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This class gives an introduction to the basic concepts of statistics through extensive use of examples. The topics include experimental design, descriptive statistics, simple linear regression and the basics of statistical inference. Students will learn to use the statistical package MINITAB.

NOTE: Students who have already taken university level Calculus should consider taking STAT 2060.03 instead of STAT 1060.03.
FORMAT: Lecture 3 hours, tutorial 1 hour, MLC
PREREQUISITE:Academic or advanced Grade 12 Mathematics (or pre-calculus) or equivalent
EXCLUSION: COMM 2501.03, MGMT 2501.03, DISP

This course introduces students in the five BHSc professions to the Canadian Health Care System and the role of the health professional within that system. The course compares the Canadian system to systems from other countries and covers diverse healthcare models such as primary care, palliative care, long term care, etc. The role of the health professional is explored through the study of professionalism, scope of practice, and risk management in an interprofessional context. The course will allow students the opportunity to develop/improve essential skills to help them study and work in a multi-disciplinary system including critical thinking, writing skills, communication and teamwork.

FORMAT: Lecture 3 hours
EXCLUSION: ANAT 1010.03, ANAT 1020.03, PHYL 1000.06, PHYL 1010.06
RESTRICTION: None, however priority is given to Health Sciences students.

This is an introductory course in healthcare ethics. Students will be provided with an overview of moral theory and principles; a chance to reflect upon and discuss contemporary ethical issues in healthcare; and an opportunity to acquire the conceptual and practical tools required to make competent ethical decisions in their own practice. Teaching methods will include lecture, group instruction and case analysis.

FORMAT: Lecture 3 hours
RESTRICTION: None, however priority is given to the Health Sciences students

Community development, community advocacy, social justice and primary healthcare will be the theoretical frameworks for exploring the Health Science practitioner鈥檚 role and practice in the context of working with populations in high risk environments. The emphasis is on understanding the issues, collaborating with those involved, and building individual and group capacities to enhance and promote the health and well-being of specific populations.

FORMAT: Online delivery via BLS
RESTRICTION: None, however priority is given to the Health Sciences students

This interprofessional collaborative learning course provides students with knowledge, skills, and experience in critiquing and integrating health research into practice. Students will learn about the philosophical underpinnings of research, research ethics, design, issues in measurement, sampling, data collection strategies, data analysis and report writing including qualitative, quantitative, and mixed-methods approaches.

FORMAT: Online delivery via BLS
EXCLUSION: HAHP 3100.03; HSCE 3010.03; NURS 2760.03
RESTRICTION: Bachelor of Science (Health Promotion) Bachelor of Health Promotion Bachelor of Science (Kinesiology) Bachelor of Science (Recreation) Bachelor of Science (Recreation) / Bachelor of Management Bachelor of Health Science Bachelor of Science (Nursing)  

This course will consider various elements of leadership in a complex, multiprofessional and rapidly changing healthcare system, and will enable students to assess and strengthen their own leadership style. An understanding of current trends and issues in healthcare will provide a basis for the development of leadership skills. Critical thinking, decision-making processes and other leadership behaviours will be examined.

FORMAT: Online delivery via BLS
RESTRICTION: None, however priority is given to the Health Sciences students

The class is designed to provide an overview of healthcare in Canada, and more specifically in Nova Scotia, where the health reform process will be addressed. Aimed specifically at supervisors, middle management, and administrators the existing trends in healthcare from a national and provincial perspective will be reviewed. The goal of this class is to provide the student with a snapshot view of the existing healthcare system, its past development, and future direction.

CROSS-LISTING: CANA 4300.00

Using an adult education theoretical perspective, this course introduces students to elements of program design, objective setting, selection of instructional methods and assessment strategies for application to their roles as preceptors, patient educators, and lifelong students. This course will discuss a variety of teaching, learning and delivery methods as well as their appropriateness to clinical and professional education.

FORMAT: Online delivery via BLS
PREREQUISITE: HAHP 3100 or HSCE 3010 or equivalent
RESTRICTION: None, however priority is given to the Health Sciences students

The objective of this course is to provide the non-law student with an overview of significant legal issues that arise in the healthcare context. The first part of the course covers an introduction to the Canadian legal system, the Canadian healthcare system from a legal perspective, and the nature of legal proceedings. The second part focuses on issues of particular relevance in the provision of health services; these issues may include: practice management; confidentiality and disclosure of information, including whistle blowing; consent to treatment, including issues regarding minors and those lacking capacity; mental health law; and the regulation of drugs. Finally, the third part addresses contemporary issues in health law such as cost containment, issues of care at the end of life, and the impact of human rights legislation on healthcare services and delivery.

FORMAT: Fall term BLS
RESTRICTION: Health Profession students only

This course is designed to give students and practicing professionals the opportunity to further develop and practice those skills essential to the competent translation of knowledge into clinical practice. Through evaluationand use of evidence-informed decision making and change management processes students will be prepared to assist their future workplaces in staying at the forefront of clinical practice.

FORMAT: Online delivery via BLS
RESTRICTION: None, however priority is given to the Health Sciences students

The student will carry out an independent study or complete a project related to health sciences. Facilitiation is provided by faculty or a course supervisor and is dependent upon the nature of the course of study. Students wishing to pursue HSCE 4040.03 must consult with the fourth year post diploma advisor for approval a minimum of three months prior to the beginning of the term in which they hope to enrol in the course.

This course may not be offered every year and will be contingent upon the availability of faculty.

Specialty practice affords students the opportunity to attain additional competence and knowledge in a specialty practice area. There are three components to specialty practice: clinical, contextual and theoretical. This course can be six or twelve credit hours depending on the nature of the specialty practice. Specialty practice is arranged through consultation with the fourth year/post diploma advisor.

PREREQUISITE: DMUT 3500.03 for entry level students; Post diploma students must consult with the post diploma advisor to ensure the necessary prerequisites have been met.
RESTRICTION: Restricted to Bachelor of Health Science students in DMUT. Enrolment may be limited due to clinical site availability.

Specialty practice affords students the opportunity to attain additional competence and knowledge in a specialty practice area. There are three components to specialty practice: clinical, contextual and theoretical. Specialty Practice is arranged through consultation with the fourth year/ post diploma advisor.

PREREQUISITE: NUMT 3500.03 for entry level students; Post diploma students must consult with the post diploma advisor to ensure the necessary prerequisites have been met.
RESTRICTION: Restricted to Bachelor of Health Science students in the professional stream of Nuclear Medicine Technology. Enrolment may be limited due to clinical site availability.

Specialty practice affords students the opportunity to attain additional competence and knowledge in a specialty practice area. There are three components to specialty practice: clinical, contextual and theoretical. This course can be six or twelve credit hours depending on the nature of the specialty practice. Specialty practice is arranged through consultation with the fourth year/post diploma advisor.

PREREQUISITE: RSPT 3500.03 for entry level students; Post diploma students must consult with the post diploma advisor to ensure the necessary prerequisites have been met.
RESTRICTION: Restricted to Bachelor of Health Science students in Respiratory Therapy. Enrolment may be limited due to clinical site availability.