Welcome to the Robertson Library Reserves page!
Here you will find ALL Reserve material including links to Electronic (ereserve) documents in a variety of formats near the top of the page and links to catalogue records of material temporarily housed at the reserve desk closer to the bottom.
For information relating to Placing Materials on Reserve, please click here.
Select the appropriate department from the list below to locate your course materials.
Select your program from the list below.
Select your course from the list below:
This course is cross-listed with Sociology 292. To access the course reserves, please click here.
Select your course from the list below.
This survey of the sociology of work will focus on the study of the following aspects of work: how work has changed through history in keeping with technological and political change, the new workplace, work and inequality, work and the family, types of work, training for work, and future trends in a workplace increasingly affected by globalization.
This course is cross-listed with Diversity and Social Justice Studies 292
Basok, Tanya (2002). "Chapter 7 - Captive Labour". In Tortillas and Tomatoes: Transmigrant Mexican Harvesters in Canada. McGill-Queen's University Press.
Preibisch, Kerry L. and Evelyn Encalada Grez (2010). The Other Side of el Otro Lado: Mexican Migrant Women and Labor Flexibility in Canadian Agricuture. Signs: Journal of Women in Culture and Society, v 35 (2). pp. 289-316.
Please select your course from the list below.
In this course, students are introduced to a variety of methods that are appropriate for conducting research in educational settings. Students develop an understanding of qualitative and quantitative research methodologies. Students are introduced to the process of planning, conducting, and reporting research on learning and instruction, and to the critical analysis of current studies reported in educational literature.
Material made available electronically by Jane Preston
Savin-Baden, M., & Howell Major, C. (2013). Qualitative research: The essential guide to theory and practice. London, England: Routledge. Book also available from the Circulation Desk
Somekh, B., & Lewin, C. (Eds.). (2011). Theory and methods in social research (2nd ed.). Los Angeles, CA: Sage. Book also available from the Circulation Desk
For a list of material made available from the Circulation Desk, please click here.
Materials listed here are hosted by Robertson Library on behalf of the Faculty of Education's Education Learning Commons (ELC) in 301 Memorial. For more information, please contact the ELC librarian.
Information Technology, by Geoff Potter (series)
Select your course from the list below.
The focus of this course is on caring for healthy children and families in the community and/or caring for children in hospital who have an acute illness or an acute episode of a chronic illness. Students are introduced to the concepts of family-centred care and empowerment and examine structure, function, and tasks of families at various stages of their development. Determinants of health are used as the framework for exploring factors which influence the health of children and families. Common childhood illnesses are also discussed.
Nurses and Families A Guide to Family Assessment and Intervention : A Guide to Family Assessment and Intervention by Wright, Lorraine M; Leahey, Maureen. Link to ebook
8:30 - 10:00
Kuo, D.Z., Houtrow, A.J., Arango, P., Kuhlthau, K.A., Simmons, J.M., & Neff, J.M. (2012). Family-centered care: Current applications and future directions in pediatric health care. Maternal & Child Health Journal, 16, 297-305.
Smith, D., Van Herk, K., & Rahaman, Z., (2012). Primary health care. In L. Stamler & L. Yiu (Eds.). Community health nursing: A Canadian perspective (3rd ed., Title page, pp. 109-115). Toronto, ON: Pearson Prentice Hall.
Munro et al. (2000). The Prince Edward Island conceptual model of nursing: A nursing perspective on primary health care. Canadian Journal of Nursing Research, 32(1), 39-53.
10:00 - 11:30
Stanhope, M., Lancaster, J., Jessup-Falcioni, H. & Viverais-Dresler, G.A. (2011). Community health nursing in Canada. Toronto, ON: Mosby Elsevier. pp. 382-388 plus table 12-2 on page 389.
All student are expected to have completed the learning modules from the Dietitions of Canada related to the WHO Growth Charts. Available at: www.dietitians.ca/growthcharttraining
Health Canada, Eating well with Canada’s food guide. Retrieved from http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php
Health Canada, "Nutrition for Healthy Term Infants: Recommendations from Birth to Six Months" Retrieved from http://www.hc-sc.gc.ca/fn-an/nutrition/infant-nourisson/recom/index-eng.php#a12.5
British Columbia Ministry of Education, Healthy living for families. Retrieved from: http://www.bced.gov.bc.ca/health/healthy_living_booklets/healthylivingk-3.pdf
Kaakinen, J., Hanson, S., & Denham, S. (2010). Family health care nursing: An introduction. In J. Kaakinen, V. Gedaly-Duff, D. Coehlo, & S. Hanson. Family health care nursing: Theory, practice & research. (4th edition), Title page, pp. 3-12. Philadelphia: FA Davis.
Consensus Statement for Comprehensive School Health http://www.safehealthyschools.org/CSH_Consensus_Statement2007.pdf
Public Health Agency of Canada’s Comprehensive School Health - Childhood and Adolescence - Public Health Agency of Canada http://www.phac-aspc.gc.ca/hp-ps/dca-dea/prog-ini/school-scolaire/index-eng.php
Laforet-Fleisser, Y, MacDougall, C., & Buckland, I. (2012). School health. In L. Stamler & L. Yiu (Eds.). Community health nursing: A Canadian perspective (3rd ed., pp. 283-299). Toronto, ON: Pearson.
8:30 - 10:30
Resources from Toronto Sick Kids Hospital: http://www.sickkids.ca/Nursing/Education-and-learning/Nursing-Student-Orientation/module-two-clinical-care/physicalassessment/index.html
The Learning Seed (2004), Child’s Play: How Having Fun Turns Kids Into Adults. Retrieved from https://www.learningseed.com/_guides/1279_Childs_Play_Guide.pdf
Child Safety Link, Useful Resources. Retrieved from http://www.childsafetylink.ca/resources.html
Harrison, T.M. (2010). Family-centered pediatric nursing care: State of the science. Journal of Pediatric Nursing, 25, 335-343.
Jolley, J., & Shields, L. (2009). The evolution of family-centered care. Journal of Pediatric Nursing, 24 (2), 164-170.
Lewandowski, L. & Tesler (Eds.) (2003). The elements of Family-centered care and their practice recommendations. In Family-centered care: Putting it into action - The SPN/ANA guide to family-centered care. Washington, DC: Nursebooks. org. pp. 143-148.
Institute for Patient and Family Centered Care http://www.ipfcc.org/
Justus, R., Wyles, D., Wilson, J., Rode, D., Walther, V., & Lim Sulit, N. (2006). Preparing children and families for surgery: Mount Sinai's multidisciplinary perspective. Pediatric Nursing, 32(1), 35-43.
McNelis, A., Musick,, B. Austin, J., Larson, P., & Dunn, D. (2007).Psychosocial care needs of children with recent-onset asthma. Journal for Specialists in Pediatric Nursing, 12(1), 3-12.
Statistics Canada (2012), Fifty years of families in Canada: 1961 to 2011: Families, households and marital status, 2011 Census of Population. Retrieved from http://www12.statcan.gc.ca/census-recensement/2011/as-sa/98-312-x/98-312-x2011003_1-eng.pdf
Luxton, M. (2011). Changing families: New understandings (pp.1-23). Retrieved from http://www.vanierinstitute.ca/include/get.php?nodeid=164
10:30 - 11:30
Canadian Pediatric Society (2012), Are we doing enough: A status report on Canadian public policy and child and youth health. Retrieved from http://www.cps.ca/advocacy/StatusReport2012.pdf
Public Health Agency of Canada (2009), The Health of Canadian Children. Retrieved from http://www.phac-aspc.gc.ca/cphorsphc-respcacsp/2009/fr-rc/cphorsphc-respcacsp06-eng.php
12:00 - 3:00
Canadian Public Health Association (2000) Building a healthy future. Canadian Journal of Public Health, 91(2) S1-S17.
Public Health Agency of Canada. What determines health? Available from http://www.phac-aspc.gc.ca/ph-sp/determinants/index-eng.php
Canadian Nurses Association (2009). CNA position statement: Nurses and environmental health. Retrieved from https://www.cna-aiic.ca/~/media/cna/page%20content/pdf%20en/2013/07/26/10/39/ps105_nurses_env_health_e.pdf
Campaign 2000 (2010). Report card on child and family poverty in Canada: 1989-2010. Retrieved from http://www.campaign2000.ca/reportCards/national/2010EnglishC2000NationalReportCard.pdf
Stanhope, M., Lancaster, J., Jessup-Falcioni, H. & Viverais-Dresler, G.A. (2011). Community health nursing in Canada. Toronto, ON: Mosby Elsevier. pp. 477-487.
Canadian Child Care Federation and Canadian Institute of Child Health (2001). What we know about the brain. Ottawa, Ontario: Author. pp. 1-5.
10:30 - 11:30
All student are expected to have completed the Period of Purple Crying Module. Can be retrieved at http://www.dontshake.org/lms/index.php
Meskauskas, L., Beaton. K., & Meservey, M. (2009). Preventing shaken baby syndrome. Nursing for Women’s Health, 13(4), 325-330.
12:00 - 1:30
1:30 - 3:00
Bender, B., Skal, C., & Ozuah, O. (2005). Oral rehydration therapy: The clear solution to fluid loss. Contemporary Pediatrics, 22(4), 72-76.
Hunter, G. (1996). An unnecessary death. Canadian Nurse, 92(6), 18-22.
Kostenuik, M., and Ratnapalan, M. (2010). Approach to adolescent suicide prevention. Canadian Family Physician, 56, 755-760.
McMaster, R., Beale, B., Hillege, S., & Nagy, S. (2004). The parent experience of eating disorders: Interactions with health professionals. International Journal of Mental Health Nursing, 13(1), 67-73.
Sutcliffe, K., Sutcliffe, R., & Alderson, P. (2004). Can very young children share in their diabetes care? Ruby’s story. Paediatric Nursing, 16(10), 24-26.
George-Gay, B. & Parker, K. (2003). Understanding the complete blood cell count with differential. Journal of Perianesthesia Nursing, 18(2), 96-114.
Marrs, J.A. (2006). Care of patients with neutropenia. Clinical Journal of Oncology Nursing, 10(2), 164-166.
Radwin, L. E., Farquhar, S. L., Knowles, M. N. & Virchick, B. G. (2005). Cancer patients’ descriptions of their nursing care. Journal of Advanced Nursing, 50 (2), 162-169.
Heurter, H. & Langman, E. (2005). Vaccines and the infant's immune system: What nurses need to know. Canadian Nurse, 101(1), 15-16.
Public Health Agency of Canada. Canadian Immunization Guide, Retrieved from http://www.phac-aspc.gc.ca/publicat/cig-gci/index-eng.php
Besag, F., Nomayo, A., & Pool, F. (2005). The reactions of parents who think that a child is dying in a seizure- In their own words. Epilepsy & Behavior, 7, 517-523.
Thomen Clore, E. (2010). Seizure precautions for pediatric bedside nurses. Pediatric Nursing, 36(4), 191-194.
Canadian Pediatric Society. Parent information on Febrile Seizures. http://www.caringforkids.cps.ca/handouts/febrile_seizures
Scarpinato, N., Bradley, J., Kurbjun, K., Bateman, X., Holtzer, B., & Ely, B. (2010). Caring for the Child With an Autism Spectrum Disorder in the Acute Care Setting. Journal For Specialists In Pediatric Nursing, 15(3), 244-254.
Foley T. (2004). Encouraging the inclusion of children in grief after sudden death. Journal of Emergency Nursing, 30(4), 341-342.
Riely, M (2003). Facilitating children’s grief. Journal of School Nursing, 19(4), 212-218.
Willis, C. (2002). The grieving process in children : Strategies for understanding, educating and reconciling children’s perceptions of death. Early Childhood Education Journal, 29(4), pp. 221-226.
Canadian Physical Activity Guidelines. Retrieved from http://www.csep.ca/english/view.asp?x=949
Canadian Pediatric Society. Healthy active living: Physical activity guidelines for children and adolescents. Retrieved from http://www.cps.ca/documents/position/physical-activity-guidelines
Ryan-Wenger, N., Sharrer, V., & Campbell, K. (2005). Changes in children's stressors over the past 30 years. Pediatric Nursing, 31(4), 282-288.
All students are expected to have completed the learning modules from the Dietitians of Canada related to the WHO Growth Charts. Available at:http://www.dietitians.ca/Knowledge-Center/Live-Events/Online-Courses/WHO-Growth-Chart-Training.aspx
Public Health Agency of Canada (2010). Curbing childhood obesity: A federal, provincial, and territorial framework for action to promote healthy weights. Retrieved from http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/framework-cadre/pdf/ccofw-eng.pdf
Clinical Readings for School Health Experience
Campbell, A., & Brown, S.T. (2008). The healthy teddy clinic: An innovative pediatric clinical experience. Teaching and Learning in Nursing, 3, 72-75.
Lucarelli, P. (2002). Raising the bar for health and safety in child care. Pediatric Nursing, 22(3), 239-241.
Early Childhood Development Association of PEI (2010). PEI early childhood development retrieved from http://earlychildhooddevelopment.ca/sites/default/files/u2084/ECD%20Eng%20Booklet.pdf
This course provides a consolidated clinical experience in which students can integrate theory and practice on a daily basis. Clinical experiences prepare students for the final year of study. Placements are arranged in a variety of settings with clients across the life span.
Curren, A. (2010). Dimensional analysis for meds. Albany, NY: Delmar. Adult & Pediatric dosages based on body weight. Chapter 13, pp 188-201. Pediatric intravenous medications. Chapter 21, pp. 292-301. TEXT
Hockenberry & Wilson (2011). Whaley and Wong’s nursing care of infants and children (9th edition). St. Louis, MO: Mosby. pp. 1038-1039 (read the section on “Intravenous Administration”.) TEXT
Phillips, L.(2010). Pediatric IV Therapy. In Manual of IV Therapeutics. Evidenced based practice for infusion therapy (pp. 354-366). (5th ed). Philadelphia: FA Davis.
Perry, A. & Potter, G. (2010). Administering intravenous medications by piggyback, intermittent infusion sets, and miniinfusion pumps (pp. 609; 613-615). In Clinical Nursing Skills & Techniques. St. Louis, MO: Elsevier.
Moye, M. (2012). Blood typing 101. Nursing Made Incredibly Easy, 10(3), 13-19.
Perry, A. & Potter, G. (2010). lntravenous moderate sedation during diagnostic procedures. In Clinical Nursing Skills & Techniques. (Pp. 1166 -1170). St. Louis, MO: Elsevier.
Video: Conscious Sedation: The Process (2001)
Murray, S. S. & McKinney, E. S. (2010). Chapter 17 & 18. In Foundations of Maternal-Newborn & Women's Health Nursing (5th edition). Maryland Heights, MO: Saunders Elsevier. TEXT
This course focuses on the nature and use of inquiry in the development and refinement of nursing knowledge. It provides students with the opportunity to discuss and analyze conceptual, philosophical, and theoretical bases for advanced nursing practice from a primary health care perspective. Students will critically examine theories from nursing, as well as borrowed theories from other disciplines that inform and guide nursing practice, research, and education. Students will analyze concepts relevant to advanced nursing practice and critique and discuss the value of theory to the future of nursing. During this course, students will develop increasing competence in professional oral and written communication.
Material made available electronically by Gloria McInnis-Perry
Arslanian-Engoren C., Hicks, F.D., Whall, A.L., & Algase, D.L. (2005). An ontological view of advanced nursing practice, Research and Theory for Nursing Practice: An International Journal, 19(4), 315-322.
Fawcett, J., & DeSanto-Madeya, S. (2013). The structure of contemporary nursing knowledge. In J. Fawcett and S. DeSanto-Madeya, Contemporary Nursing Knowledge: Analysis and evaluation of nursing models and theories (3rd ed., pp 3-25.) Philadelphia: FA Davis. Book also available from the Reserve Desk
Mackey, S., Hatcher, D., Happell, B., & Cleary, M. (2013). Primary health care as a philosophical and practical framework for nursing education: Rhetoric or reality. Contemporary nurse, 45(1), 79-84.
Mitchell, G. J., & Cody, W.K. (1992). Nursing knowledge and human science: Ontological and epistemological considerations. Nursing Science Quarterly, 5(2), 54-61.
Reed, P. (1997). Nursing: The ontology of the discipline. Nursing Science Quarterly, 10(2), 76-79.
Silva, M. C. (1977). Philosophy, science, theory: Interrelationships and implications for nursing research. Journal of Nursing Scholarship, 9(3), 59-63.
Litchfield, M. C., & Jondottir, H. (2008). A practice discipline that’s here and now. Advances in Nursing Science, 31(1), 79-91
Fawcett, J., & DeSanto-Madeya, S. (2013). Framework for analysis and evaluation of nursing models. In J. Fawcett and S. DeSanto-Madeya, Contemporary Nursing Knowledge: Analysis and evaluation of nursing models and theories (3rd ed., pp 47-54). Philadelphia: FA Davis. Book also available from the Reserve Desk
Kagan, P.N., Smith, M.C., Cowling, R., & Chinn, P. (2009). A nursing manifesto: An emancipatory call for knowledge development, conscience, and praxis. Nursing Philosophy, 11, 67-84.
Lasiuk, G.C., & Ferguson, L.M. (2005). From practice to midrange theory and back again: Beck’s theory of postpartum depression. Advances in Nursing Science, 28(2), 127-136.
Porter, S. ( 2010). Fundamental patterns of knowing in nursing: The challenge of evidence-based practice. Advances in Nursing Science, 33(1), 3-14.
Recommended: Suliman, W., et al (2009). Applying Watson’s Nursing theory to assess patient perceptions of being cared for in a multicultural environment. Journal of Nursing Research, 17(4), 293-300.
Fawcett, J., & DeSanto-Madeya, S. (2013). Framework for analysis and evaluation of nursing theories. In J. Fawcett and S. DeSanto-Madeya. Contemporary Nursing Knowledge: Analysis and evaluation of nursing models and theories (3rd ed., pp 311-319). Philadelphia: FA Davis. Book also available from the Reserve Desk
Im, E. (2005). Development of situation-specific theories: an integrative approach. Advances in Nursing Science, 28(2), 137-151.
Marrs J., & Lowry L. (2009). Nursing theory and practice: Connecting the dots. Nursing Science Quarterly, 19(1), 44-50.
Munro M.F., Gallant, M., Mac Kinnon M., … Murnaghan D., Robertson K. (2000). The Prince Edward Island Conceptual Model for Nursing. A nursing perspective of primary health care. Canadian Journal of Nursing Research, 32(1), 39-55.
Stewart, J.L., Mishel, M., Lynn, M.R., & Terhorst, L.(2010). Test of a conceptual model of uncertainty in children and adolescents with cancer. Research in Nursing & Health, 33, 179-191.
Chinn, P.L., & Kramer, M.K. (2011). Empiric knowledge development: Conceptualizing and structuring. In P.L. Chinn and M. K. Kramer, Integrated theory and knowledge development in nursing (8th ed., pp 152-183). St. Louis: Elsevier Mosby. Book also available from the Reserve Desk
Hupcey, J.E., & Penrod, J. (2005). Concept analysis: Examining the state of the science. Research and Theory for Nursing Practice: An International Journal, 19(2), 197-208.
Risjord, M. (2009). Rethinking concept analysis. Journal of Advanced Nursing, 65(3), 684-691 doi: 10, 1111/j.1365-2648-2008.04903
Walker, L.O., & Avant, K.C.(2011). Concept Analysis. In L. O. Walker and K.C Avant Strategies for Theory Construction in Nursing (5th ed., pp 157-179). Book also available from the Reserve Desk
Weaver, K ., & Mitcham, C. (2008). Nursing concept analysis in North America: State of the art. Nursing Philosophy, 9, 180-194.
Desbiens, J.F., Gagnon, J., & Fillion, L. (2012). Development of a shared theory in palliative care to enhance nursing competence. Journal of Advanced Nursing, 68(9), 2113–2124
Ferrara, L.R., (2010) Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research & Theory for Nursing Practice, 24(2), 160-172.
Villarruel, A.M., Bishop, t.l., Simpson, E.M., Jemmott, L.S., & Fawcett, J. (2001). Borrowed Theories, shared theories, and the advancement of nursing knowledge. Nursing Science Quarterly, 14, 158-163.
Kenney, J. W. (2013). Theory-based advanced nursing practice. In W. K. Cody, Philosophical and theoretical perspectives for advance nursing practice (5th ed., pp.333-352). Burlington, MA: Jones and Bartlett Learning.
Latham, L. (2002). Letter to the editor. Nursing Science Quarterly, 15, 264.
Pinto, B.M., & Floyd, A. (2008). Theories underlying health promotion interventions among cancer survivors. Seminars in Oncology Nursing, 24, 153-163.
Flanagan, J. (2009). Patient and nurse experiences of theory based care. Nursing Science Quarterly, 22(2), 160-172.
Whittemore, R., Jaser, S., Guo, J., & Grey, M. (2010). A conceptual model of childhood adaptation to Type 1 diabetes. Nursing Outlook, 58(5), 242-251.
For a list of material made available from the Reserve Desk, please click here.
Select your program from the list below.
Select the appropriate course to locate your materials.
This course provides a foundation in macroscopic (gross) anatomy, including radiographic anatomy, using the dog as the primary dissection model. Study of mammalian anatomy is followed by investigation of basic vertebrate structure based on fish. In addition to exploring the anatomy of these animals, this course prepares the student for the comparative anatomy studies of the Macroscopic Anatomy II course.
The course presents the student with an understanding of microscopic organization of basic tissues, blood vessels, lymphoid and respiratory systems of domestic animals.
The course provides the student with an understanding of microscopic organization of various organ systems, embryonic development, and congenital anomalies of domestic animals.
This course provides lecture instruction to acquaint students with system, cell and biochemical functions of importance in nervous, musculoskeletal, cardiovascular, and respiratory systems. These are related to major domestic species of importance in veterinary medicine.
This course provides veterinary students with a basic understanding of the principles of pharmacology and toxicology, including pharmacokinetics/toxicokinetics, biotransformation,pharmacodynamics, receptor action, mechanisms of toxicosis, and a basic understanding of some of the major classes of drugs and toxins important in veterinary medicine. The course emphasizes drugs affecting the autonomic and central nervous systems, the musculoskeletal system, and the immune and other systems. The toxins to be covered include those that act on the same systems as those listed for the drugs.
This course provides veterinary students with a basic understanding of the major classes of drugs used in veterinary medicine for the treatment of conditions affecting the cardiovascular system, the respiratory system, the gastrointestinal system, the urogenital and other systems; and for the treatment of infection or infestation. The course discusses toxins that affect the same systems as those listed for the drugs. Industrial and home chemical exposures, food-related toxins, air- and water-borne toxins, metals, poisonous plants, and animal and insect toxins are also covered.
This elective course deals with the diagnosis and management of diseases in exotic mammals, including rodents, rabbits, ferrets, and hedgehogs.
Ferrets, rabbits, and rodents [electronic resource] : clinical medicine and surgery / [edited by] Katherine E. Quesenberry, James W. Carpenter.
This is a one semester credit course offered to students enrolled in MSc or PhD programs. It includes 4 hours per week of discussion and 3-4 hours per week of lab. Students learn the theory of electron microscopy techniques (sample preparation, ultramicrotomy, photography and scoping) and have hands-on experience in the laboratory. At the end of the semester students are required to submit a paper presenting their work done in the lab. A minimum of two registered students is required for the course to be offered.
This advanced course on pharmacological principles is based on an understanding of cell physiology. The course covers membrane properties and principles of receptor function relevant to cell physiology and pharmacology and includes cellular, biochemical, and molecular aspects of drug actions. Students present and discuss weekly readings.
Select your course from the list below.
This course introduces students to fundamental principles of surgery and anaesthesia with broad species applications through both lecture and laboratory instruction. Emphasis is placed on basic concepts, including patient evaluation, relevant physiology and pharmacology, instrumentation and equipment, and guidelines for patient care in the perianaesthetic/perioperative periods. Students will begin to cultivate clinical skills necessary for anaesthetic and surgical case management that can be further developed in third and fourth years of the program.
This course reviews diagnosis and management of diseases of the cardiovascular and respiratory systems in Companion Animals.
This course deals with the diagnosis and management of diseases of the digestive system of Companion Animals.
This course covers diagnosis and management of diseases of the musculoskeletal system of Companion Animals.
This course discusses diagnosis and management of diseases of the neurologic system and eyes of Companion Animals.
This course introduces and reinforces fundamental knowledge and skills related to anaesthesia and surgery as applied to companion animals.
In this two-semester course, students develop basic skills needed to interpret radiographs of animals with clinical abnormalities.
This course is a clinical rotation in the anaesthesia section of the Veterinary Teaching Hospital. With faculty supervision, students participate in the practice of clinical veterinary anaesthesiology.
This course is a clinical rotation in the anaesthesiology section of the Veterinary Teaching Hospital. With faculty supervision, students participate in the practice of clinical large animal anaesthesiology and pain management.
This course is a clinical rotation in the cardiology service of the Veterinary Teaching Hospital. With faculty supervision, students participate in the practice of clinical veterinary cardiology.
This course is initiated and offered at the discretion of the Department. Entry to the course, course content, and the conditions under which the course may be offered will be subject to the approval of the Chair of the Department, the AVC Curriculum Committee, and the Dean or designate.
Select your course from the list below.
In this course, students develop proficiency in the skills of approach, handling, restraint, and physical examination of normal domestic animals. Species of interest include companion animals, farm animals, aquatic, avian, and laboratory animals.
In this course, students learn about the more common disease states and conditions of the large domestic animal species. A problem oriented approach with the provision of case examples is utilized in teaching the course. For the common problems involving the individual animal, students will be provided information on patient profile, history, clinical signs and laboratory data. Following an assessment of each problem, information on diagnostic approach, therapy and prognosis will be provided.
This course discusses diseases not covered in Large Animal Medicine I. Students learn about additional disease states and conditions commonly found in large domestic animals. The individual animal is the subject of concern and the material is presented in a problem oriented approach.
The common surgical diseases and indications for surgery in large domestic animals are presented in a context of humane and effective patient care. Specific procedures of the integumentary, gastrointestinal, and respiratory systems are described. Students are challenged to integrate and apply the material presented in VCA 222, and in this course, in a weekly laboratory.
This course is a continuation of VHM 341, and includes similar descriptions for conditions of the urogenital, musculoskeletal, cardiovascular and nervous systems. Correct assessment and treatment of the common types of trauma encountered in practice are also discussed.
Diagnostic techniques in equine medicine : a textbook for students and practitioners describing diagnostic techniques applicable to the adult horse / edited by Frank G.R. Taylor, Tim J. Brazil, M.H. Hillyer.
Health Management programs for dairy cattle are presented in this course. Production goals, and health management factors which are essential to meet these goals are discussed.
This course is a clinical rotation in the Large Animal Surgery Section of the Veterinary Teaching Hospital. Students provide patient care, participate in ward rounds, and learn the routine procedures of clinical case management and decision making. Supplemental seminars.
In this course, students learn the theory and practice of disease prevention in horses, including vaccination and parasite control programs. Students practice, with faculty supervision, dental care on horses at Island facilities and in the AVC teaching barn. In-depth discussions and reviews of pertinent and timely information take place.
Select your course from the list below.
Description of the events occurring during an immune response at the molecular, cellular and clinical level will be presented. The role of this response in prevention of, or recovery from, infectious disease will be outlined. Principles of immunoprophylaxis will be discussed. Adverse effects of an immune response, including hypersensitivity and auto-immunity, will be discussed and illustrated by the use of clinical examples.
The course presents principles of the developmental cycles, pathogenesis of infections, immunological responses and epidemiology of animal parasites, including arthropods, protozoa and helminths. Examples from domestic animals, companion animals, wildlife, fish and human hosts will be presented.
This course is the study of disease processes in organs and tissues of animals at the subcellular, cellular, and tissue levels. The major disease processes include degeneration, necrosis, pigmentation, circulatory disturbances, inflammation, healing, growth abnormalities and neoplasia.
Bacterial and fungal pathogens of animals will be considered with respect to habitat, virulence factors, pathogenesis and effect on different animal species. Emphasis is placed on specimen selection and isolation and control by chemo-therapeutic and biological means.
Quinn, P. J.; Markey, B. K.; Leonard, F. C.; FitzPatrick, E. S.; Fanning, S.; Hartigan, P. J. (2011)Veterinary microbiology and microbial disease [electronic resource]. (Ed. 2), Chichester:John Wiley & Sons
For a list of materials made available from the Circulation Desk, please click here.
This course is the study of the diseases of the alimentary, hepatic, pancreatic, respiratory, cardiovascular, and haemopoietic systems at the cellular, tissue, and organ levels.
The course is the study of the diseases of the alimentary, hepatic, pancreatic, respiratory, nervous, ocular, auditory, endocrine, reproductive, integumentary, urinary and/or other systems at the cellular, tissue, and organ levels.
This course provides students with principles of veterinary haematology, cytology and clinical chemistry. Students learn to recognize and interpret alterations in peripheral blood smears, cytologic samples of major body systems, and chemistry data from serum and other body fluids.
This course provides students with practical experience in the application of Veterinary Medicine in the aquatic environment. Lectures deal with various aspects of aquaculture, including food fish, shellfish, pet fish, and public display aquaria. Interactions of water, holding facilities, and disease agents will be examined to provide a basis for disease prevention and rational use of chemotherapeutics.
This course reviews fish culture systems and the diseases encountered in cultured fish. The lecture and laboratory course covers culture techniques for fin fish and shell fish and the etiology, pathogenesis, diagnosis, and treatment of fish diseases.
This area of E-Reserves is for documents that Robertson Library has purchased digital copies of, but which must be hosted locally and to which access must be IP-authenticated.
These readings are NOT associated with any particular course.
Libraries: At the Epicenter of the Digital Disruption: The Library Resource Guide Benchmark Study on 2013/14 Library Spending Plans - Academic Libraries Edition by Joseph McKendrick.
The Digital Squeeze: Libraries at the Crossroads—The Library Resource Guide Benchmark Study on 2012 Library Spending Plans - Academic Libraries Edition.
The Survey of Institutional Digital Repositories, 2012-13 Edition. This document is only available from the Circulation Desk, not electronically. Please ask for it there.
American National Standard for Office and Institutional Furnishings Educational Seating - Tests Sponsored by BIFMA International. Approved October 22, 2012.