly Allen Savanna Chambers
Mikaila Murray Jessica Pelletier Alyson Weston Katlyn Greer
Taylor Hebert Renzel Hernandez Kristin Banks Kerrie Sauntry
Jessica McKinney Taylor Hickey Michael Enright
Roslynn Williston
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Appendix C: Team Presentation Grading Criteria

NURS 3081: Theory to Practice Presentation Grading Rubric
Team #___ Students:_________________________________________________________________
Theory: ______________________________________________________________________________
Content (20) Instructor Comments:
 Presented an overview of the case to the class. State how they
obtained their case study during presentation.
 Demonstrate a holistic perspective in the presentation of the
patient’s health status.
 Demonstrate appropriate terminology throughout the presentation.
 Introduce selected nursing theory.
 Provide information on the theorist and history of the theory’s
development.
 Analysis criteria noted.
 Demonstrate how the theory can be applied to the case study.
 Demonstrate critical evaluation of the theory.
 Provide examples of how you might continue to utilize this theory in
your practice.
 How has applying this theory to practice helped you develop your
nursing practice?
Style/Creativity (10) Instructor Comments:
 Demonstrated creativity in presenting an “interactive” presentation.
 Presented ideas thoroughly and clearly to the class.
 Spoke clearly using an appropriate tone. Used frequent and effective
eye contact with the audience.
 Demonstrated a confident demeanor and enthusiasm.
 Demonstrated an understanding of the content. (Students should not
read prepared notes to the class).
Organization (5) Instructor Comments:
 Used a logical flow when presenting material.
 Avoided duplication.
 Delivered the presentation in 30 minutes.
 Evidence of equal team contributions.
 References in APA format. APA format should be evident
throughout the presentation.
Responding to Questions (5) Instructor Comments:
 Demonstrated an understanding of the nursing theory.
 Effectively offered/used the 5 minute question period at the end of
the presentation.
 Took turns responding to questions.
Total Score: ___/40 points = ___/20% Course Weight
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Appendix D: Term Paper Grading Rubric

NURS 3081 Term Paper Grading Rubric
Content  Clinical case is detailed and realistic.
(30/40)
 Clearly defines the Patterns of Knowing and how they are applicable to
nursing practice in general and the assigned case.
 Incorporates personal beliefs and values about the 4 metaparadigm concepts
and how they are integrated into nursing practice in the assigned case.
 1 middle-range theory is selected and clear yet concise overview is provided.
 1 shared theories used by nurses are selected and clear yet concise overview
is provided.
 Selected theories are thoroughly applied to clinical case.
 There is evidence of critical and creative thinking throughout paper.
 Clearly identified key priorities of nursing care.
Organization  Clear introduction that identifies the purpose of the paper.
and Style
 Evidence of excellent writing skills throughout paper.
(10/40)
 Logical flow of ideas throughout paper.
 Adherence to APA guidelines.
 Remains within page limit (8-10 pages).
 Minimum of 6 scholarly references.
 References used appropriately throughout paper.
 Case is included as appendix.
 Correct spelling, punctuation, and grammar.
 Conclusion adequately summarizes contents of paper.
Total Score= ___/40 points = ____/20% Course Weight
Instructor
Comments
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Appendix E: Assessment of Student Ability

Assessment NURS 3081 Course Outcomes

Strategies
1.1 1.2 1.4 2.1 2.5 3.1 3.3 3.4 4.2 4.5 5.1 5.2 5.5
Collaborative X X X X X X X X X X X X X
Learning Activities
In-Class Tests X X X X X X X X X

Team Presentation X X X X X X X X X X X

Term Paper X X X X X X X X X X X X X