FACULTY OF NURSING

https://nursing.ucalgary.ca/

GRADUATE PROGRAMS
Graduate Certificate Laddered Pathway
to Master of Nursing Program

COURSE OUTLINE

Spring 2024

NURS 606
Focused Studies in Aging
Course 3 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 week’s notice.

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Course Title (*) Focused Studies in Aging
Course Number (*) NURS606
Prerequisites (*) NURS602, NURS604
If applicable
Faculty / Department Faculty of Nursing
Instructor Name (*) Dr. Lorraine Venturato Email (*) [email protected]
Email Response Practice: Monday – Friday Office Hours – Responses within 2 days as per university policy
Office Location Professional Faculties Office # 3242
Cell Phone # 587-436-4850
Office Hours if applicable BY appointment
TA Name If applicable Email
Class Dates (*) May 6 – June 17 2024
th th

Class Times (*) (Tuesday 5 - 6pm)

Class Location (*) Online (Synchronous and Asynchronous) sessions
Connect Day May 11th (Compulsory)

* COURSE CALENDAR INFORMATION/ DESCRIPTION OF THE COURSE

As per the Graduate Calendar
Explores contemporary clinical issues of significance to an older adult population in detail. Students will
select specific topics and may choose three modules from among the following: 1) Co-Morbidity and
Chronicity; 2) Frailty and progressive changes in Functioning; 3) Cognitive Issues in Aging; 4) Palliation; and 5) Disability.
Also covers principles of practice development and practice improvement using a quality
improvement framework and development of a practice demonstration.
This course will take place online via Desire2Learn (D2L) and Zoom. To 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 propose an alternative participation
activity (e.g., watch the recordings, submit a brief reflection, and actively contribute to the follow-up online
discussion).

* LEARNING RESOURCES

COURSE MATERIALS
*Required Readings, Textbooks, and Learning Materials (available at the UCalgary Bookstore)
There are no new required texts for this course that were not already required in NURS 602 &604

MATERIALS - Other required learning materials will be available on D2L

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 TECHNOLOGICAL REQUIREMENTS
A shell in D2L is created for this course where refereed journals will be posted and 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.
• Stable 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

At the end of this course, students will be able to:

1. Choose a focus of study within a specialised area of practice.

2. Synthesise best practice literature relevant to the topic area and practice context.
3. Demonstrate critical analysis and synthesis of evidence in written work.
4. Produce a proposal brief in a selected focus of study including background literature review, framework or
approach to enacting change in practice, and action plan.
5. Demonstrate an evidence-informed approach to develop an advancing practice specialization.

*ASSESSMENT COMPONENTS
Aligned Course
Assessment Description Weight Learning
Method Outcome
Assessment #1: This one-on-one, individual discussion session is designed to
Discussion and allow students to review their specialised topics and Practice
Problem Demonstration Project ideas with the Course Coordinator.
Statement You should be prepared to discuss:
1. Your specialised focus area / potential topics 10% 1
2. Your problem / challenge / issue
3. Your site (if relevant)
4. Expectations and goals
5. Concerns
There is a one page written Problem Statement due following
your individual session.
Due: May 25th, 2024 (11.59pm)

Assessment #2: The purpose of this assignment is to gather and analyse

Focused relevant evidence (academic and grey literature) related to
50% 2, 3
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 Literature your specialised topic area. This review will form part of your
Review: Specialised Practice
Specialised Demonstration Plan.
Topic
Maximum of 8 pages

Due: June 8th, 2024 (11.59pm)

Assessment #3: Specialised Practice Demonstration Plan - Draft

Specialised • Introduction / Background
Practice • Literature Review
Demonstration • Problem Statement / Challenge 40% 4, 5
Plan Draft (Justification/Rationale for Proposed Practice Demonstration)
• Proposed Framework / Approach

Maximum of 12 pages

Due: June 18th, 2024 (11.59pm)

* ASSESSMENT AND EVALUATION INFORMATION

* PROGRAM EVALUATION
The Faculty of Nursing has accountability and reporting obligations to ensure excellence in teaching and learning.
The Faculty is accountable to the Canadian Association of Schools of Nursing (CASN), the Nursing Education
Program Approval Board (NEPAB), 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: UCALGARY COURSE EXPERIENCE SURVEYS (formerly USRI)

At the close of each term, students can provide feedback on their academic learning experience in their courses,
including their instructors, through university-wide online surveys. Student feedback contributes to ensuring
academic excellence in the university’s curriculum by bringing direct feedback to instructors.
Each student will receive an email from UCalgary Course Experience Surveys with direct links to your current
course surveys, or you can access within the D2L course shell. For more information, visit the website.

* 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 understanding the University’s Acceptable Use of Electronic Resources and
Information Policy.

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

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 * MEDIA AND RECORDING IN LEARNING ENVIRONMENTS

* Media recording for lesson capture

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, if 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 (i.e., MS Teams or Zoom), 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). 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.
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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
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.

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 RUBRICS

Assessment #1: Discussion and Problem Statement

Elements Does not meet Meets requirements Exceeds requirements
requirements

Discussion Content
Explanation of Did not meet with Course Met with Course Instructor N/A
specialisation, and Instructor
challenge / issue
and focus
Relevance to current
practice

Range 0 2 N/A
Written Problem Practice challenge is not Practice challenge is identified Comprehensive and clearly
Statement clearly identified. Relevance and justified. Problem articulated problem statement.
Identify and justify /justification is not statement is clear. Practice challenge is contextualised and well-
focus area / established. justified.
problem

Range 0-2 3-4 5

Scholarly Writing Frequent grammar and Some inconsistency in Uses scholarly language. Accurate grammar and
Clear and well spelling errors. Repeated scholarly language. Limited spelling throughout. Formatting,
organised APA errors related to grammar and spelling errors. references and citations are consistent with APA
Free from spelling formatting, references and Limited APA errors related to style.
and grammatical citations. formatting, references and
errors citations.

Range 0-1 1 – 2.5 2.5 - 3

Total: / 10

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 RUBRICS

Assessment #2: Focused Literature Review

Elements Does not meet Meets requirements Exceeds requirements
requirements

Description of Offers a surface description Offers a clearly identifiable Offers a clearly identifiable, sophisticated and
specialised topic with minimal understanding description of the focus area insightful description of the focus area and
and context and critique demonstrated. and context for the literature context for the literature review. Topic and
( /20) review. Topic and context are context are well justified and critiqued using
justified and there is some relevant literature. Coherent and
evidence of critique using relevant evidence-informed
relevant literature. Statements statements.
are largely coherent, relevant,
and evidence informed.

Range <16 16 - 18 >18

Review and Minimal supporting Includes a variety of sources from high quality
synthesis of the literature with limited detail Uses several literature sources journals/ publications to substantiate and support
literature or relevant discussion. beyond course readings. Some statements made. Sophisticated integration and
( /50) Literature review is largely evidence of synthesis of synthesis of literature to develop a
descriptive with little material and evidence of comprehensive evidence-informed and context
analysis or integration of integration and application of rich understanding of best practice in the topic
ideas. Little to no evidence literature. Demonstrates some area.
of best practice in the topic evidence of best practice in
area. the topic area.

Range <42 42 - 48 >48

Scholarly Writing Repeated APA errors related Limited APA errors related to Formatting, references and citations are accurate
( /30) to formatting, references, formatting, references, and and consistent with APA style. Uses scholarly
and citations. Frequent citations. Some inconsistency language. Accurate grammar and spelling
grammar and spelling in scholarly language (e.g. throughout. Articulate, with a logical flow and
errors. occasional colloquialisms and structure
unexplained abbreviations).
Limited grammar and spelling
errors.

Range <22 22 - 28 >28

Total: /100

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 Assessment #3: Specialised Practice Development Plan Draft

Elements Does not meet Meets requirements Exceeds requirements

requirements

Explanation of Challenge / issue / problem Challenge / issue / problem is Challenge / issue / problem is clearly articulated,
challenge or Issue is not clearly identified. identified, and plan is justified and plan is well justified with strong evidence
and its relevance Limited rationale for plan or using evidence. informed rationale for focus area.
( /10) focus.

Range <7 7-9 10

Literature Review Limited literature support Generally good use of Comprehensive, relevant, succinct use of
( /30) for the context and relevant literature that literature to establish context and frame the
challenge. Largely establishes the context and challenge. Synthesis of best practice evidence to
description of literature frames the challenge. Some support action plan.
with limited links to the evidence of synthesis and
action plan. description of evidence with
some links to the action plan.

Range <24 25- 28 28 - 30

Framework / Identification and Identification of appropriate Identification and justification of appropriate
Approach description of a framework / framework / approach. Use of framework / approach. Sophisticated application
( / 40) approach. Limited relevant literature to describe of relevant literature to frame the approach.
application and relevance. elements of the approach.

Range <35 35 - 38 39 - 40
Scholarly Writing Repeated APA errors related Limited APA errors related to Formatting, references and citations are accurate
( /20) to formatting, references, formatting, references, and and consistent with APA style. Uses scholarly
and citations. Frequent citations. Some inconsistency language. Accurate grammar and spelling
grammar and spelling in scholarly language (e.g. throughout. Articulate, with a logical flow and
errors. occasional colloquialisms and structure
unexplained abbreviations).
Limited grammar and spelling
errors.

Range <16 17 - 19 >19

Total: /100

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 WEEK TOPIC REQUIRED READINGS & LEARNING ACTIVITIES
WEEK 1 Welcome to NURS 606 Course Outline and Orientation to NURS 606
May 11th Course Introduction
Online Synchronous Q and A session Introduction to NURS 608 (Practice Demonstration Project)

Making a Change: Activities: https://www.ted.com/talks/elizabeth_gilbert_your_elusive_creative_genius?language=en

Improving Personal and
Professional Practice Identifying practice challenges; Values exercise

Creativity: Thinking
Outside the Box: Goals,
Expectations, &
Values
Identifying practice
challenges

WEEK 2 Starting Point: Developing and Writing a Problem Statement

May 13th Defining your Practice
Online Asynchronous Challenge / Problem Learning Plan Reviews

1:1 Learning Plan

Reviews

Week 3 Specialization 1: Consider the Self-directed literature review – exploring and defining your practice issue / problem
May 20th Evidence
Online Asynchronous Learning Plan Reviews

1:1 Learning Plan Assessment #1 DUE: May 25th 2024 (11.59pm)

Reviews

Week 4 Specialization 2: Consider the Self-directed literature review – exploring and defining your practice issue / problem
May 27th Evidence
Online Asynchronous
WEEK TOPIC REQUIRED READINGS & LEARNING ACTIVITIES
Week 5 Frameworks for Change Assessment #2 DUE: June 8th 2024 (11.59pm)
June 3rd Evidence-informed Practice:
Online Synchronous 1. Evidence-informed Practice https://www.ted.com/talks/yvonne_van_amerongen_the_dementia_village_that_s_redefining_elder_care

2. Quality Improvement Canadian Nurses Association (2020). Evidence-Based Safe Nurse Staffing Toolkit. https://hl-prod-ca-oc-
download.s3-ca-central-1.amazonaws.com/CNA/2f975e7e-4a40-45ca-863c-
5ebf0a138d5e/UploadedImages/documents/2019_EvidencebasedsafenursestaffingtoolkitAccessiblecontent2.pdf

Nevo, I. & Slonim-Nevo, V. (2011). The myth of evidence-based practice: Towards evidence-informed practice.
The British Journal of Social Work, 41(6) 1176 – 1197 https://doi.org/10.1093/bjsw/bcq149

Quality Improvement:
Agency for Healthcare Research and Quality (2013). Practice Facilitation: Approaches to Quality Improvement.
https://www.ahrq.gov/ncepcr/tools/pf-handbook/mod4.html

Week 6 Frameworks for Change Practice Development:

June 10th Manley, K. & McCormack, B. (2003). Practice development: Purpose, methodology, facilitation and evaluation.
Online Asynchronous 3. Practice Development Nursing in Critical Care, 8(1), 22- 29. https://doi-org.ezproxy.lib.ucalgary.ca/10.1046/j.1478-5153.2003.00003.x

4. Culture Change Culture Change:

Corazzini, K., Twersky, J., White, H., Buhr, G., McConnell, E., Weiner, M. & Colon-Emeric, C. (2015).
NURS 608 transition Implementing culture change in nursing homes: An adaptive leadership framework. The Gerontologist, 55(4),
Course Review & Reflection 616-627 https://doi.org/10.1093/geront/gnt170

Week 7 Assessment #3 Due: June 18th 2024 (11.59pm)

June 17th
 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 is 1:
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.
Read 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 ON CAMPUS
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
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 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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