Students preparing to register should consult the web at www.mcgill.ca/minerva (click “Class Schedule”) for the most up-to-date list of courses available; courses may have been added, rescheduled or cancelled after this Calendar was published. “Class Schedule” lists courses by term and includes days, times, locations, and names of instructors.
Note: Registration for the two following HSEL courses will be wait-listed. (
Students are encouraged to register early due to limited seats.)
(3) (Fall) (Prerequisite: Introductory Psychology or Sociology or permission of the instructor) (Complementary course for the Women's Studies and Social Studies of Medicine Concentrations) Exploration of a wide range of topics on the health of women. Topics include use of health care system, poverty, roles, immigration, body image, lesbian health, and violence against women. Additional topics vary by year. A Health Science elective open to students in the Faculties of Arts, Science, and Medicine.
(3) (Winter) (Prerequisite: Introductory Psychology or Sociology or permission of the instructor) (Restriction: not open for credit to students who have taken HSEL 308 prior to September 1997) (Complementary course for the Women's Studies and Social Studies of Medicine Concentrations) Concepts of health and medicalization. Canadian and international perspectives. Topics include contraception, abortion, infertility, menstruation, menopause, new reproductive technologies, prenatal care, childbirth. Additional topics vary by year. A Health Science elective open to students in the Faculties of Arts, Science, and Medicine.
(4) (Prerequisite: CHEM 212 or CHEM 232 or equivalent.) A biological base for pharmacology and pathology. Topics include: cell types, structure and function. Movement across cell membranes, cell movement, transportation, and intercellular communication. Cell life-cycle, normal, abnormal cell growth, repair, and death. Cell metabolism, energy production, storage, release, vitamins, enzymes, DNA structure, nucleic acid replication, transcription and translation.
(1) This course introduces students to the McGill Model of Nursing.
(3) (Prerequisite or Corequisite: NUR1 222.) The course introduces the principles, theories, and basic skills of a collaborative relationship with individuals and families. Students will learn about the phases of the relationship (i.e., engagement, working, and termination) and the clinical skills involved in establishing, maintaining, and terminating a relationship in promoting health.
(3) This course introduces theoretical perspectives of family, and the role of the family in health and illness. Characteristics of healthy families, family environments that promote health, family influences on health practices, and family roles during illness are examined. Students will be introduced to family assessment tools and nursing research.
(1) This introductory course provides an overview of the history and the philosophical and theoretical tenets underlying the core concepts of the Model. Students are introduced to McGill's perspective on health, family, learning, and collaborative nursing through a study of selected theoretical and research papers.
(3) Study of biological, psychological, and social perspectives of human development from infancy through old age within an ecological framework. Developmental processes of learning, coping, and social relationships will be linked to biological development and be discussed as major determinants of health.
(4) (Prerequisites or Corequisites: NUR1 220, NUR1 221, NUR1 222, NUR1 223.) This clinical course focuses on identifying indicators of healthy development in individuals and families during two phases of development, the birth of a baby and the young preschooler. Students will develop skill in the assessment of these individuals and families and explore nursing approaches that promote their health.
(3) (Prerequisites or Corequisites: NUR1 220 and NUR1 222.) A clinical course providing basic knowledge and skills in promoting and maintaining biological, psychological, and social processes of health in the aged. Students will acquire skill in gerontological nursing assessment and intervention with the elderly living in the community.
(4) (Prerequisite: NUR1 220) This course will develop basic knowledge and skills required to do a health history and to carry out basic physical assessment in infants, children, and adults.
(3) (Prerequisite or Corequisite: PHGY 210.) (College introduction to health and physical assessment.) An integrated approach to physical assessment and a comprehensive health assessment for the purpose of primary care screening and triage.
(3) (Prerequisite: NUR1 200) Principles of microbiology and their application to clinical practice in acute and community care settings. Laboratory diagnostics, infectious diseases, and infection prevention and control principles and activities are covered.
(3) (Corequisites: NUR1 219 and PHGY 209) The psychological, behavioural and biological responses to stress and acute illness and the interrelationship between personal and contextual resources in determining health outcomes.
(2) Physiological, psychological, and social perspectives are used to examine stress associated with illness, injury, and developmental events. Theories of stress and coping are examined; research findings highlighting the links between stressors, coping responses and health outcomes in individuals and families are reviewed.
(3) (Prerequisite: NUR1 331 or NUR1 319.) The biological, psychological and social factors which influence living with chronic illness are examined. Empirical findings linking different chronic stressors to coping responses and to health outcomes are reviewed. Issues in palliative care, the care of the dying, and the nature of bereavement are reviewed.
(3) (Corequisite: NUR1 331.) The focus of this course is the medical, surgical and nursing management of the major illnesses in adults and children. Topics will include diagnostic tests, drug therapies, dietary management, exercise, relaxation techniques, pain management approaches, patient education, and strategies for maintaining physical and emotional well-being.
(3) (Prerequisite: NUR1 323 or NUR1 319.) (Note: Continuation of NUR1 323.) Medical, surgical, and nursing management of the major illnesses in adults and children. Topics will include diagnostic tests, drug therapies, dietary management, symptom management, patient education, and strategies for maintaining physical and emotional well-being.
(3) This course examines how cognitive, behaviorist, and social learning theories may be used to enhance individual and family health behaviors, coping and development. Topics include: learning theories; principles of teaching and learning, support groups, issues around clients' use of information technology for health information.
(4) (Prerequisite: NUR1 235; Pre-/co-requisite: NUR1 321, NUR1 323 or permission of the instructor.) This clinical course integrates knowledge of normal physiological and psychological processes, disease and illness management in the assessment and care of the acutely ill. Students will develop interventions that conserve patient energy, alleviate physical and emotional pain, promote healing, and help families cope and deal with the health care system.
(4) (Pre-/co-requisite: NUR1 235, NUR1 322, NUR1 331 or permission of the instructor.) This clinical course integrates knowledge related to individuals and families coping with acute, chronic and terminal illnesses, and illness management in nursing practice. Assessment skills will focus on changes in physiological functioning, emotions, behavior, and family processes.
Focus is on the integration of knowledge and skills acquired over the first two years of the program. Students and faculty will conjointly determine the student's clinical placement on the basis of the student's learning needs and their previous clinical experiences.
Principles of accessibility, public participation, intersectorial and interdisciplinary collaboration, appropriate technology, and health promotion and illness prevention are discussed in relation to the planning and delivery of local, regional, and international health delivery systems. Topics include the infrastructure that supports health, and socio-economic, political and cultural contexts of health.
(3) (Prerequisite: NUR1 420, NUR1 431.) (Corequisite: NUR1 432.) The concept of social support is explored and links between social networks and health are examined. Groups at health risk including the homeless, poor, and new immigrants are identified. Types and functions of community groups available as social resources for these groups will be discussed.
(3) Quantitative and qualitative approaches to nursing research and guidance to effectively critique research and apply the results to clinical practice, including: formulating a research question, research design issues, strategies for data collection and analysis, appraisal and utilization of nursing research.
(3) (Prerequisite: NUR1 333.) This course covers ethical and legal aspects related to caring for patients and their families, and principles in ethical decision-making. Issues of professional accountability, liability, and advocacy are addressed in such contexts as withholding treatment, organ harvesting, abortion, involuntary commitment, etc.
(4) (Prerequisite: NUR1 331 for B.N. (Integrated) students; NUR1 333 for B.Sc. (N) students.) (Corequisite: NUR1 420.) In this clinical course students will apply their knowledge and increase their skills in assisting families and special groups in the community to deal more effectively with normal developmental events, on going social problems and illness or other crisis events.
(4) (Prerequisite: NUR1 431, NUR1 328.) (Corequisite: NUR1 421.) In this clinical course students will apply their knowledge and increase their skills in assisting families and special groups in the community to deal more effectively with normal developmental events, on going social problems and illness or other crisis events.
(5) (Prerequisite: NUR1 432.) (Restriction: Only B.Sc.(N) Program) This clinical nursing experience offers students an opportunity to consolidate their knowledge and assessment skills in either community nursing or critical care.
