programme definitive document 2018 cohortpilo1 acquire basic knowledge and skills in career...

HIGHER DIPLOMA IN HEALTH SCIENCE

健康科學高級文憑

Programme Definitive Document

2018 Cohort

Last updated on 23 August 2018

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Table of Contents

1. General Information ............................................................................................. 3

2. Programme Aims and Objectives ........................................................................ 4

3. Programme Structure ........................................................................................... 6

4. Learning and Teaching Strategy ....................................................................... 10

5. Assessment Principles ......................................................................................... 12

6. Examination Procedures and Regulations ....................................................... 15

7. Graduation Requirements ................................................................................. 16

8. Course Description Form ................................................................................... 17

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1. General Information

Programme Title (English and Chinese)

Higher Diploma in Health Science (健康科學高級文憑)

Qualification title of terminal exit award(English and Chinese)

Higher Diploma in Health Science (健康科學高級文憑)

QF Level Level 4

Award Granting Body (English and Chinese)

Tung Wah College 東華學院

Host School School of Medical and Health Sciences

Mode of Study Full-time Two Years

Length of programme leading to terminal exit award

Min. no. of years: 2 Max. no. of years: 4 Number of notional learning hours: 2,634 Number of QF credit: 264 Contact hours required for the above QF credits: 852 hours plus 42 hours of examinations Ratios of contact hours to self-study hours for various learning and teaching activities: 1:2 Number of TWC credits required for graduation: 60

Proportion of Generic and Specialised Contents of Exit Award

Language contents: 20% Generic contents: 10% Specialised contents: 70 %

Programme Commencement Date

1 September 2018

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2. Programme Aims and Objectives

Programme Objectives 2.1 In alignment with TWC’s vision and mission, the Higher Diploma in Health

Science (“HD(HSc)”) programme aims to provide opportunities for young people to enter health service industries from a pre-professional level. It aims to 1) equip students with appropriate attitudes, knowledge and skills to support their career development in health-related industries, including but not limited to, medical clinics and life science laboratories; and 2) to prepare students with necessary generic knowledge and skills for further study in health-related disciplines and cultivate a spirit of lifelong learning.

2.2 The Programme Objectives are outlined in Table 1. Table 1: Programme Objectives (POs)

The Programme objectives are to:

PO1 Develop students’ basic clinical and laboratory skills to support an initial employment at pre-professional level in health service industries;

PO2 Provide students with fundamental biomedical knowledge in health science to equip them for further study in health science and life science related disciplines;

PO3 Enhance students’ communication and interpersonal skills in general and professional context; and

PO4 Produce graduates that are well equipped with language and other generic skills to be adaptive in lifelong learning and development.

Programme Intended Learning Outcomes (PILOs)

2.3 Upon completion of the Programme, students will be able to achieve the PILOs shown in Table 2:

Table 2: Programme Intended Learning Outcomes of the Programme

PILO1 Acquire basic knowledge and skills in career development for a clinical and laboratory work.

PILO2 Describe the molecular, cellular, tissue, organ and system organisation of a human body and explain mechanisms involved, in healthy or diseased state.

PILO3 Identify the interaction between health, individual and society, including contemporary ethical and legal issues.

PILO4 Apply basic knowledge and skills in integrating study, and utilising analytical skills, critical and creative thinking in problem-solving process.

PILO5 Demonstrate the ability to communicate effectively by employing good social and interpersonal skills with teamwork spirit required for effective and professional interaction, in both Chinese and English.

PILO6 Demonstrate social awareness of living environment and appreciate the community value of non-profit organisations in terms of their missions,

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culture and overall impact and significance in Hong Kong. Table 3: Mapping of Programme Objectives against PILOs

Programme Objectives PILOs

(1) (2) (3) (4) (5) (6)PO1 Develop students’ basic clinical and

laboratory skills to support an initial employment at pre-professional level in health service industries.

PO2 Provide students with fundamental biomedical knowledge in health science to equip them for further study in health science and life science related disciplines.

PO3 Enhance students’ communication and interpersonal skills in general and professional context.

PO4 Produce graduates that are well equipped with language and other generic skills to be adaptive in lifelong learning and development.

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3. Programme Structure

Principles Guiding the Design of the Programme

3.1 The Higher Diploma in Health Science (“HD(HSc)”) programme is a two-year full-time programme. The medium of instruction is English. Discipline courses in the Programme are selected to ensure students to acquire clinical and laboratory skills and solid knowledge in biomedical science required for employment and further study. General Education and Language courses of the Programme supplement students with solid training of generic knowledge and language aptitude to support the life-long learning and professional advancement.

3.2 According to TWC’s academic policy, students are required to complete a

minimum of 60 TWC credits in order to be awarded a higher diploma. Table 4 shows the distribution of the courses by category. Table 4: Courses by Category

Category Courses Percentage

(%) TWC

Credits Percentage

(%)

Discipline courses 14 70% 42 70% Language courses 4 20% 12 20% General Education (GE) courses

2 10% 6 10%

Total 20 100% 60 100%

3.3 Students will normally enroll in 10 credit-bearing courses per academic year. Each course typically consists of 3 TWC credits. Each 3-credit course constitutes 42 teaching hours and additional examination session (if any). Students are expected to spend twice the number of contact hours in preparation of various forms such as revision and self-study, group work and project work. The allocation of courses in the 2 years of study is as follows (Table 5):

Table 5: Courses by Year

Year of Study

No. of Discipline Courses

No. of Language Courses

No. of Language Elective Courses

No. of GE Courses

No. of GE Elective Courses

Total

Year 1 6 3 0 1 0 10 Year 2 8 0 1 0 1 10 Total 14 3 1 1 1 20

3.4 Knowledge scopes of the courses are well spread. Courses on language and

general education are mainly arranged in Year 1. Foundation discipline courses on biomedical science are arranged in 1st Semester of Year 1. Discipline studies on health science and clinical and laboratory skills are spread from 2nd semester of Year 1 to whole Year 2. There are 14 discipline courses (Table 6); 4 courses

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on language including English and Chinese courses (Table 7); and 2 courses on General Education (Table 8).

Discipline courses 3.5 The Programme offers 14 discipline courses which are listed below:

Table 6: List of Discipline Courses

Course Code Course Title

1 MED1001 Human Physiology

2 MED1002 Human Anatomy

3 MED1003 Molecules, Cells and Genes

4 MED1005 Biochemistry

5 MED1006 General Microbiology and Immunology

6 MED2001 Basic Laboratory Techniques and Instrumentation

7 MED2004 General Pathology

8 MED2005 Infectious Disease and Control

9 MED2106 Pathophysiology

10 MED2107 Pharmacology

11 NUR1012 Fundamentals of Nursing I

12 NUR1216 Communication in Healthcare Settings

13 NUR1403 Introduction to Health Informatics

14 NUR3002 Ethical and Legal Aspects in Health Care

Language courses 3.6 Students will be required to pass a total of 4 language courses as follows:

Table 7: List of Language Courses


15 ENG1001 Developing English Language Skills

16 ENG2006 Enhancing Academic English Skills 17 CHI1002 Applied Chinese Language

18 -- 1 Language elective *

*To be either ENG3006 Advanced English Writing Skills or CHI2003 Putonghua. General Education (GE) courses

3.7 Students will be required to pass a total of 2 GE courses as follows:

Table 8: List of GE Courses


19 GEN1304 The Development and Operation of Non-profit Organizations

20 -- 1 GE elective

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Programme Curriculum Table 9: Programme Structure

Year (Yr)Semester(Sem)

Course Title (in English & Chinese, if

applicable)

QF Level

Pre- requisite

TWC Credits

Teaching Hours

Exam Hours

Self- Study Hours

Notional Learning

Hours (NLH)

QF Credits(=NLH/

10)

YEAR 1

Sem 1

*MED1001 Human Physiology 4 Nil 3 42 3 84 129 13

*MED1002 Human Anatomy 4 Nil 3 42 3 84 129 13

*MED1003 Molecules, Cells and

Genes

4 Nil 3 42 3 84 129 13

#ENG1001 Developing English

Language Skills

4 Nil 3 42 3 90 135 14

^GEN1304 The Development and

Operation of Non-profit

Organizations

4 Nil 3 42 3 84 129 13

Sub-total 15 210 15 426 651

YEAR 1

Sem 2

*MED1005 Biochemistry 4 Nil 3 42 3 84 129 13

*MED1006 General Microbiology

and Immunology

4 Nil 3 42 3 84 129 13

*NUR1216 Communication in

Healthcare Settings

4 Nil 3 45 0 90 135 14

# CHI1002 Applied Chinese

Language

4 Nil 3 42 3 84 129 14

# ENG2006 Enhancing Academic

English Skills

4 Nil 3 42 3 90 135 14

Sub-total 15 213 12 432 657

YEAR 2

Sem 1

*MED2001 Basic Laboratory

Techniques and Instrumentation

4 Nil 3 45 0 90 135 14

*MED2004 General Pathology 4 Nil 3 42 3 84 129 13

*MED2005 Infectious Disease and

Control

5 Nil 3 42 3 90 135 14

*MED2107 Pharmacology 5 Nil 3 42 3 84 129 13

*NUR1012 Fundamentals of Nursing

I

4 Nil 3 42 3 90 135 14

Sub-total 15 213 12 438 663

YEAR 2

Sem 2

*MED2106 Pathophysiology 5 MED1001 3 42 3 84 129 13

*NUR1403 Introduction to Health

Informatics

4 Nil 3 45 0 90 135 13

*NUR3002 Ethical and Legal

Aspects in Health Care

4 Nil 3 45 0 90 135 14

#Language elective 4 Nil 3 42 * 90 132 14

^GE elective 4 Nil 3 42 * 90 132 14

Sub-total 15 216 3 444 663

TOTAL 60 852 42 1,740 2,634 264

QF Credits@ (=NLH/10) = 264

* Discipline Course # Language Course

^ GE Elective Course @ Rounded-off (Language elective is selected from either ENG3006 Advanced English Writing Skills or CHI2003 Putonghua)

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Consolidated Summary of the Contribution of Courses to PILOs

3.8 Mapping of Courses to PILOs is shown in Table 10:

Table 10: Mapping of Courses to PILOs


Programme Intended Learning Outcomes

(PILOs) 1 2 3 4 5 6

DISCIPLINE COURSES

MED1001 Human Physiology MED1002 Human Anatomy MED1003 Molecules, Cells and Genes MED1005 Biochemistry MED1006 General Microbiology and Immunology MED2001 Basic Laboratory Techniques and Instrumentation MED2004 General Pathology MED2005 Infectious Disease and Control MED2106 Pathophysiology MED2107 Pharmacology NUR1012 Fundamentals of Nursing I NUR1216 Communication in Healthcare Settings NUR1403 Introduction to Health Informatics NUR3002 Ethical and Legal Aspects in Health Care

LANGUAGE COURSES

CHI1002 Applied Chinese Language ENG1001 Developing English Language Skills ENG2006 Enhancing Academic English Skills

GENERAL EDUCATION COURSE

GEN1304 The Development and Operation of Non-profit Organizations

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4. Learning and Teaching Strategy

4.1 To support OBTL and enhancement of teaching quality, the following teaching strategies would be adopted:

a. To support an all-round development of students. b. To achieve measurable learning outcomes among students. c. To create a student-centered learning environment. d. To strengthen interactions between teachers and students. e. To be supported by technology. f. To strengthen partnership and linkage with professional bodies and

community.

4.2 The College uses a web-based Learning Management System (LMS) through which students are encouraged to actively participate in all stages of learning process. The web-based learning space also provides opportunities for academic staff to develop innovative pedagogies and to monitor student progress in a more effective way.

4.3 Teaching staff will meet students three hours per week. These three contact hours are normally broken down into two sessions, a two-hour session and a one-hour session. The two-hour session is usually for lecture, and the one-hour session is for tutorial/seminar.

4.4 Students of the HD(HSc) would be arranged to study with students of other bachelor degree programmes of the College in lectures. This arrangement is proposed to providing a good chance for them to communicate with students from different professional disciplines, which may give them an edge for future work in which professionals from different fields are expected to work together. Moreover, it also helps students identify a field of interest in medical and health science for their further study, which is particularly important for those who opt to pursue bachelor degree studies after graduation. To cater for the learning needs of students from different academic backgrounds in a class, separate tutorial/seminar group(s) would be arranged for the HD(HSc) students, in which teaching strategies would be tailor-made to support their learning.

Policy on Medium of Instruction for the Programme

4.5 The medium of instruction of the Programme follows the TWC’s language policy which is English. Learning materials are in English except for Chinese language, Chinese medicine and Chinese culture courses, and other language courses as well as other programmes specially approved by the Academic Board.

4.6 The College has promulgated an “English Enhancement Programme (EEP)” which is a non-credit bearing programme consisting of a placement test and English enhancement courses. It aims at enhancing the students’ proficiency in English effectively at the beginning of their programme study.

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4.7 The College has established a Center for Academic and Professional Language Enhancement (CAPLE). The CAPLE is responsible for coordinating English enhancement courses and activities within the College, as well as providing individual guidance in specific areas of language use.

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5. Assessment Principles

Assessment components 5.1 Given assessment is an essential component of learning and teaching, especially under

the OBTL approach, TWC has developed a set of assessment policy to guide the practice of assessment within the College.

5.2 Table 11 shows the assessment scheme of the Programme:

Table 11: Assessment Scheme of the Programme


Continuous Assessment Final Exam (%)

Assignment/ Case Study/ Reflective

Report (%)

Project/ Presentation

(%)

Written Test (%)

Others (%)

DISCIPLINE COURSES

MED1001 Human Physiology 40 0 20 0 40

MED1002 Human Anatomy 0 0 60 0 40

MED1003 Molecules, Cells and Genes 10 30 20 0 40

MED1005 Biochemistry 40 0 20 0 40

MED1006 General Microbiology and Immunology

40 0 20 0 40

MED2001 Basic Laboratory Techniques and Instrumentation

0 0 25

Lab Report: 50

Practical Test: 25

0

MED2004 General Pathology 10 30 20 0 40

MED2005 Infectious Disease and Control 0 0 30 Lab Report:

20 50

MED2106 Pathophysiology 10 30 20 0 40

MED2107 Pharmacology 40 0 20 0 40

NUR1012 Fundamentals of Nursing I 30 0 0 Skill Test:

20 50

NUR1216 Communication in Healthcare Settings

40 40 0 Written Essay:

20 0

NUR1403 Introduction to Health Informatics 0 30 40

Computer Lab

Activity: 30

0

NUR3002 Ethical and Legal Aspects in Health Care

0 40 60 0 0

LANGUAGE COURSES

CHI1002 Applied Chinese Language 40 20 0 0 40

ENG1001 Developing English Language Skills 40 30 0 0 30

ENG2006 Enhancing Academic English Skills 40 30 0 0 30

GENERAL EDUCATION COURSES

GEN1304 The Development and Operation of Non-profit Organizations

30 30 0 Class

Performance: 10

30

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Grading System and Assessment Criteria 5.3 Assessment grades shall be awarded on a criterion-referenced basis. A student’s overall

performance in a course is graded as follows:

For students admitted in 2015/2016 and thereafter Grade Range of Marks

A ≥ 85 A- 82 – 84 B+ 78 – 81 B 74 – 77 B- 70 – 73 C+ 66 – 69 C 62 – 65 C- 58 – 61 D+ 54 – 57 D 50 – 53 F ≤ 49

5.4 “F” is a course failure grade, whilst all others (“D” to “A+”) are course passing grades.

No credit will be earned if a course is failed. 5.5 Letter grades are used in the results slips and transcripts to indicate the results of

assessment. A numerical grade point is assigned to each course grade.

For students admitted in 2015/2016 and thereafter Grade Grade Point

A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 F 0.0

5.6 The award for passing of a course is based on outcome-based assessment criteria.

Students who achieve the intended learning outcomes by the specific learning criteria of the course will be granted the relevant grade / grade point without any quota system.

5.7 The grade of a course is computed by summing up the weighted marks of assessment

(coursework and examination). Grade D is the minimum level required for course progression. A student can earn the grade points of a course only if he/she has gained a pass (Grade D) or above in that course.

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5.8 The GPA is obtained by adding all the grade points gained (grade points multiplied by the number of credit units of the courses concerned) and dividing the sum by the total number of credit units attempted except failed course(s) for which students have re-taken the course or taken a replacement course. Only the number of credit units of the latest attempt of the re-taking course will be counted. When calculated for a given semester, it is known as the Semester GPA (sGPA). When calculated for the minimum required credit units as prescribed for the programme, it is known as the Graduation GPA (gGPA). When calculated cumulatively for all courses attempted, it is known as the Cumulative GPA (cGPA).

Academic Probation on Progression 5.9 Students who meet the minimum entry requirements but fail to attain sGPA of 2.0 or

above in a semester are put on academic probation on progression in the subsequent semester. These students are required to seek academic consultation from the Student Academic Advisors (SAAs).

5.10 A student on academic probation may be required to take a reduced load, with his/her

performance being reviewed at the end of the semester of the probation. If the student has attained a GPA of 2.0 or above in the semester of the probation, the academic probation shall be lifted; otherwise, academic probation shall continue to apply in the next semester unless he/she is required to de-register from his/her studies or has completed all graduation requirements.

5.11 Students who fail to attain sGPA of 2.0 or above for three consecutive semesters will

be de-registered from their studies of the academic programme. Details are available from student handbook para 2.10.3 (22 August 2017 edition).

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6. Examination Procedures and Regulations

6.1 TWC has set Examination Regulations for Students, students will find these regulations

in their Student Handbook for details. 6.2 An advisory structure is adopted as part of the quality assurance mechanism of TWC in

line with the standard practice of local and international tertiary institutions. External Examiners will be appointed for programmes to ensure that standards in TWC are benchmarked against local and international standards in similar tertiary institutions that courses are well designed, and that coursework assessments, examinations, grades and awards are appropriate. They also serve in the Programme Examinations Committee of the respective Departments.

6.3 External Examiners are to give their views on the quality and appropriateness of the

examination papers; assess on the examination answer papers and coursework assignments; and comment on the QF level relevance of the assessments.

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7. Graduation Requirements

7.1 The Programme follows the general graduation requirement of the College. To be

considered for the award of HD in Health Science, a student should:

a. Have completed the minimum required credit units as prescribed for the Programme with a graduation Grade Point Average (gGPA) of at least 2.0;

b. Have achieved GPA of 1.0 or above in all courses in the Programme; and c. Have completed the 30 hours of Community Services Programme.

Classification of Awards 7.2 Grades of students will be presented to the Examinations Board for recommending the

classification for the award of a Higher Diploma as appropriate according to the following respective graduation GPA criteria. The awards are conferred by the Academic Board noting the recommendation of the Examinations Board.

Classification gGPA

Distinction 3.5 or above

Credit 2.5 or above, below 3.5

Pass 2.0 or above, below 2.5

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8. Course Description Form

Higher Diploma in Health Science

Discipline Courses

No Course Code Course Title Page

1. MED1001 Human Physiology 18

2. MED1002 Human Anatomy 20

3. MED1003 Molecules, Cells and Genes 22

4. MED1005 Biochemistry 24

5. MED1006 General Microbiology and Immunology 26

6. MED2001 Basic Laboratory Techniques and Instrumentation 29

7. MED2004 General Pathology 31

8. MED2005 Infectious Disease and Control 33

9. MED2106 Pathophysiology 36

10. MED2107 Pharmacology 39

11. NUR1012 Fundamentals of Nursing I 41

12. NUR1216 Communication in Healthcare Settings 45

13. NUR1403 Introduction to Health Informatics 49

14. NUR3002 Ethical and Legal Aspects in Health Care 52 Language Courses


1. CHI1002 Applied Chinese Language 56

2. CHI2003 Putonghua 58

3. ENG1001 Developing English Language Skills 60

4. ENG2006 Enhancing Academic English Skills 63

5. ENG3006 Advanced English Writing Skills 66

Required General Education Course


1. GEN1304 The Development and Operation of Non-profit Organizations 70

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Course Description Form

Course Code MED1001 Course Title Human Physiology Credit value 3 QF Level 4 Pre-requisite(s)

Nil

Objectives This course aims to provide students with a basic presentation of the function of the major organs and organ systems of the human body. This course will help the student understand the role of each organ and organ system in maintaining health as a whole.

Course Intended Learning Outcomes (CILOs)

Upon successful completion of this course, students should be able to: a. Describe the functions of the distinctive cells that comprise each major organ; b. Define the role of physiological functional units; c. Describe and discuss the regulation of homeostasis by neuronal, endocrine, and local

chemical messengers; d. Integrate the principles of physiology with the changes in human body function to the

extent of fundamental level of medical sciences. CILOs in Alignment with PILOs

CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d)

Course Synopsis/ Indicative Syllabus

1. The Cell and General Physiology 2. Membrane Physiology, Nerve, and Muscle 3. The Heart 4. The Circulation 5. The Body Fluids and Kidneys 6. Blood Cells, Immunity, and Blood Clotting 7. Respiration 8. The Nervous System: General Principles and Sensory Physiology 9. The Nervous System: The Special Senses 10. The Nervous System: Motor and Integrative Neurophysiology 11. Gastrointestinal Physiology 12. Metabolism and Temperature Regulation 13. Endocrinology and Reproduction

Learning & Teaching Methodology

Lecture Lectures are scheduled for delivery theoretical knowledge in preparation for discussion on how the theories and techniques are applied. Tutorial Tutorials are used to allow students to clarify concepts and queries. Tutorials include in class activities and the use of interactive multimedia. In class activities include games and case studies that allow students to recognize, remember and understand physiologic concepts, and thereby build confidence in their mastery of the course. Laboratory Sessions Laboratory work provides practice in applying knowledge that has been presented in lectures and in developing essential skills. They will be coached through several small scale experiments to explore how the body works.

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Assessment Methods in Alignment with Course Intended Learning Outcomes

Specific assessment methods/tasks

% weighting

Intended course learning outcomes to be assessed (Please tick as appropriate)

a b c d 1. Written Assignment(s) 40

2. Written Test(s) 20

3. Examination 40

Total 100 Written Assignment(s) Written assignment is used to assess students’ learning on theoretical knowledge. It evaluates students’ understanding on the concepts taught in this course. Written Test(s) Written test(s) are used to assess students’ understanding about the concepts learned. It allows them to reflect and identify areas for improvement in studying this subject. Examination Examination will consist of different types of questions which will assess all of the intended learning outcomes for the course and will specifically check their understanding of the integration of physiologic concepts.

Student Study Effort Required

Class contact: Lecture 28 Hrs Tutorial 6 Hrs Laboratory sessions 8 Hrs

Assessment Hours: Examination 3 Hrs

Other student study effort: Self-reading and preparation of written assignment(s) 60 Hrs Preparation for written test(s) and examination 24 Hrs

Total student study effort 129 HrsReading List and References

Textbook(s) 1. Widmaier, EP, Raff, H, and Strang, KT. (2015). Vander's human physiology: the

mechanisms of body function with ARIS. (14th ed.). New York: McGraw-Hill. References

1. Sherwood, L. (2012) Human Physiology: From cells to systems. (8th ed.). Brooks/Cole. 2. Guyton, AC, and Hall, JE. (2016) Textbook of medical physiology. (13th ed.). Elsevier

Saunders; Philadelphia. 3. Fox, SI. (2015) Human Physiology. (14th ed.). McGraw-Hill. 4. Waugh, A, and Grant, A. (2010). Ross and Wilson anatomy and physiology in health

and illness: With access to Ross & Wilson website for electronic ancillaries and eBook (11th ed.). Edinburgh: Churchill Livingstone.

5. Paul, A L. (Ed.) (2009) Handbook of Cardiac Anatomy, Physiology, and Devices. (2nd ed.). Springer: New York.

6. Shier, D.N., Butler, J.L., & Lewis, R. (2010). Hole's human anatomy and physiology. (12th ed.). New York: McGraw-Hill.

7. Fox, SI. (2010). A laboratory guide to human physiology, concepts and clinical applications. (14th ed.). New York: McGraw-Hill.

8. Fox, SI. (2009). Laboratory guide to accompany human physiology. (13th ed.). New York: McGraw-Hill.

Updated on 03 November 2016

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Course Code MED1002 Course Title Human Anatomy Credit value 3 QF Level 4 Pre-requisite(s)

Nil

Objectives This course aims to provide students with a fundamental knowledge of the structures of human body. Its emphasis is on the organizational and structural features of organs and organ systems at macroscopic level. Correlated laboratories provide students an opportunity to view body structures and their relationships in three dimensions.


Upon successful completion of this course, students should be able to: a. Describe the human body with appropriate anatomical terminology; b. Describe, draw and label anatomical structures corresponding to different body systems; c. Analyze the integrative nature of the body systems from the structural aspect; d. Integrate anatomical features with functions to the extent understanding normal and

altered conditions of human body at a fundamental level in medical science. CILOs in Alignment with PILOs

CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d)


1. An Introduction to Anatomy 2. The Integumentary System 3. The Skeletal System 4. The Muscular System 5. Surface Anatomy and Cross-Sectional Anatomy 6. The Nervous System 7. The Endocrine System 8. The Cardiovascular System 9. The Lymphoid System 10. The Respiratory System 11. The Digestive System 12. The Urinary System 13. The Reproductive System 14. Embryology and Human Development


Lecture Lectures are scheduled for delivery theoretical knowledge in preparation for discussion on how the theories and techniques are applied. Tutorial Tutorials are used to allow students to clarify concepts and queries. Tutorials include in class activities and the use of interactive multimedia. In class activities include games that allow students to recognize, remember and understand anatomical terminology, and thereby build confidence in their mastery of the course. Laboratory Sessions Laboratory work provides practice in applying knowledge that has been presented in lectures and in developing essential skills. 3D models will be used so as to gain a better understanding of spatial relationships. They will be coached through several small scale experiments to explore how the body works.

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% weighting


a b c d 1. Written Test(s) 60

2. Examination 40

Total 100 Written Test(s) Written test(s) are used to assess students’ understanding about the concepts learned. It allows them to reflect and identify areas for improvement in studying this subject. Examination Examination will consist of different types of questions which will assess all of the intended learning outcomes for the course and will specifically check their understanding of the integration of regional and systemic anatomy.




Other student study effort: Self-reading 60 Hrs Preparation for written test(s) and examination 24 Hrs


Textbook(s) 1. Tortora, GJ, and Nielsen, MT. (2014) Principles of human anatomy (13th ed.). John Wiley

& Sons.

References 1. Moore, KL, Dalley, AF, and Agur, AMR. (2013) Clinically oriented anatomy (7th ed.).

Philadelphia: Lippincott Williams & Wilkins. 2. Martini, FH, Timmons, MJ, and Tallitsch, RB. (2011) Human Anatomy (7th ed.). Benjamin

Cummings. 3. Drake, RL, Vogl, W, and Mitchell, A. (2015) Gray's Anatomy for Students (3rd ed.).

Elsevier. 4. Netter, FH. (2011) Atlas of human anatomy (5th ed.). Saunders/Elsevier. 5. Waugh, A, and Grant, A. (2014). Ross and Wilson anatomy and physiology in health and

illness: With access to Ross & Wilson website for electronic ancillaries and eBook (12th ed.). Edinburgh: Churchill Livingstone.

6. Shier, DN, Butler, JL, and Lewis, R. (2015). Hole's human anatomy and physiology. (14th ed.). New York: McGraw-Hill.

7. Jacob, S. (2002) Atlas of human anatomy. Edinburgh: Churchill Livingstone. 8. Weir, J, et al. (2011) Imaging atlas of human anatomy (4th ed.). Philadelphia: Mosby

Elsevier. 9. Anatomy & Physiology Revealed (APR) Version 2.0 (2008) An Interactive Cadaver

Dissection Experience, CD-ROM, McGraw-Hill. 10. Abrahams, PH, Boon, JM, and Spratt, JD. (2013). McMinn's colour atlas of human

anatomy. (7th ed.). Philadelphia: Mosby.


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Course Code MED1003 Course Title Molecules, Cells and Genes Credit value 3 QF Level 4 Pre-requisite(s)

Nil

Objectives This course provides an introduction to the cell and the main method of cellular study. Cell is the basic structural and functional unit of living organism and thus understanding the components of cells and how cells work serves as the basis to medical science. In this course, the structural and physiological characteristics of animal cells, their main organelles as well as their interactions with the environment, are considered. An integrated approach to the structural and functional relationships in cellular process will be emphasized.


Upon successful completion of this course, students should be able to: (a) Relate the basic structure of cells to their function; (b) Describe the communication methods between cells; (c) Distinguish the life cycle of different cells, how they reproduce, and the relationship

between cell cycle and disease; (d) State different mechanisms and regulations of gene expression; (e) Explain research methodology and technology in area of cell biology.

CILOs in Alignment with PILOs

CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d) (e)


1. Introduction of the Cell 2. Essential molecules in cell 3. Cells and organelles 4. Membranes: Structure and function 5. Endomembrane system 6. Signal transduction mechanisms 7. Cytoskeletal systems and the Extracellular matrix 8. Mitosis and meiosis 9. Genes and chromosomes 10. The regulation of gene expression 11. Cancer cells 12. Current research of cellular study


Lecture Lectures cover theoretical knowledge. Tutorial Tutorials are used to supplement lectures to give students the opportunity to ask questions and clarify anything they did not understand in the lectures. Tutorials include online activities, face to face tutorials and the use of interactive multimedia. Online activities include videos, games and discussion aim as helping students to master the subject contents and apply them to daily life. Face-to-face tutorials further check students’ knowledge and understanding.

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Written assignment(s) and Written Test(s) Students are required to answer structural questions on evaluation of the concepts taught. Project Project evaluates student’s learning by tackling relevant problems. It guides students towards self-directed learning behavior to search for information and knowledge on answers to a proposed assumption. Examination Examination will include multiple choice questions and short questions. The examination will assess all the intended learning outcomes for the course and will specifically check students’ understanding on the integration of the structural and functional relationships in cellular process.


% weighting

Course intended learning outcomes to be assessed (Please tick as appropriate)

a b c d e 1. Written Assignment(s) 10 2. Written Test(s) 20 3. Project 30 4. Examination 40 Total 100%


Class contact: Lecture 30 Hrs Tutorial 12 Hrs


Other student study effort: Self-reading 36 Hrs Preparation for project 24 Hrs Preparation for test and final examination 24 Hrs


Textbook(s) 1. Becker, WM, Kleinsmith, LJ, Hardin, J, and Bertoni, GP. (2015) The World of the cell 9th

ed. Benjamin Cummings. References 1. Robert E Hausman, Geoffrey M Copper. (2016) The cell: a molecular approach (7th ed.).

Sinauer Associates, Inc. 2. Lodish, H, Berk, A, Kaiser, CA, Krieger, M, Scott, MP, Bretscher, A, Ploegh, H, and

Matsudaira, P. (2016) Molecular cell biology 8th ed. New York: W.H. Freeman.

3. Lynne Cassimeris, Geroge Plopper, Vishwanath R. Lingappa. (2010) Cells. 2nd ed. Sudbury, Mass.: Jones and Bartlett Publishers.

4. Goodman, SR. (2008) Medical Cell Biology 3rd ed. Burlington, Mass.: Academic Press.

Useful websites for Molecules, Cells and Genes 1. National Center for Biotechnology Information: http://www.ncbi.nlm.nih.gov/guide/


24


Course Code MED1005 Course Title Biochemistry Credit value 3 QF Level 4 Pre-requisite(s)

Nil

Objectives This course provides a good understanding of the chemistry of important biological molecules (proteins, carbohydrates, lipids and nucleic acids) in relation to their metabolic function in biological systems and at the molecular and cellular level. This will be the underpinning knowledge for other disciplines.


Upon successful completion of this course, students should be able to: (a) Understand important biomolecules in relation to their function; (b) Classify and characterize major essential metabolites; (c) Appreciate interrelationships of metabolic processes with clinical correlations; (d) Integrate biochemical knowledge with function and/or dysfunction of biochemical

systems. CILOs in Alignment with PILOs

CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d)


1. Acidity and alkalinity: pH and pKa values and their effects on cellular activities 2. Buffers. 3. Chemistry/structures of carbohydrates, lipids and nucleic acids. 4. Chemistry of amino acids proteins and their derivatives; 5. Methods of isolation and identification of proteins; 6. Determination and biochemical applications of the structures of proteins. 7. Nomenclature of nucleosides and nucleotides. 8. Effects of acid and alkali on hydrolysis of nucleic acids 9. Structure of DNA and RNA; 10. Introduction to Enzymes: types, properties, classification and nomenclature. 11. Biological oxidations and bioenergetics. 12. ATP and NADPH cycles 13. Introduction to metabolism and cycles.


Lecture Lectures cover theoretical knowledge in preparation for students’ discussions on how theories and techniques are applied in clinical settings. Tutorial and Laboratory Sessions Tutorials are used to supplement lectures. They include online activities, face to face tutorials and the use of interactive multimedia. Online activities include games that allow students to recognize, remember and understand the structures and functions of biomolecules and metabolites, and thereby build confidence in their mastery of the subject. Laboratory sessions and 3D models help them in the understanding of spatial relationships. Face-to-face tutorials further check students’ knowledge and understanding. Problem-based learning Problem-based learning uses a well-designed real-life scenario to initiate student’s active and independent learning of the subject matter and integrates the theoretical input learnt from the course into clinical practice.

25


Specific assessment methods/tasks % weighting

Intended course learning outcomes to be assessed

a b c d 1. Written Test(s) 20 2. Written Assignment(s) 40 3. Examination 40

Total 100

Written Test(s) and Written Assignment(s) Written assignment(s) / test(s) are used to assess students’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course. Examination Examination will include multiple choice questions and short questions. The examination will assess all the intended learning outcomes for the course and will specifically check students’ understanding on the chemistry of important biological molecules in relation to their metabolic function in biological systems and at the molecular and cellular level.




Other student study effort: Self-reading 36 Hrs Preparation for Tutorial/Problem-based learning 24 Hrs Preparation for written test(s) and examination 24 Hrs


Textbook(s) 1. Jeremy M. Berg, John L. Tymoczko, Lubert Stryer. (2015) Biochemistry. 8th ed. W. H.

Freeman. 2. Devlin, T.M. (2010) Textbook of Biochemistry with Clinical Correlations. 7th ed. John

Wiley & Sons.

References 1. Trudy McKee, James R McKee. (2015) Biochemistry: The Molecular Basis of Life. 6th ed.

Oxford University Press. 2. David L. Nelson, Muchael M. Cox. (2012) Lehninger Principles of Biochemistry. 6th ed.

Freeman. 3. McMurry JE, Carl AH, Virginia EP, David SB. (2013) Fundamentals of general, organic,

and biological chemistry. 7th ed. Pearson. 4. Concise Encyclopedia of Biochemistry. 5. Biochemical Nomenclature and Related Documents 6. CRC Handbook of Biochemistry and Molecular Biology

Journal(s) 1. Biochemistry 2. Biochemical Journal 3. Journal of Biological Chemistry 4. International Journal of Biotechnology & Biochemistry 5. Clinical Biochemistry

Useful website(s) for Biochemistry 1. Catalog of biomedical resources: http://databases.biomedcentral.com 2. Harvard Dept. of Molecular & Cellular Biology: http://mcb.harvard.edu/BioLinks.html 3. Free version of Medline:

http://www.ncbi.nlm.nih.gov/


26


Course Code MED1006 Course Title General Microbiology and Immunology Credit value 3 QF Level 4 Pre-requisite(s) Nil Objectives This course provides a fundamental knowledge of microbiology as well as the most

recent concepts of structure and functions of the immune system to students taking Medical Science. This course will introduce the concepts and principles of microbiology; the role of pathogenic microorganisms in various infectious diseases; the various types of disease-related immunological reactions and the immunological disorders; and the modern immunological techniques in clinical diagnosis and methods of immune-based therapies.


Upon successful completion of this course, students should be able to: (a) Understand the concepts and principles of general and medical microbiology; (b) Identify the essential components for microbial growth; (c) Explain the role of selected pathogens in pathogenesis; (d) Recognize the various types of immunological reactions against pathogens.


CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d)


1. Basic bacteriology of the structure and classification of microorganisms 2. Microbial growth and its control 3. Introduction of various identification assays 4. Specimen collection and cultivation condition 5. Pathogenic microorganisms and diseases (viruses; bacteria; fungi and parasites) 6. Principles of disease and epidemiology 7. Multi-drug resistant pathogens: development and impact to society 8. Environmental microbiology, applied and industrial microbiology 9. Types of Immunity 10. Nature and function of Immunogens and Antigens 11. Antigen Receptor Molecules - Self Versus Non-self Discrimination 12. Regulation of Immune Response: 13. Complement system 14. Immune effector mechanisms: 15. Immunopathology: 16. Vaccines, Immune-based Therapies and Immunological Techniques


Lecture Lectures cover theoretical knowledge in preparation for students’ discussions on how theories and techniques are applied in clinical settings. Tutorial Tutorials are used to supplement lectures. They include online videos, face to face tutorials and the use of interactive multimedia. Online videos and case studies that allow students to recognize the knowledge of microbiology and immunology thereby build

27

confidence in their mastery of the subject. Face-to-face tutorials further check students’ knowledge and understanding.



% weighting Intended course learning outcomes to be assessed

a b c d 1. Written Test(s) 20 2. Written

Assignment(s) 40

3. Examination 40

Total 100

Written Assignment(s) and Written Test(s) Both written assignment(s) and written test(s) are used to assess students’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course. Examination Examination will include multiple choice questions, short and structural questions. The examination will assess all the intended learning outcomes for the course and will specifically check students’ understanding how to identify different pathogens using identification assays and the immunological reactions triggered by particular pathogen.



Assessment Hours Examination 3 Hrs

Other student study effort: Self-reading 36 Hrs Preparation for Seminar/Problem-based learning and

written assignment(s) 12 Hrs

Preparation for written test(s) and examination 36 HrsTotal student study effort 129 Hrs

Reading List and References

Textbook(s) 1. Tortora, GJ, Funke, BR, & Case, CL. (2016) Microbiology: An introduction. 12th

ed. San Francisco: Pearson. 2. Kuby, J, Kindt, TJ, Osborne, BA, and Golds, RA. (2013) Immunology. 7th ed. New

York: W. H. Freeman. References

1. Actor JK. (2011) Elsevier’s Integrated Immunology and Microbiology (2nd ed.). Elsevier.

2. Stevens, CD. (2009) Clinical Immunology and Serology: A Laboratory Perspective (3rd ed.). F. A. Davis.

3. Delves, P, Martin, S, Burton, D, and Roitt, I. (2011) Roitt’s Essential Immunology (12th ed.). Wiley-Blackwell.

4. Abbas, AK and Lichtman, AH. (2010) Basic Immunology: Functions and Disorders of the immune system (3rd ed.). Saunders Elsevier.

5. Forbes, BA, Sahm, DF, and Weissfeld, AS. (2011) Bailey & Scott's Diagnostic Microbiology (12nd ed.). Mosby.

6. Kelly CM. (2014) Microbiology: a systems approach (4th ed.). McGraw Hill.

28

7. Talaro, KP. (2015) Foundations in Microbiology: Basic Principles (9th ed.) McGraw Hill.

8. Murray, PR, Pfaller, MA, Rosenthal, KS, and Murray, PR. (2015) Medical Microbiology: with STUDENT CONSULT Access (8th ed.). St. Louis, Mo.; London: Mosby.


29


Course Code MED2001 Course Title Basic Laboratory Techniques and Instrumentation Credit value 3 QF Level 4 Pre-requisite(s)

Nil

Objectives In this course the student will be introduced to the basic laboratory techniques needed to conduct research in medical aspect. This course provides an introduction to basic laboratory techniques and advanced instrumentation. The topics include laboratory safety; basic laboratory skills; quality control; general laboratory equipment as well as advance laboratory instrumentation are considered.


Upon successful completion of this course, students should be able to: (a) Demonstrate understanding in the laboratory safety principles; (b) Master the basic laboratory skills and calculations; (c) Criticize and evaluate the impact of advance laboratory instrumentation to research

laboratories and clinical laboratories. CILOs in Alignment with PILOs

CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c)


1. Laboratory safety 2. Pipetting and use of glassware 3. Use of the microscope 4. pH meter, Balance and centrifuges 5. Spectroscopy 6. Chromatography 7. Immunological techniques 8. Molecular biology techniques 9. Aseptic techniques 10. Laboratory mathematics 11. Automation in laboratory 12. Advanced laboratory instrumentation


Lecture Lectures cover theoretical knowledge in preparation for students’ discussions on how theories and techniques are applied in laboratory settings. Laboratory sessions After the lectures, students will have their practice in laboratory to consolidate the basic skills acquired.



% weighting

Intended course learning outcomes to be assessed

a b c 1. Laboratory Report(s) 50 2. Practical test(s) 25


Total 100

30

Laboratory Report(s) Laboratory reports are used to evaluate students’ performance in conducting experiments. Written Test(s) and Practical Test(s) Written Test(s) and Practical Test(s) will assess all the intended learning outcomes for the course and will specifically check students’ understanding on the laboratory techniques and mathematics.


Class contact: Lecture 15 Hrs Laboratory sessions 30 Hrs

Other student study effort: Self-reading 36 Hrs Preparation for laboratory report(s) 24 Hrs Preparation for written test(s) and practical test(s) 30 Hrs


References 1. Prakash Singh Bisen. (2014) Laboratory Protocols in Applied Life Sciences. CRC

press. 2. Sean R. Gallagher and Emily A. Wiley. (2012) Current Protocols Essential Laboratory

Techniques. 2nd ed. Wiley-Blackwell. 3. Glencross, H, Ahmed, N, and Wang, Q. (2011) Biomedical science practice:

experimental and professional skills. Oxford: Oxford University Press. 4. Ridley, JW. (2011) Essentials of clinical laboratory science. Clifton Park, NY:

Thomson Delmar Learning. 5. Estridge, BH, and Reynolds, AP. (2011) Basic clinical laboratory techniques 6th ed.

Clifton Park, NY: Thomson Delmar Learning. 6. Linné, JJ, and Ringsrud, KM. (2011) Clinical laboratory science : the basics and

routine techniques 6th ed. St. Louis, Mo.; London: Mosby. 7. Philip Bonner and Alan Hargreaves. (2011) Basic bioscience laboratory techniques: a

pocket guide. Chicester: Wiley Journal Current Protocols Essential Laboratory Techniques


31


Course Code MED2004 Course Title General Pathology Credit value 3 QF Level 4 Pre-requisite(s) Nil Objectives This subject provides the students with the basic principles of pathology with special

emphasis on the cellular and molecular events in the general pathologic process. This course will help student understand the mechanism of disease processes especially in term of cellular and tissue injury and repair.


Upon successful completion of this course, students should be able to: (a) Develop a vocabulary of terminology related to the general pathology; (b) Define and describe the pathological process of cellular and tissue response and their

correlated gross or microscopic morphological changes; (c) Apply the knowledge in understanding of the diagnosis of related diseases.


CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c)


This course is an introductory course of pathology. It will introduce the basic principles of pathology with special emphasis on the cellular and molecular events in the general pathologic process. 1. Histotechniques 2. Cell and Tissue 3. Cell Injury, Adaptation, and Death 4. Acute and Chronic Inflammation 5. Tissue Repair: Cell Regeneration and Fibrosis 6. Hemodynamic Disorders, Thrombosis, and Shock 7. Diseases of Immunity 8. Neoplasia 9. Genetic and Pediatric Diseases 10. Environmental Diseases 11. General Pathology of Infectious Diseases


Lecture Lectures cover theoretical knowledge in preparation for students’ discussions on how theories and techniques are applied in clinical settings. Tutorial/Seminar Tutorials and seminars are used to supplement lectures. They include online activities, face to face tutorials and the use of interactive multimedia. Laboratory Sessions To review morphology and pathology of the assigned topic. The primary purpose of the glass slides and gross pathology is to provide a visual aid to the understanding of the mechanisms of disease.



% weighting


a b c 1. Written Assignment(s) 10


3. Project 30

32

4. Examination 40

Total 100

Written Assignment(s) and Written Test(s) Both written assignment(s) and written test(s) are used to assess student’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course. Project A poster/PowerPoint presentation is used to assess students’ ability to apply the knowledge of general pathology to understand the cause, the pathologic mechanism, the development/progress, prevention/therapeutic measures relevant to selected diseases or disorders. Language proficiency and presentation skills are assessed in the project presentation as well. Examination Examination will consist of different types of questions which will assess all the intended learning outcomes for the course and will specifically check students’ understanding of the general pathologic mechanisms in common diseases.




Other student study effort: Self-reading 60 Hrs Preparation for written test(s) and examination 24 Hrs


Textbook(s) 1. Kumar, V., In Abbas, A. K., In Aster, J. C., & Perkins, J. A. (2018) Robbins Basic

Pathology (10th ed.). Elsevier/Saunders. References 1. ExperPath, Online database (TWC library) 2. Mescher, AL., Mescher, AL., & Junqueira, LCU. (2016) Junqueira's Basic

Histology: Text and Atlas. (13th ed.). McGraw-Hill. 3. Kumar, V, Abbas, AK, and Aster, J. (2015) Robbins and Cotran Pathologic Basis of

Disease. (9th ed.) Philadelphia, PA : Elsevier/Saunders 4. Kierszenbaum, AL., & Tres, LL. (2016) Histology and cell biology: an introduction

to pathology. (4th ed.). Elsevier/Saunders. 5. Klatt, EC. (2015) Robbins and Cotran Atlas of Pathology (3rd ed.). Saunders/

Elsevier 6. Strayer, DS., & Rubin, E. (2015) Rubin's pathology : clinicopathologic foundations

of medicine. (7th ed.). Wolters Kluwer Health/Lippincott Williams & Wilkins. 7. Ross, MH., & Pawlina, W. (2016). Histology: A text and atlas : with correlated cell

and molecular biology. (7th ed.). Wolters Kluwer Health/Lippincott Williams & Wilkins.

8. Herrington, CS. (2014). Muir's textbook of pathology. (15th ed.) Boca Raton: CRC Press.

Updated on 14 June 2018

33


Course Code MED2005 Course Title Infectious Disease and Control Credit value 3 QF Level 5 Pre-requisite(s) Nil Objectives This course aims to develop students’ knowledge on the relationship of microbes with

humans in causing disease and community-wide risk of infection. It has an emphasis on the preventive measures and control of emerging and re-emerging of infectious disease on local and global levels.


Upon successful completion of this course, students will be able to: (a) Identify the sources of micro-organisms, routes of transmission and key principles

of infection control; (b) Apply the essential elements of universal precautions to different types of

communicable diseases; and (c) Evaluate the risk of infections and plan corresponding infectious control measures.


CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c)


1. Professional’s Responsibility in Infection Control 1.1 Standards of care in infection control

1.2 Evidence-based practice 2. Pathogenic Organism Spread in Health Care Settings and Community 2.1 Transmission of infection 2.2 Vector-pathogen interactions 3. Strategies for Prevention of Pathogenic Organisms Transmission 3.1 Transmission based precautions 3.2 Vaccination 4. Application of Infection Control Concepts 4.1 Surveillance and Breaking the chain of transmission 4.2 Case studies on MRSA, VRE, C diff, HIV, TB and SARS 5. Application of Engineering Controls and Work Practice Control 5.1 Risk of exposure 5.2 Work practice control 6. Reprocessing Methods for Assuring Safety and Integrity of Patient Care

Environment 6.1 Contamination and decontamination 6.2 Pre-cleaning, chemical disinfection, and sterilization of instruments and

devices 7. Strategies used in handling a bioterrorist attack 7.1 Prod Rome and diagnostic samples 7.2 Infection control policy and post exposure prophylaxis


Lecture Lectures are used for the delivery of theoretical knowledge. Seminar Seminars are used to facilitate student’s self-learning/ peer learning and gain better understanding of the topics covered in lectures.

34

Laboratory Laboratory work aims to give students time for hands-on practice with knowledge and skills that have been presented conceptually. Students are expected to perform skill through practical demonstration-and-return demonstration activities.



% weighting


a b c 1. Lab report 20

2. Mid-term test 30

3. Examination 50

Total 100

Lab report To enhance understanding and critical thinking through hands-on experience and data analysis. To enable integration of practical scenarios to theories. Mid-term test Written test(s) are used to assess students’ understanding about the concepts learned. It allows them to reflect and identify areas for improvement in studying this course. Examination Examination will include multiple choice questions and short questions. The examination will assess all the intended learning outcomes for the course and will specifically check students’ understanding on the preventive measures and control of emerging and re-emerging of infectious disease on local and global levels.


Class contact: Lecture 28 Hrs Tutorial 11 Hrs Laboratory 3 Hrs

Assessment Hours Examination 3 Hrs

Other student study effort: Self-reading 45 Hrs Preparation for Seminar/Problem-based learning 20 Hrs Preparation for written test(s) and examination 25 Hrs


Textbook(s) 1. Nelson, KE, and Williams, CM. (2014) Infectious disease epidemiology: Theory

and practice. (3rd ed.). Sudbury, Mass., Jones and Bartlett Publishers. 2. World Health Organization (2004) Practical Guidelines for Infection Control in

Health care Facilities. New Delhi.

References 1. Engelkirk, PG, and Duben-Engelkirk, JL. (2008) Laboratory diagnosis of

infectious diseases: Essentials of diagnostic microbiology. Baltimore: Wolters Kluwer Health/Lippincott Williams & Wilkins.

35

2. Giesecke, J. (2017) Modern infectious disease epidemiology. (3rd ed.). London: Arnold.

3. Wilson, J. (2006) Infection Control in Clinical Practice. (3rd ed.). Edinburgh; New York: Bailliere Tindall/ Elsevier.

Journal(s) 1. Infection Control and Hospital Epidemiology 2. American Journal of Infection Control Useful website(s) for Infectious Diseases and Control 1. World Health Organization: http://www.who.int./en/ 2. Center for Disease Control: http://www.cdc.gov/ 3. Centre for Health Protection: http://www.chp.gov.hk/en/ 4. Association for Professionals in Infection Control and Epidemiology:

http://www.apic.org 5. The International Federation of Infection Control:

http://www.theific.org/morenews.asp


(Effective from 1 September 2018)

36


Course Code MED2106 Course Title Pathophysiology Credit value 3 QF Level 5 Pre-requisite MED1001 Human Physiology Objectives

1. This subject aims to provide students with the biological mechanisms of disease related to the physiologic changes caused due to various types of common illnesses in the human body.

2. This course will help the student understand the diagnosis and treatment to common pathophysiological conditions.


Upon completion of the course, students are able to: a. Develop a vocabulary of terminology related to the pathophysiology; b. Define and describe the etiology/risk factor, pathophysiologic mechanism, and the

clinical manifestations of disease or disorders in organ systems; c. Relate normal body functioning to their pathophysiologic alterations due to the

disease; d. Explain the underlying pathophysiologic mechanisms of the diagnosis and

treatment to common diseases in particular scenarios by analyzing and evaluating the collective information to the extent of fundamental level of medical sciences.


CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d)

Course Synopsis and Indicative Syllabus

This subject provides an introduction to biological disturbances with an emphasis on relating normal body functioning to the physiologic changes caused by diseases and disorders, as well as the body’s compensation for these changes. It serves as a basis for understanding clinical changes of common diseases. Content includes:

1. Concept of diseases 2. Circulatory disturbances 3. Pulmonary disturbances 4. Renal disturbances 5. Digestive system disturbances 6. Endocrine dysfunctions 7. Musculoskeletal system disturbances 8. Reproductive disorders 9. Neurologic disorders 10. Integumentary system disorders


Lecture Lectures are scheduled for delivery theoretical knowledge in preparation for discussion on how the theories and techniques are applied in clinical settings. Tutorial/Seminar Tutorials/Seminars are used to allow students to clarify concepts and queries. Tutorials/Seminars include in class activities and the use of interactive multimedia. Class

37

activities include case studies and review questions that allow students to recognize, remember and understand pathophysiological concepts, and thereby build confidence in their mastery of the course.



% weighting

Course intended learning outcomes to be assessed

a b c d 1. Written Assignment(s) 10


3. Project 30

4. Examination 40

Total 100 %

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Written Assignment(s) and Written Test(s) Both written assignment(s) and written test(s) are used to assess student’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course. Project A poster/PowerPoint presentation is used to assess students’ ability to apply the knowledge of pathophysiology to understand the cause, the clinical manifestations, the development/progress, diagnosis, prevention/therapeutic measures relevant to diseases or disorders in selected organ systems. Language proficiency and presentation skills are assessed in the project presentation as well. Examination Examination will include different types of questions which will assess all the intended learning outcomes for the course and will specifically check students’ understanding of pathophysiologic mechanisms of common diseases.


Class contact:

Lecture 28 Hrs.

Tutorial/Seminar 14 Hrs.

Assessment Hours:

Examination and test 3 Hrs.

Outside study:

Self-study 60 Hrs.

Preparation for written test(s) and examination 24 Hrs.

Total student study time 129 Hrs.


Textbook 1. Hubert R.J & VanMeter K.C (2018). Gould’s Pathophysiology for the Health

Professions. (6th ed.). Philadelphia: Elsevier Saunders. References 1. Grossman, S. and Porth, C.M. (2014). Pathophysiology: concepts of altered health

states (9th ed.) Philadelphia: Lippincott Williams & Wilkins

38

2. Kumar, V., Abbas, A. K., Aster, J. C., Cotran, R. S., & Robbins, S. L. (2015). Robbins and Cotran Pathologic Basis of Disease. (9th ed.). Saunders.

3. McCance, KL, and Huether, SE. (2014) Pathophysiology –the Biologic Basis for Disease in Adults and Children. (7th ed.). St. Louis: Mosby.

4. Crowley, L. (2015) An Introduction to Human Disease: Pathology and Pathophysiology Correlations. (9th ed.). USA: Jones and Bartlett Publishers.

5. Story, L. (2015) Pathophysiology: a practical approach. (2nd ed.) Sudbury, MA: Jones & Bartlett Learning.

6. Braun, CA, and Anderson CM. (2011) Pathophysiology: a clinical approach. (2nd ed.). Philadelphia: Lippincott Williams & Wilkins.


39


Course Code MED2107

Course Title Pharmacology Credit Value 3 QF Level 5 Pre-requisite Nil Objectives This course aims to provide students with a basic knowledge in principles of

pharmacology and apply knowledge of the actions of many of the important groups of drugs used in treatment of common diseases.


Upon successful completion of this course, students should be able to: a. Explain the drug actions in treatment of common diseases; b. Understand the fundamental principles in drug development; c. Analyze the concepts of pharmacology including, but not limited to,

pharmacokinetics, pharmacodynamics, side effects, toxicity and drug-receptor interactions;

d. Apply the concepts of general pharmacology in understanding the issues pertaining to drug therapy including dosage control, route of administration, drug monitoring, toxicity prevention etc.


CIL

Os

PILOs

1 2 3 4 5 6 (a) (b) (c) (d)


1. Fundamental principles of pharmacology 2. Principles of neuropharmacology 3. Principles of cardiovascular pharmacology 4. Principles of endocrine pharmacology 5. Principles of chemotherapy 6. Principles of inflammation and immune pharmacology 7. Principles of Gastrointestinal pharmacology 8. Principles of toxicology 9. Principles of Chinese medicine 10. Contemporary approaches to drug discovery, development and delivery


Lecture Lectures deliver information for later discussion on how the theories and techniques are applied, making use of well-designed real-life scenarios to enhance and motivate student’s active and independent learning. Integrate the subject matter with theoretical input learnt from the course into clinical practice. Tutorial Tutorials are used to allow students to clarify concepts and queries. Tutorials include in class activities and the use of interactive multimedia. In class activities include case studies that allow students to recognize, remember and understand pharmacologic concepts, and thereby build confidence in their mastery of the course.

40



% weighting

Course intended learning outcomes to be assessed a b c d

1. Written Assignment(s) 40

2. Written test(s) 20 3. Examination 40 Total 100

Written Assignment(s) and Written Test(s) Both written assignment(s) and written test(s) are used to assess student’ learning on theoretical knowledge. It allows them to reflect and identify areas for improvement in studying this course. Examination Examination will consist of different types of questions which will assess all of the intended learning outcomes for the course and will specifically check their understanding of drug’s action in treatment of common diseases.




Other student study effort: Self-study and preparation of written assignment(s) 60 Hrs Preparation for written test(s) and examination 24 Hrs

Total student study time 129 Hrs Reading List and References

Textbook(s) 1. Golan, DE, et al. (2016) Principles of pharmacology: the pathophysiologic basis of

drug therapy. (4th ed.). Philadelphia: Lippincott Williams & Wilkins. References 1. Kumar, P, and Clark, M. (2016) Clinical medicine. (9th ed.). Philadelphia: Sauders. 2. Rang, HP, et al. (2003) Pharmacology Illustrations by Peter Lamb. (5th ed.).

Edinburgh, Churchill Livingstone. 3. Hollinger, MA. (2007) Introduction to Pharmacology. (3rd ed.) Washington, D.C.

Taylor and Francis. 4. Katzung, B, Masters, S and Trevor, A. (2009). Basic and clinical pharmacology.

(11th ed.). San Francisco: McGraw-Hill Companies, Inc. 5. Waller, DG, et al. (2005) Medical Pharmacology and therapeutics. Edinburgh, New

York, Elsevier/Saunders. 6. Harvey, RA, Clark, MA, Finkel, R, Rey, JA, and Whalen, K. (2011) Lippincott's

Illustrated Reviews: Pharmacology. (5th ed.). Lippincott Williams & Wilkins. 7. Bardal, SK, Waechter, JE, and Martin, DS. (2011) Applied pharmacology. St. Louis:

Elsevier/Saunders. Useful website(s) for Pharmacology 1. MIMS Hong Kong

http://www.mims.com


41


Course Code NUR1012 Course Title Fundamentals of Nursing I Credit Value 3 QF Level 4 Pre-requisite Nil Objectives

This course aims to provide students with fundamental nursing knowledge and skills necessary to perform basic clinical procedures safely, accurately and efficiently.


Upon completion of the course, students should be able to: (a) formulate a systematic approach in planning nursing care; (b) conduct patient history taking and basic health assessment; (c) describe nursing interventions for patients who are newly admitted to

hospital; and (d) perform clinical nursing skills safely and effectively.


CIL

Os

PILOs

1 2 3 4 5 6 (a) (b) (c) (d)


Indicative Syllabus 1. Introduction of general legal concepts, regulation of nursing practice, legal

protections in nursing practice, and legal responsibilities including incident report writing

2. Basic principles of care 2.1. interviewing and documentation 2.2. maintaining safe environment, patient safety 2.3. mobility and patient transfer 2.4. respiratory care 2.5. elimination 2.6. skin

3. Principles of infection control, introduction and demonstration of appropriate techniques in hand hygiene and the use of personal protective equipments (PPEs)

4. Skills for major procedures 4.1. patient admission, including interviewing, health history-taking,

basic health assessment, and giving appropriate written and verbal report

42

4.2. Basic wound care and bandaging 5. Clinical nursing skills for minor procedures:

5.1. bed-making 5.2. vital signs taking and charting, including temperature, pulse,

respiration, and blood pressure 5.3. naso-/oral pharyngeal suction 5.4. oxygen therapy via nasal catheter and facial masks 5.5. collecting specimens, including urine, stool, and wound 5.6. urine testing: reaction, protein, sugar, and ketones 5.7. oral care 5.8. administration of suppositories/enema

6. Introduction to systematic approach in planning of care (e.g. The Nursing Process, Roper, Logan & Tierney model)


Lecture Course content is conveyed through lectures. The lectures are supplemented with short videos as appropriate. Laboratory Laboratory work provides practice in applying the knowledge that has been presented in lecture and in developing essential skills. Students are expected to perform each procedure satisfactorily prior to performing the procedures in a clinical area. Tutorial Tutorial offer students opportunities to clarify concepts learned. Students will have adequate guidance to consolidate knowledge they have learned. They will have chances to discuss case scenarios.



% weighting

Course intended learning outcomes

to be assessed a b c d

1. Skill test 20% 2. In-class assignment 30% 3. Written examination 50%

Total 100%

Skill test Skill tests are used to assess students’ ability to apply and integrate their knowledge with proper technique. Students are required to do return-demonstration in the laboratory sessions. Two areas of skills will be assessed in laboratories, 1) hand hygiene and donning and doffing of PPEs; 2) minor skills (at least two) to test students’ performance in the laboratories. Students are required to achieve satisfactory performance in skill test to pass this course.

43

Two attempts will be granted. Students who pass the second attempt will receive maximum “D” grade on this assessment. In-class assignment In-class assignment is used to assess students’ ability in the process of care through patient assessment, planning and implementation to evaluation of nursing care using case scenarios. Written examination Written examination is used to assess students’ ability to comprehend and apply what they have learned.


Class Contact:

Lecture 18 Hrs.

Laboratory 20 Hrs.

Tutorial 4 Hrs.

Assessment Hours:

Examination 3 Hrs.

Outside Study:

Self-study 45 Hrs.

Preparation for problem-based learning 20 Hrs.

Preparation for assignment 25 Hrs.



Textbook 1. Berman, A.J., & Snyder, S.J. (2016). Kozier & Erb’s Fundamentals of

nursing: Concepts, process, and practice (10th ed.). New Jersey: Pearson. References 1. Ackely, B.J. & Ladwig, G.B. (2014). Nursing diagnosis handbook: An

evidence-based guide to planning care (10th ed.). Philadelphia: Mosby. 2. Doenges, M.E. (2013). Nursing diagnosis manual: Planning,

individualizing, and documenting client care (4th ed.). Philadelphia: F.A. Davis. [Electronic Resources]

3. Lynn, P.B. (2015). Taylor’s clinical nursing skills: A nursing process approach (4th ed.). Philadelphia: Lippincott Williams & Wilkins.

4. Perry, A.G., Potter, P.A., & Ostendorf, W. (2013). Clinical nursing skills & techniques (8th ed.). St. Louis: Mosby.

5. Potter, P.A. & Perry, A.G. (2013). Fundamentals of nursing (8th ed.). St. Louis: Mosby Elsevier.

6. Smith, S.F. (2017). Clinical nursing skills: Basic to advanced skills (9th ed.). Upper Saddle River: Person.

44

Journals 1. International Nursing Review 2. Journal of Advanced Nursing 3. Journal of Clinical Nursing 4. Journal of Continuing Education in Nursing 5. Journal of Nursing Education 6. Nurse Education Today


45


Course Code NUR1216 Course Title Communication in Healthcare Settings Credit Value 3 QF Level 4 QF Credit 14 Pre-requisite Nil Objectives

The objective of this course is to equip students with effective communication skills for use in various healthcare settings.


Upon completion of the course, students will be able to: (a) define theories and principles of interpersonal communication; (b) describe the role of communication in different age groups and gender; (c) recognise cultural influences on one’s communication; (d) apply effective communication strategies in establishing and sustaining

relationships; and (e) demonstrate various communication skills, e.g. interviewing and

documentation, and be able to use them as appropriate in healthcare settings.


CIL

Os PILOs

1 2 3 4 5 6

(a) (b) (c) (d) (e)


Indicative Syllabus 1. Interpersonal communication theories

1.1. politeness theory 1.2. social exchange theory 1.3. dialectical perspective

2. The process of communication 3. Therapeutic communication in healthcare settings 4. Factors influencing client-centered communication

4.1. perception 4.2. cultural context 4.3. space and distance 4.4. time 4.5. professional self-reflection 4.6. active listening

5. Levels of communication 5.1. interpersonal 5.2. group

6. General communication techniques

46

6.1. verbal skills 6.2. nonverbal skills

7. Facilitating factors and barriers to effective communication 8. Clarity and conciseness in communication

8.1. use of standardised communication tools e.g. SBAR & CRM 8.2. proper documentation in patient records

9. Communication with clients having special needs 9.1. low literacy 9.2. communication deficit 9.3. children 9.4. elderly 9.5. clients in crisis 9.6. clients and families in end of life


Lecture The content of the course will be conveyed primarily through lectures. To benefit fully from lectures, students are expected to complete assigned reading material in advance. Seminar Seminars are used to help students explore contemporary issues and experiences from multiple perspectives. It allows students to develop an understanding of diverse values, attitudes and interpretations on the selected issue. During seminar presentation, students can integrate and consolidate their learning via dynamic debates and discussions. Tutorial Tutorials serve two functions. First, they give students the opportunity to ask questions and clarify anything they did not understand in the lectures. Second, tutorials instigate small group discussions. Diversified case scenarios in different healthcare settings will be given for discussion and role play. Students need to demonstrate how to establish and sustain a relationship by employing various communication strategies.



% weighting

CILOs to be assessed (Please tick as appropriate)

(a) (b) (c) (d) (e) 1. Group

presentation 40%

2. Case study 40% 3. Written essay 20% Total 100%

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Group presentation

47

Group presentation reflects students’ ability to apply effective communication skills to engage the clients and enable clients to make effective decisions in a selected situation. Case study An individual written report for a selected case scenario can reinforce the integration of knowledge and practice and deepen students’ self-reflection. Written essay Written essay can enhance students’ ability to connect, apply and integrate knowledge learned. It also demonstrates students’ writing skills and referencing techniques.


Class contact:

Lecture 28Hrs.

Seminar/Tutorial 17Hrs.

Outside student study effort:

Self-study 30Hrs.

Preparation for presentation case study and written assignment

60Hrs.

Total student study time 135Hrs.


Textbooks 1. Arnold, E.C., & Boggs, K.U. (2015). Interpersonal relationships:

Professional communication skills for nurses (7th ed.). St. Louis, MO: Saunders-Elsevier.

2. Adams, J. (2011). Therapeutic communication for health professionals. (3rd ed.). Columbus: McGraw Hill.

References 1. Adams, K., & Galanes, G. (2015). Communicating in groups:

applications and skills. (9th ed.). Columbus: McGraw Hill. 2. Adler, R.B., Rosenfeld, L.B., & Proctor II, R.F. (2015). Interplay: The

process of interpersonal communication. (13th ed.). New York: Oxford University Press.

3. Bach, S., & Grant, A. (2015) Communication & interpersonal skills in nursing (3rd ed.). London: Sage Publications

4. Griffin, E., Ledbetter, A., & Sparks, G. (2014). A first look at communication theory (9th ed.). New York: McGraw Hill.

5. Hybels, S., & Weaver, R. (2015). Communicating effectively. (11th ed.) Columbus: McGraw Hill.

6. Kelleher, D., Long, T., & Lambert, V. (2012). Communication Skills for Children's Nurses. Maidenhead, Berkshire: McGraw-Hill Education. [Electronic Book]

7. Midwinter, R., & Dickson, J. (2015). Embedding counselling and communication skills. New York: Routledge. [Electronic Book]

48

8. Paphael-Grimm, T. (2015). The art of communication in nursing and health care: an interdisciplinary approach New York: Springer. [Electronic Book]

9. Schaffer, M., Norlander, L., & Sigma Theta Tau, I. (2009). Being Present : A Nurse's Resource for End-of-life Communication. Indianapolis, IN: Sigma Theta Tau International. [Electronic Book]

10. Schuster, P. M., & Nykolyn, L. (2010). Communication for Nurses : How to Prevent Harmful Events and Promote Patient Safety. Philadelphia, PA, USA: F. A. Davis. [Electronic Book]

11. Smith, T.L., & Tague-Busler, M. (2012). The key to survival: Interpersonal communication (4th ed.). Long Grove, IL: Waveland Press.

12. Specker, R.E. (2012). Cultural diversity in health and illness (8th ed.). New Jersey: Prentice Hall.

13. Van, S., & Gwen, M. (2009). Communication skills for the Health Care Professional: concepts, practice, and evidence (2nd ed.). Boston: Jones and Bartlett Publishers.

14. Verderber, K.S., Verderber, R.F., & Berryman-Fink, C. (2016). Inter-act: Interpersonal communication concepts, skills, and contexts (14th ed.). New York: Oxford University Press.

15. West, R.L., & Turner, L. (2014). Introducing communication theory: Analysis and application. (5th ed.). Columbus: McGraw Hill.

Updated on 12 October 2017

49


Course Code NUR1403 Course Title Introduction to Health Informatics Credit Value 3 QF Level 4 Pre-requisite Nil Objectives

This course is to equip students with basic understanding on the use of information and communication technology (ICT) in health care setting.


Upon completion of the course, students should be able to: (a) explain how ICT is applied to health services, and its influence on health

beliefs and illness behaviour; (b) state what kinds of computer systems are in use in health care setting; (c) describe the computerization in health care practice, education and

research; and (d) recognize the potential privacy and ethical issues related to the ICT usage

in health care setting.


CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d)


Indicative Syllabus 1. Introduction to ICT in health care setting 2. Development of computer applications in the health care system 3. Benefits and constraints of a computerized information system 4. Computerized information processing 5. Major applications for computers in the area of:

a. Patient care b. Administration of health services c. e-learning in health care d. Health care research e. Intelligent Health Systems f. Health Communications systems and Telehealth

6. Intellectual property and ethical aspects of health data automation

50


Lecture Lectures are used to provide theoretical knowledge underpinning basic understanding of the subject matter. Students are given pre-reading materials before lectures. Computer Laboratory Computer laboratory provides hands-on practice in essential computer skills and in applying the knowledge which has been presented in the lectures. Seminar It helps students gain better understanding of the topics covered in the lectures. Students work in groups of 4-6 to formulate proposal on a selected topic, and present and discuss their ideas in seminars. During seminar presentation and discussion, they can integrate and consolidate their learning via dynamic debates and discussions.



% weighting


a b c d 1. Written test 40% 2. Computer laboratorial

activity 30%

3. Group Project 30%

Total 100 %

Written test It is used to assess students’ understanding on the concepts learned. It allows them to reflect, and identify areas for improvement in studying this subject. The multiple choice questions can be used to assess their knowledge related to computer usage in health care. Computer laboratorial activity They are employed to assess students’ understanding of knowledge through the actual hands-on experience of using computers. Group project Students will form groups to select a case for presentation. Their interpretation, analysis and identification strategies are assessed to see whether they are properly using the learned theories and principles.

Student Study Effort

Class contact:

Lecture 31 Hrs.

51

Required

Computer Laboratory 8 Hrs.

Seminar 6 Hrs.

Outside study:

Self-study 56 Hrs.

Preparation for the quiz and group project 34 Hrs.



References 1. Glaser, J.P. & Salzberg, C. (2011). The strategic application of

information technology in health care organizations (3rd Ed). San Francisco: John Wiley & Sons.

2. Ball, M.J., Douglas J.V. & Walker P.H. (2011). Nursing Informatics: Where Caring and Technology Meet (Health Informatics). London: Springer.

3. Carter J.H. (2008). Electronic Health Records: a guide for clinicians and administrators. (2nd ed.) Philadelphia: American College of Physicians.

4. Thomas-Brogan, T. (2009). Health information technology basics: A concise guide to principles and practice. Boston: Jones and Bartlett Publishers.

5. Shortliffe, E.H. & Cimino J.J. (Ed.) (2014). Biomedical informatics: Computer applications in health care and biomedicine (4th Ed). Baltimore: Springer Science.

Useful web sites: 1. Public Private Partnership, Hospital Authority

http://www3.ha.org.hk/ppp/homepage.aspx 2. UK Council for Health Informatics Professions

http://www.ukchip.org/ 3. The American Medical Informatics Association

http://www.amia.org/ 4. The Australian Health Informatics Education Council

http://www.ahiec.org.au/ 5. American Telemedicine Association

http://www.americantelemed.org/i4a/pages/index.cfm?pageid=1 6. Canada’s Health Informatics Association

http://coachorg.com/


52


Course Code NUR3002 Course Title Ethical and Legal Aspects in Health Care Credit Value 3 QF Level 4 Pre-requisite Nil Objectives

The course aims to develop students with an understanding of the legal and ethical rights, responsibilities, and obligations of health professional in a changing health environment, and the importance of respecting patient’s right and accepting accountability within the legal framework of health care.


Upon completion of the course, students should be able to: (a) describe the concepts of human value development and their relationships

with ethics and law related to health care; (b) explain patient’s right and professional accountability; (c) analyze the complexity of ethical and legal factors which influence clinical

decision making; (d) demonstrate ability to critically appraise complex ethical practice and its

relationship with culture; and (e) apply ethical principles and ethical decision making framework to their

practice.


CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d) (e)


Indicative Syllabus 1 Theories in ethics

1.1. Moral and virtue ethics 1.2. Good will and duty 1.3. Utilitarianism 1.4. Deontological theories 1.5. Human dignity

2 Ethical principles in health care 2.1. Beneficence 2.2. Do no harm 2.3. Equity 2.4. Autonomy

53

2.5. Informed consent 3 Frameworks of ethical decision-making 4 Contemporary ethical Issues such as

4.1. Withholding and withdrawing life-sustaining treatment 4.2. Organ donation and transplantation 4.3. Clinical research 4.4. Client advocacy

5 Legal aspects related to healthcare or nursing practice, e.g. 5.1. Background of Legal information

‐ Introduction to Hong Kong Legal System ‐ Sources of laws ‐ Classification of laws ‐ Law of tort

5.2. Legal issues related to healthcare and nursing practice5.3. Legislations, e.g. mental health ordinance, personal Data (Privacy) Ordinance, hospital by-law

6 Professional code of practice


Lecture Lectures are used for delivery of the theoretical knowledge. Students are given pre-reading materials before lectures. Seminar Seminars offer a discussion platform for students to articulate their learning and understanding of the theoretical input. During seminar presentation, students can integrate and consolidate their learning via dynamic debates and discussions. Tutorial It is used to support lectures and seminar sessions. It provides opportunities for students to ask questions, clarify ambiguities, and discuss problems.



% weighting


a b c d e 1. Group

project 40%

2. Written test 60% Total 100 %

Group project Group project is used to evaluate students’ ability to apply ethical and legal principles into practice. Students are required to analyze a selected heath issue/scenario to demonstrate their ethical decision making.

54

Written Test It is used to evaluate student’s understanding of ethical principles and legal knowledge related to health care practice. It can be in the form of multiple choice questions, and short and long questions.


Class contact:

Lecture 31 Hrs.

Seminar / Tutorial 14 Hrs.

Outside study:

Pre-reading 30 Hrs.

Preparation of project and written test 60 Hrs.



References 1. Avery, G. (2012). Law and Ethics in Nursing and Healthcare: An

Introduction. SAGE. 2. Banks, S. and Gallagher, A. (2009). Ethics in professional life: virtues for

health and social care. Basingstoke. England: Palgrave Macmillan. 3. Beauchamp, T. L., & Childress, J. F. (2013). Principles of Biomedical

Ethics (6th ed.). USA: Oxford University Press. 4. Butts, J. B., & Rich, K. L. (2015). Nursing ethics: Across the curriculum

and into practice (4th ed.). Jones & Bartlett Publishers. 5. DeGrazia, D., Mappes, T. and Brand-Ballard, J. (2011). Biomedical

Ethics. 7th ed., New York: McGraw-Hill. 6. International Council of Nurses (2012). The ICN Code of Ethics for

Nurses. Retrieved from http://www.icn.ch/images/stories/documents/about/icncode_english.pdf

7. Lachman, V.D. (2011). Ethical Challenges in Health Care. (Kindle Edition), New York: Springer Publishing Company.

8. MacKinnon, B. and Fiala, A (2014). Ethics: theory and contemporary issues (8th ed). Nelson Education.

9. Pozgar, G. D. (2016). Legal and ethical issues for health professionals. Jones & Bartlett Publishers.

10. Sandel, M. J. (2010). Justice: what's the right thing to do? New York. Macmillan.

11. The Medical Council of Hong Kong. Code of Professional Conduct for the Guidance of Registered Medical Practitioners. Retrieved from http://www.mchk.org.hk/Code_of_Professional_Conduct_2009.

12. Occupational Therapists Board. Code of Practice for Registered Occupational Therapists. Retrieved from http://www.smp-council.org.hk/ot/file/pdf/ot_practice_e.pdf

13. The Nursing Council of Hong Kong. Code of professional conduct and code of ethics for nurses in Hong Kong. Retrieved from http://www.nchk.org.hk/filemanager/en/pdf/conduct_eng.pdf

55

14. Wesley-Smith P. (1999). An Introduction to The Hong Kong Legal System (3rd edition). Hong Kong: Oxford University Press (China) Ltd.

15. Wheeler, H. (2012). Law, Ethics and Professional Issues for Nursing: A Reflective and Portfolio-building Approach (1st ed.) London: Routledge Taylor & Francis Group.

Journals 1. Journal of Nursing Administration's Healthcare Law, Ethics and

Regulation 2. Nursing Ethics 3. Yale Journal of Health Policy, Law, and Ethics 4. Journal of Law, Medicine and Ethics 5. The Internet Journal of Law, Healthcare and Ethics 6. Journal of Medical Ethics


56


Course Code CHI1002 Course Title Applied Chinese Language (應用中文) Credit Value 3 QF Level 4 QF Value 13 Pre-requisite Nil Objectives

本科旨在訓練同學中文的聽、說、讀、寫技巧，使他們能更有效

地運用中國語文。本課程主要幫助同學掌握中文的基礎知識，包

括語音學和語法學，更由此提升閱讀能力至賞析的層面。同學將

學習各種實用文體，加強口語技巧訓練，以應付將來工作上的需

要。此外，本課程將鼓勵同學通過查檢工具書和搜尋互聯網的資

訊，培養語文的自學能力。


學生在完成此課程後應能夠： a. 掌握語文基礎知識，如錯別字改正、詞義辨析、糾正病句。 b. 掌握中文文章的寫作要求。 c. 寫作專業實用文：專業文章選讀、個案分析、實務文書。 d. 運用合適的口語表達方式：粵音正讀、演講能力、溝通技巧。 e. 增強語文自學能力：使用工具書、使用互聯網、探討語文現

象。 CILOs in Alignment with PILOs

CIL

Os PILOs

1 2 3 4 5 6

(a) (b) (c) (d) (e)


課程大綱 1. 教授語音、語法等語文基礎知識。 2. 掌握中文文章的寫作要求：文章結構、注釋格式、參考書目格

式。 3. 通過實例分析，訓練同學書寫專業實用文。 4. 鍛鍊口語表達能力。 5. 培養同學的語文自學能力。


課堂講學透過課堂講學向同學講解中國語文的基礎知識。課堂也安排了小

組研討活動，讓學生得以應用所學到的中國語文知識，並透過各

種模擬練習，訓練學生的閱讀、聆聽、書寫及說話能力。 Assessment Methods in Alignment with Course Intended

評估方法比重

(%) 待評估的預期學習成果

a b c d e 1. 習作 40%

57

Learning Outcomes

2. 小組討論 20% 3. 期終考試 40%

總計 100%

習作透過不同類型的習作，評核學生對語文基礎知識的認識與應用能

力，以及書寫能力。小組討論透過討論，評核學生的書寫、聆聽和說話能力。期終考試期終考試用以評核學生對語文基礎知識的認識與應用能力，以及

閱讀和書寫能力。 Student Study Effort Required

Class contact:

Tutorials 42 Hrs.

Assessment Hours:

Examination 3 Hrs.

Outside study:

Self-study 84 Hrs.



References 1. 香港城市大學語文學部編著（2001）《中文傳意──基礎篇》。

香港：香港城市大學出版社。 2. 香港城市大學語文學部編著（2001）《中文傳意──寫作篇》。

香港：香港城市大學出版社。 3. 中國社會科學院語言研究所詞典編輯室編（2012）。《現代漢

語詞典》（第 6 版）。北京：商務印書館。 4. 卉君（2012）《漢語基本知識》。香港：商務印書館。 5. 何文匯（2005）《粵音自學提綱》。香港：香港教育圖書公

司。 6. 何文匯（ 2009 ）《粵音平仄入門─粵語正音示例（合訂

本）》。香港：明窗。 7. 呂叔湘（2005）《語文常談》。香港：三聯書店。 8. 李家樹、陳遠止、謝耀基（2004）《漢語綜述》。香港：香港

大學出版社。 9. 李錦昌（2012）《商業溝通與應用文大全》。香港：商務印書

館。 10. 胡裕樹（2003）《現代漢語》。香港：三聯。 11. 談彥廷、鄒兆玲編著（2005）《活學活用應用文》。香港：香

港教育圖書公司。 Updated on 01 February 2017

58


Course Code CHI2003 Course Title Putonghua (普通話) Credit Value 3 QF Level 4 QF Credit 14 Pre-requisite Nil Objectives

本課程是初級普通話，供初學普通話的同學修讀。本課程著重教授漢語拼

音、普通話發音、粵普詞彙對照等，以日常生活事例，讓同學透過朗讀、會

話、聽寫等練習，掌握基本的普通話發音和聽說能力。 Course Intended Learning Outcomes (CILOs)

學生在完成此課程後應能夠：

e. 正確運用漢語拼音。

f. 掌握普通話發音。 g. 辨析普通話與廣州話在詞彙、語音、語法上的分別。 h. 具備普通話溝通能力。


CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d)


6. 互相認識：掌握聲母 7. 問路：掌握聲母、韻母 8. 娛樂消閒：掌握韻母、聲調 9. 旅遊：掌握聲調、粵普對應詞彙 10. 飲食：掌握變調、粵普對應詞彙 11. 健康：掌握輕聲、粵普對應詞彙 12. 面試：掌握兒化音、粵普對應詞彙 13. 我們的香港：掌握粵普對應詞彙、語法分別 14. 了解中國：掌握粵普語法的分別 15. 認識世界：掌握粵普語法的分別


課堂講學透過課堂講學教授同學漢語拼音、普通話發音、粵普詞彙對照等。小組研討在小組研討中，透過各種模擬練習，訓練同學的聆聽與說話能力。

59


評估方法比重

(%) 待評估的預期學習成果

a b c d 4. 功課和課堂

報告 45

5. 測驗 15 6. 考試 40

總計 100

功課和課堂報告透過課堂功課，評核同學的漢語拼音、普通話發音、粵普詞彙對照等。測驗測驗以短答題與口語表達為主，評核同學的漢語拼音、普通話發音、粵普詞

彙對照等，以及聆聽和說話能力。期終考試期終考試的內容包括短答題及長答題，以評核同學的漢語拼音、普通話發

音、粵普詞彙對照等，以及聆聽和說話能力。 Student Study Effort Required

課堂

講學 28 小時

小組研討 14 小時

考試 3 小時

自我研習 90 小時

總計 135 小時


參考書 Nil 推薦閱讀 1. 曾子凡（2011）。《香港人學說普通話》。香港：三聯書店。 2. 丁國玲等合著（2002）。《普通話新教程》。香港：香港大學專業進修學

院。 3. 曾子凡（2004）。《廣州話‧普通話對比趣談》。香港：三聯書店。

(Updated on 27 June 2016)

60


Course Code ENG1001 Course Title Developing English Language Skills Credit Value 3 QF Level 4 Pre-requisite Nil Objectives

The objective of this course is to make students competent and confident in using English accurately and fluently.


Upon completion of the course, students should be able to: (a) communicate confidently and effectively with application of the

listening and speaking techniques learnt; (b) expand the range of vocabulary by developing and applying

appropriate and customised language learning strategies; (c) deliver organized and effective oral presentations with accuracy

and fluency; (d) read and understand different kinds of texts for specific purposes;

and (e) write English papers with accuracy and fluency.


CIL

Os PILOs

1 2 3 4 5 6

(a)

(b)

(c)

(d)

(e)


Course Synopsis This course aims to enhance students’ overall proficiency in English, to improve language skills for a tertiary level study and to create an appropriate linguistic environment for students to facilitate communication and self-expression in English. Through guided practice in listening, speaking, reading, writing, and academic discussions, students will further enhance their language skills and apply these skills in different contexts, such as taking lecture notes, giving oral presentations, completing written tasks and responding to questions in simulated situations.

61

Indicative Syllabus The content is indicative. The balance of the components, and the corresponding weighting, will be based on the specific needs of the students. Topics include: 1. Organizing an academic essay 2. Documenting and citing sources 3. Supporting your arguments 4. Reading critically 5. Writing in an academic style 6. Listening effectively 7. Creating and delivering an effective presentation


Lecture Course content will be delivered primarily through lecture. Key knowledge and skills on presentation, discussion, critical reading and essay writing will be covered. Tutorial It is used to help students gain better understanding of the topics covered in lectures. They are also used to strengthen students’ oral presentation skills through individual presentations and class discussion. Learning progress of students will be monitored and feedback and support will also be provided as appropriate.



% weighting


a b c d e 1. Written

assessments 40%

2. Speaking assessments

30%

3. Written examination

30%

Total 100 %

Written assessments Student’s ability in using English and presenting ideas can be assessed by written assignments and tests. Speaking assessments Student’s ability to present information and ideas orally can be assessed by individual oral presentation and group discussion.

62

Written examination Student’s ability in comprehending English texts, presenting ideas and writing effectively can be assessed by examination.


Class contact:

Lecture 14 Hrs.

Tutorial 28 Hrs.

Assessment Hours:

Examination 3 Hrs.

Outside study:

Self-study 28 Hrs.

Preparation of presentations and written assignments

62 Hrs.



References 1. Anderson, K., Maclean, J. and Lynch T. (2004). Speaking – A course

in spoken English for academic purposes. Cambridge: C.U.P. 2. Blass, L. (2014). Pathways 4. Reading, writing, and critical

thinking. Boston, Mass.: National Geographic Learning, Heinle Cengage Learning.

3. Glendinning, E. H. and Holmstrom B. (2004). Study reading. Cambridge: C.U.P.

4. Hamps-Lyons, L. and Heasley, B. (2006). Study writing. Cambridge: C.U.P.

5. Legg, M., Pat, M., Roberts, S., Welland, R., Chan, L., Chan, L., & Tsang, W.L. (2014). Academic English: Skills for success (2nd ed.). Hong Kong: HKU Press.

6. Lynch, T. (2004). Listening – A course in listening to lectures and note-taking. Cambridge: C.U.P.

Web Resources 1. BBC Learning English:

http://www.bbc.co.uk/learningenglish/Longman 2. British Council Learn English:

http://learnenglish.britishcouncil.org/en/ 3. Cambridge Dictionary Online:

http://dictionary.cambridge.org/ 4. Longman Dictionary Online:

http://www.ldoceonline.com/ 5. Merriam-Webster Online:

http://www.merriam-webster.com/ 6. Road to IELTS:

http://www.roadtoielts.com/

Updated on 31 May 2016

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Course Code ENG2006 Course Title Enhancing Academic English SkillsCredit Value 3 QF Level 4 Pre-requisite Nil Objectives

This course is intended to help students develop their academic writing and speaking skills in English required at the university level. By the end of the course, students should be able to write well-organized summaries and short essays following the conventions of academic writing with an appropriate style.


Upon completion of the course, students will be able to:(a) interpret the inferred, connotative and figurative meanings in a text (b) paraphrase and summarize texts to make better communication (c) write and inquire appropriately in a given topic with the skills of academic

writing using academic and idiomatic vocabulary and correct citation styles (d) evaluate and select the available sources of information critically for academic

writing (e) draw outlines for discussion based on the collection of information and ideas (f) produce a short academic essay with accuracy and fluency

CILOs in Alignment With PILOs

CIL

Os

PILOs

1 2 3 4 5 6 7(a) (b) (c) (d) (e) (f)


This course is designed to help students appreciate the features and style of academic English and develop their skills in writing from sources and engaging in academic discussions. The language skills acquired in this course will provide students with the necessary foundation in using English for various academic purposes. The intended learning outcomes will be achieved through discussion on such topics as critical reading skills, academic writing style and conventions, organisation patterns of different types of essays and the basic strategies in argument development. Such knowledge and skills will be consolidated through guided reading and writing practice, summary and essay writing tasks, and group presentation and discussion activities.


LecturesCourse content will be delivered primarily through lecture. Key knowledge and skills on presentation, discussion, critical reading and essay writing will be covered. Seminars It is used to help students gain better understanding of the topics covered in lectures. They are also used to strengthen students’ oral presentation skills through individual presentations and class discussion. Learning progress of students will be monitored and feedback and support will also be provided as appropriate.

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Assessment Methods in Alignment with Course Intended Learning Outcomes (CILOs)


% weighting

CILOs to be assessed (Please tick as appropriate)a b c d e f

1. Assignments 40% 2. Presentations and

discussions 30%

3. Examination 30%

Total 100 %

Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assignments Student’s ability in using English and presenting ideas can be assessed by written assignments. Presentations and discussions Student’s ability to present information and ideas orally can be assessed by individual oral presentations and group discussions. Examination Student’s ability in comprehending English texts, presenting ideas and writing effectively can be assessed by the final examination.


Class contact:

Lectures 14 Hrs.

Seminars 28 Hrs.

Assessment Hours

Examination 3 Hrs.

Outside study:

Self-study 28 Hrs.

Preparation of presentations and assignments 62 Hrs.



References 1. Bailey, S. (2011). Academic writing: A handbook for international students,

3rd edition. London: Routledge.

2. Broukal, M. (2004). Weaving it together: Connecting reading and writing, 2nd edition. Boston: Heinle.

3. Cooley, L., & Lewkowicz, J. (2003). Dissertation writing in practice: Turning ideas into text. Hong Kong: Hong Kong University Press.

4. Flesch, R. and Lass, A. H. (1996). The classic guide to better writing. New York: HarperCollins.

5. Giltrow, J. (2002). Academic writing: Writing and reading in the disciplines (3rd ed.). Ontario: Broadview Press Ltd.

6. Giltrow, J., Gooding, R. A., Burgoyne, D. and Sawatsky, M. (2005). Academic writing: An introduction. Ontario: Broadview Press Ltd.

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7. Hamp-Lyons, L. and Heasley, B. (2006). Study writing: A course in writing skills for academic purposes. Cambridge: Cambridge University Press.

8. Legg, M., Pat, M., Roberts, S., Welland, R., Chan, L., Chan, L. and Tsang, W.L. (2014). Academic English: Skills for success, 2nd edition. Hong Kong: HKU Press.

9. McCarthy, M. and O’Dell, F. (2008). Academic vocabulary in use. Cambridge: Cambridge University Press.

10. Oshima, A. and Hogue, A. (2006). Writing academic English, 4th edition. New York: Pearson Education.

11. Turabian, K. L. (2010). Student’s guide to writing college papers, 4th edition. Chicago: The University of Chicago Press.

12. Williams, J. M. (2014). Style: Lessons in clarity and grace, 11th edition. Boston: Person.

Williams, J. M. and Colomb, G. G. (2007). The craft of argument, 3rd edition. New York: Pearson Longman.


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Course Code ENG3006 Course Title Advanced English Writing Skills Credit Value 3 QF Level 5 Pre-requisite ENG1001 Developing English Language Skills Objectives

This is a course designed to provide training in more advanced reading and writing skills through more challenging writing tasks designed for various academic and professional contexts. The merging of academic English and disciplinary knowledge fostered by this course will enhance students’ communicative competence which is required for both academic and professional pursuits.


Upon completion of the course, students will be able to: (a) compile a well-structured report in a format and style

appropriate for its purpose; (b) create a practical proposal that addresses a clearly identified

issue and achieves intended communicative purposes; (c) compose a research proposal that clearly identifies issues or

questions deserving further investigation; (d) synthesise relevant information from a range of sources and

present it logically and strategically to support stances and opinions; and

(e) adapt writing styles and registers for target audiences in different academic and professional contexts.


CIL

Os

PILOs

1 2 3 4 5 6

(a) (b) (c) (d) (e)


Course Synopsis a. The main objective of this course is to develop students’ English

language capacity to handle more demanding types of writing that they will encounter at more advanced levels of study and in professional contexts. This will be achieved by training in the more versatile genres of reports and proposals, which require students to adopt critical reading and thinking skills and produce clear and coherent text. In addition to the basic structures and conventions of these genres, students will learn to vary their writing styles and registers to suit different communicative purposes and apply rhetorical skills for persuasion as appropriate.

Indicative Syllabus b. The course content consists of the following three components:

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Report writing - This component capitalizes on students’ prior training in

academic English writing and their disciplinary knowledge. Students will be guided to explore the structures and rhetorical features of common academic and professional reports within various disciplines. The focus will be on practical applications and compliance with academic and professional norms.

Practical proposal writing - Students will be taught the skills required to prepare effective

proposals to garner support or prompt actions for a specific cause. They will learn the structures of various types of proposals, such as business proposals and proposals for government actions. Emphasis will be put on clear and effective writing and the use of rhetorical techniques. This component, overall, stresses the competitive nature of proposals and the need to vary styles and registers for different target audiences and communicative purposes.

Research proposal writing - Building on students’ prior knowledge and skills in academic

writing, this part of the course explores the textual features of different sections of a standard research paper in order to provide further practice in genuine academic writing. Specifically, students will learn to write a research proposal that includes an abstract, a literature review and a methods section. Relevant sections of selected journal articles will be examined and used for modelling.


Lecture Generic concepts and skills in report and proposal writing will be discussed in lectures. For each lecture, sample materials will be drawn from various disciplines so as to enhance the scope of coverage while demonstrating the transferability of such knowledge. Tutorial Tutorial sessions will help strengthen and consolidate students’ understanding of the topics covered in lectures. In addition to individual and collaborative writing tasks designed for this purpose, students will be encouraged to bring in their own research writing for peer review and class discussion so that they can appreciate the practical applications of the knowledge and skills learnt.

Assessment Methods in Alignment with Course Intended Learning Outcomes (CILOs)


% weighting

CILOs to be assessed (Please tick as appropriate)

a b c d e 1. Individual Report 30% 2. Individual Proposal 30%

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3. Group Research Proposal

30%

4. Peer Review on Group Research Proposal

10%

Total 100 %

Individual Report Each student will be required to write a report individually on an issue of his/her own choice from his/her discipline of study or a related profession. Students will need to investigate the issues and present their findings/recommendations in a proper format. Their knowledge of the purposes and textual features of different types of academic and professional reports will find application in this assignment. Individual Proposal Based on the findings and recommendations of their individual reports, students will compile proposals to solicit support from the parties concerned or plead for their action to address the issues identified. Students will need to adopt appropriate formats and writing styles for their proposals depending on the objectives and the target audiences. Group Research Proposal Students will work in groups to identify an issue in their field of study worthy of in-depth investigation. Students will analyze and synthesize previous research on the subject in order to formulate a research question. They will then decide on the research methods to adopt and write up the research proposal that includes an abstract, a literature review and a methods section with proper citations. The proposal will be evaluated on the basis of the appropriateness of its content, accuracy in format and referencing style, and credibility of sources. Peer Review on Group Research Proposal Prior to the final submission of their proposals, the groups will exchange their proposals for peer feedback so that students will have the opportunity to give and receive critical feedback for revision.


Class contact:

Lecture 14 Hrs.

Tutorial 28 Hrs.

Outside study:

Self-study 126 Hrs.

Preparation of assignments 32 Hrs.



Reference books 1. Coley, S. M., & Scheinberg, C. A. (2014). Proposal writing:

Effect grantsmanship (4th ed.). Thousand Oaks, CA: Sage.

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2. Hyland, K., & Candlin, C. N. (1999). Writing: texts, processes, and practices. London: Longman.

3. Jay, R. (2003). How to write proposals and reports that get results. London: Prentice Hall.

4. Mort, S. (1992). Professional report writing. Aldershot: Gower.

5. Riordan, D. G. (2014). Technical report writing today (10th ed.). Boston, MA: Cengage Learning.

6. RMIT University Learning Lab. Reports. Retrieved from http://emedia.rmit.edu.au/learninglab/content/reports-0

7. Sussams, J. E. (1998). How to write effective reports. Aldershot: Gower.

8. Swales, J. & Feak, C. (2004). Academic writing for graduate students, second edition: Essential tasks and skills. Michigan: The University of Michigan Press.

9. University of Victoria Human Resources. (2010). Report & Proposal Writing Self Learning Guide. Retrieved from https://www.uvic.ca/hr/assets/docs/ld/self-learning-guides/report-proposal-writing.pdf


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Course Code GEN1304

Course Title The Development and Operation of Non-profit Organizations

Credit Value 3

QF Level 4

QF Value 13

Pre-requisite Nil

Objectives

This course aims at providing students a basic understanding of the social welfare services and Non-profit Organizations in Hong Kong, China and other countries. The course will examine the emergence, history and development of the local and international social welfare services since the 19th century. The course will also analyze and discuss the development, operation and future of different representative local and international NPOs such as Tung Wah Group of Hospitals, Caritas, Methodists, GREENPEACE and Po Leung Kuk. Through case studies in the NPOs that are related to students’ majors, students will gain more understanding about the role of and the challenges faced by different NPOs in their discipline, which may contribute to their future participation in community services. Apart from lectures and seminars, learning activities such as on-site visits are arranged for students to gain a wide perspective about social welfare services, and develop the spirit of Tung Wah Persons with a caring attitude towards the needy and the disadvantaged.


Upon completion of the course, students should be able to: a. critically analyze the social development of Hong Kong, China and other

countries in relation to their social welfare policies and services. b. explain how leaders implement visions and values realistically in the midst of

challenge and limitation at the welfare organizations. c. give an account of the visions and missions of major social welfare

organizations; and d. demonstrate an appreciation of the work of non-profit organizations (NPOs) and

be able to minimize alienation, pay respect to human dignity and have compassion to the helpless, the needy, and the marginalized.


CIL

Os

PILOs

1 2 3 4 5 6

(a)

(b)

(c)

(d)

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Course Synopsis The course is intended to provide students a basic understanding of social welfare services and Non-profit Organizations (NPOs) in Hong Kong, China and other countries. It introduces the history, development, operation and challenges of various NPOs that students may encounter in their future careers. There are also case studies for students to appreciate the roles and missions of NPOs around the world. Indicative Syllabus 1. The past: The development of NPOs from the 19th century in Hong Kong, China

and other countries. 2. The present: The vision of NPOs in respecting human dignity, their social

administration and their contributions to the modern world 3. The future: Challenges of NPOs such as war, economy situation, government policy

and social values 4. Case Study (1): NPOs in Hong Kong 5. Case Study (2): NPOs in mainland China and Taiwan 6. Case Study (3): International NPOs


Lecture The core content of the course will be conveyed through lectures. To benefit fully from lectures, students will be expected and encouraged to complete pre-assigned learning materials in advance. Seminar Seminars are used to reinforce and critically analyze the concepts and knowledge learned in lectures. Special topics and learning materials will be assigned before the seminars. Through debates, group discussions, case studies, and role play, students are encouraged to share their ideas and thoughts with the class and facilitate their learning in a collaborative way. They are also encouraged to share their community service experiences at different NPOs. Visit Several visits to some local representative non-profit organizations will be arranged to give students tangible and direct experiences that pertain to what they have learnt in the course. These visits enrich students' learning by exposing them to experiences outside the classroom and make their learning becomes more concrete, meaningful and memorable.



% weighting Course intended learning outcomes to be assessed (Please tick as appropriate)

a b c d

1. Group Presentation

30%

2. Class 10%

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Performance

3. Individual Reflection

30%

4. Examination 30%

Total 100 %

Group Presentation Each group of students will select a case or a special topic related to the development of non-profit organization, its contribution to the society and its future direction for presentation. The chosen NPO is preferably the one set up in the students’ field of study. This learning activity is to facilitate students’ cooperative learning and to train their presentation, interpretation and organization skills. Emphasis will also be put on the applications of the theories and knowledge learnt in lectures. Class Performance Students are required to actively participate in the lecture and seminar. Short quizzes will be arranged in class to assess students’ understanding of the topics discussed. Some questions are set to prepare students for the final examination. Individual Reflection Students are required to write an individual reflection on evaluating their learning processes and outcomes during and after attending the course. Students are especially encouraged to reflect on their changes in attitudes towards non-profit organizations in Hong Kong, China and other countries, and on their community service experiences at different NPOs. Written Examination Students’ understanding and comprehension of the course materials will be assessed by written exam.


Class contact:

Lecture 14 Hrs.

Seminar 20 Hrs.

Visit 8 Hrs.

Assessment Hours:

Examination 3 Hrs.

Outside study:

Self-study 28 Hrs.

Preparation of group presentations 28 Hrs.

Preparation for individual assignments 28 Hrs.


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Textbooks 1. SINN, Elizabeth. Power and Charity: A Chinese Merchant Elite in Colonial

Hong Kong. Hong Kong: Hong Kong University Press, 2003. 2. LI, Yuwen (ed.). NGOs in China and Europe: Comparisons and Contrasts.

Farnham, Surrey, England; Burlington, VT: Ashgate, 2011. References 1. Budrys, Grace. How Nonprofits Work : Case Studies in Nonprofit Organizations.

Lanham : Rowman & Littlefield Publishers, 2013. 2. CARROLL, John M. Edge of Empires: Chinese Elites and British Colonials in

Hong Kong. Cambridge, Mass.: Harvard University Press, 2005. 3. Hong Kong, Benevolent City: Tung Wah and the Growth of Chinese

Communities. Hong Kong: Hong Kong Museum of History, 2010. 4. JONES, Catherine. Promoting Prosperity: The Hong Kong Way of Social Policy.

Hong Kong: Chinese University Press, 1990. 5. Laforest, Rachel (ed.). Government-Nonprofit Relations in Times of Recession.

Montréal : McGill-Queen's University Press, 2013. 6. SALAMON, L. M. and ANHEIER, H. K. (eds.). Defining the Non-Profit Sector:

A Cross-National Analysis. Manchester: Manchester University Press, 1997. 7. SINN, Elizabeth. Pacific Crossing: California Gold, Chinese Migration, and the

Making of Hong Kong. Hong Kong: Hong Kong University Press, 2013. 8. SKELDON, Ronald (ed.). Emigration from Hong Kong: Tendencies and

Impacts. Hong Kong: The Chinese University Press, 1995. 9. TICOZZI, Sergio. Historical Documents of the Hong Kong Catholic Church.

Hong Kong: Catholic Archives, 1997. 10. Zunz, Olivier. Philanthropy in America : A History. Princeton, N.J. : Princeton

University Press, 2012. Web Resources 1. http://ngohk.blogspot.com/ (Hong Kong Non-profit Journal) 2. http://www.wisegiving.org.hk/tc/index.aspx (WiseGiving) Videos 1. 東風破 (Merry-go-round) (2010). 千勣企業有限公司。

Updated on 01 February 2016