FACULTY OF NURSING

http://nursing.ucalgary.ca/

GRADUATE PROGRAMS
Graduate Certificate Laddered Pathway
to Master of Nursing Program
COURSE OUTLINE
WINTER 2024

NURS 604
Comprehensive Geriatric Assessment
Contemporary Topics in Aging
Course 2 of 4

Information published in this Course Outline is governed by rules and regulations of both the Faculty of
Nursing and the University of Calgary. If there is any inconsistency or conflict between the Course Outline
content and the general academic regulations and policies, the regulations and policies in the University
Calendar will prevail. The ‘online’ calendar is the official University Calendar.

Course documents may be subject to change.

Changes will be announced in class and posted to D2L with at least one weeks’ notice.

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Course Title (*) Comprehensive Geriatric Assessment
Course Number (*) NURS 604
Pre-Requisites (*) NURS 602
If applicable
Faculty / Department Faculty of Nursing
Instructor Name (*) Kimberly Shapkin Email (*) [email protected]
Email Response Practice: Usually within 48 hours Phone 403-971-2944
on business days
Office Location & hours PF 3222, Virtual by appointment
Instructor Name (*) Dr. Karen Then Email (*) [email protected]
Email Response Practice: Usually within 48 hours Phone 403-850-9750
on business days
Office Location & hours PF 3240, Virtual by appointment
Class Dates (*) Asynchronous:
January 8, 2023-April 9, 2024

Synchronous:
January 20, 2024 1000-1500 (MST)
February 15, 2024 1800-1930 (MST)
March 7, 2024 1800-1930 (MST)
March 28, 2024 1800-1930 (MST)

Class Times (*) See Weekly Couse Schedule and D2L

Class Location (*) Virtual (Zoom)

* COURSE CALENDAR INFORMATION/ DESCRIPTION OF THE COURSE

As per the Graduate Calendar

This course will introduce students to the philosophy and principles of a comprehensive geriatric
assessment. The impact of age-related changes that contribute to the older adult’s presentation and the
responses to therapeutic management will be explored. In addition, students will utilize this knowledge
and explore how it relates to advanced practice.
This course will take place online via Desire2Learn (D2L) and Zoom. To best succeed in the course,
students are encouraged to participate in the asynchronous learning tasks using the D2L learning
environment and synchronous Zoom sessions. When unable to participate live due to the time difference
or unforeseen circumstances, inform the instructor in advance and propose and implement an alternative
participation activity (e.g., watch the recordings, submit a brief reflection, and actively contribute to the
follow-up online discussion).

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* LEARNING RESOURCES

COURSE MATERIALS
The John Hartford Foundation. (2019). Handbook of Geriatric Assessment, (5th Edith). Fulmer, T. & Chernoff, M.
(Eds.). Jones & Bartlett Learning.
*Required Readings, Textbooks, and Learning Materials (available at the UCalgary Bookstore)
For assistance with understanding APA formatting refer to the UCalgary website

TECHNOLOGICAL REQUIREMENTS
A shell in D2L is set up for this course where refereed journals will be posted to be used in group presentations,
online discussions, and assignment submission purposes.

* Technology Requirements - * For online, remote or blended courses

To successfully engage in learning experiences at the University of Calgary, students taking online, remote and
blended courses are required to have reliable access to the following technology:
• A computer with a supported operating system, as well as the latest security, and malware updates.
• A current and updated web browser.
• Webcam (built-in or external).
• Microphone and speaker (built-in or external), or headset with microphone.
• Current antivirus and/or firewall software enabled.
• Broadband internet connection.
Most current laptops will have a built-in webcam, speaker and microphone.
All University related communications require the use of your ucalgary.ca email address.

* COURSE LEARNING OUTCOMES

Upon completion of NURS 604, you will be able to:

1. Explain your understanding of a comprehensive geriatric assessment and be able to articulate ways that it
can be utilized to enhance the well-being of older adults.
2. Explain how aging body impacts various health conditions.
3. Demonstrate critical thinking and clinical judgements to assess and evaluate arising health concerns that
may affect an individual and their family.
4. Critically evaluate and reflect on your practice to enhance awareness of practice development
opportunities.
5. Apply and critically evaluate the Geriatric 5M Framework (Tinetti, Molnar & Haung. 2017) assessment
model for use in your practice setting.

While many older adults live productive and healthy lives, there are some health changes that occur due to
physical, social and environmental changes over time. For older adults, these health issues may develop and
cumulate in different combinations of diseases, health conditions, disabilities, and social changes. Health care
professionals working with older adults play an important role in helping older adults manage and maintain
health within these often complex and changing parameters. This course will introduce the principles of a
comprehensive geriatric assessment and is based on the Geriatric 5M Framework assessment model (Tinetti, 3
 Molnar & Haung. 2017).

This course is the second of four courses in the laddered graduate certificate, Contemporary Issues in Aging.
Course content is delivered through six on-line learning modules.

*ASSESSMENT COMPONENTS
Aligned Course
Assessment Description Weight Learning Outcome
Method
Evidence Critique Assignment 1 2-5
and Evidence For this assessment item, you will work with a small
Summary group to develop a question that is relevant to your
practice area within a specific domain. This will be
completed during first synchronous session. The
domains include:
Functional or mobility changes (Mobility)
Cognition changes (Mind)
Polypharmacy (Medications)
Frailty (Multi-complexity)
Advanced care planning (Matters Most)

Assignment #1A Part 1A

Individually you will choose 1 primary research paper 15%
addressing the question your group created. You will
critique this paper and share your appraisal in a 10-
minute (maximum) voice over power point
presentation. This short presentation will include the
following:
1. identify your group’s research question and
why this is important to you.
2. identify one primary research study that
either answers the question or facilitates you
to find the answer to the question.
3. use a Joanna Briggs Institute (JBI) appraisal
tool to critique the paper and discuss your
findings.
4. discuss the relevance of the study in the
context of the clinical question posed.
Evidence critique presentation is due: Feb. 1, 2024
Evidence critique: 15% of your grade

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 Assignment 1B: Part 2
For the second part of this assessment item, you will 15%
work with your group to summarize the evidence from
the studies that each group member appraised
individually. This paper will:
1. provide background to the clinical problem
preceding the question
2. provide a brief overview of the type of
research reviewed and discuss the quality of
studies that were critiqued.
3. provide a summary of the relevant evidence
from the chosen papers
4. discuss how the identified evidence may or
may not be applied in the clinical area.
This paper is a maximum of 5 pages double spaced,
excluding references, title page, and appendices. A
group mark will be assigned.

Evidence Summary due: Feb. 15, 2024

Evidence Summary: 15% of grade

Case Study Assignment 2 35% 1-3, 5

This assignment requires you to complete a history of
an older adult, identify potential or actual health
concerns in priority order and note further bedside
testing, laboratory and diagnostic testing that is
needed. Lastly, you will identify next steps or
interventions that should be put initiated within the
next 7 days.

The person you choose for this assignment will be

over 64 years of age and may be located in any setting
(i.e.: home, rehabilitation, hospital, continuing care).
They must have at least 1 active health concern and at
least 2 other chronic health conditions.

Please use the template provided in D2L to complete

this assignment. Maximum 6 pages.

Case study due: March 28, 2024

Case study total marks: 35 = 35%

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Reflective paper Assignment 3: 15% 1, 3, 4
Lastly, you will provide a short reflective narrative
(maximum 2 pages) discussing your learning from the
case study assignment.

Reflective paper due: April 4, 2024

Reflective paper total marks: 15 = 15%

Four (4) Complete the graded on-line activities provided on 5% Each 1-3
On-line Activities D2L. There are 4 activities to complete that are
delivered in an electronic format including case Total=
20%
studies, multiple choice and short answer questions.
You have two (2) attempts to complete each quiz.

*Quizzes are found in Modules 1, 3, 4, 6

Must be completed by April 9, 2024

* ASSESSMENT AND EVALUATION INFORMATION

* ATTENDANCE AND PARTICIPATION EXPECTATIONS

In class and online participation are key components to your final grade. Please refer to the
assessment components above for details.

* GUIDELINES FOR SUBMITTING ASSIGNMENTS

Please submit completed assignments via the course D2L Dropbox by 11:59pm on the due date.

* FINAL EXAMINATIONS – If applicable

Final exam date, time, location is posted to D2L in your Student Centre and announced in class one month prior
to examination.

* EXPECTATIONS FOR WRITING ***All papers are to adhere to APA (7th edition)
Faculty policy directs that all written assignments (including, to a lesser extent, written exam responses) will
be assessed at least partly on writing skills. Writing skills include not only surface correctness (grammar,
punctuation, sentence structure, etc.) but also general clarity and organization. Sources used in research
papers must be properly documented. If you need help with your writing, you may use the writing support
services in the Learning Commons. For assistance with understanding APA formatting refer to the UCalgary
website.

For further information, please refer to the official online University of Calgary Calendar, Academic
Regulations, Course Information, Writing Across the Curriculum.

* LATE ASSIGNMENTS
Unless discussed and agreed to previously with your course instructor, Assignments submitted after deadlines
may be penalized with the loss of a mark deducted for all late assignments at a rate of 10% per day, (includes
weekends).

* CONDUCT
Students, employees, and academic staff are expected to demonstrate behaviour in class that promotes6 and
 maintains a positive and productive learning environment. As members of the University community, students,
employees, and academic staff are expected to demonstrate conduct that is consistent with the University of
Calgary Calendar, the Code of Conduct and Student Non-Academic Misconduct policy and procedures.

* PROGRAM EVALUATION
The Faculty of Nursing has accountability and reporting obligations to ensure excellence in teaching and
learning. The Faculty of Nursing is accountable to the Canadian Association of Schools of Nursing (CASN), the
Nursing Education Program Approval Board (NEPAC), the University of Calgary, and students. The faculty
engages in two levels of program evaluation: at the University level and at the faculty level to fulfil reporting
obligations to CASN and NEPAB. Faculty program evaluation activities inform reviews and accreditation
processes from CASN and NEPAB. Although all program evaluation-related surveys are voluntary, students are
strongly encouraged to complete evaluation surveys to support quality assurance of Faculty of Nursing
programs.

* UNIVERSITY-LEVEL EVALUATION: UNIVERSAL STUDENT RATINGS OF INSTRUCTION (URSI)

The USRI provides a forum for student feedback about learning experiences. Information gathered from the
surveys is seen by instructors, deans and department heads. The USRI is used to improve learning experiences
and instruction at the University of Calgary and in teaching development. Students can access previous USRI
results to assist them in their course selection. For more information review the Teaching & Learning USRI link.

* FACULTY-LEVEL EVALUATIONS: COURSE AND INSTRUCTOR

In recognition of the Faculty's commitment to excellence in teaching, Faculty Council endorses a faculty-wide
process of course and instructor evaluation surveys as one aspect of a multi-faceted approach to evaluating
teaching.

Course evaluations serve multiple purposes:

a) assisting individual faculty members in course development,
b) informing curriculum development and evaluation,
c) information gathering required by regulatory and accreditation bodies in confidential and/or aggregate form.

Individual course instructors may also choose to conduct simple feedback processes during the course to assess
specific aspects of their course and course instruction.

Students will be provided class time during courses to complete evaluations.

Course and Instructor Evaluations will be administered by the Graduate Programs Office, Faculty of Nursing.

* INTERNET AND ELECTRONIC COMMUNICATION DEVICE INFORMATION

The use of laptop and mobile devices is acceptable when used in a manner appropriate to the course and
classroom activities. Students are to refrain from accessing websites that may be distracting for fellow learners
(e.g. personal emails, Facebook, YouTube).
Students are responsible for being aware of the University’s Acceptable Use of Electronic Resources and Information
Policy.

All University related communications require the use of your ucalgary.ca email address.

* MEDIA AND RECORDING IN LEARNING ENVIRONMENTS

* Media recording for lesson capture 7

 The instructor may use media recordings to capture the delivery of a lecture. These recordings are intended to
be used for lecture capture only and will not be used for any other purpose. Although the recording device will
be fixed on the instructor, in the event that incidental student participation is recorded, the instructor will
ensure that any identifiable content (video or audio) is masked or will seek consent to include the identifiable
student content to making the content available on University approved platforms.

* Media recording for assessment of student learning

The instructor may use media recordings as part of the assessment of students. This may include but is not
limited to classroom discussions, presentations, clinical practice, or skills testing that occur during the course.
These recordings will be used for student assessment purposes only and will not be shared or used for any
other purpose.

* Media recording for self-assessment of teaching practices

The instructor may use media recordings as a tool for self-assessment of their teaching practices. Although the
recording device will be fixed on the instructor, it is possible that student participation in the course may be
inadvertently captured. These recordings will be used for instructor self- assessment only and will not be used
for any other purpose.

* Media recording of Lectures

Media recording shall be permitted for individual private study only at the discretion of the instructor. For any
other use, whether by duplication, transcription, publication, sale or transfer of recordings, written approval
must be obtained from the instructor for the specific use proposed. Any use other than that described above
constitutes academic misconduct and may result in suspension or expulsion. Please refer to section E.6 of the
University Academic Calendar.
* Guidelines for Zooms sessions
Zoom is a video conferencing program that will allow us to meet at specific times for a “live” video conference,
so that we can have the opportunity to meet each other virtually and discuss relevant course topics as a
learning community. To help ensure Zoom sessions are private, do not share the Zoom link or password with
others, or on any social media platforms. Zoom links and passwords are only intended for students registered in
the course. Zoom recordings and materials presented in Zoom, including any teaching materials, must not be
shared, distributed or published without the instructor’s permission.

The use of video conferencing programs relies on participants to act ethically, honestly and with integrity; and
in accordance with the principles of fairness, good faith, and respect (as per the Code of Conduct). When
entering Zoom or other video conferencing sessions (such as MS Teams), you play a role in helping create an
effective, safe and respectful learning environment. Please be mindful of how your behaviour in these sessions
may affect others. Participants are required to use names officially associated with their UCID (legal or
preferred names listed in the Student Centre) when engaging in these activities. Instructors/moderators can
remove those whose names do not appear on class rosters. Non-compliance may be investigated under
relevant University of Calgary conduct policies (e.g. Student Non-Academic Misconduct Policy). If participants
have difficulties complying with this requirement, they should email the instructor of the class explaining
why, so the instructor may consider whether to grant an exception, and on what terms. For more information
on how to get the most out of your zoom sessions review the Zoom guidelines.

If you are unable to attend a Zoom session, please contact your instructor to arrange an alternative activity for
the missed session (e.g., to review a recorded session). Please be prepared, as best as you are able, to join class
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in a quiet space that will allow you to be fully present and engaged in Zoom sessions. Students will be advised
 by their instructor when they are expected to turn on their webcam (for group work, presentations, etc.). The
instructor may record online Zoom class sessions for the purposes of supporting student learning in this class –
such as making the recording available for review of the session or for students who miss a session. Students
will be advised before the instructor initiates a recording of a Zoom session. These recordings will be used to
support student learning only and will not be shared or used for any other purpose.

Rubric for Assignment #1A

Evaluation criteria and summary presentation Does not meet Meets Exceeds
requirements requirements requirements
Presentation 0-4 5-8 9-10
• Identifies the group’s research question and why
this is important to you.
• Discuss the relevance of the study in the context of
the clinical question posed.
• Use a Joanna Briggs Institute (JBI) appraisal tool to
critique the paper and discuss your findings.

Scholarship 0-1 2-3 4-5

• Clear and concise presentation.
• The presentation is easy to follow and demonstrates
a logical pattern of thinking.
• Slides are free of grammatical, spelling or
punctuation errors.
• Key learnings are identified
• Up-to-date references are included.
• APA 7 is appropriately utilized.
Total: 15 marks = 15 % of the grade
Comments:

Rubric for Assignment #1B

Evaluation criteria and summary paper Does not meet Meets Exceeds
Group project requirements requirements requirements
0-4 5-8 9-10
Your summarization of the evidence from the individual
group member studies includes the following
information:
• Background to the clinical problem preceding the
question.
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• A brief overview of the type of research reviewed
and discuss the quality of studies that were
critiqued.
• A summary of the relevant evidence from the
chosen papers
• A discussion of how the identified evidence may or
may not be applied in the clinical area.
Scholarship 0-1 2-3 4-5
• Clear and concise robust evidence is discussed
throughout the paper.
• The paper is free of grammatical, spelling or
punctuation errors.
• The style of writing facilitates excellent
communication by including an introduction, body
and a conclusion with smooth transitions between
ideas.
• Up-to-date references are included.
• APA 7 is appropriately utilized.
Total: 15 marks = 15 % of the grade
Comments:

Assignment #2 Rubric: History Taking Case Study Assignment

Evaluation criteria/mark Does not meet Meets Exceeds
requirements requirements requirements
Data collection/history-taking 0-5 5-8 8-16
This case study uses the template provided and
includes the following information:
• The older adult’s demographics, presenting
illness/health concerns, medical/surgical history,
family medical history, social and psychological
history.
• Lists the person’s allergies, medications and review
of systems.
• A description of their cognitive, mobility and
functional status.
• A review of what matters most to the person.
• Assessment information is provided, in a logical
manner that is concise yet comprehensive.
Analyze the information 0-1 2-3 4-5
• List the most relevant health problems or potential
problems that are relevant to the older adult in
order of importance. 10
 Identifies further investigations 0-1 2-3 4-5
Describes the initial proposed interventions required:
• Identifies bedside testing.
• Identifies laboratory and diagnostic tests
Identify interventions and next steps 0-1 2-3 4-5
Identify:
• Short and long-term interventions
• Measures or interventions that need to be initiated
for this person within the next 7 days.
Scholarship 0-1 2-3 4
• The information provided is logical, organized and
succinct.
• The paper is free of grammatical, spelling or
punctuation errors.
• Follows and uses the template provided
appropriately
Total: 35 marks = 35 % of grade

Rubric for Assignment #3

Reflective Paper Does not meet Meets Exceeds
requirements requirements requirements
Reflective writing 0-4 5-8 9-10
• Demonstrate reflection, critical thinking and a clear
understanding of the course content and how it
applies in the clinical area.
• Provides personal insight, self-awareness and
demonstrates growth over time.

Scholarship 0-1 2-3 4-5

• The paper is well organized, clear and concise.
• It includes an introduction, body and conclusion with
smooth transitions between the ideas.
• The paper is free of grammatical, spelling or
punctuation errors.
• Up-to-date references are included.
• APA 7 is appropriately utilized.
Total: 15 marks = 15 % of the grade
Comments:

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 WEEK Format TOPIC READINGS & LEARNING ACTIVITIES

Week 1 Asynchronous Module 1: Matters Most Required Readings:

Jan 8 - 14 Handbook of Geriatric Assessment
Comprehensive Geriatric 1. Chapter 8: Assessment and Care Plans that Support Goals
Assessment That Matter to the Person p. 65- 72

Welsh, J., Gordon, A.L. & Gladman. J.R. (2014). Comprehensive

geriatric assessment – a guide for the non-specialist. International
Journal of Clinical Practice, 68(3): 290–293. https://onlinelibrary-
wiley-com.ezproxy.lib.ucalgary.ca/doi/full/10.1111/ijcp.12313

Ward, K.T. & Reuben, D.B. (Updated October 2018).

Comprehensive geriatric assessment.
https://www.uptodate.com/contents/comprehensive-geriatric-
assessment

RNAO: Key Areas of a comprehensive assessment:

https://bpgmobile.rnao.ca/node/1173

Choose (1) one Chapter below that most relates to your practice
Handbook of Geriatric Assessment
1. Chapter 34: Assessment of Older Adults in their Home. p.
349-364
2. Chapter 37: Geriatric Assessment in Nursing Home. p.384-
416.
3. Chapter 38: Emergency Department Assessment at the time
of Hospitalization. p. 401-412.

Face-to-Face or Via Telehealth Video Visit: Scheduling Patient

Encounters as COVID-19 Crisis Subsides. (2022). AGS Geriatrics
Evaluation and Management Tools (Geriatrics E&M Tools) support
clinicians and systems that are caring for older adults with common
geriatric conditions. Accessed from:
 https://geriatricscareonline.org/FullText/B007/B007_CH0021?paren
t_product_id=B007_PART001

Synchronous Module 2 Required Reading:

Week 2 Jan. 20 10-3pm Evidence Synthesis Greenhalgh, (2019). Statistics for the non-statistician. In How to read
Jan 15-21 a paper. The basics of evidence-based medicine and healthcare. 6th
ed., pp.63-78. John Wiley & Sons Incorporated.

Fothergill, & Lipp, A. (2014). A guide to critiquing a research paper

on clinical supervision: enhancing skills for practice. Journal of
Psychiatric and Mental Health Nursing, 21(9), 834–840.
https://doi.org/10.1111/jpm.12161
Week 3 Asynchronous Module 3 Required reading:
Jan. 22 -28 Mind
Livingston, G., et al. (2017). Dementia prevention, intervention
and care. Lancet, 390, 2673-2709. dx.doi.org/10.1016/S0140-
Week 4 On-Line Quiz 6736(17)31363-6 https://www-sciencedirect-
Jan. 29 - Feb. 4 com.ezproxy.lib.ucalgary.ca/science/article/pii/S01406736173136
36

Darby, R. R., & Dickerson, B. C. (2017). Dementia, Decision Making,

Evidence Critique and Capacity. Harvard review of psychiatry, 25(6), 270-278.
presentation doi:https://dx.doi.org/10.1097/HRP.0000000000000163
posted Feb.1 https://ucalgary.primo.exlibrisgroup.com/permalink/01UCALG_INS
T/15o3ob6/cdi_unpaywall_primary_10_1097_hrp_0000000000000
163
Evidence Summary
Due: Feb.15 Aducanumab: What Clinicians Should Know (2021). AGS Geriatrics
Evaluation and Management Tools (Geriatrics E&M Tools) support
clinicians and systems that are caring for older adults with common
geriatric conditions. See D2L

Oh, E. S., Fong, T. G., Hshieh, T. T., & Inouye, S. K. (2017). Delirium in
Older Persons: Advances in Diagnosis and Treatment. JAMA : The
Journal of the American Medical Association, 318(12), 1161–1174.
https://doi.org/10.1001/jama.2017.12067

Handbook of Geriatric Assessment

1. Chapter 21: Cognitive Assessments p.185-192
2. Chapter 22: Depression Assessment and other Mental Health
Illnesses p. 197-212

Optional:
Lamahewa, K., Mathew, R., Iliffe, S., Wilcock, J., Manthorpe, J.,
Sampson, E., & Davies, N. (2018). A qualitative study exploring
the difficulties influencing decision making at the end of life for
people with dementia. Health Expectations, 21(1), 118-
127.https://www-sciencedirect-
com.ezproxy.lib.ucalgary.ca/science/article/pii/S0140673617313
636

Aiyar, R. & Holroyd-Leduc (2012). Clarifying confusion: preventing

and managing delirium. In Evidenced-Based Geriatric Medicine.
Hoboken: John Wiley & Sons, Incorporated, 2012. Web.
https://ebookcentral-proquest-
 com.ezproxy.lib.ucalgary.ca/lib/ucalgary-
ebooks/detail.action?docID=875740

Week Synchronous Module 4 Required reading:

Feb. 5-11 Feb. 15 1800-1930 Mobility Handbook of Geriatric Assessment
1. Chapter 25: Physical Assessment p.241-261.
Week 6 On-Line Quiz 2. Chapter 24: Functional Assessments of Older Adults p.231-238.
Feb. 12- 18 3. Chapter 31: Mobility Assessment p.313-3212

Ganz, D. A., & Latham, N. K. (2020). Prevention of Falls in

Community-Dwelling Older Adults. New England Journal of
Medicine, 382(8), 734–743.
https://doi.org/10.1056/nejmcp1903252

Patrizio, E., Calvani, R., Marzetti, E., & Cesari, M. (2021). Physical
Functional Assessment in Older Adults. The Journal of Frailty &
Aging, 10(2), 141–149. https://doi.org/10.14283/jfa.2020.61

Navarrete-Villanueva, D., Gómez-Cabello, A., Marín-Puyalto, J.,

Moreno, L. A., Vicente-Rodríguez, G., & Casajús, J. A. (2021). Frailty
and Physical Fitness in Elderly People: A Systematic Review and
Meta-analysis. Sports Medicine (Auckland), 51(1), 143–160.
https://doi.org/10.1007/s40279-020-01361-1

Feb. 19-25 Reading Week

Week 7 Synchronous Module 5 Required reading:
Feb. 26-Mar. 3 March 7 1800-1930 Multi-complexity module
Amarya, S., Singh, K., & Sabharwal M. (2021). Ageing Process and
Physiological Changes. http://dx.doi.org/10.5772/intechopen.76249
Week 8
Mar 4 -10 Bankole, A. O., Gill, S. L., McSharry, J., White, C. L., Aniemeke, C.,
Wallington, S. F., Addo-Mensah, D. E., & Braden, C. J. (2023). Self-
Week 9 regulatory coping among community dwelling older adults with
Mar 11-17 multiple chronic conditions. Journal of Multimorbidity and
Comorbidity, 13, 26335565231207536–26335565231207536.
https://doi.org/10.1177/26335565231207538

Crouch, A., Champion, V. L., & Von Ah, D. (2022). Comorbidity,

cognitive dysfunction, physical functioning, and quality of life in older
breast cancer survivors. Supportive Care in Cancer, 30(1), 359–366.
https://doi.org/10.1007/s00520-021-06427-y

Dickerson, A. E., Molnar, L. J., Bédard, M., Eby, D. W., Berg-Weger,

M., Choi, M., Grigg, J., Horowitz, A., Meuser, T., Myers, A., O’Connor,
M., & Silverstein, N. M. (2019). Transportation and Aging: An Updated
Research Agenda to Advance Safe Mobility among Older Adults
Transitioning From Driving to Non-driving. The Gerontologist, 59(2),
215–221. https://doi.org/10.1093/geront/gnx120

Griffith, L. E., Gruneir, A., Fisher, K., Panjwani, D., Gafni, A., Patterson,
C., Markle-Reid, M., & Ploeg, J. (2019). Insights on multimorbidity and
associated health service use and costs from three population-based
studies of older adults in Ontario with diabetes, dementia and stroke.
 Multi-complexity module BMC Health Services Research, 19(1), 313–313.
https://doi.org/10.1186/s12913-019-4149-3

Lettino, M., Mascherbauer, J., et al. (2022). Cardiovascular disease in

the elderly: Proceedings of the European Society of Cardiology-
Cardiovasculat Round Table. European Journal of Preventive
Cardiology, Volume 29, Issue 10, August 2022, Pages 1412–
1424, https://doi.org/10.1093/eurjpc/zwac033

Ranzini, L., Schiavi, M., Pierobon, A., Granata, N., & Giardini, A.
(2020). From Mild Cognitive Impairment (MCI) to Dementia in
Chronic Obstructive Pulmonary Disease. Implications for Clinical
Practice and Disease Management: A Mini-Review. Front Psychol, 11,
337. https://doi.org/10.3389/fpsyg.2020.00337

Santiago, J. A., & Potashkin, J. A. (2021). The Impact of Disease

Comorbidities in Alzheimer's Disease. Front Aging Neurosci, 13,
631770. https://doi.org/10.3389/fnagi.2021.631770

Somes, J., & Donatelli, N. S. (2017). Giving up the Keys—The Older

Adult Driving in a Rural Setting. Journal of Emergency Nursing, 43(1),
74–77. https://doi.org/10.1016/j.jen.2016.12.007

Week 10 Synchronous Module 6 Required reading:

Mar.18-24 Mar. 28 1800-1930 Medications Smith, K. (2020). Geriatric Patients Ch 55. In T. Woo & M.
Robinson (Eds.), Pharmacotherapeutics for Advanced Practice
See D2L for associated learning Nurse Prescribers (pp. 1413-1434). F.A. Davis.
activities
Case Study Due: On-Line Quizzes Drenth-van Maanen, A. C., Wilting, I., & Jansen, P. A. F. (2020).
Mar 28 Complete By April 9, 2024 Prescribing medicines to older people—How to consider the impact
of ageing on human organ and body functions. British Journal of
Clinical Pharmacology, 86(10), 1921–1930.
https://doi.org/10.1111/bcp.14094
Week 11
Mar. 25- April 9 Immunizations for Older Adults. (2023). AGS Geriatrics Evaluation
and Management Tools (Geriatrics E&M Tools) support clinicians
Reflective paper and systems that are caring for older adults with common geriatric
Due: conditions. Accessed from:
April 4 https://geriatricscareonline.org/FullText/B007/B007_CH022?parent
_product_id=B007_PART001

Optional:
Hill-Taylor et al. (2013). Application of the STOPP/START criteria:
A systematic review of the prevalence of potentially inappropriate
prescribing in older adults, and evidence of clinical, humanistic
and economic impact. Journal of Clinical Pharmacy and
Therapeutics, 38, 360-372. https://doi.org/10.1111/jcpt.12059
 FACULTY OF NURSING - GRADUATE PROGRAMS - GRADING SCALE
If the The The Description
cumulative equivalent grade point **The final percentage calculation will be
percentage letter grade value is1:
Converted to a letter grade.
calculation for is:
the course is:
98.0 – 100 A+ 4.0 Outstanding Performance
Elegant exposition of publication quality work that would make a significant, scholarly
contribution to the area of investigation.
93.0 – 97.9 A 4.0 Excellent Performance - Superior performance showing comprehensive understanding of
the subject matter.
Exceptional performance that goes beyond the specified requirements of the assignment,
and demonstrates a comprehensive understanding of the subject matter that includes the
ability to critically assess and creatively apply knowledge to new situations.
88.0 – 92.9 A- 3.7 Very Good Performance
Clarity of thought and expression that reveals the rich meaning of and complex relationship
between assumptions, ideas and actions, and includes a critical examination of the topic.
Relevant reference material has been correctly documented and effectively integrated into a
well-developed line of thought.
83.5 – 87.9 B+ 3.3 Good Performance
Subject matter is generally understood at the literal level. Wide reading, critical questioning
and creative insights may be absent. Prose style reveals a clear, logical, concise and coherent
expression of ideas. Work displays conventional grammar, punctuation and spelling, with a
minimum of errors.
78.0 – 83.4 B 3.0 Satisfactory Performance
Note: The grade point value (3.0) associated with this grade is the minimum acceptable
average that a graduate student must maintain throughout the program as computed at the
end of each registration anniversary year of the program.
Subject matter is generally understood, but the work displays minimum scholarship. Some
gaps in knowledge and inconsistencies in thinking may be evident. Lapses in clarity of
expression and the development of a clear line of thought might be evident. Work may
display consistent errors in conventional form and require heavy editing on the part of the
instructor.
73.5 – 77.9 B- 2.7 Minimum pass for students in the Faculty of Graduate Studies
Work submitted at this level lacks understanding, absence of clarity of expression or
insufficient command of conventional form such that content cannot be effectively conveyed.
69.0 – 73.4 C+ 2.3 All grades below B- are indicative of failure at the graduate level and cannot be counted
toward Faculty of Graduate Studies course requirements. A student who receives a grade of F
will normally be required to withdraw unless the program recommends otherwise.
63.5 – 68.9 C 2.0
59.0 – 63.4 C- 1.7
54.5 – 58.9 D+ 1.3
50.0 – 54.4 D 1.0
49.9 or less F 0
I 0 Incomplete. Sufficient work has not been submitted for evaluation, unable to adequately
assess. May also be used when a final exam is not submitted.
CR 0 Complete Requirements. Carries no weight in calculating the grade point average. This will be
noted in the calendar description as “Not Included in GPA” where applicable.
1
As per University of Calgary Faculty of Graduate Studies Grading System.

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* UNIVERSITY OF CALGARY POLICES AND SUPPORTS
* ACADEMIC ACCOMMODATION
Students seeking an accommodation based on disability or medical concerns should contact Student
Accessibility Services; SAS will process the request and issue letters of accommodation to instructors. For
additional information on support services and accommodations for students with disabilities.

Students who require an accommodation in relation to their coursework based on a protected ground
other than disability should communicate this need in writing to their Instructor.
The full policy on Student Accommodations.

* ACADEMIC MISCONDUCT
For information on Student Integrity and Conduct, please review the UCalgary Calendar.

*More specifically, the Faculty of Nursing is responsible for determining grade penalties for assignments where
misconduct is identified. These penalties may include a failing grade on the paper/assignment through to a failing
grade in the course. The Faculty of Graduate Studies is responsible for determining further disciplinary action.
*Rev.2021

* INSTRUCTOR INTELLECTUAL PROPERTY

Course materials created by professor(s) (including course outlines, presentations and posted notes, labs,
case studies, assignments and exams) remain the intellectual property of the professor(s). These materials
may NOT be reproduced, redistributed or copied without the explicit consent of the professor. The posting of
course materials to third party websites such as note-sharing sites without permission is prohibited. Sharing
of extracts of these course materials with other students enrolled in the course at the same time may be
allowed under fair dealing.

* COPYRIGHT LEGISLATION
All students are required to read the University of Calgary’s policy on Acceptable Use of Material Protected
by Copyright and the requirements of the copyright act to ensure they are aware of the consequences of
unauthorised sharing of course materials (including instructor notes, electronic versions of textbooks etc.).
Students who use material protected by copyright in violation of this policy may be disciplined, under the
Non-Academic Misconduct Policy.

* FREEDOM OF INFORMATION & PROTECTION OF PRIVACY

Student information collected in accordance with typical (or usual) classroom practice. Students’
assignments will be accessible only by the authorized course faculty. Private information related to the
individual student is treated with the utmost regard by the faculty at the University of Calgary

* RESEARCH & ETHICS APPROVAL

Any research, in which students are invited to participate, will be explained in class and approved by the
appropriate University Research Ethics Board.

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* TAYLOR FAMILY DIGITAL LIBRARY RESOURCES

Graduate Nurse Resources Training - Dr. Alix Hayden – Nursing Librarian

Specialties: Research Resources, Systematic review, Literature review

Contact Dr. Alix Hayden, if you require help to:
• Learn how to develop research strategies to search information resources
• Search and retrieve resources for research papers and assignments
• Search for theses and dissertations.
• Search online databases for full text journal articles
• Book a personal/email consultation for a topic specific literature search

* WELLNESS & MENTAL HEATH RESOURCES – Main Campus

“The University of Calgary recognizes the pivotal role that student mental health plays in physical health,
social connectedness, and academic success, and aspires to create a caring and supportive campus
community where individuals can freely talk about mental health and receive support when needed. We
encourage you to explore the excellent mental health resources available throughout the university
community, such as counselling, self-help recourses, peer-support, or skills-building available though
SU Wellness Centre and the Campus Mental Health Strategy website.

**FACULTY OF NURSING MENTAL HEALTH & WELLNESS RESOURCES

Faculty of Nursing Wellness
Nurse Practitioner Mental Health & Wellness Clinic

* SUPPORTS FOR STUDENT LEARNING, SUCCESS, AND SAFETY

* Student Ombudsman
The Student Ombuds Office supports and provides a safe, neutral space for students.
* Student Union - Student Union including elected Faculty Representatives.
* Graduate Student’s Association: (403) 220-5997 or [email protected]; Visit the GSA website.
* Nursing Graduate Student’s Association:
The NGSA creates an open and collaborative environment for nursing graduate students to engage in
professional and personal growth.
* Student Success Centre:
The Student Success Centre provides services and programs to ensure students can make the most of their
time at the University of Calgary. Our advisors, learning support staff, and writing support staff assist
students in enhancing their skills and achieving their academic goals. They provide tailored learning
support and advising programs, as well as one-on-one services, free of charge to all undergraduate and
graduate students.

* EMERGENCY EVACUATIONS AND ASSEMBLY POINTS

As part of the University of Calgary Emergency Evacuation plan, students, faculty, and staff should locate
the closest Assembly Point in case of Fire Alarm. Safety signage is posted throughout the campus showing
the locations and the possible route to these locations. All students, faculty, and staff are expected to
21
 promptly make their way to the nearest Assembly Point if the Fire Alarm is activated. No one is to return
into campus facilities until an ‘all clear’ is given to the warden in charge of the Assembly Area:
Emergency Plans and Procedures and Building Evacuation & Muster Points

* SAFEWALK
Campus security will escort individuals, day or night, anywhere on campus (including McMahon Stadium,
Health Sciences Centre, Student Family Housing, Alberta Children's Hospital and University LRT station).
Call 403-220-5333 or visit the Safewalk website for more information.
Use any campus phone, emergency phone or the yellow phone, located at most parking lot pay booths.
Please ensure your personal safety by taking advantage of this service.

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