OBST 501-909CourseOutline - Jan - 25 - 2015 - 1969

Faculty: Please see Welcome Letter On Blackboard
Email Please see Welcome Letter On Blackboard

Faculty Please see Welcome Letter on Blackboard
Availability:
Marilyn.Morson@humber.ca
Program
Advisor: Marilyn C Morson, MSN, BA, BNSC, RN
COURSE OUTLINE ACADEMIC YEAR 2015/2016
Course Title: ESSENTIALS OF PRENATAL AND POSTNATAL CARE
Course Code: OBST 501
Schedule Type
Code: N/A
Credit Value: 3
Class Hours: 45 hrs
Pre-Requisite(s):
Programs: Maternity nursing
CNO Registration
Co-requisite(s): N/A
Pre-requisite for: OBST 505 and OBST 510

Restrictions: N/A
Approved By: Nazlin Hirji, RN, BScN, MN

nazlin.hirji@humber.ca
Director of Continuing Education
Approved By:
Humber College Institute of Technology and Advanced Learning 2015/2016 This document is available in alternate format upon
request.
Course Description
Course content guides the student in the examination of the nursing care of the prenatal and
postnatal client and family. The anatomy and physiology of the reproductive system is reviewed.
Physical, emotional, and psychosocial adaptations associated with pregnancy and becoming
new parents is highlighted. Essential nursing and interprofessional care practices for the
antenatal client and family are addressed. Significant focus is placed on required nursing
process and client centre care for common antenatal and postpartum obstetrical complications.
Exploration of current research and ethno cultural practices in the prenatal and postnatal period
will be discussed.
Learning Outcomes
Upon successful completion of this course, students will be able to:
1
Explain the concept of Family Centred Maternity Care.
Describe changes in maternity care that are evolving in Ontario and Canada.
Explain how the feelings of lack of control can negatively affect the maternity clients
pregnancy and birth experience.
Identify the location and function of female and male reproductive organs relevant to
pregnancy.
Examine the physiological changes of the female reproductive organs before and
during pregnancy.
Examine sexual response changes during pregnancy and postpartum.
Describe the process of conception and development of the human fetus.
Differentiate the distinguishing characteristics and accuracy of pregnancy tests in

current use.
Describe the psychosocial adaptations that occur in the mother and father during a
pregnancy.
10
Evaluate the goals and programs available for prenatal education in Ontario and the
nurse's role in assisting with and providing such services.
11
Describe the essential components of nursing care required to care for the
antenatal client and her family.
12
Evaluate the importance of nutrients during pregnancy and the effect poor nutrition
has on maternal and fetal outcome.
13
Compare and contrast the different types of vegetarian food practices and examine
their effect on pregnancy outcome.
request.
14
Describe postpartum physiological changes following birth.
15
Examine the benefits of family centered care to the postpartum family and how to
establish a safe postpartum recovery area.
16
Describe nursing care required for the postpartum client and her family.
17
Examine the efficiency of the different birth control options following birth and the
nurses role in assisting clients to make an informed choice.
18
Differentiate the maternal and paternal role adjustments following birth.
19
Explore ways to facilitate paternal involvement in pregnancy, birth and parenting.
20
Explore cultural variations in practices during pregnancy, birth and parenting.
21
Describe common prenatal genetic testing available.
22
Identify appropriate nursing care associated with common antenatal and

postpartum Obstetrical Emergencies
23
Evaluate changes in maternity care that are evolving in Canada.
24
Describe common discomforts experienced during pregnancy and critically

examine the nurses role.
25
Evaluate Canadas Food Guide recommendations during pregnancy.
26
Demonstrate self-direction in searching internet and library data banks to locate

relevant research based studies.
27
Use computer technology to locate, collect, evaluate and organize information

from a variety of sources to enhance maternity nursing knowledge base.
28
Have an understanding of the Ontario Antenatal Forms utilized by physicians and

midwives for pregnancy.
Essential Employability Skills

Essential Employability Skills are transferable skills that provide the foundation for a students
academic, vocational, and personal success.
X
Communication
Numeracy
Critical Thinking &

Problem Solving
Information
Management
Interpersonal
Personal
request.
Learning Resources
Required Resources:
Perry, S., Hockenberry, M., Lowdermilk, D., Wilson, D. (2013). Maternal child nursing
care (1st ed.). Toronto: Elsevier.
Copyright
Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute
his/her work. All members of the Humber community are required to comply with Canadian
copyright law which governs the reproduction, use and distribution of copyrighted materials. This
means that the copying, use and distribution of copyright- protected materials, regardless of
format, is subject to certain limits and restrictions. For example, photocopying or scanning an
entire textbook is not allowed, nor is distributing a scanned book.
See the Humber Libraries website (http://library.humber.ca) for additional information regarding
copyright and for details on allowable limits.
Learning Delivery Format
Assignments
Case Studies
Student Presentations
Online
Tutorial
Critical Discussions
Multi-Media
Course Content
Unit
Getting
Started
Topics & Activities
Resources
Class 1
January 12 18, 2016
Review the following on Blackboard
https://learn.humber.ca
Course Outline
Learning Materials tab
Student & Faculty Humber Resources tab
Course Messages tab Send the
instructor a private email
Access library information
Discussions tab
o Choose a Study Buddy
see Learning Materials tab on Blackboard
Class 2
January 19 25, 2016
Introduction to family centered maternity
care
request.
Required Readings
Textbook:
Contemporary Perinatal Nursing in Canada
The Family and Culture
Recommended Reading
Health Canada link:
Introduction and Philosophy
Organization of Services
Assignment 1.1: Essential Components of
Prenatal Care due January 25
Perry, S., Hockenberry, M., Lowdermilk, D., &

Wilson, D. (2013). Maternal child nursing care in
Canada. (1st ed.). Toronto: Elsevier.
Health Canada. (2000). Family-centred maternity
and newborn care: National guidelines. Ottawa:
Minister of Public Works and Government Services.
Retrieved from
http://www.phac-aspc.gc.ca/hp-ps/dca-dea/publication
s/fcm-smp/index-eng.php
Discussion Questions due this week

Review all assessments & assignments:
Assignment 1.1
Assessment 2.1
Assignment 3.1
Assessment 4.1
Assessment 5.1
Assessment 6.1
Assignment 7.1 (Prenatal Class)
Assignment 8.1(Concept Map)
Assignment 9.1 (Self evaluation and
participation)
Final Exam
Classes 3 & 4
January 26 February 1, 2016; February 2 8, 2016
Physiological transition in pregnancy
Required Readings
2
Textbook:
Health Assessment
Preconception, Genetics, & Fetal
Development
Anatomy and Physiology of Pregnancy
Recommended Reading
Health Canada document - Nursing Care
During Pregnancy


Retrieved from
http://www.phac-aspc.gc.ca/hp-ps/dca-dea/publications
/fcm-smp/index-eng.php
Assessment 2.1 (15 marks) due Feb 8

Classes 5 & 6
February 9 15, 2016; WINTER BREAK; & February 23 29, 2016
Psychosocial transition in pregnancy
request.
Required Readings
Textbook:
Infertility, Contraception and Abortion
Nursing Care During Pregnancy
Pregnancy at Risk: Gestational Conditions

eMedicineHealth. (n.d.). Miscarriage. Retrieved from
http://www.emedicinehealth.com/script/main/art.asp?
articlekey=58750&pf=3&page=1.
Assignment 3.1: Article Review due Feb 29
Classes 7 & 8
March 1 7, 2016 & March 8 14, 2016
Nursing care during the prenatal period
4
Required Readings
Textbook:
Nursing Care During Pregnancy
Pregnancy Risk Assessment Factors and
Assessment Maternal and Fetal
Pregnancy at Risk: Gestational Conditions
Pregnancy Risk Assessment Factors and
Assessment Maternal and Fetal

Ontario Medical Association. 2005. Antenatal

record 1 & 2. Retrieved from
http://ccdimager.net/familypracticesource/Forms/
antenatal%20record%201.pdf
Society of Obstetricians and Gynaecologists of
Canada. (2002). SOGC clinical practice
guidelines: Screening for gestational diabestes
mellitus. Retrieved from
http://www.sogc.org/guidelines/public/121E-CPGNovember2002.pdf.
Canadian Diabetes Association. (n.d.)
Gestational diabetes: Preventing complications
in pregnancy. Retrieved from
http://www.diabetes.ca/diabetes-and-you/what/
gestational/
Assessment 4.1 (12 marks) due this week
request.
Class 9
March 15 21, 2016
Maternal and fetal nutrition
Required Readings

Textbook:
Maternal and Fetal Nutrition
Health Canada. (2007). Eating well with
Canadas food guide. Retrieved from
http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/
index-eng.php.
Recommended Reading
Health Canada (2000) document
Preconception Care
Care During Pregnancy

Retrieved from
Class 10
March 22 28, 2016
Postpartum nursing care
Required Readings
Textbook:
Maternal Physiological Changes
Nursing Care During Fourth Trimester
Postpartum Complications

Society of Obstetricians and Gynaecologists of

Canada (SOGC): Review content of Clinical
Practice Guidelines about Contraception.
Recommended Reading
Early Postpartum Care of the Mother and
Infant and Transition to the Community

Retrieved from
http://www.phac-aspc.gc.ca/hp-ps/dca-dea/publications
/fcm-smp/index-eng.php

Class 11
March 29 April 4, 2016
request.
Postpartum family adaptations
Required Readings
Textbook:
Transition to Parenthood
The Family and Culture

Recommended Reading
Textbook:
Community Care
Early Postpartum Care of the Mother and
Infant and Transition to the Community

Retrieved from
Assignment 7.1 (Prenatal Class) due this

week. Please note: This should include
multiple prenatal class topics. It is not an
assignment focused on Breastfeeding classes.
Class 12
April 5 11, 2016
Assignment 8.1 (Concept Map learning
activity) due this week
8
Complete the online Student Feedback
Questionnaire (SFQ) for this course
Classes 13 & 14
April 12 - 18, 2016; April 19 25, 2016
Course Review:
due this week
Discussion Questions
Discussion questions will be posted by the

Instructor
Students will each post two additional
questions and respond to two
student-posted questions
Assignment 9.1: Self evaluation and

participation due April 18
Class 15
Week of April 26 May 2, 2016
Final Exam:
College
North Campus, Humber
request.
Please note: this course schedule may change as resources and circumstances require.
Student Evaluations
Summary
Total for Participation (Discussions; see Assignment 9.1: Self evaluation and
participation) includes Assignment 8.1
Total for all Assessments (2.1, 4.1, 5.1, 6.1)
Total for all Assignments (1.1, 3.1, 7.1)
Final Exam
TOTAL
15%
20%
25%
40%
100%
Feedback Methodology
Feedback can be given in the following ways: grades, verbal/written comments, individual/group
consultation, and online comments.
Policies and Procedures
It is the students responsibility to be aware of the School of Health Sciences Continuing
Education Academic Policies and Practices Manual which can be found on the college website at
http://healthsciences.humber.ca/assets/files/pdfs/CE_Student_Handbook2015-2016.pdf
In addition, The School of Health Sciences has specific school and program based policies and
procedures which can be found at http://healthsciences.humber.ca and the college website
www.humber.ca has other important information for students pertaining to the college life at
Humber.
Humber College Institute of Technology and Advanced Learning Admission Requirements and
Academic Regulations which can be found on the following website:
http://www.humber.ca/academic-regulations.
Please note that additional program policies and procedures may be located on specific
Blackboard course sites.
Late or Missed Assignments
An assignment received after the scheduled due date is subject to a late academic penalty of
10% per day. The weekend counts as two days.
Planned absence/deferral requires prior notification to the professor teaching the class.
Deferral for religious holidays requires notification in writing at the beginning of the
semester/term [a minimum of one week before the test/exam]. A note on letterhead from
request.
the religious leader is required to confirm affiliation and the date(s).

Deferral for reasons of booked surgery or major diagnostic test requires a note on letter
head from the physician with date(s) as soon as possible prior to the test/exam.
Deferral for reasons of legal proceeding requires a photocopy of the summons with
date(s).
Deferral for reasons of bereavement of a family member or significant other (as defined in
common law) must be verified with a copy of the death certificate from the funeral home,
or other supporting documentation.
Deferral due to mandatory new employment orientation requires the student to notify the
instructor in writing one week prior to the test or exam date and provide a written note
from the employer, or other appropriate documentation
Extenuating circumstances may be considered for being absent for a test/exam due to an
unplanned illness/injury/bereavement. Notification is required to the instructor teaching the
course as soon as possible.
The student must provide a note on physicians or nurse practitioners letterhead to the
instructor with the date(s) of illness and inability to attend the examination.
Documentation must be submitted within 2 days of the missed test/exam. The School of
Health Sciences Continuing Education program will determine when to reschedule the
test or examination as soon as possible after the scheduled date. Based on discussion
of the situation and course schedule with the Program Advisor, the test may not be
written by the student and instead the value of said test may be added to the final exam.
Online Evaluations
For online evaluations (through Blackboard, Evolve or any other learning management system),
please note the following policy:
If, at any time during your electronic evaluation, you experience technical difficulties, you must
contact the Continuing Education Program Assistant at 416-675-6622 ext. 4868 on the day of the
examination. If no one answers, leave a message providing your name, the course, your
student number, your contact information, the name of your instructor, the quiz or test you are
experiencing difficulty with and the difficulty you are experiencing. You will be contacted to
arrange a resolution. This has to occur on the day you are taking the evaluation. Alternate
arrangements cannot be made after the due date.
Final Grade Calculation
The minimum passing grade for this course is 65%.
Exam Marks
Humber College Institute of Technology and Advanced Learning Admission Requirements and
Academic Regulations state that final exam marks are not provided to students. Students will
have access to all tests and assignments/assessment grades on their course blackboard site but
request.
10
final exam grades are not posted. Students will only receive their final grade for the course from
the Humber College registration department via their MyHumber account.
Off-Campus Proctor for Final Exams for Online Courses

Students that live more than 100 km from Humber Colleges North campus can submit an
Off-Campus Proctor form. Students must secure a proctor at a registered college/university and
must have a business e mail address. Students fill in all the details on the Off-Campus Proctor
form. Requests must be submitted 2 months prior to the final exam date. Students must
inform their instructor that they are requesting an off-campus proctor request.
See the following website for complete details:
http://www.humber.ca/onlinelearning/proctor.php
Students are expected to adhere to Humbers Academic Regulations, the Continuing
Education Department Academic Policies and Procedures, the School of Health Sciences
Professional Suitability policy, the School of Health Sciences Academic Integrity Policy,
the Standards of Conduct in the Learning Environment and the Charter of Students Rights
and Responsibilities.
Academic Integrity
The School of Health Sciences (SHS) at Humber College Institute of Technology and Advanced
Learning (Humber ITAL) is committed to educating, preparing, and nurturing future professionals
who exemplify the core values of Academic Integrity (AI). We believe character and capacity is
strengthened through collaboration and attention to the values described by the International
Centre of Academic Integrity (ICAI) honesty, trust, fairness, respect and responsibility (ICAI,
2013) and the courage to always commit to these values.
To support this vision all students, within the School of Health Sciences, are expected to complete
all work in keeping to these values. All students will add the statement below to all
assignment/examinations as required for submission to their professor/instructor. It is expected
that students will indicate their signature and student number to verify their commitment to this
pledge on their assignments. For continuing education students, the professor/instructor will
advise which assignments/examinations to add the statement below to.
Integrity Pledge
I have maintained Academic Integrity in my work by adhering to the values of honesty and
integrity. I declare that this work respects APA requirements as well as policies within the School
of Health Sciences.
Student Signature
Student Number
The full policy can be found on the following college website:
request.
11
http://healthsciences.humber.ca/assets/files/pdfs/Academic_Integrity_Policy.pdf
Academic Complaint
If a student has questions or concerns regarding a grade on an assignment, test, or final
examination, the student should discuss the matter with the faculty member. The Program
Co-ordinator and/or the Associate Dean may be asked to assist if the faculty member and
student are unable to resolve issues. For relevant forms and a brief description, please refer to
the Academic Regulations, Academic Compliant (Category 1, Category 2) or Academic Appeal
at: http://www.humber.ca/academic-regulations. For further information see Section 13 of the
Admission Requirements and Academic Regulations for Degree, Diploma and Certificate
Studies.
Research Activity
There is no documented research activity within this course.
Prior Learning Assessment Recognition (PLAR)
Course credits may be granted in recognition of prior learning, and that Application for
Consideration is made through the Office of the Registrar at
http://www.humber.ca/plar/docs/pla.pdf.
Each course outline must indicate method(s) of assessment.
Challenge
Portfolio
Skills Test
Interview
Other
Exam
(Specify)
Not Available
For PLAR
Accessible Learning Services

Humber seeks to create a welcoming environment where equity, diversity and safety of all
groups are fundamental. Humber is dedicated to providing equal access to students with
disabilities. The Disability Services staff are available by appointment to assess specific needs,
provide referrals and arrange appropriate accommodations. If you require academic
accommodations, contact:
http://www.humber.ca/student-life/swac/accessible-learning
Student Wellness and Accessibility Centre (SWAC)
North Campus:
2nd Floor LRC
416-675-6622 ext. 4533 Health Services
416-675-5090 Counselling and Accessible Learning Services
Lakeshore Campus:
416-675-6622 X3234 Health Services
request.
12
Building H, Room 206

416-675-6622 ext. 3331 Counselling Services
Room A120
416-675-6622 ext. 3331 Accessible Learning Services
Room A120
Disclaimer
While every effort is made by the professor/faculty to cover all material listed in the outline, the
order, content, and/or evaluation may change in the event of special circumstances (e.g. time
constraints due to inclement weather, sickness, college closure, technology/equipment problems
or changes, etc.). In any such case, students will be given appropriate notification in writing,
with approval from the Dean (or designate) of the School.
Essential Employability Skills (MTCU

Requirements)
Communication
Reading
Writing
Speaking
Listening
Graduates of the program reliably demonstrate the ability

to:
1. communicate clearly, concisely and correctly in the
written, spoken and visual form that fulfills the purpose and
meets the needs of the audience
2. respond to written, spoken, or visual messages in a manner
that ensures effective communication
Presenting
Numeracy
Understanding and Applying
Mathematical Concepts and Reasoning
3. execute mathematical operations accurately
Analysing and using Numerical Data

Conceptualizing
Critical Thinking & Problem Solving
Analysing
4. apply a systematic approach to solve problems
Synthesising
5. use a variety of thinking skills to anticipate and solve

problems
Evaluating
Decision-Making
Creative and Innovative Thinking
Information Management
Gathering and managing information
6. locate, select, organize and document information using
request.
13
Essential Employability Skills (MTCU

Requirements)
Graduates of the program reliably demonstrate the ability

to:
Selecting and using appropriate tools

and technology for a task or project
appropriate technology and information systems
Computer literacy
7. analyse, evaluate and apply relevant information for a

variety of sources
Internet skills
Interpersonal
Teamwork
Relationship management
Conflict resolution
Leadership
8. show respect for the diverse opinions, values, belief

systems n and contributions of others
9. interact with others in groups or teams in ways that
contribute to the effect working relationships and the
achievement of goals
Networking
Personal
Managing self
Managing change and being flexible
and adaptable
Engaging in reflective practice
10. manage the use of time and other resources to complete

projects
11. take responsibility for ones actions, decisions, and
consequences
Demonstrating personal responsibility
request.
14
Appendix A Assignments
Assignment Name: Essential Components of Prenatal Care Unit 1
Learning Outcomes: Review Module 01 outcomes
Instructions:
Read Chapter in textbook about Pregnancy Risk Assessment Factors and Assessment Maternal
and Fetal.
Choose (5) five determinants of health and explain each briefly. Also discuss the potential
influence of each of your chosen determinants on prenatal care delivery processes. Include in
the discussion how each determinants influences maternal and fetal outcomes. Also include
resources in your community that address the chosen determinants.
This assignment should be:
Typed, created in MS Word (.doc), or otherwise saved as a rich text (.rtf) file
Containing between 500 and 1000 words
Written in APA format, including title page, running head, citations and references.
Using headings for each component following APA heading guidelines
Double spaced
Using Times New Roman size 12 font
Using 1 borders
Tips And Hints
All written assignments should identify all sources of information.
Remember the use of APA for writing style is mandatory
Resources
Textbook
APA in brief: check Web Links in Blackboard for links to APA web sites
Use e-mail function to discuss any problems or questions with me.
Criteria
1. Identifies and briefly explains five determinants of health and the influence on maternal
and fetal outcomes. 5 marks
2. Discusses how prenatal care may need to change from the traditional model of care to meet
the needs of people with diverse needs. 5 marks
3. Identifies community resources that address the chosen determinants. 5 marks
4. Length of paper is between 500 and 1000 words 1 mark
5. Uses correct APA format: 2 marks
6. Uses correct spelling and grammar. 2 marks
TOTAL 20 marks
request.
15
Submission Requirements
Name your file: your_name_1-1.doc (substituting your name appropriately). Unless instructed
otherwise, use Add Attachments in the Assignment Tool of Blackboard to send your assignment
to your instructor.
Assignment Name: Article Review Unit 3
Instructions
1. Locate a peer-reviewed article that discusses nursing care for the woman and family
following miscarriage. Access articles in Humber's online library or other libraries you
have access to. (Must be from within the past 5 years).
2. Critically analyze the worth or value of the article with regards to current practice.
3. Provide additional evidence to support your discussion.
4. Ensure your discussion encompasses both the positive aspects of your chosen article
and limitations.
5. The length of your review should be no more than four (4) pages, not including title page
and references.
6. Use correct APA format for your reference list.
Double spaced
Using 1 borders
Tips & Hints
The article must be from a nursing research or nursing clinical practice periodical
All written assignments should identify all sources of information
Remember the use of APA from writing style is mandatory
Resources
APA: check Web Links in Blackboard for links to APA websites
Use email function to discuss any problems or questions with me.
Evaluations
1. Choose appropriate article 2 marks
2. Provides an appropriate analysis 8 marks
3. Length of paper is no more than 4 pages 2 marks
4. Use correct APA format 2 marks
5. Correct spelling and grammar 2 marks
Total 16 marks
Name your file: your_name_3-1.doc (substituting your name appropriately)
request.
16
Unless instructed otherwise, use Add Attachments in the Assignment Tool of Blackboard to send
your assignment to your instructor.
Assignment Name:
Prenatal Class Design Unit 7
Instructions
You will be required to develop your own prenatal class based on your learning throughout this
course. You may focus on one class within a prenatal class series, however, the topic of
breastfeeding is not to be used in this assignment. Be creative when completing this
assignment. Make sure you include the following in your prenatal class:
1. Your own philosophy of childbirth and childbirth education.
2. Describe the ideal physical setting in which the class will take place.
3. Discuss what topics will be covered in your prenatal class. For example, Labour and
Delivery, postpartum, maternal and paternal adaptation, sibling adaptation,
grandparent adaptation, environmental and workplace hazards, birth plans, cultural
practices, etc. Provide details as to what you will discuss in relation to the topics.
4. Devise a lesson plan or outline of your day or days. Include breaks and icebreakers.
Include the amount of time allotted for each activity or topic you will include in your
prenatal class.
5. Discuss some possible controversial topics that may arise in a prenatal class.

Double spaced, maximum 4 pages not including the title page, references, appendices
Using 1 borders
Tips & Hints
All written assignments should identify all sources of information
Remember the use of APA for writing style, citations, and references is mandatory
Tables may be used in an Appendix to demonstrate the lesson plan or outline
Resources
APA: check Web Links in Blackboard for links to APA websites
Use Course Messages to discuss any problems or questions with the Instructor.
Evaluations
See table on following page.
request.
17
Criteria
Mark(s)
1. Your philosophy of childbirth and childbirth education.
2. Description of an ideal physical setting for a prenatal class.
3. Discussion of topics that will be covered in prenatal class.
4. The lesson plan/outline of the day/days and allotment of time for each
activity is provided.
5. Discussion of controversial topics that may arise in prenatal class.
6. APA Format including formatting, writing style, grammar and spelling.
TOTAL
27
Name your file: your_name_7-1.doc (substituting your name appropriately). Unless instructed
otherwise, use Add Attachments in the Assignment Tool of Blackboard to send your assignment
to your instructor.
Assignment Name: Concept Map Unit 8

Instructions
This concept map is an important aspect of your grade for participation and an addition to
self/peer directed learning. Some of you may be familiar with concept maps and have previously
used various forms to convey material. The concept map visually represents ones thinking about
a topic, idea or concept.
As you go through the modules keep your concept map in mind, you can develop the map as it
connects to the readings. Think critically and add relevant information.
The maps will be posted in Module 08 and will add to your self-study and independent review of
material.
1. This is an individual assignment. [With a class size of 14 students, each topic should only
be selected once. If more than 14 students, then some topics may have more than one
student posting a map.]
request.
18
2. Select topic. In the 'Groups' section you will notice sign-up sheets for 'Concept Map'. At
any time prior to Module 08, visit the sign-up sheets and read the various topics. [the
same topics are listed below]
Concept map topics and Description
Parent infant attachment - Many changes occur during the first few weeks of
parenthood. Nursing care management should be directed towards helping parents
cope and adjust to these changes infant care, parent infant attachment, and fatigue.
Develop a concept map to reflect and demonstrate assessment and strategies to
promote attachment.
Adjustment to role change - Adjustment to role change can be a significant factor for
many families. Role change, altered lifestyle, sibling adjustment, social supports.
Develop a concept map to reflect and demonstrate strategies to aid this transition.
Nausea and vomiting in early pregnancy - Develop a concept map to reflect on cause,
assessment, planning, interventions and education
Changes in breasts and skin - Develop a concept map to reflect on cause,
assessment, interventions and education
Urinary changes, frequency, increased risk for urinary track infection - Develop a
concept map to reflect on cause, assessment, planning, interventions and education.
Indigestion, heartburn - Develop a concept map to reflect on cause, assessment,
planning, interventions and education
Supine hypotension, faintness, syncope - Develop a concept map to reflect on cause,
assessment, planning, interventions and education
Joint pain, backache, pelvic pressure - Develop a concept map to reflect on cause,
assessment, planning, interventions and education.
Pain including uterine contractions before 37 weeks - Develop a concept map to
review early signs of potential problems reflect nursing interventions and client
education.
Change or absence of fetal movement - Develop a concept map to review early signs
of potential problems reflect nursing interventions and client education.
Vaginal bleeding in first, second and third trimester - Develop a concept map to
review early signs of potential problems, reflect nursing interventions and client
education.
Visual disturbances and or severe - Develop a concept map to review early signs of
potential problems, reflect nursing interventions and client education.
Post partum hemorrhage - Develop a concept map to explain possible causes,
assessments, planning and reflect interventions.
Post partum mood disorder versus port partum depression - Develop a concept map
to reflect warning signs, assessment, planning and strategies for interventions
include a recommend an assessment tool.
3. Sign up for a topic. At any time prior to Module 8, sign up for ONE of the topics
4. Complete the assignment. Each student will create a concept map aligning to their topic.
Use a method that you feel comfortable with. Suggested tools are MS Word, or MS
PowerPoint. You may even hand-draw the map and scan it. Regardless of the method,
try to ensure the final product is an electronic file that can be shared/viewed across PC
and MAC. If you are able to post a .pdf file that is best because pdf files are universal
across all systems.
5. Post your assignment. Each student will post their concept map in Discussions > Module
08 (and look for the corresponding forum).
Each posting should be in its own thread. Do not post your concept map in someone
else's thread.
request.
19
Tips & Hints

All written assignments should identify all sources of information.
Resources
Use APA to cite any references

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Assignment Name: Self-evaluation participation grade Unit 9

Instructions
Students are required to engage at least weekly in online scholarly dialogue related to the
module topics, readings, and teaching-learning activities. The purpose of the online discussion is
to create a learning community where students can share ideas, experiences, knowledge, and
resources, thereby contributing to and supporting each others learning. Contributions to the
online discussion are expected to be substantive.
Students will submit a proposed grade with arguments using examples (guided by the grading
criteria below) to support your involvement in the course. Evidence supporting the assigned
grade is to be provided by the students.
Note: If the evidence provided does not adequately substantiate the self-evaluation, the course
instructor reserves the right to adjust the participation grade accordingly.
Requirements:
No longer than two (2) pages, not including title page

Double space
Font size 12
Criteria
Below Standard
Meets Standard
Exceeds Standard
Participation
Does not
participate during
one of the weeks
(1)
Contributes to each
opportunity for
discussion (3)
Contributes to each opportunity

for discussion and suggests
other sources of information (i.e.
journal articles, reputable online
resources, reputable YouTube
content, work experiences) (5)
(5 marks)
Application of
content
Discussion contains Content of readings

no reference to the are incorporated into
content of the
Content of readings and

additional materials (i.e. journal
articles, reputable online
request.
20
(3 marks)
readings.
Demonstrates short
obligatory postings
(1)
Supports
learning of
others
(2 marks)
Does not interact

with or support the
learning of others
(0)
the discussion (2)
resources, reputable YouTube

content, work experiences) are
incorporated into the discussion
(3)
Occasionally
Usually interacts with and
interacts with and
supports the learning of others
supports the
divergent viewpoint (2)
learning of others (1)
Assignments received after the due date, are subject to a late penalty of up to 20%.
Please allow one week after due date for this assignment to be marked and returned to you,
and/or your grade to be posted in the My Grades section.
Name your file: your_name_8-2.doc (substituting your name appropriately)
Unless instructed otherwise, use Add Attachments in the Assignment Tool of Blackboard to send
your assignment to your instructor.
request.
21

OBST 501-909CourseOutline - Jan - 25 - 2015 - 1969

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OBST 501-909CourseOutline - Jan - 25 - 2015 - 1969

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Faculty: Please see Welcome Letter On Blackboard

Email Please see Welcome Letter On Blackboard

COURSE OUTLINE ACADEMIC YEAR 2015/2016

Course Title: ESSENTIALS OF PRENATAL AND POSTNATAL CARE

Course Code: OBST 501

Class Hours: 45 hrs

Pre-requisite for: OBST 505 and OBST 510

Approved By: Nazlin Hirji, RN, BScN, MN

Explain the concept of Family Centred Maternity Care.

Examine sexual response changes during pregnancy and postpartum.

Describe the process of conception and development of the human fetus.

Differentiate the distinguishing characteristics and accuracy of pregnancy tests in

Describe postpartum physiological changes following birth.

Differentiate the maternal and paternal role adjustments following birth.

Explore ways to facilitate paternal involvement in pregnancy, birth and parenting.

Explore cultural variations in practices during pregnancy, birth and parenting.

Describe common prenatal genetic testing available.

Identify appropriate nursing care associated with common antenatal and

Evaluate changes in maternity care that are evolving in Canada.

Describe common discomforts experienced during pregnancy and critically

Evaluate Canadas Food Guide recommendations during pregnancy.

Demonstrate self-direction in searching internet and library data banks to locate

Use computer technology to locate, collect, evaluate and organize information

Have an understanding of the Ontario Antenatal Forms utilized by physicians and

Essential Employability Skills

Critical Thinking &

Topics & Activities

see Learning Materials tab on Blackboard

see Learning Materials tab on Blackboard

Perry, S., Hockenberry, M., Lowdermilk, D., &

Discussion Questions due this week

see Learning Materials tab on Blackboard

Health Canada. (2000). Family-centred maternity

Assessment 2.1 (15 marks) due Feb 8

Discussion Questions due this week

Perry, S., Hockenberry, M., Lowdermilk, D., &

Assignment 3.1: Article Review due Feb 29

see Learning Materials tab on Blackboard

Perry, S., Hockenberry, M., Lowdermilk, D., &

Ontario Medical Association. 2005. Antenatal

Maternal and fetal nutrition

see Learning Materials tab on Blackboard

Perry, S., Hockenberry, M., Lowdermilk, D., &

Health Canada. (2000). Family-centred maternity

Postpartum nursing care

see Learning Materials tab on Blackboard

Perry, S., Hockenberry, M., Lowdermilk, D., &

Society of Obstetricians and Gynaecologists of

Health Canada. (2000). Family-centred maternity

Discussion Questions due this week

Postpartum family adaptations

see Learning Materials tab on Blackboard

Perry, S., Hockenberry, M., Lowdermilk, D., &

Health Canada. (2000). Family-centred maternity

Assignment 7.1 (Prenatal Class) due this

see Learning Materials tab on Blackboard

Discussion questions will be posted by the

Assignment 9.1: Self evaluation and

North Campus, Humber

the religious leader is required to confirm affiliation and the date(s).

Off-Campus Proctor for Final Exams for Online Courses

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Building H, Room 206