����������Ƶ

Nursing Program is a part of the School of Health and Human Services, a place of warmth and caring. We're always looking to connect with future and current students so please don't hesitate to email hhsinfo@camosun.ca��if you have any questions.

Once enrolled in a program, you're required to familiarize yourself with the information found in your school and program information pages.

Navigating the Handbook

To search��the handbook, use your browser's��Find in Page��function, keyboard shortcut��Ctrl+F

To print or print to PDF, use keyboard shortcut Ctrl+P

Note: Downloaded versions of the student handbook are valid on the date of download. Critical changes or error corrections may happen at any time. Due to COVID-19, information in the handbook may change. For the most up-to-date information about ����������Ƶ’s response to COVID-19 go to .

1. Welcome

1.1 Chair's Message

Welcome to the Bachelor of Science in Nursing (BSN) program! As a BSN student, your program is jointly offered by ����������Ƶ College and the University of Victoria, and is known as the Victoria BSN Program.

We are excited that you have chosen to embark of your Nursing educational journey with us at ����������Ƶ College. We are privileged to be a part of it.

We, too, have been students, have walked onto a campus for the first time, and have needed help to navigate our way forward. We are here to support you so please don’t hesitate to reach out to me or any faculty member for assistance.

Kirstin McLaughlin
Chair, Nursing Department

Contact the Nursing department.

top

2. Program Values

2.1 Program Purpose

In the course of your studies to become a registered nurse, you will learn how to prevent, recognize, and ameliorate suffering through your presence, knowledge, skill, and leadership. We therefore value the responsibility, compassion, accountability, and integrity that are required to build professional presence for Registered Nursing practice. We value the student experience of achieving these attributes.

top

3. Teaching Philosophy

The student is at the centre of all we do. Teaching and learning in the BSN program occurs in a shared context between the student and the teacher, and aims to support student success in a BSN program. Through experience, reflection, conceptualizing, and application, you will continually build your knowledge.

During your student experience, you will apply your learning in simulated lab and nursing practice settings. Maintaining accepted standards or practice in nursing is an integral part of caring as well as a professional responsibility for all teachers and nursing students. Registered Nursing is both a practice profession and an academic discipline. In order to honour those components, in the Victoria BSN program, experiential learning and academic rigour merge, and shape an academic education with a professional component.

top

4. Program Learning Outcomes

4.1 Performance Indicators

By the end of Academic Term 5 the student will be able to:

1. Demonstrate a high-level of professionalism in diverse health care settings, including acute, and specialty areas.
2. Demonstrate accountability for their own actions, decisions, and conduct as student nurse, within legislated scope of practice.
3. Consistently evaluate and make decisions based on an understanding of the significance of fitness to practice in the context of nursing practice, self-regulation, and public protection.
4. Practices consistent with the Canadian Code of Ethics (2009), with compassionate and culturally safe care.
5. Uses professional judgment, ethical reasoning, and clinical reasoning, for decision making.
6. Utilize a knowledge base from nursing and other disciplines to provide nursing care (assessment, diagnosis, therapeutic interventions, and evaluation of client/patient response) in the context of physiological, emotional, and cognitive needs, across the lifespan from birth, care of neonate, to the end-of-life and palliative care.
7. Recognize, prioritize, provide timely nursing care, and seek immediate assistance in rapidly changing or complex situations.
8. Consistently utilize a knowledge base in the health sciences including pathophysiology, psychopathology, pharmacology and microbiology, genetics, immunology, and nutrition.
9. Develop client/patient care plans using an evidence-informed, humanistic knowledge base while negotiating priorities of care with clients.
10. Modify and individualize client care based on the emerging priorities of the health situation, in collaboration with clients and other members of the health care team.
11. Use principles of social justice, primary health care, and the social determinants of health to promote health and well-being in nursing practice.
12. Apply knowledge of colonization, and its impact on indigenous peoples' health and wellness, by recognizing principles of Indigenous self-determination as a reconciling approach.
13. Apply quality improvement and patient safety principles in an evidence-informed practice to prevent harm to clients, self, health care team, other workers and the public.
14. Use nursing informatics, information and communication technologies (ICTs) to support information collection and synthesis in accordance with professional and regulatory standards in the delivery of care.
15. Promote collaborative interdisciplinary relationships within the health care team to provide high-quality, person-centred care in a timely manner.
16. Practice in partnership with clients by engaging in interprofessional collaboration through role clarification, effective interprofessional communication, conflict resolution, and leadership.
17. Practice professionally appropriate, effective communication with clients, families, groups, and members of the health care team.

top

5. Collaborative Learning Process

Learning in the nursing program is based on a collaborative approach in which students share the responsibility for identifying learning needs, planning learning experiences and evaluating their own progress. Teachers, as expert learners and professional practitioners in nursing, work with students in coaching, advising and supervisory roles to help students maintain safe standards of professional practice and achieve success in the program.

Where issues of concerns arise, the teacher and student will together explore the situation, sharing their own perspectives openly and honestly, for the purpose of developing specific strategies for improvement and identifying clear criteria for success.

top

6. Professional Behaviour

6.2 Appropriate Use of Electronic Devices/Mobile Devices

The ����������Ƶ College Nursing Department recognizes the benefits of using personal mobile devices by faculty and students to support their professional and educational experiences, including increasing access to information and enhancing communication between both faculty and students. However, these devices need to be used appropriately and in accordance with existing college or organizational policies and procedures, professional codes of conduct and provincial and federal legislation. Users will be held accountable for any and all violations to the above.

Ensuring the confidentiality of patient information, providing the highest level of care and maintaining the highest standards of professional behaviour need to be respected when using personal mobile devices. Therefore, in the absence of organizational polices &/or in addition to, the following guidelines are intended for all faculty and students. These guidelines will be reviewed and updated by the Nursing Department on an annual basis.

Infection Control and Mobile Devices

• Wash hands or used alcohol based hand sanitizer before and after each use of your personal mobile device.
• Apply a cover with smooth surface to protect your personal mobile device and facilitate cleaning.
• Clean your personal mobile device daily following established infection control protocols.

Confidentiality and Mobile Devices

• Do not view or access any patient information on your personal mobile device.
• Do not do any audio recording on your personal mobile device within the clinical facility.
• Do not take any pictures or video on your personal mobile device within the clinical facility.
• Do not send any identifiable patient information over your personal mobile device.

Professionalism and Mobile Devices

• Use a low tone of voice when using your personal mobile device.
• The ring feature of your personal mobile device will be turned off while in the clinical facility. You may use the vibrate mode or silent mode.
• Delay checking or answering your mobile device when you are with patients.
• Use of your personal mobile device for professional reasons should occur in an appropriate discreet location.
• Personal use of your personal mobile device should occur during your breaks and away from patient care areas.
• If you are unclear about the use of your personal mobile device then it should not be used until you are able to confirm its appropriate use within that clinical facility.
• All communication done via your personal mobile device, whether verbal or electronic, should occur in a professional manner.
• Do not share your personal contact information with patients or their families.
• You have an ethical responsibility to bring forward, to the nursing department, any concerns you observe about the inappropriate use of a personal mobile device

top

7. Classroom, Lab, or Clinic Etiquette

7.1 Expectations of Student Performance

If for any reason you have concerns about your progress, please discuss these with your teachers, the Program Leader for your year, or with the Associate Chair. Teachers understand that students often have to work, care for family members and spend time with friends, as well as attend school, but will become concerned if they observe that a student is not prepared or appears fatigued during their Nursing Practice Experiences (as well as in theory class, and lab classes).

Taking care of your own health is essential for your learning and for the safety of the patients in your care. Please access the Student Services supports that ����������Ƶ College offers. For example, Counselling Services, the Centre for Accessible Learning, Student Advising, and Financial Services can help students find resources and develop skills that support healthy and optimal performance.

7.3 Attendance and Absenteeism

Consistent nursing practice experience is essential for the development of competency in nursing practice and continuing professional growth. Nursing practice learning experiences are irreplaceable. Regular attendance in clinical practice is expected, and reflects an attitude and behaviour consistent with the Professional Responsibility and Accountability BCCNM Standard of Practice. All absences must be communicated to the nursing practice teacher prior to the missed shift. These will be recorded on the final evaluation form and will become part of the student's file.

Nursing knowledge is gained in a variety of settings and learning experiences from one area relate to learning in the other areas. Therefore, students are responsible to access learning available to them in classroom and nursing labs as well as in the practice area. Patterns of repeated absence in any or all of these settings may jeopardize student learning and successful progression from one semester to the next within the program.

The priority for both students and teachers is to ensure patients/clients/residents receive safe, appropriate care based on in-depth knowledge. For this reason, it is essential that students attend classes & lab classes as well as doing the necessary pre-experience research. This includes doing necessary readings and participating actively in the learning experiences.

Student absenteeism (in the context of the classroom, the lab, or in Nursing Practice) does not promote adequate levels of care. Students who do not actively engage in their own learning will not be able to attain the level of clinical excellence that both teachers and clients expect.

It is important to deal with absenteeism as early in the semester as possible. If you, as a student, are ill and cannot attend, it is critically important that you contact your teacher and discuss possible strategies to ensure that you do not fall behind.

7.5 Dress Code and Guidelines

The purpose of this dress code is to guide professional attire and appearance and promote safety and infection control and prevention requirements. The goals of the Dress Code are to:

• Promote professionalism, demonstrate the value of professional nursing standards, to cultivate a professional image, and represent nursing as a respected profession.
• Identify individuals as ����������Ƶ College faculty and students.
• Promote the safety of the client, the faculty member and the nursing student.
• Promote and maintain infection prevention and control.

We believe that professional attire and appearance is important for all practice, lab, and simulation settings. Nursing students are expected to comply with the dress code, as outlined below. Failure to comply with this guideline may result in asking the nursing student to leave the nursing practice setting.

Hospital or Clinic Settings

• Nursing students are required to wear a ����������Ƶ College BSN scrub top, with black scrub pants.
• Coats or jackets may be worn, however must comply with infection prevention requirements, and may not be worn when providing direct patient care.
• Uniforms and religious head coverings must be clean, wrinkle-free and washed in-between each clinical day in a hot water wash. (Infection Control recommendations, above 65 degrees Celsius).
• A clean uniform may be worn as you travel to the hospital or clinic setting.
• When using public transit uniforms should be covered to ensure cleanliness of uniform.
• No part of the uniform will be worn outside of the hospital or clinic setting following nursing practice. Therefore, faculty members and nursing students must change into alternate clothing prior to leaving the hospital or clinic setting.

Community Settings

• Appropriate dress for ����������Ƶ experiences may be unique to the placement. Nursing students will consult with the faculty member and organization to discuss required dress.
• A conservative casual business style��that is respectful of cultural sensitivities is required at all ����������Ƶ and non-client contact settings.
• Examples of conservative casual business attire include: a shirt or sweater with above the elbow sleeves, closed toed and heeled shoes, khaki pants, or skirt no shorter than two inches above the knees.

Nursing Lab and Simulation Lab Settings

• Lab coat with sleeves above the elbow or clean nursing scrub top must be worn in lab and simulation setting.

Within Island Health Settings

• Island Health issued photo ID badge (worn only in Island Health affiliated agencies) and ����������Ƶ College name tag must be attached to the upper right or left side of the scrub top.
• Island Health ID badge and ����������Ƶ College name tag must be visible at all times.

Shoes: All Nursing Practice and Lab Settings

• All shoes must have closed heels and toes, uppers that can be washed or wiped down (leather or similar materials), and soles with good traction (rubberized sole with ribbed, dimpled or grooved surface).
• Footwear must be in good condition.
• Shoes should provide support and comfort for jobs that require frequent standing and walking.
• By definition, footwear with mesh, canvas or cloth topsides are NOT appropriate as they do not protect the wearer from the hazards identified by WorkSafeBC (2017) policies outlined above in the previous statements.
• Footwear worn in the hospital or clinic areas must only be worn while on the hospital or clinic setting area and not outside the agency, for infection prevention and control.
• Alternative shoes (Work Safe BC compliant and as listed above) for ����������Ƶ and lab/simulation settings must be worn.

Hair, Nails, and Jewelry: All Nursing Practice and Lab Settings

• Hair must be clean, secured and off collar and shoulders.
• Religious head coverings must be secured so that it does not fall into the faculty member's/nursing student's face or onto the client.
• Facial hair must be neatly trimmed.
• Nails must be short, trimmed and rounded in shape. No artificial nails or nail polish.
• No jewelry except for Medical Alert bracelet or breakaway necklace.
• A hanging watch is acceptable. The watch strap must be washable and secured to the upper right or left side of the scrub top.
• Facial piercings, including ears, are to be small studs only, with no bars or rings.
• No wearing of perfume/body spray, scented lotion, scented deodorant or scented hairspray.

Stethoscopes: All Nursing Practice Settings

• Faculty members and nursing students are advised for infection control to bring and use their own stethoscope.
• Stethoscopes will not be worn around the neck.
• Stethoscope to be stored in scrub top or pant pockets while not in use.
• Stethoscope diaphragm and bell are to be cleaned with alcohol wipes between clients.
• Stethoscope to be cleaned with hydrogen peroxide wipes at the end of each nursing practice shift and PRN.

This dress code guideline is in compliance with:

• WorkSafeBC. (2017). Part 08 Personal Protective Clothing and Equipment Policy.
• Policies of Infection Prevention and Control, Hand Hygiene, and Personal Appearance of Island Health Authority of Island Health; and policies of other nursing practice ����������Ƶ partners.

References

Cohen, S. (2007). The image of nursing.��American Nurse Today, 2(5). Retrieved from:��

Island Health Authority. (2014).��Island health infection prevention and control reference guide. Retrieved from: .(must be a current student to access).

Island Health Authority. (2010).��15.0 Infection control: 15.1 hand hygiene policy.��Retrieved from:��

Island Health Authority. (2006)��5.0 – Human resources 5.5 workplace conduct 5.5.7 personal appearance. Retrieved from:��

WorkSafeBC. (2017).��Part 08 personal protective clothing and equipment.��Retrieved from:��

7.6 Student Protocol: Confidentiality

All students are expected to sign a confidentiality contract in Semester 1 prior to nurses work and family visits in accordance with the standards and ethical code of nursing and��Freedom of Information and Protection of Privacy Act.

top

8. Practicum Guidelines

Diverse opportunities for student learning are essential in order to prepare nurses for the realities of learning for both today and tomorrow.

Students need to be aware that teachers who are forming the nursing practice groups give a lot of time and thought to the process. When groups are formed a variety of factors, including student learning needs, student employment in clinical area, faculty expertise and clinical focus etc. are taken into account. Students are encouraged to inform the program leader for the semester if they need special considerations. These requests need to be made well in advance of the nursing practice experience (at least one month before practice starts). Requests are considered when groups are put together by teachers but with 350-450 students in the ����������Ƶ College portion of the Victoria BSN program, it may not be possible to meet all requests. If, as a student, after the groups are posted, you find that the placement is not appropriate, please see the Program Leader to discuss.

As a result of the high demand for clinical practice placements in Victoria, students may be required to attend Nursing Practice Experience on days, evenings and on some weekends during some Semesters & during CPEs.

8.1 Clinical and Community Placement Protocol

Purpose

These guidelines guide ����������Ƶ College nursing students during their nursing practice experiences. If these policies conflict with those of the agency, the policy of the agency will take precedence unless the agency's policy is less restrictive. In the case of a less restrictive policy, our policies are to be followed.

Narcotic Keys/Codes

Under the��Federal Narcotic Act��only Registered Nurses and Licensed Practical Nurses are permitted to carry narcotic keys/codes. The Most Responsible Nurse will assist students to administer narcotics and controlled substances, but students are not allowed to remove medications from the narcotics cupboard. The MRN must open the narcotic cupboard and validate the drug count with the student, supervise the student drawing up the medication, supervise wastage, and accompany the student to the bedside to supervise the administration of the medication. LPN’s can also supervise students to prepare and administer narcotics using the same process.

Anticoagulants, Insulin and Oral Liquid Forms of Narcotics

Students must have an instructor or MRN check the dosages of anticoagulants and insulin while the student is preparing the medication for administration. For all narcotics and controlled drugs, the MRN will access the medication and supervise the preparation, wastage, and accompany the student to the bedside to supervise the administration of the medication. A second RN must verify the dose (independent second double check), as per Island Health Professional Practice guidelines. LPN’s can also supervise students for these medications using the same process, and perform the independent second double check. Exception: LPN’s may not supervise students or perform the independent double check for medications or routes that are not within their scope of practice.

Student Witnessing Consents

All students including minors (younger than 19 years) can witness signatures on consents. Prior to the client signing the form, the student should ask if the physician has explained the procedure outlined in the consent. If the client indicates "yes", then the student may witness his/her signature. If the client remarks "no", or if the student has any doubts, he/she should not obtain a signature and should report this to the charge nurse. It is the physician's responsibility to give adequate explanation so the client can make an informed decision.

Physician's Verbal Orders and Lab Results

Students are not permitted to take verbal orders from physicians or diagnostic test results from Lab personnel or others.

Accompanying Patients in Ambulances

Students cannot take the place of an assigned RN to accompany a patient in an ambulance. Students may accompany a client in an ambulance for observational and comfort purposes. In this instance, the student would not be deemed responsible for the patient. In the event of an occurrence, the ambulance attendant would be responsible.

Extension of Hospital Nursing Practice Day

Students may wish to extend their nursing practice hours for purposes of learning (e.g. O.R. follow-through, labour and delivery experiences). In this case, students must obtain permission from the nurse manager to remain on the unit without the direct supervision of a college teacher. Students cannot perform direct client care during this time, since in those circumstances, students would not be covered under the��College Liability Act.

Unusual Incident Occurrence

In the event of an unusual incident or occurrence (e.g. patient fall, medication error, or “near miss” event) the student will notify his/her teacher immediately and fill out the appropriate form in accordance with agency policy (Island Health uses the online PSLS). Students will also obtain the “����������Ƶ College & University of Victoria Student and Patient Incident Reporting and Learning Form” from their instructor and complete it.

Access to Medical Records

No actual agency record of client information (in computer lab results, unit census lists, contents of chart) are to be removed or photocopied from placement agencies.

• No identifying data (i.e. names, addresses, unique numbers) are to be included in papers or presentations.
• Written client consent is required only to access medical information in any medical Records Department.

Standard First Aid/CPR Certification

Students are required to have documented completion of current Standard First Aid including CPR BLS prior to starting the program. It is the student's responsibility to keep CPR currency up to date. For the duration you are enrolled in the ����������Ƶ College BSN Program you are required to renew your CPR BLS annually and proof will be required at the beginning of each semester. Current CPR certification is required for attendance in any of the Nursing Practice Experiences.

WHMIS and Fire Training

WHMIS and fire training will be provided at the college during the first year of the program.

Psychomotor Skills in Nursing Practice

Students are required to discuss performance of all skills with their Nursing Practice teachers. When a student is performing any psychomotor skill for the first time, the student must have a teacher in attendance. Students cannot perform psychomotor skills independently unless given permission by instructor.

Medication Administration memo

This memo is used by students in Nursing Practice when the student is taking the responsibility of medication administration to her/his clients.

It is completed by the student and placed with the client MAR (Medication Administration Record) first thing in the Nursing practice day to alert the MRN (most responsible nurse) that the student will be administering the medications as listed. It is removed at the end of the day by the student.

8.2 Student Safety and Orientations on Practicums

WorkSafeBC (WSBC) coverage is extended to all students during a clinical practicum. A practicum is defined as an integral component of a program which is required for program completion and certification. It is an unpaid and supervised work experience which takes place at a host employer's premises or place of business. Out-of-province clinical practicums are not covered by WSBC.

In the event of reportable injury or serious illness in the practicum setting, the student or instructor should be treated in a hospital emergency department, or call 911.

Should illness or injury of a minor nature occur in the practice setting that does not require reporting or the services of the emergency department, the student should consult their own physician or one of the ����������Ƶ medical clinics.

It is the student's responsibility to follow up with their own physician following any reportable injury as there are no health care facilities on campus with the exception of a��.

Student injuries on and off campus are to be treated by the College’s First Aid attendants or other medical personnel. While HHS faculty may be competent at performing first aid and other medical and counselling procedures, you must report injuries to your instructor(s) and seek care and treatment from designated College personnel or external providers. Failure to��comply with these steps (Section 3.3 - Student Injuries)��could result in you being ineligible for compensation for any expenses incurred as a result of the injury.

In addition, students may also be required to immediately report the injury to their preceptor, field guide, instructor, supervisor, or liaison responsible for instruction of their clinical activities.

Needle Stick Injuries

Should a student sustain a needle stick or other bodily fluids exposure while in the practice setting, they are to wash skin well with soap and water. Do not promote bleeding of percutaneous injuries by cutting, scratching, squeezing or puncturing the skin, do not apply bleach to the wound or soak the wound in bleach. Go directly to the Emergency Department. Baseline blood work must be drawn at this time to screen for Hepatitis B, Hepatitis C and HIV. If exposure warrants prophylactic medications, oral anti-HIV medication must be started within approximately 2 hours and continued for 28 days, as outlined in the instructions provided.

If source unknown, or if blood work positive, the student must have follow-up HIV blood work at 6 weeks, 3 months, 6 months, and 1 year. Hepatitis C follow-up blood work is done at 3 and 6 months.

If the source is known, then Hepatitis B and C screening will be done immediately, and HIV testing will follow once client consent has been obtained.

The best protection against Hepatitis B is immunization. If the student requires passive protection against Hepatitis B, the optimal timing for Hepatitis B immune globulin is within 48 hours of exposure. To be effective, Hepatitis B immune globulin must be given within 7 days. If the student has already been immunized for Hepatitis B, a screening titre may indicate that a Hepatitis B booster is necessary. Should titres be low, passive protection is available.

Follow up with the family doctor is important. ����������Ƶ College Occupational Health and Safety must be informed of any needle stick injuries.

WorkSafe BC will not compensate in the event of a claim made for needle prick injuries when blood work has not been done immediately following the injury.��

Disposal of Needles and Sharps

1. Needles and sharps are disposed of in commercial plastic containers. The containers are wide mouthed and puncture proof.
2. There is at least one container available in each of the nursing labs. Containers are placed in conspicuous and convenient locations.
3. The nursing lab manager is responsible for the replacement of full containers with empty ones.
4. A waste disposal company collects the accumulated sharps containers several times a year.

To reduce needle stick injuries

• Never recap used needles.
• Use needles in the Nursing Labs ONCE, deploy the safety cover, and then discard IMMEDIATELY in the nearest sharps container.

Please Note:��In the Nursing Labs, students are not to perform invasive procedures on each other (i.e. insertion of NG tubes, IVs, catheters, injections). ����������Ƶ College does not provide coverage for injury resulting from invasive nursing skills performed on each other in the Nursing Lab setting.��

Sharps Policy for Nursing Practice

When in a client-care setting, students will follow the institution's policy and procedures on handling sharps. Students will be aware of the institution's policy prior to commencing their practicum. The institution's policy on needle stick injuries must be followed.

8.3 Practice Guidelines/Professional Standards of Practice

Standard 1: Professional Responsibility and Accountability:��Maintains standards of nursing practice and professional conduct determined by BCCNM.

Standard 2: Knowledge-Based Practice:��Consistently applies knowledge, skills and judgment in nursing practice.

Standard 3: Client-Focused Provision of Service:��Provides nursing services and works with others to provide health care services in the best interest of clients.

Standard 4: Ethical Practice:��Understands, upholds and promotes the ethical standards of the nursing profession.

Professional Responsibility and Accountability refers to your standards of nursing practice, your ability to practice safely and competently, and your ability to remain current in your practice.

Knowledge-based practice focuses on your application of nursing, science, and other forms of knowledge as well as decision-making processes to the care of your patients. Knowledge is also illustrated through documentation and communication related to the care of your patients.

Client-focused provision of service reflects a number of other activities that support patient care such as collaboration, coordination, delegation, participating in practice changes, and client teaching.

Ethical practice attends to respect and protection of the rights of clients and members of the health care team, and identifying and dealing with ethical issues both personal and those that arise in the workplace.

8.4 Practice Appraisals

In the applied practice discipline of nursing, acquisition of knowledge and application of that knowledge in practice settings is a progressive process. Nursing courses do not exist as independent units. In practice settings, increasing competence is built upon practical experiences and learning from previous semesters. It is crucial to understand that issues arising at early levels in the program, which are not addressed and resolved, may present obstacles to continuing success and progression in subsequent nursing practice courses. The final nursing appraisal summary for each semester will provide students and teachers with guidance and strategies for continued learning in the following semesters.

Praxis is the dynamic between theory and practice. As such, the importance of learning from both practice and theory is equally valued. As people act, reflect on their actions and consider new insights, they act again with a new sense of knowing. As a form of praxis, the Practice Appraisal Form (PAF) is designed as a learning tool as well as a guide to assess and evaluate your nursing practice. The overall intent of the PAF is to guide the evaluation of your nursing practice in each semester of the nursing program. Together with your instructor, you are to attend to four guiding principles:

• envision what quality nursing practice is in your practice setting,
• discuss quality nursing practice with your instructor, preceptor, and/or nursing practice colleagues,
• set goals for your own nursing practice, and
• critically analyze your nursing practice.

The PAF is based on the standards and quality indicators of the BCCNM professional standards for nursing education and practice, with learning outcomes that are adapted to the expected student performance at each practice course level.

8.5 ����������Ƶ Field School Guidelines

Study abroad is a life-changing experience, giving students and faculty a special perspective on the world beyond their own borders, people of other nations, and his/her own life in Canada. Students studying abroad have the potential to be enriched academically. The experience enriches not only participating students and faculty.��

Purpose��

• To promote global competence and an understanding of cultural diversity in health and illness in nursing graduates and nursing faculty.��
• To support students to provide nursing care of patients with acute and chronic illness in a culturally safe and ethical manner.
• To support the following statements of the Canadian Nursing Association regarding cultural competence;
  • In every domain of practice, nurses have a professional and ethical responsibility to respect and be mindful of the culture of each person during every encounter.
  • Nurses have an obligation to respect and value each person's individual culture and consider how culture may impact an individual's experience of health care and the health-care system.
• To support the following statements of ����������Ƶ College
  • To create an inclusive ����������Ƶ where an awareness and understanding of culture is valued and respected.
  • Recognize and celebrate diversity.
  • Build on internationalization opportunities.

Student Criteria

Students wishing to attend an ����������Ƶ Nursing Field School must complete the application process, including letters of recommendation. The student must have completed prior course requirements and be in good standing.

top

9. Program Resources for Learning

BSN students at ����������Ƶ College have access to a wide variety of resources to support success in the program. Student Services offer assistance with Counselling Services, Financial Aid, Student Advising, Centre for Accessible Learning, writing help, and other supports.

In the nursing department, the program leaders, Chair, and Associate Chair provide information and support to students. Students are encouraged to seek assistance from their teachers, who may offer the needed support and information, and/or refer you to other resources.

top

10. Info for Graduates

10.1 Licensing & Professional Association Information

After completing your four-year BSN program, you will be ready to write the��, and will have met the entry-to-practice competences. You will then become a Registered Nurse.

top