NURS 1213

Health Promotion for Individuals II

Winter 2025

Course Outline

Course Professor

Section Day Time Room Instructor Contact Email

001 Tuesday 1000-1150 Liza Choi Lchoi@[Link]
002 Tuesday 1200-1350 Tricia Prince pprince@[Link]
003 Tuesday 1400-1550 Nabil Rombough nrombough@[Link]

Course Coordinator

Name: Tricia Prince

Email: pprince@[Link]
Phone: 403 440 -6127
Office: Y464

With gratitude and reciprocity, Mount Royal University acknowledges the relationships to the
land and all beings, and the songs, stories and teachings of the Siksika Nation, the Piikani
Nation, the Kainai Nation, the Îethka Stoney Nakoda Nation (consisting of the Chiniki, Bearspaw
and Goodstoney Nations), the people of the Tsuut’ina Nation, and the Métis.

Course Description

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 This course is a continuation of the Health Promotion for Individuals I. Additional focus will be placed on
understanding the individual's holistic experience of health within the context of family, community, health
and professional resources to support and promote health and health equity. Within a lens of relational
practice (based on Indigenous Teachings from respected Elders and Knowledge Keepers) students continue
to integrate theory, and will practice holistic health assessments related to the determinants and patterns of
health, directing nursing care and health promotion interventions.

Pre-requisites
Prerequisite(s): NURS 1112 and one of NURS 1111 or MDWF 1001.

Co-requisites
Prerequisite(s)/Corequisite(s): BIOL 1221

Year 1 Benchmarks/ Course Objectives

Year One Benchmarks Course Objectives

1.1 Understand and assess the variety
and diversity of individuals' holistic health
● Conduct a holistic health assessment of an
in the context of the determinants of
individual, respecting diversity of the person, in
health, while considering the influence of
the context of determinants of health, family
family and community.
and community.

1.2 Incorporate an understanding of

nursing identity, primary health care
● Apply health promotion strategies using clinical
principles, professional and ethical
judgment, and evidence based knowledge with
practice, collaborative partnerships and an awareness of Relationality and the
the principles of relationality in effective principles of Primary Health care.
relationships with individuals, peers and
all members of the health care team.
● Demonstrate professional responsibility and
accountability.

1.3 Use a strengths-based approach to

care for a variety of individuals within the
● Understand and Identify strength based
context of the determinants of health and
approaches when conducting a CFAM
healthcare delivery systems. Develop an assessment of family respecting diversity and
appreciation for the diversity of family, professional resources in complex healthcare
community, health, and professional

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resources to support and promote health systems.
and health equity.

● Integrate concepts of health equity, health

promotion and diversity and in the context of
planning care.

1.4 Provide safe, basic care, integrating

theoretical knowledge and nursing
● Using theoretical knowledge, develop an
practice skills to individuals attending to
understanding of reciprocal influences on the
growth and development within complex health and health challenges of individuals and
healthcare systems and simulated family in relation to the determinants of health,
settings. justice, equity, diversity, inclusion and
accessibility in a complex health setting.

1.5 Demonstrate beginning

understandings of nursing science and
● Demonstrate professional attributes of nursing
knowledge using practices of clinical
identity including ethical conduct, leadership
judgement, information literacy, relational and beginning health advocacy in nursing
inquiry and reflection as they apply to practice
professional practice.

● Identify and understand nursing science and

knowledge in effective caring practices with
evidence-informed decision making

● Demonstrate reflective practice in both

academic and simulated settings.

1.6 Understand the health status of

Calgarians, Albertans, and Canadians
● Identify and understand the relationship
being sensitive to systems and
between health and the environment.
governance influencing individual,
community, and planetary health.
● Identify and understand the relationship
between health and systems including current

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 local, provincial and federal health policies.

Required Texts
Jarvis, C., Browne, A. J., MacDonald-Jenkins, J., & Luctkar-Flude, M. ([Insert Year of
Publication]). Physical Examination and Health Assessment - Canadian (4th ed.).
Elsevier - Evolve. [Link]
Astle, B., Duggleby, W., Potter, P. A., Stockert, A.G.P. A., Hallrry, A., & Pat ([Insert Year
of Publication]). Potter and Perry's Canadian Fundamentals of Nursing (7th ed.).
Elsevier - Evolve. [Link]
NURS 1213 Lab Kit – available at the MRU Campus Store.

Optional Resources

American Psychological Association. (2020). Publication manual of the American

Psychological Association (7th ed.). Washington, DC: Author.

El Hussein, M & Osuji, J. (Eds.). (2020). Brunner and Suddarth’s Canadian textbook of
medical-surgical nursing, 4th Edition. Wolters Kluwer.

Shajani, Z., Snell, D. (2019). Wright & Leahey's Nurses and families: A guide to family
assessment and intervention (7th Ed). F.A. Davis Company: Philadelphia (This is
available as an e-book through the library as well as on the N1213 General D2L site.)

Technology Requirements
For weekly course participation:

● Try to ensure adequate and consistent internet access, especially during

synchronous (real-time) course interactions.
● An audio (and video if possible) access to use for connecting with colleagues and
course professor will be recommended. Some courses will require you to use

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 your camera and have video function so that participants can see who is in the
space, especially when vulnerable topics and sharing are taking place. You may
be asked to put your cameras on during virtual lessons for the purpose of
establishing trust and safety in the group. Additionally, you can choose to use a
virtual background
Learning Activities
Course Professors will utilize a variety of learning activities, including:
● Synchronous and asynchronous online lectures.
● In-class (synchronous) activities such as case studies with discussion and other
methods of discussion.
● Guided readings and Modules to be completed as self-study.
● Videos and other online resources to review various nursing practices/skills
● Compulsory lab sessions designed for practicing and demonstrating various nursing
practices/skills, with skills checklist to guide and support progress.

Course Objectives Learning Strategies Assessment and Evaluative Strategies

(This is what you’ll learn how to (This is how you’ll learn it) (This is how you’ll show that you’ve
do) learned it)

1. Conduct an integrative health ● Weekly sessions in the SLC ● Skills Day (demonstration)
assessment of an individual,
● Completing the learning ● Quiz
taking into account the
modules for each week,
dynamic interactions between ● Midterm and final exam
understanding what puts
the relevant determinants of
people at risk for health ● Noticing reflection
health influencing individuals
problems
and families living in urban ● Summative competency
and rural communities of ● Working through case studies evaluation day
Alberta in lecture to consider how to
conduct an inquiry using
circular questions

2. Design appropriate health ● Critical questioning with

promotion strategies while instructor in your SLC
● Ongoing practice of
using a variety of decision- experience to consider the
documentation in lab
making approaches to apply context and how to respond
evidence from theory, ● Conversations with your lab
● Working through case studies
research and the client to instructor
in lecture, looking at the
nursing care, with an
levels of prevention within a ● Student group presentation
awareness of the principles of
first-year nursing student’s
Primary Health Care ● Midterm and final exam
scope

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 Course Objectives Learning Strategies Assessment and Evaluative Strategies

(This is what you’ll learn how to (This is how you’ll learn it) (This is how you’ll show that you’ve
do) learned it)

● Quiz

3. Demonstrate beginning ● Wearing a white scrub top to ● Consistent “s” scores on

professional attributes and lab and behaving according Professionalism Checklist
behaviours such as to the SLC Code of Conduct.
● Skills Day
responsibility and
● Preparing for lab and lecture
accountability ●
each week by completing the
modules and watching the Summative competency
videos evaluation day
● Learning various assessments
and how to complete them
safely and accurately, using
the textbook and videos as
resources

4. Apply relevant theory and ● Working with patients and ● Exercises within the SLC, using
concepts of the CFAM in their families in your N1214 case studies and role-play.
conducting an assessment of experience and using
● Midterm and final exam
a patient’s family to articulate concepts and models as
its strengths and limitations presented in N1213 lecture ● Quiz
related to overall individual and lab to devise questions
and family health. to understand these complex
relationships.

5. Use principles of scholarship ● Review of N1111 library ● Conversations with peers and
to integrate peer-reviewed workshops instructor in both lab and
literature into a scholarly lecture.
● Investigating the evidence in
presentation addressing
the literature (looking at ● Group presentation on health
meaning and reciprocal
databases with relevant assessment and health
influences on the health and
search terms) to explain what promotion.
health challenges of
you observe in your practice.
individuals and family, and
determinants of health, and ● Work in groups to prepare a
application of a health presentation about a patient
promotion strategy or that at least one group
interview technique. member has provided care
for.

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 Course Objectives Learning Strategies Assessment and Evaluative Strategies

(This is what you’ll learn how to (This is how you’ll learn it) (This is how you’ll show that you’ve
do) learned it)

Evaluation Strategies
Important Dates Evaluation strategy Value
Ongoing, on a weekly Self-Evaluation Lab Rubric* (In lab) See sample under
basis Lab 1 on D2L and
info below*.
Week 1 Simulation module II and Lab participation 5% Due January 7
marks 2025 by 0800
Week 5 Quiz 4%
Week 6 Midterm exam (In lecture) 30%
Week 8 VSIM . Upload response summary on D2L 2%
Monday February 24 2025 at 0800
Week 10 VSIM -Upload answer to reflection question by 2%
March 10 2025 at 0800.
Reflection question is as follows:

o After completing the VSIM please

reflect on and write about what
you learned from completing this
simulation and how this new
learning will inform your nursing
practice?

Week 11 In class reflective writing assignment 2%

Week 12 & 13: Summative competency evaluation day (in 15%
lab)
Week 12 & 13: Group Presentation (In lecture) 10%
Final exam to be Final exam (2h) To be booked by the registrar 30%

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booked by the (Students must be available to write during the
Registrar exam writing period)

Dec 12-22

*The ‘Self Evaluation Lab Rubric’ will remind students of the expectations of
Professionalism and Safety, and Clinical Judgment during each lab. There will be an
expectation of self-reflection at the end of each lab. The rubric is to be completed by
students and submitted within 24 hours of lab completion on D2L. The lab instructor will
then review the completed rubric and offer feedback to the student who will keep it for
their record. Missed or late self-evaluation rubrics result in a 1% deduction for each
occurrence.

No single assessment of the course can be worth more than 50% throughout the
semester. No single assessment of a course can prevent the student from successfully
completing the course.
The final grade will be determined based on grade weightings for all assessments identified
in the course outline.

Grading/Evaluation Standards

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 95 - 100 A+ 4.00 Excellent. Superior performance, showing
comprehensive understanding of subject
85 -94 A 4.00
matter.
80 - 84 A- 3.70
77 - 79 B+ 3.30 Good. Clearly above average performance
with knowledge of subject matter generally
73 - 76 B 3.00
complete.
70 - 72 B- 2.70
67 - 69 C+ 2.30 Satisfactory. Basic understanding of
subject matter.
63 - 66 C 2.00
60 - 62 C- 1.70 Marginal performance. (Generally
insufficient preparation for subsequent
55 - 59 D+ 1.30
courses.)
50 - 54 D 1.00
Fail. Assigned to students:
a) who do not meet the academic
0 - 49 F 0.00 requirements of the course, or
b) who cease to continue in the course,
but do not withdraw as per Mount Royal
University policy.

* In order to be considered a continuing student of record in the Bachelor of Nursing

program, the student must achieve a minimum ‘C’ grade (or minimal prerequisite grade)
or “EP” (Experiential Pass) grade in all nursing (NURS) courses. The required Health
Studies Courses (HLTH) are also considered nursing courses.

Statement related to rounding grades:

Final course grade percentages will be calculated to two decimal places and rounded
to the nearest whole number.

Critical Dates
Mount Royal does not automatically cancel or withdraw students who stop attending
classes. If you no longer plan to attend a course you are registered in, you should follow
the procedures to drop (up to and including the add/drop deadline) or withdraw from the

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course. If you simply stop attending a course and do not take proper cancellation or
withdrawal action, you will be awarded an F grade.
For a list of critical dates in the MRU Academic Year click here.

Course Related Information and Expectations

Course Specific Requirements:

● It is imperative that you attend all of your N1213 labs as outlined to successfully complete
NURS [Link] every missed lab the student will receive a 1% deduction from the
participation grade. Your N1213 course coordinator will communicate with the NURS 1214
course coordinator about your N1213 attendance if you are not meeting the requirements
outlined in the course outline and syllabus.

Attendance
Class attendance is an expected part of student commitment and learning in this course. It is the
responsibility of the student to catch up on class materials when they cannot be present in class.
SLC (Lab) Attendance Guidelines
● If students are “unprepared” for their SLC experience, at the discretion of the SLC
instructor, they may be sent home to reschedule a make-up lab with Shirin Damji, Nursing
Practice Resource person (Nursing_practice_support.gg@[Link]).
● Students are responsible for completing all preparation modules and practicing skills in the
lab prior to attending the catch-up lab. Failure to complete all labs may result in an “F”
grade in the course.
● Students are REQUIRED to attend a make-up lab within ONE week of missing the original
lab. Students receive a 1% deduction for each missed lab. For students in N1213, if a
Wednesday or Thursday lab is missed one week, you have until the following Friday to
complete it. Once a referral to Shirin Damji in the SLC is completed, IT IS YOUR
RESPONSIBILITY TO ENSURE YOU ATTEND THIS MAKE-UP LAB.
● A completed copy of this referral is sent to your lab instructor, and feedback will be noted.
● As catch-up labs do not provide for the maximal learning that a full lab session allows,
students will normally be allowed to miss only two regular lab sessions. Students who
miss more than two of their regular lab sessions are at risk of failing the course.

Extensions
The expectation is that all course assignments will be handed in on time. A deduction of 5% per
day (including weekends and holidays) will be applied to assignments handed in late. The
deduction begins at the due date and time. Extensions will be granted on a case-by-case basis

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at the discretion of the professor. Normally, extensions will be granted only when a student
encounter exceptional situation. It is the responsibility of the student to contact the professor in
advance of the assignment/exams deadline to discuss an extension.

Final Exam
The Final Examination Timetable shall be prepared and made available on the
University’s website approximately six weeks but no later than five weeks before the last
day of classes in the Fall and Winter semesters” (MRU Academic Calendar).
Students must be available for examinations up to the last day of the examination
period, as specified in the Academic Schedule.
A student who is unable to write a final examination at the scheduled time may apply for
a deferred examination. The authority to grant or deny a deferred final examination is
vested with the chair of the academic unit in which the course is offered. Click here for
the MRU examination policy. Click here for the MRU grades policy.
Information Related to the Process for Making Up Missed Labs
If a student misses one of their regular labs, the instructor will need to complete the
HSLC Makeup Lab Form and send it to Shirin Damji at sdamji@[Link]. The student
will then need to access the HSLC online booking program Click4Time and book a time
for their makeup. Proposed makeup dates are suggested by the nursing advisors and
should work for most students. If there are circumstances that prevent students from
completing within the set schedule, the student must email the @HSLC MRU and
@Shirin Damji."

Lab Courses
Lab courses are underpinned by principles that support student’s contextual learning of
psychomotor skills. Lab sessions require students to arrive prepared having completed
the preparatory material and to engage in self-reflection as they synthesize theory and
practical learning. Lab sessions are focused on repetition and practice of psychomotor
skills as instructors support students’ ongoing development of clinical judgment through
asking questions and offering feedback.
At the end of each lab session students will engage in self-reflection by completing a
self-evaluation rubric with an addendum that addresses expectations and key principles
unique to the skill being learned. The lab instructor will review the completed rubric, may
offer individual feedback, and then return the document to the students. Students may
keep this document for their ongoing development and learning. Lab content associated

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with theory and clinical courses will be tested on midterm and/or final exams. Lab
sessions are compulsory; see respective course material for the process of
completing a make-up lab.
Nursing Practice EPortfolio
Students in the Bachelor of Nursing (BN) Program at Mount Royal University are
encouraged to develop an EPortfolio using a template on “google sites.” The intent of
this tool is to support students’ theoretical and experiential (clinical, lab, simulation)
learning throughout their time in the BN program and beyond. The EPortfolio functions
as a repository of work or artifacts. Students strategically include learning activities
derived from their education and/or extracurricular engagements that best align with one
or more of the roles from the CRNA (2019) Entry-Level-Competencies (ELC). Students
are not expected to share their EPortfolio’s with others, including faculty and
sessional instructors, and the tool is non-evaluative. While course coordinators may
expect students to continue with the development of goals, adding them to the
EPortfolio is not a requirement. Students will be given opportunities to explore
questions related to the EPortfolio in various clinical courses across the program.
Requests for Re-grading of Assignments
Any concerns about a grade received for an assignment must be discussed first of all
with the section professor. In the event that the student does not feel that the response
from the course professor was satisfactory, the student may request a re-grading of the
assignment by contacting the course coordinator.
Academic Integrity
“To live the values of academic integrity; make sure you know the expectations and
boundaries involving third-party tutoring, writing services, online collaborations and
sharing course materials”(Academic Integrity for Students website, 2023). It is the
responsibility of the student to review the Academic Code.
To learn more, check out the free resources available through Student Learning
Services. Pick from various in-person or online workshops and resources. You can even
access a Learning Peer! Learning Peers are students just like you who learned how to
master their courses and volunteer to help other students with their courses” (Academic
Integrity for Students website, 2023). Here is the link to Academic Integrity for Students
AI (including Contract Cheating) in the Classroom/Course
Unless explicitly stated by course professor/instructor, students are prohibited from
submitting work generated by AI as their own: “Soliciting, facilitating, or submitting work
that is purchased or otherwise acquired from another person or source unless the work
is appropriately cited and/or approved by the Instructor such as hiring or subscribing to

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services to complete academic work.” (Code of Student Academic Integrity Policy,
D2.1.a.v).
Note that Instructors can use various technologies that have been developed to detect
AI-generated material in order to provide evidence for violating the Code of Student
Academic Integrity Policy. Also see Code of Student Community Standards
Use of Matching Software
In this course, you will be asked to submit material in electronic form to a text matching
service to which MRU subscribes called [Link]. This is a service that checks
textual material for originality. MRU authorizes the use of text Matching Software for
educational purposes. Limited personal information should be entered into the software.
It is recommended that personal information entered be limited to MRU identification
number, institutional email address and course work.
By submitting your material, you agree that your paper will be subject to a textual
similarity review to [Link] for the detection of plagiarism. Use of [Link]
service is subject to the Usage Policy posted on the [Link] site. Submitted data
resides with the software company outside the University and is used to provide
comparisons that promote academic integrity. Once submitted, your materials will be
included as source documents in the [Link] reference database and used solely
for the purpose of detecting plagiarism.
Students have the right to opt-out of using the software and may choose another form of
originality checking, subject to the agreement of the instructor. Normally, students must
notify their instructor of their intention to opt out no later than ten business days after the
add/drop date for their course/term. Inquiries regarding the use of [Link] in your
course can be directed to your course instructor. General information
[Link], including training materials and the University's reasons for
using it, can be found on the ADC website (direct link: [Link]
Notice of Recording
Mount Royal University has contracted Google to provide educational technology
software for the course N1213; where, the instructor will record lectures using Google
Meet and make them available to registered students for up until 10 days after the
course is completed. Users, including any recorded student participants, are advised
that the personal information collected during the recordings will only be used for
educational purposes and is collected under the authority of the FOIP Act – section
33(c) and the Post-Secondary Learning Act in the Province of Alberta. Users are further
advised that the downloading of posted videos other than for the purposes of student
personal learning, may violate the copyright of the course instructor or others.

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FOIP
Mount Royal is committed to the protection of privacy and confidentiality of staff and
students and is subject to the Freedom of Information and Privacy Act: For more
information click here
Use of Intellectual Property
When academic members (your professors) create intellectual property as part of their
teaching, research, and academic work, they own the intellectual property they create,
subject to the exceptions and limitations noted in the Intellectual Property Policy. Among
the materials that may be considered protected intellectual property are the lectures,
notes, presentations, and other course material. Sharing, posting, or otherwise
distributing or selling course materials without the permission of the owner of the
intellectual property may result in the initiation of student misconduct proceedings
and/or legal proceedings.
Additionally, Mount Royal University on the Recording and Distribution of Academic
Presentations and Materials reads that prior permission from the faculty member must
be obtained prior to a student proceeding with recording academic material belonging to
a faculty member.
Social Media
The Faculty of Health Community and Education recognizes that social media and
electronic communication are important tools in the lives of students. These forms of
communication can provide a rich experience for collaboration and sharing knowledge,
ideas and experiences. Where advantageous and appropriate to the pursuit of
successful learning, social media and electronic communication activities are
encouraged.
However, social media and electronic communication pose risks as they offer
immediate opportunities for posting/communication with little time taken for deliberate
thought, disseminating information and/or images that may violate privacy of others,
violation of personal and professional boundaries, violation of the intellectual property
rights of others (includes instructors’ educational material) and may not meet the
requirement of respectful communication. There is an added legal risk in that what is
posted on the Internet may be discoverable even when it has been deleted.

This guideline (click here) is based on professional obligations of protecting privacy and
confidentiality, personal and professional boundaries, respectful communication and
professional image and complements external policies, legislation and standards.
Academic Accommodations

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If you are a student registered with Access and Inclusion Services and have academic
accommodations, please share those accommodations with me via your Accommodate
Student Portal as soon as possible. Some accommodations may require us to
communicate about how they will be implemented within the design of this course.
Revised August 2024 4 If you require Academic Accommodations for practicum or
clinical placement, please contact your Access Advisor in Access and Inclusion
Services to discuss your specific needs and obtain an Accommodation Letter. If you
area student experiencing a disability who may require academic accommodations and
have not yet registered with Access and Inclusion Services you are encouraged to
contact them as soon as possible. You must be registered with Access and Inclusion
Services to access Academic Accommodations. If you require non-disability related
Academic Accommodations under other protected grounds (i.e., religious observance,
family status) please contact Access and Inclusion Services to explore what
accommodations may be available in order to participate fully in your academic studies.
Access and Inclusion Services can be contacted at 403-440-6868
oraccessibility@[Link].

Resources
Access and Inclusion Services
Mount Royal University is committed to creating an accessible, equitable, and inclusive
learning environment. Access and Inclusion Services assists the University in creating
an accessible learning environment that encourages full participation in academic
courses for students experiencing disabilities.
Reasonable accommodations are tailored to the individual, flexible, and are determined
by considering the barriers within the unique environment of a post-secondary
institution. We encourage student development and educate Mount Royal University
about becoming a more accessible, equitable and inclusive learning environment”
(Access and Inclusion Accessibility Services website, 2022). See the Access and
Inclusion Services website to gain further understanding of student responsibilities
related to the accommodation process.
Academic Appeals and Grievances
Please refer to the Mount Royal University Calendar.

The Office of Safe Disclosure

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“Mount Royal must be an equitable, diverse, inclusive and safe place for staff, students,
and faculty alike. There is more work to be done at Mount Royal and the University is
committed to making sure this happens in a way that is thorough and sustainable”
(Mount Royal University The Office of Safe Disclosure website).The Office of Safe
Disclosure provides a range of services related to equity, human rights, discrimination
and other safe disclosure services. Click here for further information.

Dating, Domestic and Sexual Violence Services

Mount Royal University is committed to providing community members a learning and
working environment that is free from sexual harassment, sexual assault, dating
violence, stalking and domestic violence. If you have experienced this type of violence,
help is available. This information can be found at Dating, Domestic and Sexual
Violence Service
Students’ Association of Mount Royal University (SAMRU)
“The SAMRU represents and serves Mount Royal University students to help them
succeed. SAMRU is a charitable organization that owns and operates the student
centre, Wyckham House. SAMRU offers a variety of programs and services for
students, including the Student Advocacy Resource Centre” (SAMRU website). Click
here for information related to SAMRU.
The Iniskim Centre
A variety of programs and services to mentor Indigenous students including academic
support, peer mentorship, counseling services, and financial information. Get connected
to support staff, wisdom keepers and elders. Click here for more information.
Student Learning Services
Room EL2100, Ph: 403 440-6452, [Link]/sls
Take charge of your learning by working with Writing and Learning Strategists and
Learning Peers.. Develop stronger studying and writing skills, work toward a better
understanding of course content, and connect with mentors to help you succeed at
university and beyond.
More about Writing and Learning
Writing and Learning Strategists can help you with writing, learning, time management,
planning a presentation, academic reading strategies, exam preparation strategies,
organizing ideas, editing techniques, and more.
Appointments are free of charge and can be booked online (through MyMRU), by
phone, or in person. Workshops are also offered for a variety of popular topics – find the
schedule at [Link]/slsworkshops.
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Student Community Standards
“Mount Royal has a responsibility to define standards of student behavior and to provide
reasonable expectations for student discipline with regard to conduct that jeopardizes
the functioning of academic and non-academic activities. It is also the obligation of
Mount Royal to protect the safety, rights and/ or property of its members or visitors. To
this end, Mount Royal implemented the Code of Student Conduct policy” (Student
Community Standards website, 2022).
“Student Community Standards is a resource for students, faculty, and staff at Mount
Royal University that helps define community standards for academic and personal
conduct of students” (Student Community Standard website, 2022). Refer to this site for
information regarding Students Rights and Responsibilities.
SAFEWALK
Safewalk will arrange for Security Representatives to escort those individuals who do
not wish to walk alone while at MRU. Students and employees can stop by Campus
Security at the West Gate or call Security using one of the information phones, pay
phones or your cell phone to call for a walk: 403.440.6897
Your Mental Health
Are you feeling overwhelmed, stressed and anxious? Finding it hard to be motivated,
meet deadlines or attend class? Having a hard time sleeping, concentrating or retaining
information no matter how much you study? Help is available! See the MRU Student
Counselling and Mental Health Services.
MRU Wellness Services
Medical Services MRU offers a medical clinic, the MRU Injury and Prevention Clinic, and a
Student Immunization program.
Student Counselling Services provides support for students including walk-in sessions, one-on-
one and group counselling.

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