AGENDA Kwantlen DEGREE PROPOSAL ASSESSMENT COMMITTEE UNIVERSITY COLLEGE Wednesday 25 February 1998 415 600 pm Surrey Campus Room D118
1 Call to Order
2 Confirmation of Agenda
3 Approval of Minutes of 5 January 1998
4 Process for Degree Proposals received back from DPRC
5 Terms of Office for DPAC Members
6 Next Meeting Wednesday April 8 1998 Surrey Campus Room B202 We may have a meeting in March if we need to review the returned degree proposals
7 Adjournment
Distribution
Gary Ameja Sally Chow Frank Ludtke Dianne Crisp Dana Cserepes Gordon Fisher Richard Fox Lin Hammill Sarah Kanakos Margaret Klinger Ron Marchuk Derek Nanson Skip Triplett John Slattery iKwantlen NOTES UNIVERSITY COLLEGE DEBREE PROPOSAL ASSESSMENT COMMITTEE Thursday 5 January 1998 400 900 pm Surrey Campus Room C230
PRESENT Frank Ludtke Dianne Crisp Chair Dana Cserepes Gordon Fisher Sarah Kanakos Richard Fox Lin Hammill Sandra Hoffman Margaret Klinger Ron Marchuk Derek Nanson Skip Triplett John Slattery Barbara Melnyk Sandi Klassen secretary
REGRETS Gary Arneja Sally Chow
GUESTS Jim Gunson Cliff Falk Don Reddick David Ross Gordon Lee Fleming Woo Peter Thesiger Judith McGillivray Frances Chik Joan Belfry June Kaminsky
1 Call to order
The meeting was called to order at 412 pm
2 Confirmation of Agenda
The agenda was confirmed as distributed
3 Approval of Minutes
The minutes of 08 October 1998 were approved as distributed
4 Review of Degree Proposals a Format of Review i Review proposal with Degree Developers ii Hold in camera meeting with DPAC members iii Recall Degree Developers and inform of DPACs decision
b Issues that emerged for all the degrees were The period of time allowed in which to complete the degree not stated The limited number of communications courses need upper level courses The naming scheme of courses eg LBED INFO etc The amount of liberal education included Entry requirements need revising Faculty qualifications need listing Is the liberal education identified really liberal education
DEGREE PROPOSAL ASSESSMENT COMMITTEE Minutes January 5 1998 Page 1 c Bachelor of Technology in Information Technology There was considerable interaction with the Validation Team I The degree adds two years to the diploma program Discussion around the liberal education component took place I This degree builds on an integrated approach to education I See attachment for list of corrections needed
Moved Skip Triplett that the Bachelor of Technology in Information Technology Full Program Proposal be accepted subject to changes as noted and forwarded to Education Council Carried
d Bachelor of Business Administration in Entrepreneurial Leadership I See attachment for list of corrections needed
Moved Margaret Klinger that the Bachelor of Business Administration in Entrepreneurial Leadership Full Program Proposal be accepted subject to changes as noted and forwarded to Education Council Carried
e Bachelor ofScience in Nursing The degree will allow graduates to assume management positions do inhome nursing care assume other community health positions and be able to access special units in hospitals See attachment for list of corrections needed
Moved Derek Nanson that the Bachelor of Science in Nursing Full Program Proposal be accepted subject to changes as noted and forwarded to Education Council Carried
5 Adioumment
The meeting adjourned at 912 pm
DEGREE PROPOSAL ASSESSMENT COMMITTEE Minutes January 5 1998 Page 2 EVALUATION OF FULL PROGRAM PROPOSAL
Bachelor of Technology in Information Technology p3 5 paragraph 1 line Common Canadian spelling should be focused omit 1 s p3 5 paragraph 2n line spelling error should be program not porgram p5 3 last paragraph place comma after Dec 1996 p5 2 last paragraph place a period after place 2 spaces capitalize h in However to begin new sentence p6 C3 Move sentence re More details on these leaming outcomes from top of p7 to beginning of this section p6 3 add management so reads Communications and personal management p7 check consistency of list with Kwantlens employability skills list Explain why some are omitted p7 sentence prior to list add an s to Beside so reads Besides competency p7 rename 678 to read 6 Information acquisition skills 7 Information analysis skills 8 Information presentation skills p7 C4 Indicate maximum time limit to obtain the degree for parttime students p8 C5 Heading for last column capitalize Student and take period out after Student p8 C5 35 for coop work semesters make clear that is 35 hoursweek p8 C5 need number of credits and lecture hours for CMNS 1140 p9 heading for last column add Hours to Individual Student p9 line up numbers below Individual Student Hours pl 1 Year 3 last column 3 row Year 4 1 column 3 row take out colon after Humanistic and replace with a comma p12 LBED3310 place colon after Power Relationships p12 INFO4210 needs prerequisite CISY2312 pI5 Under Transfer Students 3 line place period after program and remove woods on a competitive basis Also note that there is a question as to whether you should mention an interview must interview all or none as there is a possible basis for grievance otherwise p16 2 last paragraph change PLA entry will be subject to Entry will be subject to p18 2 paragraph l line expand CAICBT explain abbreviations p18 last sentence of Fl change sentence to read Five FIE faculty positions will be new to the College Note that minimum qualifications for faculty should be listed p19 a change Student Recruitment to Student Recruitment and Industry Awareness Consider the need for educational advising at 3 4 year levels p19 c 1 line add FTE after five new and before IT faculty p20 d need to indicate the upgrading to the lab in Richmond will occur anyway since not specific to degree p21 end of section HI remove extra period
Appendix III p27 A2 change to an ethical and legal p27 A6 remove semicolon after techniques p28 C change PS to NB PS is for letters NB for documents
Appendix IV p31 keep area above liberal education in D tier of ring clear and redistribute courses to fit in other areas
EISPACDSDDEGREESUOMMEN S BTechlTdoc Page 1 06January 1998 EVALUATION OF FULL PROGRAM PROPOSAL
Bachelor of Business Administration in Entrepreneurial Leadership
Note use Canadian spelling throughout eg utilize instead of utilise analyze instead of analyse p1 3r paragraph reverse words mandate and mission so it reads the mission to create lifelong teaming opportunitiesIt also has the mandate to p2 1 three bullets dont fit the previous pattern of what graduates will be prepared to do reword p3 B4 reverse mandate and mission p5 2 paragraph last sentence to read This would also be supported p6 be specific research p6 C3 Education Council would like a listing of employability skills and where they are covered in the curriculum similar to the report done for the liberal education component p9 Year 4 change spelling of Intercession to Intercession for consistency Also add MayJune after Intersession p9 Re LBED courses some concern expressed re name ie Not specific to the actual disciline In any case perhaps should be noted these courses will be taught by faculty in Arts and Sciences DPAC members expressed some concem re offering only one communications course p10 C6 Change 1 sentence to read The bridging courses are currently offered p10 C7 Change 1 sentence to read Typically threecredit p11 ENTR3500 5 line change to read provide the student with oral communication p12 ENTR4140 2 line place period after development and delete the sales function is of prime importance p13 LBED3310 1 line add an s to context p14 LBED4900 last sentence awkward Rewrite please the word final being repeated p14 CI 1 last paragraph change Saturdays to weekends to keep options open p16 DI 2 paragraph remove on a competitive basis A concern re personal interviews could be basis for grievance p17 D2 1 line place comma after fees pI7 D2 change PLA percentage in second last line to 50 p18 D5 State that this only refers to the last 2 years of the degree p18 D6 1 sentence either it reads diploma programs are fully OR diploma program is fully p18 D6 2 line place period after province then 2 spaces p18 D6 4 line remove extra period after program p19 E2 2 line add comma after appropriate p19 E2 4 line add class to read learning classrooms p19 F2 State minimum qualifications of faculty p20 G1 change student recruitment to student recruitment and industry awareness Consider educational advisory support for 3 4 year level p21 1 bullet 2 line decapitalize Institutions
Bibliography p22 Reddick Don Should it be Liberal Education Committee to the Education Council
Tapscott Don Underline title of book font also looks smaller than rest of page
EISPACDSDDEGREESCOMMENTSBBAEntdoc Page 1 061anuary 1998 EVALUATION OF FULL PROGRAM PROPOSAL
Bachelor of Science in Nursing p3 last paragraph 5 line delete extra period after Vancouver p4 2 paragraph period after last word competence p5 2o paragraph delete period after BScN p5 3i paragraph 3 line delete period after learn p6 last paragraph 3 line add possibly after recreational space p7 Wellness Health Promotion Centre a concem was expressed about not being open Sundays p7 2 paragraph change Matemal child to parent child p8 CI 1 paragraph 2 line change in a natural science to on a natural science p8 same line delete period after promotion p9 1 line change period to comma in 8307 p10 C3 bullet 4 2 line uncapitalize Learning at end of line p11 C4 put a total of 38 months to avoid confusion p11 C5 Add Year 1 title NOTE an issue about the liberal education component It needs to be strengthened here Add a preamble to section C5 about the constraints of the Collaborative Agreement and why we chose to go that way We need to say that there is an integration of themes and mention coteaching Be clear about restricting electives so they can only be taken from areas not related to nursing Designate courses taught by other faculty and in a multidisciplinary manner This will make it more succinct p13 delete Elective p14 C 15 There is a concern about degrees being developed at the expense of our diplomas We need to carefully explain the exit option for the diploma here p15 DI Take out percentages Change KUC First Level Mathematics for Mathematics 11 to MATH 1112 or 1114 or higher 4 bullet Add colon after above courses p15 D2 percentages for PLA should read 50 combined credit is no greater than 75 p20 2 paragraph 3 line change as KUC to at KUC
Appendix 12 New title needed since is an Education Council policy The connections need to be made clearer Might use the Liberal Education Report for the BBA and BIT as a model Also note that there are two 3s on the 4 5 pages
ESPACDSDDEGREESCOMMENTSBScNdoc Page 1 06January 1998 Degree Proposal Assessment Committee DPAC
TERM EXPIRY
NAME AREA TERM TERM TERM TERM REPRESENTED COMMENCES EXPIRES EXPIRES EXPIRES 1999 2000 2001
Ameja Gary Trades Feb1997 February
Chow Sally Coop Sept 1997 September
pCrisp Dianne Social Sciences Feb 1996 February
Cserepes Dana Fine Arts Jan 1997 January
Fisher Gordon Business Feb 1996 February
Fox Richard Counseling Feb 1996 February amnia Lin Mathematics Feb 1997 February Hoffman Sandra Student Feb 1996 February
Wakes Sarah KSA Yearly appointment
Klinger Margaret Faculty of Community Feb 1996 February Health Studies
Ludtke Frank Applied Design June 1997 June Communications
Marchuk Ron Horticulture Feb 1996 February
Nanson Derek Administration Appointed by VP Education
Slattery John Administration exofficio
Triplett Skip Administration exofficio
E SPACDSDCOMMTIEEDPACIMEMBlERMDOC KWAANTLE
DEGREE PROPOSAL ASSESSMENT COMMITTEE
MEMBERSHIP AND TERMS OF OFFICE
MEMBERSHIP
One faculty member to beelected by each of the university colleges educational divisions including Library and Counselling
Two students to be selected by the Education Council
Two administrators selected by the VicePresident Education
TERMS OF OFFICE
Faculty Members Three years with onethird of the faculty to be elected each year 4 4 and 3 members Which faculty shall fall within each cohort group shall be determined by DPAC These elections shall be held in conjunction with the Education Council faculty elections
Student Members
One year with selections to be held as soon as possible following the seating of the elected student members on the Education Council
Administrative Members
To be determined by the VicePresident Education
March 12 1997 MAILING ADDRESS TELEPHONE RECEIVED 12666 72nd Avenue 604 5992100 t Kwantlen Surrey BC UNIVERSITY COLLEGE Canada V3W 2M8 FEB 2 4 9998 OFFICE OF THE February 16 1998 VICE PRESIDENT EDUCATION
To Validation Team Program Development Team Fashion Design Technology Faculty
From Mary Boni and S Lee Kwantlen University College 8771 Lansdowne Road Richmond BC V6X 3V8 tel 604 5992551 fax 604 599 2716 email maryb@akwantleabcca
Re Bachelor of Applied Design in Fashion Design Technology Full Program Proposal
As degree planning leaders we have been meeting together with faculty with various members of the Program Development Team and other interested parties for the last three months The enclosed document is incomplete at this time Section C7 on courses to be offered and related sections are being developed but not complete enough to present at this time It is our desire to present our progress on a regular basis and we feel that we have sufficient work completed to warrant a review The bold typed areas are all taken from the Ministry requirements The italic typed and blank areas are currently being written
At some point we expect that the validation team will meet to review the entire proposal At this time we would appreciate your taking the time to read the document The proposal itself is only twelve pages The remaining pages are appendices We do not have a formal evaluation form so are requesting that you note areas that may be ofconcern to you and report back to us
A few sentences were cut off the bottom of the pages in the printing process the last word on page 2 should be endeavours the last line on page 3 should be understand operations management the last line on page 8 should be offered elsewhere Our strong relationship with industry leads to jobs for some students If you have comments at this time please contact us by March 3 1998 It is not necessary to prepare a written report Ifyou would like to write comments in the margins and return the document you may do so by fax or mail Or ifyou prefer please feel free to contact Mary by telephone or email and notes will be made ofyour comments Our goal is to send the completed proposal to Kwantlens Degree Planning Approval Committee by the end of April Once it is approved internally it will be sent to the Ministry Our intended startup date is fall 1999
We would like to take this opportunity to thank all ofthe members of the Validation Team and Degree Development Team for your support ofthis process We are enjoying working with you and look forward to ut
Diane Crisp Chair DPAC Tim Gunson Lair Education Council MAILING ADDRESS TELEPHONE Kwantlen 12666 72nd Avenue 604 5992100 UNIVERSITY COLLEGE Sunry BC Memorandum Canada V3W 2M8
VicePresldent Education
TO Faculty Staff and Administrators in The Education Group
DATE February 24 1998
FROM Skip Triplett
RE Kwantlens Degree Granting Mandate DRAFT
C
MEMO
Bricks and Bouquets
February 1998 marked the th anniversary of our university college status Thus far we have implemented only one degree our Bachelor of Applied Design in Interior Design I thought this an opportune time to update you on our progress in developing a richer degree portfolio
When we became a university college in 1995 we encouraged all members of our Kwantlen Community to develop ideas for new degrees We embraced the opportunity with high levels of emotion and industry Unfortunately several of us watched our dreams wither as time passed and constraints emerged I know that I do not offer much comfort to those hard working colleagues when I say that we have learned a lot about our mandate and our processes over the last three years But we have learned a lot We intend to use that learning to clarify criteria streamline processes and minimize future frustrations
Colleagues from our Education Planning Department Education Council and Degree Proposal Assessment Committee have been observing what works and what does not Each approval level in the provincial process is a new experience for us After each such experience 1 meet with the leaders of these three bodies to identify what we have teamed and what we should change We will continue this practice
Ministry criteria
Shortly after my appointment as Vice President Education I visited our Ministry to determine why some of our degrees had not been successful at the provincial Degree Program Review Committees Letter ofIntent deliberations I learned that they were deemed incompatible with the Ministrys criteria for Kwantlen degrees These criteria are
1 Kwantlen will only be authorized to grant applied degrees 2 We must show convincing evidence of strong student demand for our degrees 3 We must show convincing evidence of employment prospects for our degree graduates 4 We must be able to offer our degrees without significant new capital or operating funding
I cannot provide an official definition of an applied degree However my discussions left me with three clear impressions one the ministry expects our applied degrees to focus on preparing graduates for employment not for graduate school two the Ministry is sensitive to the threat a new degree may pose to enrollments in similar programs at other BC institutions and three the Ministry expects us to clearly differentiate our degrees from BAs and BScs Faculty Staff and Administrators in The Education Group February 24 1998 Page 2
Kwantlen Education Councils Degree Proposal Assessment Committee DPAC criteria
The leaders of our Education Planning Department Education Council and Degree Proposal Assessment Committee and I also developed a set of Kwantlen criteria for new degrees The purpose ofthe criteria is to ensure our degrees do not overshadow our mission our values or our determination to remain a comprehensive community college We also intend to avoid frustration by ensuring that we approve only those degree concepts that we can afford to develop and implement
Our Kwantlen criteria are
1 Our degrees must include Employability Skills and Liberal Education components 2 Our degrees must not eliminate the diploma programs from which they spring 3 Our degrees must maximize laddering opportunities from existing Kwantlen programs 4 Our degrees must incorporate access for parttime learners 5 Our degree admissions requirements must permit Prior Learning Assessment 6 We must base our degree admissions requirements only on selecting candidates who are capable of successfully completing their studies not on selecting only the brightest and the best 7 Our degrees must not require unattainable physical resources 8 Our degrees must not require unaffordable human resources and 9 Development of our Letters of Intent must not require significant time release
Current status O The current status of our degree proposals follows
Full Proposals with Ministry Approvals expected in April 1998 Bachelor of Business Administration in Entrepreneurial Leadership to begin in September 1998 Bachelor of Technology in Information Technology to begin September 1998 Bachelor of Science in Nursing to begin January 1999
Work in Progress on Full Proposal Bachelor of Applied Design in Fashion Design and Technology
Work in Progress on Revised Letter of Intent Bachelor of Technology in Geography and Geographic Information Systems
Work in Progress on Initial Letters of Intent Bachelor of Applied Design in Information Design Graphics Bachelor of Applied Arts in Professional Visual Arts Practices Bachelor of Applied Arts in Human Communications Practices Bachelor of Applied Arts in Community Studies Bachelor of Applied Arts in Journalism Bachelor of Business Administration in Accountancy
Letters of Intent Not Supported by Ministry Bachelor of Music in the Business of Music and Entertainment currently being considered as an option under our expected Business Administration degree Bachelor of Applied Psychology currently being reviewed by Psychology Department with a view to making it more applied and more focused on specific employment markets 3 Faculty Staff and Administrators in The Education Group February 24 1998 Page 3
Future directions
By January 1999 we expect to have four operational degrees By September 1999 I would like to see two more implemented That would give us a portfolio of six degrees modest but enough to give meaning to the designation University College Then we can probably expect to add two degrees to our portfolio in each of the next several years
However I want to avoid the frustration that accompanied our previous unfettered call for new degree concepts To this end I intend to work with our Education Planning Department to better understand the needs of our region for undergraduate degrees 1 will bring this information to the deans and education councillors so that together we can develop a rationalized strategy for new degree development This will allow us to provide better direction to those who wish to submit new degree concepts KWANTLEN University College
DEGREE PROPOSAL ASSESSMENT COMMITTEE
Monday January 5 1998 400 pm 900 pm
DINNER WILL BE SERVED AT 700 pm
Surrey Campus Boardroom C230
AGENDA
1 CaII to Order
2 Confirmation of Agenda
3 Approval of Minutes October 8 1997
4 Review of Degree Proposals
i Bachelor of Technology in Information Technology
ii Bachelor of Business Administration in Entrepreneurial Leadership
iii Bachelor of Science in Nursing
5 Next Meeting Wednesday February 11 1998 Surrey Campus Room B202
6 Adjournment
Distribution
Gary Ameja Sally Chow Frank Ludtke Dianne Crisp Dana Cserepes Gordon Fisher Brent Halowaychuk Richard Fox Lin Hammill Sandra Hoffman Margaret Klinger Ron Marchuk Derek Nanson Skip Triplett John Slattery cc Kwantlen UNIVERSITY COLLEGE
DEGREE PROPOSAL ASSESSMENT COMMITTEE
Wednesday October 8 1997 415 600 pm Surrey Campus B202
MINUTES
1 Call to Order
The meeting was called to order at 415 pm
2 Confirmation of Agenda
Add Update from Skip Triplett The revised agenda was confirmed as distributed
3 Approval of Minutes
The minutes of September 10 1997 were approved as distributed
4 Degree Program Concept Bachelor ofJournalism Revised
Joy Jones attended DPAC to answer questions on the revised program concept
Under Basic Information correct BAJ Bachelor of Applied Journalism to BJ Bachelor of Journalism Also correct typo in Year I change number of students to 20
Under Student Profile Reformat with bullet indents
Under What entry requirements should applicants be expected to meet correct typo found in first point from CPI to 121
Re entry requirements for mature students who may not have these specific qualifications or who may be ESL it was suggested that Prior Learning Assessment be considered
Under Program Description in the section that states requirements for special materials suggest the developers note that no significant extra costs are required Existing computer labs may require a technology update
MovedSecondedCarried to recommend approval of the Draft Letter of Intent for Bachelor of Journalism subject to suggested revisions D NansonS Triplett
5 Degree Program Concept Bachelor of Public Relations
Under Basic Information re Coop students question raised as to number of students in Year 1 and Year 4 ACTION Developers to followup with John Slattery regarding the coop nature of this program
Under Program Description in the section regarding instructional strategies change the word counselling to consulting Under the section that discusses special features of the program suggest mentioning some of the media relations courses that students can access in the Continuing Education Division
Under Outcomes in the section re labour market data it is important that the developers expand this information when submitting the Letter of Intent to Ministry
ACTION Developers to contact Skip Triplett and Frank Ludtke for suggestions on a more thorough preparation of page 3 Bring back to DPAC for review
6 Terms of Office for DPAC Members
ACTION Barb will prepare a grid to intlicate time left for members to serve DPAC
7 Election ViceChair of DPAC
It was agreed that a vicechair position is not necessary at this time
8 Update Skip Triplett
Skip suggested that when the Vice President Education is appointed a meeting with Ministry be set up as soon as possible to discuss Kwantlens degree proposals More specifically it will be important to discuss Ministry perceptions about what constitutes an applied degree what changes will be needed in the Letters of Intent they rejected how many new degrees will likely be considered each year and what is a realistic date to expect approval for degrees now in the Full Proposal stage
Met with Dianne Crisp Jim Gunson and John Slattery on October 1st regarding budget constraints for time release assignments for degree development We are concerned about the criteria and process to develop degrees and as a starting point plan to write a discussion paper to take to Education Council
9 Discussion Resources DPAC sees as beinRnecessary for degree development
DPAC members defined the following as necessary resources a computers 0 access to intemet a time release labour market research including latest updates how other university colleges resource degree development
10 Adjournment
The meeting adjourned at 600 pm
DEGREE PROPOSAL ASSESSMENT COMMITTEE Minutes October 8 1997 Page 2 4 ItWANTLEN w University College
PROGRAM PROPOSAL
for
BACHELOR OF TECHNOLOGY
in
INFORMATION TECHNOLOGY
December 15 1997 Table of Contents
A EXECUTIVE SUMMARY 3
B INSTITUTIONAL AND PROGRAM IDENTIFICATION 4
C PROGRAM DESCRIPTION 5
D ADMISSION AND TRANSFER 15
E LEARNING METHODOLOGIES 17
F FACULTY 18
G PROGRAM RESOURCES 19
H PROGRAM CONSULTATION AND EVALUATION 20
I OTHER 22
APPENDIX I 23
PROGRAM DEVELOPMENT GROUP 23 VALIDATION TEAM MEMBERS 23 ADVISORY COMMITTEE MEMBERS FOR THE COMPUTER INFORMATION SYSTEMS PROGRAM 23
APPENDIX II 24
PARTICIPANTS OF THE MARCH 3 1997 PLANNING GROUP MEETING 24 PARTICIPANTS OF THE APRIL 6 1997 Focus GROUP MEETING 25 PARTICIPANTS OF THE MAY 9 1997 Focus GROUP MEETING 25 PARTICIPANTS OF THE JUNE 13 1997 Focus GROUP MEETING RECENT CIS GRADUATES 26
APPENDIX III DETAILED LEARNING OUTCOMES 27
APPENDIX IV CURRICULUM DESIGN SCHEMATIC DIAGRAM 31
APPENDIX V DESCRIPTIONS OF EXISTING COURSES 32
APPENDIX VI DESCRIPTIONS OF NEW COURSES 37
APPENDIX VII LETTERS OF SUPPORT 41
Page 2 A Executive Summary
The integration of data text sound video and graphic images in computer and communication media and the advent of information technology IT have led to worldwide changes resulting in unprecedented opportunities for businesses and individuals At the same time people are facing the threat of information explosion Thus IT education has become extremely important to the continued prosperity of our country
However the lack of training in IT will negatively affect the growth ofthe Canadian economy In 1995 an estimated 26000 additional IT professionals were needed Canadian universities and colleges trained and provided only 11000 graduates to the work force see section C13 for details BC in particular lacks degree completion opportunities in the Kwantlen University College Kwantlen catchment area that includes Richmond Surrey Delta White Rock and Langley At present students who wish to study for a degree must attend SFU BCIT UBC or UCFV as the closest degree granting institutions GQX 0ate
The proposed Bachelor of Technology degree in Information Technology is an outcomesbased program It will provide the students with a balanced education in business and management liberal education communications and personal skills computer systems database systems software development computer programming and data communications and networking The first two years of the degree are based on the existing Computer Information Systems Co operative Education Diploma Program Students will study for two more years in advanced IT business and liberal education to complete the degree
The degree will also allow computing diploma graduates from other institutions to enter into the third year of the degree program In addition graduates who obtained other academiccareer diplomas will be able to ladder into this program subject to completing appropriate bridging courseCEvening and weekend courses will be offered so that working professionals may complete the degree outside their working hours This degree will also provide working professionals with the opportunities to advance their knowledge and to earn their degree in a costeffective manner
The degree consists of a focussed set ofadvanced IT courses that build upon the studies ofthe Diploma j and a series of Liberal Education courses These latter courses are designed to equip Information Technology students with human perspectives which are an essential element for success in todays multicultural milieu andglobalized marketplace The series of courses are 1 w 1 u7 c aimed at sensitizing students to the human social cultural and global contexts oftheir work S so fi IC broadening their knowledge on interpersonal relationships and providing scientific groundwork tWl r 0J0 for analysis The successful completion of these courses will enhance employability skills and decision making power at work Graduates of this program will therefore acquire the added value ofthis learning experience which is lacking in other highly technical programs
The implementation ofthis degree program falls within the strategic plan ofKwantlen We request that the Ministry of Education approve this degree so that we can recruit first and third year students for the Fall 1998 semester
Page 3 B Institutional and Program Identification
Bl Which institution will award the degree
Kwantlen will award the Bachelor of Technology degree in Information Technology
Which other institutions if any will contribute to this instructional program and precisely what will each contribute
Students will take advanced IT courses and complete the degree in Kwantlen However many foundation courses in computing business cooperative education and liberal education can also be taken at other recognized post secondary institutions
B2 Which departments facultyies or schoolss will be offering the degree
The School of Business will offer the degree
What is the name title and phone number of the institutional contact person if more information or clarification is required
The contact person is Gordon Lee Dean School ofBusiness He can be reached by phone at 604599 3250 and by email at gordonl@kwantlenbcca
B3 What will be the program title and the name of the credential to be awarded to graduates
The program title is Information Technology and name of the credential is Bachelor of Technology Graduates may use the designation BTech IT
B4 In what way does this degree program contribute to the mandate and strategic plan of this institution
Kwantlen has the mission to create quality lifelong learning opportunities for people to achieve personal social and career success It became a degreegranting institution in February 1995 Kwantlens degrees will be outcomesbased applied programs imparting well defined employment skills They will consist of a major area of concentration and a liberal education component
The degree aims to produce educated and well prepared graduates who will meet the demands of the IT industry Graduates will be equipped with marketable expertise that integrates problem solving skills technical skills and business knowledge The conceptual foundation ofthe degree program with an emphasis on applied skills will enable graduates to
meet the needs of British Columbias IT industry adapt to emerging technology develop into future leaders in the IT industry contribute to the economic welfare of the employing company
Page 4 Graduates will have acquired comprehensive employability skills through their studies in computer technology business and liberal education Cooperative education components will expand the skills ofgraduates in the areas of personal management communications and teamwork skills Thus graduates will be capable of using IT and developing the technology to satisfy users needs
B5 What is the intended schedule for implementation of the degree program
The proposed starting date for this applied degree program is September 1998
C Program Description
Cl What economicindustrialsocialcultural goals is this program intended to serve
The demand for highly educated and skilled workers in todays informationdriven economy The requirement for specialized computing business and social skills in IT careers The need for working professionals in this field to keep up with rapid changes as technologies become obsolete so does their knowledge as working professionals
By satisfying these needs the program will meet the economic industrial and social challenges for information professionals
How do these relate to identified market niches or societal needs
The Human Resource Issues and Opportunities Detailed Report Employment and Immigration Canada states that Software is a critical leverage weapon for Canadas drive to compete in todays global and increasingly informationoriented marketplace In addition International Data Corporation estimated in 1990 that the production of software for sale represented a 2 billion industry Recently the federal government found that there is a shortage of over 20000 information services personnel in the industry and universities would not be able to satisfy the demand the consequence would be that industry would move south or offshore to where there are more trained personnel
The Zona Research report from ZD Internet Magazine Dec 1996 indicates that the overall Internet market will top 41 billion and the Intranet market will exceed 28 billion by 1999 The growth of Internet and Intranet market adds to the need for more IT professionals
The existing twoyear diploma in Computer Information Systems suppliesjunior employees to the ITjob place however the industry often cites the shortage in more skilled workers and the need for employees who have a more rounded education A fouryear degree program can best serve these needs
This new program will provide the required additional training and education in the market place to students who live in the Lower Mainland south of the Fraser River In addition the Iaddering structure of this new applied degree will provide further degree completion opportunities for diploma graduates from institutions outside the Kwantlen catchment area MAVA
Page 5 The labour market data documented in the following reports as well as many other reports confirms the demand for this type of graduate
1 Detailed Report on Human Resource Issues and Opportunities prepared for Employment and Immigration Canada March 1992 2 Job Outlook 2005 Economic Services Branch ofHuman Resources Development Canada 1995 3 Job Futures Labour Market Trends in British Columbia Province of British Columbia 1996 4 MicroEconomic Research and Analysis British Columbia Provincial Industry Overview June 1996 Strategis Industry Canada http strategisicgcca 5 MicroEconomic Research and Analysis Pursuing Larger and More Global markets 30 August 1996 Strategis Industry Canada http strategisicgcca 6 ZD Internet Magazine Premiere Issue December 1996
C2 What are the anticipated employment destinations for graduates
Graduates of the program will fmd employment in many positions within the IT industry including computer programmers programmeranalysts systems analysts technical sales representatives information analysts marketing representatives software engineers telecommunications specialists network support analysts systems administrators consultants technical support analysts user support analysts sales support analysts database analysts technical writers and production coordinators Graduates may also pursue entrepreneurial selfemployment
What potential does this program provide for research and development or job creation
This program will provide future computer systems developers with skills in the new methods of software engineering the creation of interactive and visual information systems and the seamless integration of information networking and databases This would allow the graduates to pursue a career in the research and development of systems
Business and entrepreneurial development courses will provide training for those who wish to prepare themselves for self employment in the IT field thus providing opportunity for job creation
C3 What are the intended learning outcomes ofthis program skills knowledge attitudes or other attributes
Learning outcomes were identified in the following areas from a series of planning and focus group meetings held between March 3 1997 and June 13 1997 see Appendix II for details of the participants
1 Business and management 2 Liberal education 3 Communications and personal 4 Computer systems 5 Database systems 6 Software development
Page 6 7 Computer programming 8 Data communications and networking
More details on these learning outcomes are included in Appendix III ofthis document
In what other way do these outcomes warrant a program of degree status
This degree will meet the goal of those students who want to study beyond the twoyear diploma of post secondary education It will provide advanced IT entrepreneurial and liberal education for many students as part of their lifelong learning process
The inclusion of a strong liberal education as well as the upper level technical courses will serve to broaden the students education and thereby equip them for the more senior positions in the IT industry A Beside competency in IT skills graduates will possess the following additional skills
1 Creative skills 2 Cooperative skills 3 Teamwork skills 4 Leadership and coordination skills 5 Decision making skills 6 Knowledge acquisition skills 7 Information development skills 8 Information analysis skills 9 Problem identification and solving skills 10 Peer training skills 11 Result evaluation skills 12 Multicultural skills 13 Conflict management skills
A degree is required in order to provide students with this integrated curriculum
C4 What is the expected normal time required for program completion in years or semesters
This applied degree program will consist of eight academic and four coop semesters Students will normally complete the program in four years Students with prior learning assessment will require less time Part time students will require additional time to complete the program
Page 7 C5 Course Requirements 0 Following are existing courses in the degree program that are drawn from courses from the Computer Information Systems Program at Kwantlen See Appendix V for descriptions ofthese courses
Course 2 8 Number Course Description
ACCT1293 Introductory Financial Accounting 3 4 ACCT I230 Business Statistics 3 4 ACCT2320 Introductory Management Accounting 3 4 C1SY1105 Microcomputer Hardware and Applications 3 2 2 Development CISYI 113 Principles of Program Structure and Design 3 4 CISY 1212 Systems Analysis and Design 3 4 CISY1211 Cobol Programming 3 4 0 CISY1213 Operating Systems Principles and Applications 3 4 CISY1215 Enterprise Networking 3 3 1 CISY1311 C Programming 3 4 CISY2312 Systems Development Methodologies 3 4 CISY2313 Data Communications 3 3 1 CISY2314 Database Management Systems 3 4 CISY2411 GUI and Object Oriented Programming 3 4 CISY2315 Data Structure 3 4 CISY2412 Emerging Technologies 3 4 C1SY2414 Management of Information Systems 3 4 CMNS1140 Business and Technical Communications MRKT1130 Basic Marketing 1 3 4 rBUSI1215 Organizational Behaviour 1 3 4 ECONI 101 Canadian Economic Issues 3 4 COOP1101 Communications and lob Search 1 2 COOP1110 Cooperative Work Semester 1 3 35 COOP 1201 Communications and the Workplace 1 2 COOP1210 Cooperative Work Semester II 3 35 COOP2301 Communications and the Professional 1 2
0 Page 8 Following are new courses in the degree program See Appendix VI for descriptions of these courses
Course x0 dumber Course Description 1 INFO3I10 Professional Communications in Information 3 4 Technology INFO3120 Web Programming with Java 3 3 1 INFO3130 Discrete Mathematics 3 4 INFO3210 Distributed Systems 3 4 INFO3220 Multimedia Systems 3 4 INFO3230 Object Oriented Software Development 3 4 INFO4210 Human Factors and Computer Interface 3 4 Design INFO4220 Advanced System Diagnosis and Interfaces 3 3 1 INFO4230 Software Engineering Implementations 3 4 INFO4310 Entrepreneurial Development in Information 3 4 Technology INFO4320 Software Quality Assurance 3 4 INFO4330 Data Warehousing and Data Mining 3 4 INFO4340 Integration Project 3 4 6 LBED3l 10 Work Technology and Society Structure and 3 4 Process LBED3120 The Study of Cultureultures 3 4 LBED3130 The Philosophy of Critical Thinking Logic 3 4 and Scientific Reasoning LBED3140 History of Science and Technology 3 4 LBED3310 Power Relationships Humanistic 6 4 I Psychological Cultural Social Economic and Political Perspectives 4 LBED4210 Ethics Morality and Social Issues 3 4 COOP3210 Cooperative Work Semester III 3 35 COOP4210 Cooperative Work Semester IV 3 35
Page 9 C6 Courses Previously Approved for a Degree
Courses in the first two years of the degree program are existing courses from the Computer Information Systems Program see Appendix V for descriptions of these courses
YEAR 1 FALL SPRING SUMMER
Business and Technical Organizational Behaviour 1 Coop Work Term I in Communications vine t t A Introductory Financial Cobol Programming Accounting Microcomputer Hardware and Operating Systems Principles Applications Development and Applications Principles of Program Structure Enterprise Networking
Design e Systems Analysis and Design C Programming
Communications and lob Systems Development Search Methodologies
YEAR 2 FALL SPRING SUMMER
Canadian Economic Issues Coop Work Term 11 Business Statistics
Introductory Management Data Structure Accounting Data Communications Emerging Technologies
Database Systems Management of Information Systems GUI and ObjectOriented Basic Marketing I Programming Communications Workplace Communications and the Professional
Page 10 3 C7 New Courses
Course in the third and fourth years of the degree program are new courses see Appendix VI for descriptions of these courses
YEAR 3 FALL SPRING SUMMER
Professional Communications Distributed Systems Coop Work Term III in Information Technology Web Programming with Java Multimedia Systems
Discrete Mathematics Object Oriented Software Power Relationships Development Humanistic Psychological Cultural Social Economical and Political Perspectives fi Liberal Education Electives Liberal Education Electives
YEAR 4 FALL SPRING SUMMER
Coop Work Term IV Ethics Morality and Social Entrepreneurial Development Issues in Information Technology Human Factors and Computer Software Quality Assurance Interface Design Power Relationships Advanced System Diagnosis Data Warehousing Data Humanistic Psychological and Interfaces Mining Cultural Social Economical and Political Perspectives Software Engineering Integration Project Implementation
Students may choose one of the following two liberal education courses
LBED3110 Work Technology and Society Structure and Process Q LBED3120 The Study of Cultures
Students may choose one of the following two liberal education courses
LBED3130 V The Philosophy of Critical Thinking Logic and Scientific Reasoning LBED3140 History of Science and Technology
G04 412 l 1 1e 0bOtC i Hu
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Page 11 aeJtJy 40 Proposed Pre requisites
The following table describes the proposed pre requisites for the upper level courses 0
Course Prerequisite
INFO 3110 Professional Communications in Information CMNS1140 Technology INFO 3120 Web Programming with Java CISYI 1 13 INFO 3130 Discrete Mathematics ACCTI230 INFO 3210 Distributed Systems CISY2313 INFO 3220 Multimedia Systems INF03120 INFO 3230 Object Oriented Software Development CISY2411 INFO 4210 Human Factors and Computer Interface Design INFO 4220 Advanced Systems Diagnosis and Interfaces CISY1213 and CISY 1215 INFO 4230 Software Engineering Implementation CISY2312 INFO 4310 Entrepreneurial Development in Information MRKT1130 Technology INFO 4320 Software Quality Assurance INF03220 INFO 4330 Data Warehousing and Data Mining CISY2314 INFO 4340 Integration Project 0 year standing LBED3110 Work Technology and Society Structure and Processes LBED3120 The Study of Cultures LBED3130 The Philosophy Of Critical Thinking Logic and Scientific Reasoning LBED3140 History of Science and Technology LBED3310 Power Relationships Humanistic Psychological LBED3110 or LBED3120 Cultural Social Scientific and Political and Perspectives LBED3130 or LBED3140 LBED42I0 Ethics Morality and Social Issues 4 year standing COOP 3210 CoOperative Work Semester II1 3 year standing COOP 4210 CoOperative Work Semester IV 3 year standing
C8 Degree Program Specialization
Initially there will be no specialization available in the degree program Industry in general is requiring graduates to have comprehensive skills and knowledge in IT Students in this program will acquire an indepth balanced knowledge in computer programming software development telecommunications and database systems as well as an exposure to other facets of the industry 1 C9 Optional Courses I In order to achieve the economies of scale and operate the degree program in a costeffective manner the program will not offer optional courses 1
Page 12 s C10 Integration of Courses
The development ofthe program has been based upon a planning group meeting and three focus group meetings see Appendix II that identified the required learning outcomes These learning outcomes are enclosed in Appendix III
The resulting courses were then reviewed to ensure there was no unnecessary duplication or gaps in the content and that all intended learning outcomes were met This review was done by the following groups the School of Business faculty curriculum committee and department chairs the CISY advisory committee the degree program development group and validation team see Appendices I and II A schematic diagram showing how the courses are integrated is attached in Appendix IV
Cll What are the structure and expected class sizes of courses in this program
The normal class size is 35 students The details of course structure including lectures seminars tutorials laboratory components and student directed learning are shown in section C5
C12 What specialities majors or minors will be offered
The degree program will combine a strong core curriculum and selected areas of focus The core curriculum will develop competency in the fundamental skills in IT including programming systems development database telecommunications and networking The areas of focus will evolve as technology changes Initially this program will enable students to apply for jobs that use
visual interactive information systems encompassing user interface design graphical user interface and enterprise application development seamless information networking including Web technology netcentric computing client server applications development intranets intemets and network security business information technology with emphasis on information technology management business process reengineering business system modelling simulation intemet and intranet for business applications software engineering methods dealing with topics such as software development methodology software reuse software metrics development tools and techniques database design development and management with emphasis on building data warehouses using relational and object oriented databases and the planning distributing and managing of data in a clientserver environment
C13 What programs exist at other BC institutions which contain similar content or have similar objectives and if similar what is the rationale for duplication
There are computer science computer technology and computer engineering degree programs offered by UBC SFU UVic UNBC BCIT UCFV and Open University that have similar contents and objectives However these institutions do not produce sufficient numbers of IT professionals with degrees to meet the continually growing industrial needs The Detailed Report on Human Resource Issues and Opportunities projected a demand for 26000 additional softwarerelated workers in Canada for 1995 but Canadian institutions graduated only 1 1000
Page 13 new entrants to the industry Both the Job Futures in BC 1994 and Job Outlook 2005 unanimously ranked the following in the top of their lists
Software Engineers as jobs in BC which show strong growth or often have a shortage of qualified applicants Computer Programmers and Systems Analysts asjobs in BC which offer the most openings in the 90s
BC Tacks degree completion opportunities in the Kwantlen catchment area that includes Richmond Surrey Delta White Rock and Langley At present students who wish to study for a degree must go to SFU BCIT UBC or UCFV as the closest degree granting institutions
Many existing computing curricula train computer professionals to develop computer information systems for inhouse applications in business Not enough existing programs help to train them for selfemployment where they could be involved in the creation of computer applications which need to be brought to the market The undergraduate degree will be designed to meet these demands by providing graduates not only with IT skills but also the business and marketing skills and the ability to look at broader issues through their liberal education studies
This degree program will be differentiated from other programs by the following elements
the heavy cooperative education and practical requirements the close cooperation with industry in the program development and regular review thereby allowing for a continual refocusing in the more advanced areas the collaboration with Canadian Information Processing Society CIPS which is the largest association of IT professionals in Canada the emphasis not only on IT skills but also a strong business component and liberal education component the adherence to the coop education accreditation guidelines at the Provincial ACE and Federal CAFCE levels the adherence to the employability guidelines ofthe Conference Board of Canada
C14 How does this program relate to other programs offered at this institution Shared or related expertise other resources etc
The degree is an extension of the Computer Information Systems coop diploma program The existing program content will be enriched with courses and faculty from related departments as well as from other divisions at Kwantlen that can provide the liberal education component Communications and analytical skills will be further developed through aseries of courses in Applied Communications and Mathematics This new degree program builds on current diploma courses and the coop program 1w4 WO 1e
C15 What if any other program will be reduced or eliminated in order to initiate the new program
No program will be reduced or eliminated in order to initiate the new program This new degree program will extend the current diploma program and make optimal use of existing offerings Additional courses will be offered in the evenings and on weekends This will allow working L r Page 14 cJ ceVok v 04 An it S G 9 Owe professionals to complete the degree without leaving their jobs and the new program will not cause any additional fmancial burden to the College
C16 What if any are the research expectations or implications for this program
In their final year of the program students will carry out an integration project under the close supervision of faculty members Kwantlen will cooperate with the IT industry to obtain real life projects Other than this the new applied degree will have no specific research requirement
D Admission and Transfer
DI What are the admission requirements for
Direct entry students
Students seeking direct entry into the Computer Information Systems Diploma Program must have high school completion with minimum C in English 12 and Mathematics 11 Diploma graduates with a grade point average of 270 or above will be eligible to enter the third year of the degree program ir tv TA pit Transfer students oci Graduates of Computer Information Systems Diploma Programs who have achieved a grade point above of 270 or above on a zero to 433 scale or equivalent from Kwantlen or other institutions sir will be admitted into the third year of the degree program on a competitive basis Applicants will be required to submit a short essay describing their personal and career objectives with their applications They may also require attending an interview Graduates from other academiccareer diplomas will be able to ladder into this program completing bridging courses if necessary
D2 What institutional regulations apply to this program Residency requirements etc
The general policies and regulations of Kwantlen will apply to this degree program Students may complete 50 of the required credits at other institutions In addition up to 25 ofthe course credits may be awarded through prior learning assessment
D3 Who are the intended students
The target students for this new degree program are
Recent high school graduates who want to enter the IT profession Diploma or degree holders from Kwantlen or other institutions who wish to ladder to a degree in IT Information professionals who wish to obtain formal training and a credential in a cost effective and timeeffective manner
Page 15 Workers who wish to upgrade and refocus their careers Entrepreneurs who wish to prepare themselves for selfemployment in the IT field
What is the evidence that these students are not presently served reasonably within existing BC offerings
There is an enormous demand for IT professionals and existing BC offerings cannot reasonably meet this demand see evidence from section C1
D4 What initiatives if any address low participation groups eg aboriginal students
The computing programs at Kwantlen have a track record of success with female visible minorities and aboriginal students The new degree program will continue to provide equal opportunities for and have no discrimination on the basis of sex origin and cultural background of students
D5 What enrolments are anticipated
The demand for this degree will be high In order to ensure quality and allow time to develop appropriate procedures enrolments will begin with one class in each ofthe first and third year in 1998 The third year intake will provide degree completion opportunities for diploma graduates
Year 1998 1999 2000 2001
Enrolments 70 140 140 140
How many of these are expected or represent a new client group to be additional enrolments for this institution
All first year diploma students are new enrolments to Kwantlen Diploma graduates ofthe computer information systems program may enter the 3rd year of studies in 1998 and 4th year in 1999 Current 2nd year students will initially fill most seats and qualified students graduated from prior years or from other laddering institutions can fill any seats still available due to attrition
Students may also qualify to enter the degree program at the beginning of any semester by meeting a set of prior learning assessment PLA criteria that will be developed as the need arises PLA entry will be subject to the availability of seats L D6 What articulation arrangements with other programs and institutions
Now exists
The initial and current program development teams include faculty members from Capilano College Douglas College and Langara College Students who have completed a twoyear diploma in computing at these institutions will be able to ladder directly into the third year ofthe degree program
Page 16 Are planned
Diploma graduates from programs other than computing will be individually assessed Most students will be able to ladder into the degree These students may be required to take bridging courses in order to complete the prerequisites for the advanced courses These bridging courses will be existing courses from the computing or other departments
D7 What provision is made to enable students to receive credit for relevant learning previously achieved outside the BC public post secondary system
Students transferring from other provinces in Canada will be evaluated on an individual basis Students transferring from outside Canada will establish BC equivalency of their education through the International Credential Evaluation Service ICES of the Open Learning Agency
PLA is an initiative under development in many departments of Kwantlen PLA recognizes learning acquired through work experience and non formal courses outside Kwantlen Faculty will assess each student on an individual basis determine equivalent college courses and award credits toward the degree
E Learning Methodologies
El What learning environment and methodologies will be developed so as to achieve the intended outcomes for the program
Instructional strategies to be employed in this degree program will include
partnerships with hardware and software vendors providing real life projects a multi disciplinary teaching approach seminars and special discussion topics presented by industry speakers extensive use of group projects and case studies the use ofreports and presentations to develop technical writing and communication skills laboratory sessions to train students in core skills and reinforce the principles they learned in classrooms
E2 What use will be made of
Experiential learning cooperative education clinical etc
The degree will include four cooperative education work terms To allow students to gain experience through a significantly complex project the fourth work term will continue immediately after the third work term to provide an eightmonth continuous employment period
Students who are employed in the IT industry may use their work experience to claim credits toward the cooperative education component
Page 17 Distance education Independent study Computer Assisted Instruction etc
Kwantlen is currently in the process of developing various distance learning courses As this technology and process become mature and as the degree program becomes more established faculty will begin to explore these alternative means ofdelivery Kwantlen recognizes that distance education is an extremely important technology and the longrange plans for this degree will inevitably involve using this mode ofdelivery
On a more immediate basis the new degree program will adopt Web and CAICBT courses as soon as they are available to enhance student learning Projects are currently underway to explore the delivery of CBT training within the next two years
F Faculty
Fl How many faculty and other staff are required and with what qualifications
The new degree program will require the addition of five full time equivalent faculty members Three faculty members will be required by September 1998 and two more by September 1999
Qualifications of faculty will comply with the current and future requirements ofKwantlen They will consist of a combination ofthe IT speciality and work experience to support the applied focus of this new degree L UJJ L t J0 r r1 Which of these positions will be new to the institutions 1M1111119 flik All five faculty positions will be new to the College
F2 Will there be any differentiation of faculty roles Instruction curriculum research innovation etc
Under the current collective agreement there are no plans to differentiate faculty within the institution There is also no plan to create any special roles for faculty within this program Each faculty member will be encouraged to take part in different roles of instruction curriculum development and applied research and technology innovation
What are the percentages of time spent on teaching research andor other roles
According to the current collective agreement faculty will spend about 80 of time in teaching and 20 in curriculum development research and technology innovation
Page 18 G Program Resources
Gl What resources existing andor new will be required to assure a program of acceptable quality
a Operating Funds
Following is the incremental budget for the new degree 122 1999 After Half time release for ChairProgram Coordinator 37500 37500 Five full time equivalent faculty @75000 including benefits 225000 375000 One fulltime equivalent cooperative education faculty 75000 75000 One fulltime cooperative education support staff 36000 36000 Student Recruitment 30000 20000
Incremental annual operating budget 403500 543500
b LibraryMediaComputingCommunications
a Kwantlen has received startup funding to cover the costs for library materials related to new degree programs The estimated resources for the degree are
Books journals and monographs at startup 15000 Annual subscriptions for journal and monographs 10000
The library currently provides a wide array of resources designed to assist students with class study and to encourage self directed research and learning on all campuses The library also enables students to learn more about the world their society and culture and the subjects that are formally taught at the College
The librarys online catalogue is available via the World Wide Web As a participant in the Electronic Library Network a consortium ofBCs college and university libraries it offers electronic access to information resources beyond the campus locations Its inter library loan system also allows students staff and faculty to borrow books and obtain copies of serial materials from other libraries in BC
c Facilities
Additional office spaces will be required to accommodate five new IT faculty members one co operative education faculty member and one cooperative education support staff They will also need office supplies furniture telephone travel expenses and computer access in order to fulfil their responsibilities
Page 19 d Equipment
An IT laboratory with 36 workstations finked to a standalone network is necessary for the new degree program It will provide students the opportunity to perform experimental and exploratory work without interfering with the normal operation ofother computer networks in the College
The laboratory will also be equipped with a network of multimedia workstations and other hardware capable of responding to the changing requirements ofthe industry Kwantlen makes every effort to regularly upgrade the teaching and open computing laboratories in order to meet the demands of the industry and maintain the technical currency ofprograms These enhancements are essential regardless of the development of the new degree program
The cost ofupgrading one of the existing computer teaching laboratories to this level is approximately 100000 including server and stations
e Special Resources institutional community naturalenvironmental etc
Cooperative Education formally integrates academic studies with paid full time work experience in IT A full time cooperative education faculty member will be added to the Co operative Education Office to handle the increased demand in cooperative education for this degree
f Startup or Development Needs
Developing the new program and its curriculum requires the equivalent of one years work of a faculty member This amounts to about 75000
Kwantlen faculty strives to keep up with the fast changing IT through a wide variety of professional development activities In the past few years computing faculty members have developed expertise in object oriented software engineering multimedia systems and netcentric computing These constitute the main parts of the advanced subject areas in the degree program
H Program Consultation and Evaluation
Hl What consultations have occurred with professional associations employers and educational institutions Please attach any written endorsements or comments
The initial and subsequent program development teams have representatives from the Canadian Information Processing Society CIPS IT industry employers and other educational institutions in BC see Appendices 1 and II Appendix VII contains the letters of support for this degree
Page 20 Who else was involved and how in the collection and evaluation of information leading to the development and submission of this proposal
The first planning group meeting was held in March 3 1997 see Appendix II to develop the initial learning outcomes for this degree program In April 6 1997 a focus group meeting was held to elaborate the learning outcomes The participants of this meeting were mainly from the IT departments of large organizations In May 9 1997 the second focus group meeting was held to iterate on the process The participants ofthis meeting were mainly software vendors In June 13 1997 the third focus group was held with recent graduates of twoyear computing diplomas in the Lower Mainland who were currently employed in the IT industry
A list of learning outcomes see Appendix III was derived from the above meetings Subsequently courses in the degree program were designed based on the learning outcomes see the program design schematic diagram in Appendix TV
H2 What suggestions would your institution make to assist the DPAC in evaluating this proposal Names of appropriate program experts sources of supplementary data or information etc
A Program Development Group PDG was set up to work on this degree proposal The PDG has a wide representation from different divisions in Kwantlen other educational institutions professional associations and industrial organizations A Validation Team was also appointed by the Education Council to interact with the PDG and provide advice on key issues in the development process The members of these two groups and their comments continue to be valuable resources to this degree development process
143 After the program is implemented what procedures are planned for ensuring adequate depth and breadth of ongoing review and evaluation
Kwantlen has an ongoing review process for all academic programs and support services Academic and career programs are reviewed every five years The review process involves intemal evaluators as well as extemal experts and has provided valuable services to ensure the depth and breadth of the programs
At Kwantlen the Education Council must approve all new programs In addition all course outlines must be reviewed and approved by the Curriculum Committees ofthe appropriate academic divisions
144 What provision is made for ongoing memberships on advisory committees to this program or what other means are provided for maintaining extra institutional perspectives
Kwantlen will invite all Validation Team members to join the existing CISY Advisory Committee and thus establish an expanded Advisory Committee for both CISY diploma and IT degree
Page 21 What is the nature of the ongoing involvement of professional or other certifying or accrediting organizations
Kwantlen will seek accreditation from CIPS for this degree program Two members of the Program Development Group and Validation Team see Appendix I are extremely active members of this society and have been involved in bringing the designation of Information Systems Professional ISP close to charter status within BC Accreditation from this society will require continual review of the courses and focus of this degree program
In addition the Advisory Committee will continue to meet on a regular basis and provide input to the content and structure of the degree Current members of this committee are listed in Appendix II
I Other
Il What additional information is relevant to an explanation of the need for and the educational merits of this proposal Special features equity considerations etc
IT has been advancing at a phenomenal rate and there is no sign of slowing Universities and colleges in BC cannot meet the growing demand in the IT industry This proposal for a degree in IT will be built on an existing successful twoyear program in Computer Information Systems The addition of two more years of study will provide diploma graduates and working professionals with opportunities to advance their knowledge and earn the degree in a cost effective manner
C Page 22 APPENDIX I
Program Development Group Timothy Bult Project Manager MacDonald Dettwiler and Associates Tony Carter Coordinator Business Administration Capilano College Frances Chik Faculty Sociology Kwantlen University College Kenward Chin Faculty Computer Science Kwantlen University College Marilyn Harris Consultant KLR Consulting Ltd Gordon Lee Dean School of Business Kwantlen University College Peter Thesiger Chair Computer Business Systems Kwantlen University College Panteli Tritchew Chair Applied Communications Kwantlen University College Fleming Woo Chair Computer Information Systems Kwantlen University College
Validation Team Members
Frank Abbott Faculty History Kwantlen University College Robert Cameron Associate Professor School of Computing Science Simon Fraser University Art Kuiper Managing Consultant BC HydroChair CISY Advisory Committee Hank Pooelvoorde VP Technology Administration Services Delta Credit UnionDirector Pacific Region Canadian Information Processing Society Bob Rathie Faculty Physics Kwantlen University College Benjamin Yu Program Head Bachelor of Technology School of Computing and Academic Studies British Columbia Institute of Technology
Advisory Committee Members for the Computer Information Systems Program Timothy Bult Project Manager MacDonald Dettwiler Associates Les Blues Manager Information Systems Finning Limited Neil King Manager Scott Paper Ltd Art Kuiper Chair Managing Consultant BC Hydro Murray Thomson Manager Epic Data Hilda Foskett ISMBC Integrated Information Services Data Architecture Group Raymond Wiens Consultant SFG Technologies Inc
Page 23 APPENDIX II 3 Participants of the March 3 1997 Planning Group Meeting Dean Williams Programmer Analyst System Development Support FinanceInformation Services Division Workers Compensation Board of BC Hank Pooelvoorde VP Technology Administration Services Delta Credit UnionDirector Pacific Region CIPS John Backwell Faculty Computer Information Systems Douglas College Raymond Wiens Consultant SFG Technologies Inc Art Kuiper Managing Consultant BC HydroChair CISY Advisory Committee Tony Carter Coordinator Business Administration Capilano College Bruce McDonald Director of Service Support Seanix Technology Inc Margaret Chan Systems Analyst Mobile Data Solutions Inc Diane Brandon Westech Information Systems Inc Hilda Foskett ISMBC Integrated Information Services Data Architecture Group Susi Webb Student Computer Information Systems Kwantlen University College Lindsay Frison Student Computer Information Systems Kwantlen University College Peter Thesiger Chair Computer Business Systems Kwantlen University College Catherine Maydan Faculty Computer Science Kwantlen University College Abhijit Sen Faculty Computer Information Systems Kwantlen University College Fleming Woo Faculty Computer Information Systems Kwantlen University College Gordon Lee Dean School of Business Kwantlen University College
3 Page 24 Participants of the April 6 1997 Focus Group Meeting Bruce Kamimura Resource Planning Specialist IS Finance Resource Management Information Services Division Workers Compensation Board of BC Rhonda Swanson Recruitment Coordinator Pacific Region SHL Systemhouse Cindy Perks Operations Manager Westem Region SHL Systemhouse Kevin Savage ManagerEducational Development Services Information Services Division ICBC Art Kuiper Managing Consultant BC Hydro David Marshall Manager System Development Support FinanceInformation Services Division Workers Compensation Board of BC Catherine Maydan Faculty Computer Science Kwantlen University College Abhijit Sen Faculty Computer Information Systems Kwantlen University College Fleming Woo Faculty Computer Information Systems Kwantlen University College
Participants of the May 91997 Focus Group Meeting Chem Cohen President and Systems Consultant Rainbow Software Inc Steven Leow Project Manager ACCPAC International Division of Computer Associates International Inc Dean Hajum Technical Support Seanix Technology Inc Mike Fifi Technical Support Seanix Technology Inc Roy Peck Management Consulting Prologic Computer Corporation Paul Knox BC Sales Manager Zed Data Systems Corp Stuart Turnbull Territory Account Manager Bay Networks Canada Inc Catherine Maydan Faculty Computer Science Kwantlen University College Abhijit Sen Faculty Computer Information Systems Kwantlen University College Fleming Woo Faculty Computer Information Systems Kwantlen University College
Page 25 Participants of the June 13 1997 Focus Group Meeting Recent CIS Graduates
Sandra Lee IT Consultant and Sales Manager Compuwave Consulting Development Ltd Stan Hembrough Telecommunications Analyst Network Operation Services Pearce Owen Computer Services Royal Canadian Mounted Police Gurbakhash Ubhi Group West Systems Ltd Abhijit Sen Faculty Computer Information Systems Kwantlen University College Fleming Woo Faculty Computer Information Systems Kwantlen University College
0 Page 26 APPENDIX III Detailed Learning Outcomes
A Business and Management Skills
Students will be able to
1 Design and operate business systems in the areas of accounting marketing and general business 2 Interpret business contracts and have the knowledge to conduct business in a ethical and legal manner 3 Practice the techniques for negotiating contracts 4 Demonstrate an understanding of small business operations 5 Apply the basic techniques of interviewing potential employees motivating people and delegating responsibilities 6 Manage projects using uptodate techniques including activity scheduling estimating cost planning budgeting quality assurance workflow automation and material resources planning
B Liberal Education
1 Students demonstrate culturally literate in diverse cultural traditions cultural values world views traditions practices artistic expressions and artefacts
2 Students make better informed and more carefully considered decisions through exposure and critical examination of a number of ways of interpreting facts and observations
These perspectives are learned from a multitude of academic disciplines as well as from exposure to a variety of religious cultural philosophical and scientific worldviews
3 Students possess the ability to see things in context
This context is both ecological understanding the interrelatedness of things using a systems approach and geological understanding the historical forces that have shaped the present
Page 27 C Communications and Personal Skills
Students will be able to
1 Use technical and non technical terminology to communicate with all levels of personnel in an organization 2 Analyze information and distinguish opinions from facts 3 Organize and present ideas to groups or individuals 4 Persuade a target audience to accept their ideas 5 Prepare technical and non technical documents including specifications manuals proposals and other business documents 6 Explain how to manage peoples behaviours in both project situations and informal contexts 7 Show a positive attitude towards their work and interpersonal communications 8 Demonstrate proficiency with audio video and automated communication tools
PS Members in all focus group meetings felt the need to integrate presentation and writing skills throughout the curriculum cktut lY c oal 4 x D Computer Systems
Students will be able to
1 Explain the principles and functions of operating systems 2 Select an appropriate operating system for a specific computer environment 3 Configure and interface the components in a computer system 4 Evaluate and apply the principles and techniques ofhuman computer interface to build usable software products 5 Design graphical user interfaces GUI 6 Describe Windows system architecture j 7 Install maintain support and trouble shoot Windows applications including word processing spreadsheet presentation graphics and database 8 Explain the technologies and architectures of multimedia systems 9 Develop software for multimedia applications 10 Identify emerging information technologies and their effects on organizations
E Database Systems
Students will be able to
1 Describe the basic structure of databases 2 Describe the advantages of sharing data promoting data independence enforcing data integrity and controlling data redundancy 3 Use SQL to define retrieve modify and query a relational database 4 Explain the primitive operations supporting an SQL server
Page 28 5 Identify and resolve problems affecting the performance of databases 6 Distinguish the different approaches for data modelling 7 Identify and analyze corporate data requirements 8 Design and implement logical and physical databases for corporate applications 9 Use popular database management systems for microcomputers LANs and workstations 10 Explain the concepts and operations of data warehousing
F Software Development
Students will be able to
1 Apply industry standard practices in the planning analysis design implementation and maintenance of software systems 2 Explain the differences between software development methodologies 3 Use structured methodology in software development 4 Apply object oriented methodologies in software development 5 Perform the tasks of systems planning analysis design and implementation 6 Integrate separate systems in a business 7 Measure software quality and productivity using standard software metrics 8 Develop and enforce system standards 9 Manage the migration of software systems 10 Manage changes and control the versioning in software systems 11 Manage the security aspects of systems and networks
G Computer Programming
Students will be able to
1 Describe the basic structures of computer programs 2 Distinguish good and bad programming habits 3 Plan and design program logic using structured and object oriented techniques 4 Explain the advantages of object oriented programming 5 Construct computer programs using languages such as C C JAVA Cobol Visual Basic and Visual C 6 Describe the features of programming Languages such as Smalltalk Delphi PowerBuilder
H Data Communications and Networking
Students will be able to
1 Configure support and maintain Internet and Intranet applications 2 Diagnose and resolve Internet and Intranet problems 3 Design construct and maintain secured web sites 4 Install administer and maintain enterprise networks and their applications
Page 29 5 Plan networks that integrate voice video hypertext and diverse data sets using services with ATM SMDS SONET ISDN FRAME RELAY and TCPIP etc 6 Convert protocols and interconnect systems running under UNIX Novell and Windows NT environments 7 Develop applications using client server technology 8 Explain the theories of data communication protocols 9 Implement network security policies
I Others
Participate in an 8month coop work term so that students may work on the complete cycle of a real life project
Page 30 APPENDIX IV Curriculum Design Schematic Diagram
Page 31 APPENDIX V Descriptions of Existing Courses
CMNS 1140 BUSINESS AND TECHNICAL COMMUNICATION THEORY AND APPLICATION
This course introduces student to the dynamic interactive relationship between context message audience and purpose in contemporary communications While also addressing effective oral communications the course focuses on persuasive and informative writing the integration of clear concise language with sophisticated visual elements and the use of contemporary communications theory and practices
ACCT 1293 INTRODUCTORY FINANCIAL ACCOUNTING
The student will be introduced to generally accepted accounting principles the accounting cycle capital and income measurement financial statement preparation and analysis with emphasis on reporting to shareholders creditors and other external decision makers This is an accelerated course designed primarily for students transferring to universities Credit will not be granted for ACCT 1293 if credit has been previously granted for ACCT 1210
ACCT 1230 BUSINESS STATISTICS
This course introduces several statistical methods and procedures which will be required in the more advanced business courses Topics include frequency distributions probability theory probability distributions sampling estimation hypothesis testing linear regression and decision theory Microcomputer applications will form part of this course Students will be expected to know or to acquire on their own basic computer application skills
ACCT 2320 INTRODUCTORY MANAGEMENT ACCOUNTING
Introduction to management accounting for accounting and business majors Focus is on the role and use of internal accounting information for management decision making Topics include cost terms and concepts job costing process costing cost volumeprofit relationships cost estimation and behaviour budgeting and profit planning responsibility accounting variable costing relevant costing standard costs variance analysis segment performance and transfer pricing
CISY 1105 MICROCOMPUTER HARDWARE AND APPLICATIONS DEVELOPMENT
This course introduces students to the microcomputer hardware applications and problem solving techniques The students will develop working knowledge of microcomputer hardware operating systems and will be able to develop applications using software such as word processors spreadsheet database management systems in a windows graphical environment
CISY 1113 PRINCIPLES OF PROGRAM STRUCTURE AND DESIGN
This course introduces the student to the fundamental logic and structure of computer programs Students will be exposed to all aspects ofthe programming and problem solving process including
Page 32 Problem Specification and Organization Algorithms Coding Debugging Testing Documentation and Maintenance Emphasis is placed on structured programming and modular design techniques
CISY 1212 SYSTEMS ANALYSIS AND DESIGN
This is an introductory course to systems analysis and design with focus on the methods tools and products of analysis and design Topics covered include Business as an Information System System Life Cycle Coding Form Design Charting Techniques Input Design Output Design File Design and Systems Documentation
CISY 1211 COBOL PROGRAMMING
This course provides the student with programming skills in COBOL Laboratory assignments are designed to give the student practice with the language syntax and programming logic in a typical business environment Topics covered include COBOL Program Organization Basic COBOL Operations Basic Print Options Program Debugging Data Validation Break Level Reports File Updating Table Handling Random Files SortMerge Report Writer Features Program Segmentation and COBOL Program Generators
CISY 1213 OPERATING SYSTEMS PRINCIPLES AND APPLICATIONS
This course introduces students to Fundamentals of Operating Systems Language Processor and System Utilities Emphasis will be put on the Internal Structures and Operating Principles of Computer Systems
CISY 1215 ENTERPRISE NETWORKING
This course introduces students to practical aspects of Enterprise Networking It also provides students with a comprehensive understanding of a major network operating system It includes topics on local area network cabling topologies architecture operating commands connectivity options network security system administration Hypertext Markup Language HTML and World Wide Web WWW home page design
CISY 1311 C PROGRAMMING
This course introduces students to programming in the C language which is rapidly becoming the language of choice for MSDOS and UNIX compatible environment Implementation of C data structure and related algorithms will be discussed Modular program design and structured programming style will be stressed throughout the course
CISY 2312 SYSTEMS DEVELOPMENT METHODOLOGIES
This course introduces students to contemporary systems development methods including process oriented data oriented and object oriented methods It also provides students with experience in phased systems development through the use of case studies Students will be required to develop a system for a real life situation
Page 33 CISY 2313 DATA COMMUNICATIONS
This course presents concepts and terminology of data communications network design principles and distributed data processing 1t also includes topics on communications hardware and software components layered network architectures protocols and standards data security and integration of data text voice and images over a network
CISY 2314 DATABASE MANAGEMENT SYSTEMS
This course covers the basic theory of database models The relational database model will be studied in detail Database design using Functional Dependencies and Normalisation Approaches the characteristics of commercially available systems and their interfaces with hardware and software will be studied Practical Experience with contemporary database systems will be provided
CISY 2411 GUI AND OBJECT ORIENTED PROGRAMMING
The course will introduce the students to concepts and design principles of the graphical user interface GUI and objectoriented programming Emphasis will be placed on software reuse and programming with reusable software components and effective use of key language features
CISY 2315 DATA STRUCTURE
This course is an introduction to the data structured and associated algorithms commonly used in system development Topics include Application of Linked Lists Stacks Queues Binary Trees Balanced Trees and Searching of Trees Lists Inverted Lists Multilists and Graphs These are the fundamental tools available for contemporary programming languages for implementation of complex algorithms
CISY 2412 EMERGING TECHNOLOGIES
This course introduces students to the current developments in information technologies The fundamental concepts underlying the technology will be reviewed The problems associated with emulating rudimentary human behaviour will also be covered Students will examine concepts and fundamental techniques for the development ofExpert Systems and learn to use some Expert Systems development tools Students will study examples in Robotics Voice Recognition MultiMedia Diagnosis Problem Solving and Decisionmaking
CISY 2414 MANAGEMENT OF INFORMATION SYSTEMS
This course covers the organization planning and control of information systems Topics covered include Strategic Plan Contingency Plans Security Plans Evaluation of Information Systems Project Management Work Place Ergonomics Human Factors and Systems Maintenance The application of selected management science techniques such as Critical Path Method Queuing Models Inventory Control Models Linear Programming and Transportation Methods will be included in this course
Page 34 MRKT 1130 BASIC MARKETING 1
This course introduces students to basic marketing concepts including customer focus product planning pricing concepts promotion techniques distribution strategies the changing marketing environment marketing research market segmentation and consumer behaviour Students apply these concepts in solving marketing problems The course provides a foundation for Marketing 230 which completes the coverage of basic marketing Students may not receive credit for both MRKT 120 and MRKT 130
BUSI 1215 ORGANIZATIONAL BEHAVIOUR I
This course introduces students to the fundamentals of organizational behaviour and deals in depth with the following areas individual motivation leadership interpersonal relations groups and organizational structure Course emphasis is placed on students developing an understanding of organizational behaviour concepts and models and their relevance in the work place The concepts of total quality management TQM and the contingency approach and ethical practices are integrated into the course
ECON 1101 CANADIAN ECONOMIC ISSUES
The purpose of this course is to introduce students to Canadian economic issues and to provide a set of tools that will enable the student to analyze these issues critically The course includes a brief overview of the Canadian economy and the nature of economics Economic principles and tools will be introduced to enable the student to discuss topics such as rent controls minimum wage laws farm subsidies free trade environmental problems unemployment the national debt and inflation
COOP 1101 COMMUNICATIONS AND THE JOB SEARCH
This is the first in a series of courses to provide students with the knowledge and skills to help secure Co op placements and to function effectively in the workplace A Coop placement is a 12 to 16 week paid work experience in a position directly related to the students area of study The objectives of this course are to cover such topics as Cooperative Education policies and procedures self evaluation and career assessment and planning resume preparation interviewing skills human relations in the workplace work term reports and journal requirements and evaluations
COOP 1110 COOPERATIVE WORK SEMESTER I
This is the first 1216 week paid work experience for students enrolled in Cooperative Education programs
COOP 1201 COMMUNICATIONS AND THE WORKPLACE
This is the second in a series ofthree mandatory courses for students enrolled in Cooperative Education programs The purpose of this course is to followup on issues and experiences coming out of students first work semester The intent is to assist students in their professional development and to help them improve their communication skills as they relate to the workplace To this end students are required to submit Work Term Journals and technical reports relating to their work placements as well as oral presentations A professional business communication project will also be completed
Page 35 COOP 1210 COOPERATIVE WORK SEMESTER II
This is the second 1216 week paid work experience for students enrolled in Cooperative Education programs
COOP 2301 COMMUNICATIONS AND THE PROFESSIONAL
This course is the last in a series of three mandatory courses for students enrolled in Cooperative Education programs The purpose of this is to facilitate a students self evaluation of their second work term experience The intent is to assist students in their professional development and to further their workplace communication skills Students are required to submit their Work Term Journals along with their work term written reports Oral and written reports will be presented during this course In addition students will be introduced to proposal writing difficult interview situations graduate job market research and professional employment enhancement skills
Page 36 APPENDIX VI Descriptions of New Courses
INFO 3110 PROFESSIONAL COMMUNICATIONS IN INFORMATION TECHNOLOGY
Information technology professionals have to communicate technical and non technical materials in their workplace This course addresses the activities and techniques for developing proposals specifications narratives reports memoranda and executive summaries and other documentation commonly used in information technology Using role models students will also learn to perform fact analysis conduct effective meetings and make verbal and written presentations
INFO 3120 WEB PROGRAMMING WITH JAVA
The design philosophy of Java and the unique features as a computer language make it powerful for programming systems and applications in the internet and intranet This course covers the syntax and resources and utilities package of Java and JavaScript Students will examine Java design principles and use Java to construct graphical user interfaces animate image and audio in multimedia systems and develop executable and interactive components in both the internet and intranet environments
INFO 3130 DISCRETE MATHEMATICS
The purpose of discrete mathematics is to provide students with the theoretic foundations in computation and computability This course introduces students to the principles concepts and applications of the subject Topics covered in this course will include set theory logic formal reasoning induction counting relations functions mapping formal languages automata theory and graph theory
INFO 3210 DISTRIBUTED SYSTEMS
Nowadays almost every computer has the capability to link to other computer systems Hardware software data and applications can be shared between systems at remote locations The purpose of this course is to introduce students to the implications of implementing software and applications over network andor clientserver systems Topics covered in this course will include security reliability scalability program partitioning standards open systems location services distributed file systems distributed databases distributed programming and distributed frameworks
INFO 3220 MULTIMEDIA SYSTEMS
The development of integrated information systems using text data graphic sound video analogue and digital signal processing is advancing quickly Students of information technology need to acquire updated knowledge in the architecture of multimedia systems digit audio and video representation and the format of multimedia storage and image processing Students in this course will learn the application of multimedia information systems including multimedia authoring multimedia conferencing multimedia GroupWare knowledgebased multimedia systems and high definition television and desktop integrated computing
Page 37 INFO 3230 OBJECT ORIENTED SOFTWARE DEVELOPMENT
Object oriented technology has quickly become the preferred approach for developing high quality reusable and enduring software products In this course students will build on the concepts of abstraction encapsulation classes objects association inheritance pattern and framework in object oriented software development They will evaluate methodologies that are commonly used in industry and apply them to improve software quality increase productivity and promote software reuse
INFO 4210 HUMAN FACTORS AND COMPUTER INTERFACE DESIGN
As modern systems become increasingly complex it is critical to ensure that systems functionality is designed from the perspective of end user requirements The purpose of this course is to introduce the students to human factor procedures for analyzing job and task requirements and for translating this information into design criteria An important focus will be procedures for insuring that computer interface design specifications meet end user requirements in terms of safety performance criteria and job satisfaction Main topic area include task analysis system design usability testing and tools to design human computer interfaces
INFO 4220 ADVANCED SYSTEMS DIAGNOSIS AND INTERFACES
As computer hardware and software become increasingly complex installing configuring diagnosing interfacing and performance tuning of systems components become even more important tasks In this course students will acquire the skills for installing configuring and maintaining systems components including circuit boards memory hard drives CDROMs Network interface cards PCMCIA and SCSI peripherals Students will also learn to use tools to identify isolate and resolve system problems Other topics will include the security and disaster recovery planning for computer systems
INFO 4230 SOFTWARE ENGINEERING IMPLEMENTATIONS
Software systems have become more complex so has the technology to develop them This course covers the advanced topics in software engineering beyond the basic software development life cycle Students will examine issues relating to the social and technical factors of developing high quality complex systems The following topics are covered in this course management of software engineering projects adoption of innovations use of CASE tools and fourth generation languages change and configuration management reverse engineering redevelopment engineering and software testing
INFO 4310 ENTREPRENEURIAL DEVELOPMENT IN INFORMATION TECHNOLOGY
Information technology has created unprecedented opportunities for business development and self employment In this course students will explore these opportunities They will Team to market their business make proposals handle the cycles oftheir business measure performance and manage resources including cash flow equipment and people Students will acquire the skills to negotiate business contracts recruit and manage staff and evaluate risks
INFO 4320 SOFTWARE QUALITY ASSURANCE
In order to deliver a timely cost effective and high quality software product that meets the users requirements effective quality assurance procedures must be applied throughout the entire software development process In this course students will learn to develop quality assurance plans implement
Page 38 verification and validation functions select appropriate tools to support quality assurance and define software metrics to measure quality
INFO 4330 DATA WAREHOUSING AND DATA MINING
Individuals and business organizations are facing the problems of information explosion Extracting information for decision making from multidimensional databases and data marts on different platforms has become a major concern This course covers the methods process and tools for data warehousing and data mining Students will acquire the techniques for defining selecting implementing and evaluating data warehousing and data mining solutions for businesses
INFO 4340 INTEGRATION PROJECT
The purpose of this course is to have students apply and integrate their prior learning to a project and in the process solve real life problems The project may be the critical study of a selected area in information technology or the development ofan innovation in information technology Students may also implement information technology applications in a subject area such as art business marketing accounting economics human relations natural science social science health science and technology
LBED3110 WORK TECHNOLOGY AND SOCIETY STRUCTURES AND PROCESSES
The course introduces students to the inter relatedness of structures and processes of groups and systems in contemporary society with special emphasis on the context ofwork and technology from both societal and global perspectives
LBED3120 THE STUDY OF CULTURES
This course provides a comparative study of human cultures in terms ofthe interaction of technology economy religion social and political organization and the environment Special attention will be paid to the different ways in which cultural groups around the globe interact with the environment and each other
tI L LBED3130 THE PHILOSOPHY OF CRITICAL THINKING LOGIC AND SCIENTIFIC f i I REASONING
This course prepares students to exercise their skills in close reading rational argumentation the art of rhetoric in writing and scientific experimentation and analysis
LBED3140 HISTORY OF SCIENCE AND TECHNOLOGY
This course deals with the evolution and development of science and technology Special attention will be paid to the historical dimensions of the current debate about technology
LBED3310 POWER RELATIONSHIPS HUMANISTIC PSYCHOLOGICAL CULTURAL SOCIAL SCIENTIFIC AND POLITICAL PERSPECTIVES
This course examines power relationships in a variety of contexts at the individual group community institutional and societal levels Power relationships are analyzed from the humanistic psychological
Page 39 cultural social scientific and political perspectives Materials will be drawn from literary scientific and theoretical sources
LBED 4210 ETHICS MORALITY AND SOCIAL ISSUES
This course is designed to teach information technology students the implications of their work The course will examine the economical political ethical social psychological legal privacy and cultural issues of information technology Student will participate in a series of discussions group meetings and debates and will present in both verbal and written form clear logical arguments for their conclusions
COOP 3210 COOPERATIVE WORK SEMESTER III
This is the third 1216 week paid work experience for students enrolled in Cooperative Education programs
COOP 4210 COOPERATIVE WORK SEMESTER IV
This is the fourth 1216 week paid work experience for students enrolled in Cooperative Education programs
At the end of these coop work terms students will be required to prepare and present a written report that describes their work terms their successes and failures The report must contain an analysis of the organization and how it functioned from the perspective of the students liberal education studies
Page 40 BC hydro proud ofour Semite
OP
Gordon Lee Dean School ofEconomics Kwantlen University College 44R24sv PO Box 9030 Surrey British Columbia Canada V3W 2M8 21 March 1997
Dear Gordon Lee
I am pleased to have been invited to work with your team to prepare a proposal for a degree program in the information technology area I think the degree you are proposing will fill a niche that is much needed in our industry The focus on more practical skills coupled with the extra years of education and work experience will provide us with a more skilled employee initially and one with better potential in the long term
As the Manager ofInformation Technology at BC Hydro Customer Services my experience has been that students with a 2 year diploma are productive more quickly but they are slower to progress to senior ranks At the same time graduates from 4 year university programs take longer to become productive initially but seem to make it to the senior ranks more quickly The reason this happens l feel is that the two year program teaches more practical subject and focuses on usable job skills while the university program focuses more on general education and teaches broader academic skills Your program will fit between these two positions by offering students practical work skills that they can use right away combined with a longer program that will allow students to get a broader academic perspective Potentially this will prepare students that excel from their initial position and who can maintain that leadership position well into their careers
Your program proposal is timely as we are starting to notice that well trained Information Systems professional are in short supply With the growth ofthe information industry showing no signs of slowing down graduates from all information systems training programs are in high demand Your program once approved will provide another source ofskilled employable people to fill these positions
I wish you every success with your endeavour to get this program approved If there is anything that I can do to assist you in this quest please feel free to call on me
Sincerely WA2xter Art Kuiper 6045283001
British Columbia Hydro and Power Authority 6911 Southpoint Drive 12 Floor Burnaby BC V3N 4X8 rainbow SOFTWARE INC 20 November 1997
ErnrrtL broadfasbroadfazoom WWW httpAwwbroadfacoom Td6047328027 Fax6047324043 BBS 6047324026 936 West 22ndAw Vanoowrr B0 Canada YSZ 2A1
Mr Gordon Lee Dean of school of business Kwantlen University College 12666 72nd Ave Surrey BC V3W 2MB ee
Subject Bachelor of Information Technology Degree Program at Kwantien University College
This leper Is In support of the above degree program at Kwantlen Unlvershy College
As President of Rainbow Software one of my responsibility Is to hire Information technology professionals for our company 1 am also responsible for hiring programmers and IT professionals for my clients as a human resources consultant
What we find Is that there Is an acute shortage of skilled computer programmers We also find that there Is a difference In quality between University graduates and twoyear diploma graduates For a programming position most of my colleagues prefer an applicant who has a University Degree
In this degree program we find that It Is Important to cover the following topics In one or more courses
SOFTWARE DEVELOPMENT Fundamentals as well as C Visual Basic and Java It Is In these fundamentals we find that a more thorough background Is required More knowledge Is needed In the area of aigortthms and logic
DATA COMMUNICATION Fundamentals as well as specific Internet related Information
DATABASE Fundamentals as well as SQL Server and remote date manipulations
NETWORKING TECHNOLOGY WAN LAN and Internet
1 am pleased to team that these topics will be covered In the Bachelor of Information Technology Degree Program at Kwantien University College
Best regards Pr Li Chem Cohen President Rainbow Software Inc titin
11117 r s SEANIX
Mr Gordon Lee June 13 1997 Dean School of Business Kwantlen University College 8771 Lansdowne Road Richmond BC
Dear Mr Lee
I was very pleased to be involved in the Kwantlen University College Bachelor ofInformation Technology focus group As a member ofthe technology industry I am more than willing to support initiatives that promote building student curriculums based on the input ofcurrent and future business requirements Our company would certainly consider any potential candidate with the proposed degree from Kwantlen College 1 look forward to participate in any further curriculum focus groups and I applaud Kwantlen University College for their initiative in providing a quality education alternative for the students of our province
Bruce McDonald Director ofService
Head Office Unit 140 6631 Elmbridge Wy Richmond BC CANADA V7C 4N1 Tel 604 2733692 Fax 604 27 Vancouver Calgary Toronto Montrtal Taipei LIBRARY SERVICES
November 27 1997
Gordon Lee Dean School of Bncincc Kwanden University College
Dear Gordon Lee
On behalf of the Kwantlen Library we are pleased to support your proposal to establish a Bachelor ofInformation Technology program The Library has been collecting boob periodicals videos and other materials related to computing computer science and information technology for more than a decade Core collections are supplemented by extensive holdings in related areas such as library science electronics technology and business As well the library supports collections in the humanities and social sciences that would be useful to students enrolled in the Bachelor of Information Technology program
The development of innovative technologies to improve access to these collections is central to the Librarys educational mission The Librarys online catalogue is available via the World Wide Web As a participant in the Electronic Library Network a consortium of BCs college and university libraries we offer electronic access to information resources beyond our own walls These include periodical indexes and databases that are continually updated as well as the union catalogue of print and media holdings in BC
The Library maintains extensive operating hours including evenings and Saturdays Students have access to a computer lab audiovisual equipment copying services and group study rooms Professional librarians provide library skills instruction and teach students to develop the information literacy that they can apply to diverse workplace challenges Subject specialists among the librarians select resources to enhance the curriculum They also prepare guideposts to direct students to appropriate reference sources and Internet pathfinders on the Library homepage pointing to relevant websites
Information Technology is a field that more than at any time in the past is closely allied to library science The librarians at Kwantlen University College would be very pleased to see this degree program go forward as we feel that there is a great need for qualified graduates at the Bachelors degree level As Kwantlen libraries move forward into the future we would welcome the new students in this program as part of the Colleges desire to bring more students with applied skills into the British Columbia workforce Students in this program might also be able depending on the curriculum to work on
KWANTLEN University College NO LIBRARY I SERVICES
individual projects wheat the library could be used as a kind of case study or scenario for the implementation or use of specific ideas related to information technology
Kwantlen librarians are committed to working with the Information Technology faculty to insure that both print and nonprint library materials are kept current Improvements to library collections and services that are needed to support the Degree Program will receive irmnriUnte attention We look forward to participating in the ping process and welcome your suggestions for upgrading our collections ca7104Pnal Cathy MacDonald Robert Gore Dean of College Resources Collection Development Librarian
G KWANTLEN University College Report on Liberal Education in the Bachelor of Technology in Information Technology and Bachelor of Business Administration Degree Proposals
School of Business Kwantlen University College
December 19 1997 Liberal Education in School of Business Degree Proposals
Summary
Liberal Education is an integral component of the Bachelor of Technology BTech and Bachelor of Business Administration BBA programs This component will consist of 15 LBED liberal education credits at the 3rd and 4th year levels This is 25 of the 60 upper year credits Courses designed to meet Education Councils approved liberal education learning outcomes Courses designed to address employability skills Courses developed by a multidisciplinary faculty team from humanities social sciences and sciences Courses team taught by humanities social sciences and sciences faculty
Liberal Education Learning Outcomes
The liberal education learning outcomes for Kwantlen degrees are
1 That students become culturally literate in at least two senses they gain an understanding of diverse cultural traditions they understand how and why members of these cultures find value in their cultures world views traditions practices artistic expressions and artifacts
2 That students be prepared CO make better informed and more carefully considered decisions in their future lives through exposure and critical examination of a number of ways of interpreting facts and observations
These perspectives should come from a multitude of academic disciplines and they should also come from exposure to a variety of religious culture philosophical and scientific world views
3 That students acquire the ability to see things in context
This should be done both ecologically understanding the interrelatedness of things using a systems approach and geologically understanding the historical forces that have shaped the present
LBED Degree Courses Meet these Learning Outcomes
The proposed LBED courses in the Bachelor of Technology in Information Technology and the Bachelor of Business Administration in Entrepreneurial Leadership are designed to meet these liberal education learning outcomes
These courses are designed to equip students with human perspectives which are an essential element for success in todays multicultural milieu and globalized marketplace These series of courses is aimed at sensitizing students to the human social cultural and global contexts of their work broadening their knowledge on interpersonal relationships and providing scientific groundwork for analysis Liberal Education Courses in B Tech IT Program 15 credits 0
Students in the Bachelor of Technology in Information Technology program will take the following liberal education courses
LBED3310 Power Relationships 6 credits
This course examines power relationships in a variety of contexts at the individual group community institutional and societal levels Power relationships are analyzed from the humanistic psychological cultural social scientific and political perspectives Materials may be drawn from literary scientific and theoretical sources
LBED4210 Ethics Morality and Social Issues 3 credits
This course is designed to teach information technology students to consider the implications of their work The course will examine the economic political social psychological legal privacy and cultural issues of information technology Students will participate in a series of discussions group meetings and debates and will present in both verbal and written form dear logical arguments for their conclusions
One of LBED31 10 Work Technology and Society Structure and Processes 3 credits
The course introduces students to the inter relatedness of structures and processes of groups and systems in contemporary society with special emphasis on the context of work and technology from both societal and global perspectives or LBED3120 Study of Cultures 3 credits
This course provides a comparative study of human cultures in terms of the interaction of technology economy religion social and political organizations and the environment Special attention will be paid to the different ways in which cultural groups around the globe interact with the environment and each other
One of LBED3130 The Philosophy of Critical Thinking Logic and Scientific Reasoning 3 credits
This course prepares students to exercise their skills in close reading rational argumentation the art of rhetoric in writing and scientific experimentation and analysis Of LBED3140 History of Science and Technology 3 credits
This course deals with the evolution and development of science and technology Special attention will be paid CO the historical dimensions of the current debate about technology
3 Liberal Education Courses in BBA Program 15 credits Students in the Bachelor of Business Administration in Entrepreneurial Leadership program will take the following liberal education courses
LBED3310 Power Relationships 6 credits
This course examines power relationships in a variety of contexts at the individual group community institutional and societal levels Power relationships are analyzed from the humanistic psychological cultural social scientific and political perspectives Materials may be drawn from literary scientific and theoretical sources
LBED4900 Community Involvement and Contribution 3 credits
This will be a capstone course that allows the students to participate in a community project or organization The work will be identified by the student and then developed by the student in conjunction with the instructor and the community organization or appropriate individuals Cultural social political or religious projects or organizations are all examples of involvement for the student The project will allow students to practice leadership skills learned in previous courses The course also indudes classroom based analysis and reflection about leadership and entrepreneurship The student will make a final oral and written final presentation outlining results
Two of
LBED3110 Work Technology and Society Structure and Processes 3 credits
The course introduces students to the inter relatedness of structures and processes of groups and systems in contemporary society with special emphasis on the context of work and technology from both societal and global perspectives
LBED3120 Study of Cultures 3 credits
This course provides a comparative study of human cultures in terms of the interaction of technology the economy religion social and political organizations and the environment Special attention will be paid to the different ways in which cultural groups around the globe interact with the environment and each other
LBED3130 The Philosophy of Critical Thinking Logic and Scientific Reasoning 3 credits This course prepares students to exercise their skills in dose reading rational argumentation the art of rhetoric in writing and scientific experimentation and analysis
4 LBED4215 Ethics Morality and Social Issues 3 credits
This course is designed to teach business students to consider the implications of their work on an ethical moral and social basis Students will participate in a series of discussions group meetings and debates and will present in both verbal and written form clear logical arguments for their conclusions
LBED4810 Innovation and Creativity 3 credits
In this course students learn about innovators and creators people who saw the world in a different way Their vision and creativity had a profound influence on the development of human society How did they see the world differently What were their visions What was their influence This will include examination of innovation an creativity from a wide variety of disciplines
LBED4820 Creativity Development 3 credits
In this course students learn about the creative process including development and practice of their skills Unique to this course will be workshops on improvisation and creative thinking
Other Program Courses Taught Liberal Education Faculty
There are other courses in the degree programs that will be taught by liberal education faculty which are not designed to meet the Education Councils liberal education learning outcomes They are
BTech IT
INFO3110 Professional Communications in Information Technology 3 credits
INFO3150 Discrete Mathematics
INFO4220 Human Factors and Computer Interface Design
B BA
ENTR3500 Professional Business Communication
ENTR3150 Business Economics Jan 5 1552 1998 Printed by fleming Page 1
From ArtKuiper @BCHydrobcca Mon Jan 5 155244 1998 Date Thu 18 Dec 1997 214920 0800 From Kuiper Art ArtKuiper@BCHydrobcca To Frank ABBOTT franka @KwantlenBCCA Robert Cameron cameron @cssfuca Hank Poelvoorde chpoelvoorde @deltacucom Bob RATHIE bobr@KwantlenBCCA Benjamin Yu byu @bcitbcca Gordon LEE gordonl @KwantlenBCCA Fleming Woo fleming @KwantlenBCCA Subject Draft Validation Team Report
Gentlemen Based on the notes I took at our meeting December 9th I have drafted some thoughts that might form the basis of our report in support of the degree application Please review the material below and provide me with your comments I will then arrange to have the report upgraded with your comments and circulated for your approval
A review of the proposed program for a Technology Degree in Information Technology
by the Validation Team of Frank Abbot Rob Cameron Art Kuiper Hank Poolevoorde Bob Rathie Benjamin Yu
Summary To be written Background Initial Meeting The initial meeting of the validation team was held on 9 December 1997 At this time the purpose and objectives of the program were outlined This was followed by an in depth discussion period during which a number of concerns were raised Initial Comments Comments on lack of mathematics fundamentals were discussed and it was agreed that this shortcoming should be addressed Concerns over quality and laddering of liberal education component of the program were discussed A number of ideas were presented including the offering of optional elective courses It was agreed that the program would be adjusted to reflects these comments Considerations Educational Program in general a major niche is available for an applied degree that fits between a full 4 year academic Bachelor of Science degree in Information Systems and a two year Information technology program Fit with programs from other institutions There no full time applied degree that builds on a 2 year diploma course in the Lower Mainland Sustainability Existence of review policy and an advisory Committee ensures the courses stay relevant in a fast moving industry Prospects for further studies It is not a prime objective of this Jan 5 1552 1998 Printed by fleming Page 2 program to train students for direct transfer into higher academic studies Industrial General Need or Niche There is a general shortage of trained IT professional in the lower mainland which is fueled by the fast growth of internet applications and the year 2000 problem IT firms are starting to see employee turnover at rates not seen in 10 years Fit to business requirements As companies continue to look for IT resources students trained in practical skills are in high demand and should readily find jobs Societal Community Needs As indicated in the report this program expands a much needed education option in a community where there is significant demand Staying in the community The IT industry is growing in the Richmond Delta Surrey area so providing this course at Kwantlen allows local students to bid on jobs closer to home Conclusion Changes made to the program have addressed the issues and concerns raised by the Validation team The expansion of the CIS Advisory board will ensure the program stays in touch with business As such the Validation Team fully support this program and recommends its acceptance by the Ministry 141797 WED 1450 FAX 604 436 0810 BCIT SCHOOL OF BUSINESS 0002 M
r
BURNAMCAMPUS 3700 HUngdan Avenue Burnaby BG Canada VSG 3112 97 Dec 17 lbl 604 4345734
Mr Jim Gunson Chairman Education Council Kwantlen University College 12666 72 Avenue Surrey BC V3W 2A8
Dear Mr Gunson The Validation Team forthe proposed Bachelor ofBusiness Administration Degree met on Friday December 12th 1997 to review your stage 3 the full program proposal The Validation Team Is very pleased with the overall proposal In particular It Is evident that the curriculumextensive InvolvementThe distinguishingand consultationcharacteristicswith thearebusiness world Is reflected in the content of the 41 applied blended with theory teaming outcomes based entrepeneurship and leadership as Its focus access flexibility an attention to entrepreneurial management for service organizations bige smallbusinessto mediumand notsizeforbusinessprofit focus that provides skills for other forms such as Our congratulations to David Ross and his team for a thorough well organized and well presented BSA Degree Proposal During our review of thls proposal David Ross and John Slattery were present and heard our discussions and comments so they can be an additional source for clarification should it be necessary Similarly during these discussions a number of wordsmithingreport suggestions were made This wordsmithing Is not repeated In this Validation Team The Validation Team recommends that your Education Council consider the following matters for incorporation in your degree proposal before forwarding the document to the Ministry While the focus for small to medium size business Is excellent considering the nature of many British Columbia businesses It appears to preclude large business The skills to run proposala small toshouldmediumreflectsizethisenterprise are precisely the same forthe large organization Your
On page three middle of the page add a fourth bullet a Is a prerequisite to ladder to a masters degree
BRI77SH COLUMBIA INSTITUTE OF TECHNOLOGY 121797 WED 1451 FAX 804 436 0810 BCIT SCHOOL OF BUSINESS Il003 y
The curriculum does not appear to cover a Economics b government legal end regulatory requirements for starting and running a business such as labour standards Revenue Canada regulations WCB regulation requirements c management of people While some ofthese matters may be covered In the capstone course or other courses it is difficult to assess this without detailed course outlines On page 13 under number seven you need to provide some detail about the breadth and depth of your faculty qualifications academic professional work experience and professional development activities Similarly this is an opportunity to Indicate that instructors from industry will be used to enrich the reality of this programs business training Under this section you also need to indicate your student evaluation system An additional benefit of offering this degree program is that it is likely that other degrees in degreeKwantlensInitiativescollege community may wish access to individual courses as they develop their
You need to state clearly that this degree program has a thirty credit residency requirement
On page 22 under number 6 you need to Include a statement that It is the intention of Kwantlen University College to articulate Its SBA degree once it is approved and students are enrolled
The program proposal does not detail how graduation from the program Is determined A suggestion is that you take a sample course and describe the steps and Instruments that will be used to ensure rigor and standards at the degree level Also define graduation requirements eg number of credits GPA requirements The Validation Team believe it Is essential that Instructors from Industry be an important part of the delivery of the courses in this program and that an expanded ongoing evaluation system be put in place to keep the program rated number one This expanded evaluation system should not only include graduate summaries but also feedback from the fines hiring the graduates of this BBA program and also a survey of those firms not hiring program graduates Additionally a survey of those who did not Join the program even though they were accepted will provide valuable Insight and Information for program change Be proud of your BBA degree program market its strengths and consider incorporating life long learning with a wananty program This will ensure that your BBA degree graduates keep current and committed to Kwantlen University College We look forward to seeing a copy of the final proposal as it Is mailed to the Ministry and welcome the opportunity to meet with the first group of students Please contact any member of the Validation Team for further discussion Yours truly
Gordon Farrell Chair Validation Team Kwantlen BBA Proposal 121707 WED 1461 FAX 804 438 0810 BCIT SCHOOL OF BUSINESS IJ004
Validation Team Members
Mary E Boni Coordinator Fashion Design Technology Program Kwantlen University College Kathleen Casprowitz Sylvan Leaming Centre Janet Falk Program Head Business Administration University College of the Fraser Valley Gordon Farrell Dean Business BC Institute of Technology Keith D Gray Vice President Educational Services Business Council of British Columbia Colleen Mcgoff Dean Instructor Academic Career Preparation Kwantlen University College Kwantlen UNIVERSITY COLLEGE
Bachelor of Business Administration BA in Entrepreneurial Leadership
DEGREE PROPOSAL Table of Contents
Page
A Executive Summary 1 B Institutional and Program Identification 3 C Program Description 4 D Admission and Transfer 16 E Learning Methodologies 19 F Faculty 19 G Program Resources 20 H Program Consultations and Evaluation 20
Bibliography 22
Appendices 23
A Student Enrolment History for the School of Business 24 FTE Comparison of Business Programs by Fiscal Years
B Proposal Consultations 25
C Letters of Support 29
D Bridging Course Calendar Descriptions 42
2 A Executive Summary Kwantlen University College proposes to offer a Business Administration Degree Program leading to a Bachelor of Business Administration Students will enter the program after either successfully completing a college diploma or two years of study at a post secondary institution or equivalent work experience Kwantlen will then offer the 3 and 4 years ofthe degree program The program has been designed to complement the growing communities and economic base ofthe Kwantlen catchment area Students can complete their degree on either a full time or parttime basis including evening and weekend classes to meet the needs of working professionals Graduates ofthe program will have practical experience either through their ongoing careers or the coop work sessions Kwantlen University College has the mandate to create lifelong learning opportunities for people to achieve personal social and career success It also has the mission to develop and offer baccalaureate degrees that will prepare students for well paid fulfilling careers The Bachelor of Business Administration in Entrepreneurial Leadership meets this mandate by having students acquire technical business skills through their subject specific studies general success skills through their employability skills studies and a better understanding of human society and how to contribute to it through liberal education studies
After extensive consultations with industry faculty current students and graduates learning outcomes were developed These outcomes are generally themes woven throughout the program Graduates of the program will be prepared to solve problems using business skills and knowledge from the perspective ofsmall medium sized businesses identify and assess business opportunities develop a business plan implement the plan and evaluate the performance develop business solutions and implement decisions that integrate business skills and knowledge utilise current business and information technology efficiently and effectively and have the skills to learn new technological developments demonstrate through involvement leadership at work in the community and in their education including a high level of personal and interpersonal skills manage projects through effective teamwork time and project management solve problems taking into consideration professional ethical values quality standards human rights and legislation practise and make effective and persuasive oral and written presentations and utilise listening skills in business communication identify international implications that affect decisions opportunities or solutions solve problems presented by a changing business environment and be able to plan and react appropriately
Pagc 1 acquire cultural literacy through an understanding of diverse cultural traditions and how and why members of these cultures find value in their cultures worldviews traditions practices artistic expressions and artefacts practise making informed and more carefully considered decisions through exposure and critical examination of a number of ways of interpreting facts and observations These perspectives should come from a multitude ofacademic disciplines and a variety of religious cultural philosophical and scientific views acquire the ability to see things in context This should be done both ecologically understanding the interrelatedness ofthings using a systems approach and geographically understand the historical forces that have shaped the present The program is developed around an interdisciplinary approach rather than traditional departmental lines Graduates will be engaged in enterprise development management and leadership Others with a more entrepreneurial focus will start businesses develop products andor create new jobs
This proposed Bachelor of Business Administration Degree Program will differ substantially in emphasis and delivery from those at other post secondary institutions
These differences include a program that has Entrepreneurship and Leadership as its focus a late afternoon evening and weekend delivery approach that provides for working professionals parttime and fulltime students graduates who have applied and practised employability skills Examples of how this will be achieved include practicums learning partnerships with business applied projects and assignments and ongoing work experience our proximity to our students in the fastest growing area of the province prior learning assessment allowing individuals with appropriate work experience to further their education in their own community These will mainly be midcareer individuals looking to enhance professional qualifications full block transfer of credits from recognized college and university programs a curriculum and program developed after consultation with industry faculty and students learning outcomes based curriculum emphasizing practicums work experience and joint ventures with industry focus on management of small to medium sized businesses entrepreneurial management and management of service sector enterprises student exitreentry flexibility where a student can complete the program at their own pace This allows for a students changing outsideofschool time requirements and does not lock them into a rigid program structure and timeframe professional development for individuals seeking higher level training The program is expected to have annual student intake of 105 FTEs and will require an annual operating budget of 642000 with start up costs of 75000
Page 2 B Institutional and Program Identification
Bl Which institution will award the degree Which other institutions ifany will contribute to this instructional program and precisely what will each contribute Kwantlen University College will award the Bachelor of Business Administration Degree Kwantlen University College faculty will deliver instruction in conjunction with the business community This important linkage will provide skillbuilding experiences for students in the workplace and through applied projects Students will enter the degree program and take their third and fourth years of study to achieve their degree Entry requirements will include completion oftwo years of study at a community college university college or university or equivalent experience B2 Which departments faculty ies or schools will be offering the degree The School ofBusiness at Kwantlen University College will offer the degree in conjunction with other faculties such as Science Humanities and Social Sciences
What is the name title and phone number of the institutional contact person if more information or clarification is required
For additional information contact Mr Gordon Lee Dean School of Business 604 5993250 gordonl nkwantlenbcca Mr David Ross Degree Program Coordinator Chair Marketing Department 604 5993362 dross@kwantlenbcca
B3 What will be the program title and the name of the credential to be awarded to the graduates
The program title will be The Bachelor ofBusiness Administration Degree Program The credential issued will be a Bachelor ofBusiness Administration BBA B4 In what way does this degree program contribute to the mandate and strategic plan of the institution
Kwantlen University College has the mandate to create lifelong learning opportunities for people to achieve personal social and career success It also has the mission to develop and offer baccalaureate degrees that will prepare students for well paid fulfilling careers
Kwantlens catchment area is the communities of Richmond Delta Surrey Langley and White Rock Growth in these areas is not only residential but business related and points to the need for the delivery of quality local and relevant business education
To enter a career field people must possess technical skills eg accounting management marketing To achieve and maintain success people must possess several
Pagc 3 general success skills eg communications critical thinking and teamwork To experience fulfillment people need to feel personally responsible for making socially important contributions Kwantlen University College Framework for Strategic Thinking 1997
To facilitate learning in these areas the BBA degree will include all three of these components Students will acquire technical skills through their subject specific studies They will acquire general success skills through their employability skills studies Their liberal education studies will develop their understanding of human society and how to contribute to it
To ensure that these three areas are the cornerstones of the degree program learning outcomes will be focused on these priorities Degree learning outcomes are shown in section C 3
B5 What is the intended schedule for implementation of the degree program The program is intended to commence in September 1998 with third year courses The fourth year will start in September 1999 The anticipated graduation of the 1998 intake will start in June 2000
C Program Description
Cl What economicindustrialsocialcultural goals is this program intended to serve How do these relate to identified market niches or societal needs
The goals of this degree are directly related to market trends in the Kwantlen catchment area Population growth projections all signal significantly increasing demand for business education
With the local population growth over the past decade student enrolments at Kwantlens School of Business have increased by approximately 250 Appendix A shows enrolment growth at Kwantlens School of Business over the past 12 years Preliminary numbers for this year show continued growth Overall catchment area population is projected to increase by 61 or 420974 residents by 2017 BC Stats Projected British Columbia job openings from 19952005 total 766000 of which 65 or 497000 positions will be in business management or sales and service HRDC Occupational Outlook RESB BCYT0695E
Students are looking beyond a diploma to degree programs and more advanced credentials A recent student survey showed that 45 of over 1200 students questioned would be very interested in taking a business degree at Kwantlen Currently Kwantlen student access to other degree programs is limited by capacity constraints distance and severely increasing traffic gridlock all creating barriers to entry for students in our region
Pagc 4 During the industry consultations leading to this proposal it became clear that local employers and business representatives are supportive of this proposed Degree Program and see a need for locally educated managers and entrepreneurs who can take business leadership roles or start their own businesses They also felt that a local degree initiative would support local economies through development of a skilled business labour force which is a key ingredient to further continued growth This information was gleaned from focus groups advisory committee input and oneonone consultations with local business partners as listed in Appendix B and discussed further in Section H 1 Letters of support for the BBA Degree Program are attached as Appendix C Another important trend supported by consultations with students and industry is the need for further education while maintaining current employment This has been brought about by economic necessity and changing workplace demands and clearly pointed to an after workhours degree program that would fit into an already busy schedule and at the same time build on existing education and experience This would also being supported by developing distributed education initiatives
C2 What are the anticipated employment destinations for graduates Graduates will be engaged in enterprise development management and leadership in small and medium sized businesses Also according to Labour Market Trends in British Columbia 1994 the shift of employment from the goods manufacturing sector to the services sector is expected to significantly accelerate in the medium to long term Since 1967 about 90 of job growth in Canada has taken place in the service sector The service sector is experiencing some of the fastest growth rates and is included in the categories of transportation communication utilities wholesale trade finance insurance real estate social services and government According to COPS NOC Demand Model RESB BCYT0695E 65 oftotal projected job openings 497000 of 766000 between 1995 and 2005 will be in business related occupations Of this sales and service will occupy 33 business services 20 and management 12 Human Resources Development Canada 1995 suggested that the top jobs according to CI the number of openings in BC for the period 1995 2005 include salespersons in retail trades managers in retail trade and other services small business managers and accountants and financial managers The fastest growth rates are expected in service industries which base their products and services on demographic shifts including health care travel and leisure and also high technology areas such as environmental protection According to the COPS NOC Demand Model most jobs will be created in retailwholesale trade accommodationfood services health and welfare business services education and finance insurance and real estate
Based on the growth rate of the local population and the resulting business development opportunities for our graduates are many Our challenge is to provide the best possible education and work experiences w help individuals gain and maintain a successful lifestyle
Page 5 What potential does this program offer for research and development or job creation After industry student graduate and faculty consultations and with the entrepreneurialleadership focus of the degree program graduates will be effective contributing employees and managers or will be self employed The graduates will also become an important part of a skilled labour pool that will help to attract business and jobs to the Kwantlen catchment area The more entrepreneurial students will contribute to starting and developing new businesses the conversion of their ideas into new products and services will lead to job creation C3 What are the intended learning outcomes of this program skills knowledge attributes or other attributes
Many ofthe learning outcomes are threaded throughout the program and not just stand alone courses
Key Themes Learning Outcomes
SmallMedium Sized Businesses Solve problems using business skills and knowledge from the perspective of small to medium sized businesses
Entrepreneurship Identify and assess business opportunities Develop a professional business plan Implement the business plan Evaluate the businesss performance Integration Develop business solutions and implement decisions that integrate business skills and knowledge
Technology Utilize current business and information technology efficiently and effectively
International Business Identify international implications that affect decisions opportunities or solutions
Leadership Demonstrate through involvement leadership at work in the community and in their education including a high level of personal and interpersonal skills
Project Management Manage projects using effective teamwork time and project management
Page 6 Change Management Solve problems presented by a changing business environment and be able to plan and react appropriately
Ethics and Legal Concerns Solve problems taking into consideration professional ethical values quality standards human rights and relevant legislation
Communications Practise and make effective and persuasive advanced oral and written presentations and utilise listening skills in business communication
Cultural Literary Acquire cultural literacy through an understanding of diverse cultural traditions and how and why members of these cultures find value in their cultures world views traditions practices artistic expressions and artefacts
Informed Decisions Practise making informed and more carefully considered decisions through exposure and critical examination of a number of ways of interpreting facts and observations These perspectives should come from a multitude of academic disciplines and a variety of religious cultural philosophical and scientific views
Context Awareness Acquire the ability to see things in context This should be done both ecologically understanding the interrelatedness of things using a systems approach and geographically understand the historical forces that have shaped the present In what other way do these outcomes warrant a program of degree status This degree will be an appropriate goal for students who want to study beyond a diploma or their initial two years of post secondary education It will provide advanced business entrepreneurialleadership training and is the next step for many students in their lifelong learning process
It will integrate business skills and concepts from different business areas as opposed to the narrower specialities that are the focus of current diplomas A degree is needed in order to provide students with this unique integrated curriculum
Industry representatives also suggested that degree status will enhance the credibility of the student in a very competitive workplace and will contribute to the continued economic growth of the province and Kwantlens catchment area The convenient class
Page 7 vi YFMR
scheduling and the opportunity for a twoyear completion ofthe program responds to the urgent need to provide professional upgrading for the present supervisory and middle management workforce in the Kwantlen catchment area This will be a seniorlevel credential that will benefit business and help build a learning culture in local businesses C4 What is the expected normal time required for program completion in years or semesters The degree program can be completed alter two years offulltime study following the students first two years ofpost secondary education The time to complete the degree will depend upon the time and energy students can commit to their studies Students will have the flexibility to take the program at a rate that best fits their needs meaning longer than two years if required Students with prior learning assessment may require less time The time for completion will vary from student to student
C5 Course Requirements
The degree program will require 120 credit hours of post secondary courses This includes the initial two years of post secondary education equal to 60 credit hours Year 1 and 2 Successful completion of two years post secondary studies eg Accounting Diploma Business Administration Diploma Business Management Diploma Commerce Diploma Computer Information Systems Diploma Marketing Diploma Non Business Diploma Associate Degrees or equivalents
Bridging Program Courses or equivalents Students who do not have a twoyear business related diploma from a recognized post secondary institution will be required to complete six bridging courses Students will not have to repeat any courses they have already taken including equivalent courses from other institutions All of these courses are widely offered at Kwantlen
1 BUSI 1210 Essentials of Management or BUSI 1215 Organizational Behaviour 2 ACCT 1293 Introductory Financial Accounting 3 MRKT 1130 Basic Marketing 4 CBSY 1105 Introductory Microcomputer Applications 5 ACCT 1230 Business Statistics 6 ECON 1150 Principles of Microeconomics
Years 3 and 4
Students will be able to exit and enter the final two years of the program as their needs change The course prefixes represent the general focus of the course with ENTR meaning a concentration on entrepreneurial skills and LBED showing liberal education courses Each course will also have employability skill development as part of the curriculum All courses are three credit hours unless otherwise noted
Pagc 8 Year 3
Fall ENTR3110 Applied Organizational Behaviour ENTR3120 Managerial Accounting ENTR3500 Professional Business Communication LBED3310 Power Relationships 6 credit hours Spring ENTR3140 Entrepreneurial Marketing ENTR3150 Business Economics ENTR3170 Entrepreneurial Finance Power Relationshipscontinued Intersession MayJune ENTR3I30 Production and Operations Management ENTR3160 Information Technology for Business
Summer May August after completion of both the third and fourth years Optional Coop Program For students who require relevant business related work experience a coop program will be offered Many students will be working while taking the program and therefore will not need this option Through learning partnerships with business all students will have practical work experience before graduation
Year 4
Fall ENTR4140 Entrepreneurial Sales and Customer Service ENTR4200 Business Strategy ENTR4300 Entrepreneurial Management for Service Companies Liberal Education Elective Spring ENTR41 10 Business Leadership ENTR4120 Human Resource Management ENTR4250 Entrepreneurial Leadership Practicum 6 credit hours LBED4900 Community Involvement and Contribution Intercession Liberal Education Elective Entrepreneurial Leadership Practicumcontinued For the two liberal education electives offered students will select from the following group of liberal education courses 1 LBED 3110 Work Technology and Society Structures and Processes It LBED 3120 Study of Cultures I LBED 3130 The Philosophy ofCritical Thinking Logic and Scientific Reasoning LBED 4215 Ethics Morality and Social Issues for Business LBED 4810 Innovation and Creativity LBED 4820 Creativity Development 2
Pagc 9 C6 Courses Previously Approved for a Degree The bridging courses currently being offered at Kwantlen Calendar descriptions are shown in Appendix D None ofthe proposed new courses have been previously approved as part of a degree program
C7 New Courses
All three credit courses will be taught in fourteen threehour sessions unless otherwise noted Typically this will require meeting once a week for fourteen weeks except during intersession where meetings will occur twice a week for seven weeks
As the proposed BBA is an applied degree instructors will not only require specialized knowledge in their areas of expertise but also relevant work experience to help students with their industry projects and practical assignments
ENTR 3110 Applied Organizational Behaviour 3 credit hours The focus of this course is to help students achieve success in the workplace Topics will include developing a positive self concept dealing with change and stress becoming a better listener understanding business politics and dealing with difficult people The material will be covered through applied assignments and exercises real world assessment and analysis and role playing
ENTR 3120 Managerial Accounting 3 credit hours
This course will provide managerial accounting tools that can help small business managers make decisions The course will not focus on any one industry but will review different industries and the managerial accounting practices they use Topics will include budget development and analysis inventory control and results measurement The applied focus will allow the student to practise using case discussions and applied exercises
ENTR 3130 Production and Operations Management 3 credit hours
This course will focus on the production and operations management needs of small to medium sized businesses It is a quantitative course that will provide the student with handson experience using tools that help entrepreneurs and managers make decisions Students will practise using these tools through case analysis problem solving exercises and a term project completed while working with an industry partner
ENTR 3140 Entrepreneurial Marketing 3 credit hours
This is an applied course which allows the student to use marketing tools and techniques to help small business managers Problem solving decision making and planning are the common themes and will be practised through case analysis applied exercises and a
Page 10 marketing project that will partner the students with a small business or community organization
ENTR 3150 Business Economics 3 credit hours This is an applied course in economics It will provide the student with the practical economic tools that would benefit an entrepreneur or small business manager Part ofthe instruction will be done using applied exercises and case studies
ENTR 3160 Information Technology for Business 3 credit hours
Information technology is a cornerstone of a successful small business today Students will learn and practise how IT can help in business decision making and how to use basic technology such as the Internet and online libraries to help with the process Students will apply the theory through a variety of handson practical examples
ENTR 3170 Entrepreneurial Finance 3 credit hours
Many of the problems solved by any entrepreneur or small business manager involve financial decisions and finance This course will provide a set of tools that students can use to help with these decisions Topics will include locating sources offunds dealing with banks working capital management and managing growth and development
ENTR 3500 Professional Business Communication 3 credit hours
Half this course will focus on professional business communication in the written form This is meant to provide the student with jobready writing skills Extensive written practice will also utilise standard business software such as Microsoft Office The other halfwill be on professional business communication in the oral form This is an advanced course meant to provide the student oral communication skills Concentration will be on practise in applied situations using effective audio visual aids to support communication The assignments and projects will be integrated with other program curriculum
ENTR 4110 Business Leadership 3 credit hours
This course will examine the business leadership process and applied practical leadership techniques Students will be able to develop and practice leadership skills through self assessment exercises roleplay simulations and other handson experience Other topics will be entrepreneuring intrapreneuring small to medium size business culture effective team leadership and self leadership
ENTR 4120 Human Resource Management 3 credit hours
In this course students will examine the human resource function and how it relates to the entrepreneurial firm Topics covered will include recruitment selection compensation
Page 11 training The will also examine current legislation such as workmens compensation human rights and discrimination Part of the course will be a project to analyse and develop a human resource management plan
ENTR 4140 Entrepreneurial Sales and Customer Service 3 credit hours The sales function is ofprime importance in facilitating business growth and development the sales function is of prime importance This course will focus on the skills necessary to be successful in sales including locating and identifying customers making sales presentations dealing with objections closing and dealing with key accounts Finally students will examine customer service as a competitive advantage and how it is part of an organi7atiors marketing program The instruction will include role playing applied exercises and a major project where the student will work as a sales representative in a small to medium size business
ENTR 4200 Business Strategy 3 credit hours
Prior to completing their integrated project students will have the opportunity to practise the integration of the business skills and concepts they have learned in a classroom setting This is a case study course that allows the students to make decisions and have their ideas discussed and analysed by their peers The focus will be on entrepreneurial firms and the problems they face
ENTR 4250 Entrepreneurial Leadership Practicum 6 credit hours
This is a two semester capstone course that will allow students to practise and apply what they have learned throughout the program Teams of three students will develop and complete a significant project in conjunction with learning partnerships with business This will provide the student with the opportunity to practise the integration of business skills and concepts they have learned in a real world environment The topics for the project will be determined by the students but will require faculty approval Classroom time will be spent in project analysis Teams will have to make a major oral and written presentation
ENTR 4300 Entrepreneurial Management for Service Companies 3 credit hours In view of the job opportunities in service companies this course will allow students to analyse and gain insight into different service industry sectors Through the use ofcases industry projects and applied assignments students will gain practical understanding of different service businesses Selected topics will include industry specific opportunities growth and development quality management and sustaining competitive advantages
Iagc 12 LBED 3110 Work Technology and Society 3 credit hours The course introduces students to the interrelatedness of structures and processes of groups and systems in contemporary society with special emphasis on the context of work and technology from both societal and global perspectives
LBED 3120 Study of Cultures 3 credit hours
This course provides a comparative study of human cultures in terms of the interaction of technology the economy religion social and political organizations and the environment Special attention will be paid to the different ways in which cultural groups around the globe interact with the environment and each other
LBED 3130 The Philosophy of Critical Thinking Logic and Scientific Reasoning 3 credit hours This course prepares students to exercise their skills in close reading rational argumentation the art ofrhetoric in writing and scientific experimentation and analysis
LBED 3310 Power Relationships 6 credit hours
This course examines power relationships in a variety of context at the individual group community institutional and societal levels Power relationships are analysed from the humanistic psychological cultural social scientific and political perspectives Materials may be drawn from literary scientific and theoretical sources
LBED 4215 Ethics Morality and Social Issues for Business 3 credit hours
This course is designed to teach business students to consider the implications of their work on an ethical moral and social basis Students will participate in a series of discussions group meetings and debates and will present in both verbal and written forms clear logical arguments for their conclusions
LBED 4810 Innovation and Creativity 3 credit hours
In this course students learn about innovators and creators people who saw the world in a different way Their vision and creativity had a profound influence on the development of human society How did they see the world differently What were their visions What was their influence This will include examination of innovation and creativity from a wide variety of disciplines
LBED 4820 Creativity Development 3 credit hours In this course students learn about the creative process including development and practice of their skills Unique to this course will be workshops on improvisation and creative thinking
Page 13 LBED 4900 Community Involvement and Contribution 3 credit hours This will be a capstone course that allows the students to participate in a community project or organization The work will be identified by the student and then developed by the student in conjunction with the instructor and the community organization or appropriate individuals Cultural social political or religious projects or organizations are all examples of involvement for the student The project will allow students to practise the leadership skills learned in previous courses The course also includes classroom based analysis and reflection about leadership and entrepreneurship The student will make a final oral and written final presentation outlining results C8 Degree Program Specializations After industry and faculty consultations it was concluded that this degree program would focus on entrepreneurship and leadership as dominant themes throughout the curriculum
C9 Optional Courses
In order to provide flexibility for students but still achieve some economies of scale and operate the degree program in a cost effective manner the program will offer optional course selection in the final year as outlined in C5
C10 Integration of Courses
Course integration is of prime importance to a new program The issue needs to be addressed not only as the degree is being developed but also on an ongoing basis As with our current diploma programs where participating faculty members and departments are continuously reviewing curriculum both formally and informally the faculty involved with the proposed degree will have to meet and review the program on a regular basis as well This team approach to instruction will help avoid duplication and allow for a sharing ofideas and will create a forum for continuous improvement ofthe Degree Program Integration will also come through team teaching of courses This will facilitate the uniting of concepts from different functional areas CI 1 What are the structure and expected class sizes of courses in this program Maximum class or section size will be thirtyfive as per the collective bargaining agreement Class size is also limited by the available facilities With an annual intake of 105 students per year each course will require three sections
The ten courses required to complete each year would be offered in a four fourtwo format to help parttime students finish their degree in a minimum of two years A full time program will include four courses in the fall semester four in the spring semester and two in the MayJune intercession period The courses will also be offered late afternoons evenings and Saturdays to help working students and business professionals who are trying to upgrade their skills
Pagc 14 C12 What specialities majors or minors will be offered
The Diploma completed prior to the third and fourth years ofthe degree program will effectively dictate areas of specialization No majors or minors will be offered as part of years 3 and 4 ofthe Degree Program However entrepreneurship and leadership skills as well as the program learning outcomes discussed earlier will be common themes throughout the program
C13 What programs exist at other BC institutions which contain similar content or have similar objectives and if similar what is the rationale for duplication All degree granting post secondary institutions in British Columbia offer undergraduate degree programs in commerce or a business related field We will articulate block transfer arrangements enabling our students to transfer to and from other educational institutions
Despite basic similarities in structure and organization our proposed Bachelor of Business Administration Degree Program will differ substantially from those at other post secondary institutions in curriculum emphasis and course delivery
These differences include
A program that has entrepreneurship and leadership as its focus A late afternoon evening and weekend delivery approach that provides for working professionals parttime and fulltime students
Graduates who have applied and practised employability skills This will be achieved through practicums applied projects and assignments
Graduates will also have experience through ongoing work or coop work term experience
Our proximity to our students inthe fastest growing area of the province
Prior learning assessment allowing individuals with appropriate work experience to further their education in their own community These will mainly be midcareer individuals looking to enhance professional qualifications
Full block transfer of credits from recognized college and university programs A curriculum and program developed after consultation with industry faculty and students
Learning outcomes based curriculum emphasising practicums work experience and joint ventures with industry
Pagc 15 Focus on management of small to medium size businesses entrepreneurial management and management of service sector enterprises Student exitreentry flexibility where a student can complete the program at his or her own pace This acknowledges students changing outsideofschool time requirements and does not lock them into a rigid program structure and timeframe Professional development for individuals seeking higher level training C14 How does this program relate to other programs offered at this institution shared or related expertise other resources etc
The degree program will provide an opportunity for students from existing diploma programs in and out ofthe School ofBusiness to build entrepreneurial leadership and business skills and gain a higher credential It will also provide business diploma students with additional liberal education in areas not previously covered C15 What if any other programs will be reduced or eliminated in order to initiate the new program No programs will be reduced or eliminated in order to initiate this new program C16 What if any are the research expectations or implications for this program This is not a research oriented degree program so there will be no research expectations
D Admission and Transfer
Dl What are the admission requirements for direct entry students transfer students Students who have successfully completed a two year business or business related diploma from an accredited college or university can be directly admitted to the Degree Program Other students with completed diplomas in non business related areas or two years of post secondary education will be required to complete all or part of the bridging program based on the courses they have previously taken This will be done prior to entering the third year
Students will be admitted into the degree program on a competitive basis using the following criteria in no particular order Overall grade point average of post secondary education with the most recent two years given priority A statement of work experience community involvement and personalcareer objectives Two business references A personal interview and short presentation
Page 16 Students will also be expected to complete much of their work outside the classroom by applying what they have learned in real world situations An opportunity will exist here for students to complete this work in conjunction with current employment Appeals will be handled using the existing process
D2 What institutional regulations apply to this program residency requirements etc The normal Kwantlen requirements for transcripts applications payment of fees etc will apply to all students applying for the BBA Degree Program Courses will be taken at Kwantlen due to the unique entrepreneurialleadership content This would constitute a residency requirement Kwantlen policies that currently relate to student behaviourand academic standards will also apply to BBA degree students Also 25 of the course credits may be done through prior learning assessment
D3 Who are the intended students
Students will generally be from the Kwantlen catchment area and will fall into more than one of these categories
Working professionals who are trying to continue their education while balancing their busy lives and who want to access education in a more convenient location such as their local community These students can complete a degree in a timeframe convenient to them
Residents who do not have cost effective and time efficient access to such education in the Kwantlen catchment area This includes students who cannot move to another area for economic reasons and who cannot commute because ofthe time poverty created by traffic gridlock and increasingly poor traffic conditions
The emerging workforce of recent high school graduates current diploma students people working full or parttime wanting to upgrade their qualifications and obtain a degree
Non business students who wish to obtain specific and focused business skills eg people with a trade certification
Midcareer professionals who may not have a formal education or qualification and who could take advantage of prior learning assessment opportunities
Transitional workers wishing to commence or continue upgrading leading to new work or refocused careers
People from a broad spectrum wanting an enterprise development program for self employment
Page 17 D4 What initiatives if any address low participation groups eg aboriginal students The student population at Kwantlen University College and the School ofBusiness clearly reflects the multicultural nature of the catchment area This includes opportunities for females visible minorities and aboriginal students The BBA Degree Program will continue to provide equal opportunity for all students 15 What enrolments are anticipated How many ofthese are expected to represent a new client group to be additional new enrolment Enrolment is expected to be 105 new FTEs for each year ofthe degree program Expected future intake is shown in Table 1
Table 1 Projected BBA Enrolments FTEs
Year 1998 1999 2000 2001 Enrolment 105 210 210 210
D6 What articulation arrangements with other programs and institutions now exist are planned
The School ofBusiness diploma programs is fully articulated with business diploma programs offered throughout the province Students from any accredited university or college with either a diploma or two years of successful post secondary education can ladder into this degree program The degree program will also be articulated with other programs and develop as the degree comes on stream
Courses from the diploma program are also articulated with professional programs such as Certified General Accountants CGA Institute of Chartered Accountants ICABC and Certified Management Accountants CMA
D7 What provision is made toenable students to receive credit for relevant learning previously achieved outside the BC public post secondary system
Students transferring from other provinces in Canada will be evaluated on an individual basis Students transferring from outside Canada will establish BC equivalency of their education through the International Credential Service ICES of the Open Learning Agency
Kwantlen is currently developing a prior learning assessment program that will take into consideration a students previous formal and informal education Existing transfer arrangements also apply
Iagc 18 E Learning Methodologies
El What learning environment and methodologies will be developed so as to achieve the intended outcomes for the program This degree program will be delivered in a course format coupled with applied projects and experience outside the classroom It will utilise an outcomes based curriculum that is designed to provide students with the entrepreneurial and leadership skills suggested through our industry consultations The common goal will be to maintain a very applied problem solving and team building focus The methodologies and learning environments will include case studies simulations seminars presentations workplace based projects group projects and class discussions Wherever possible local real world exercises projectsexamples will be used to make the applied focus more relevant Across the curriculum themes also include international examples the service sector and small and medium size business management and development
E2 What use will be made of experiential learning cooperative clinical etc distance education independent study Computer Assisted Instruction etc other Instruction will include the use of cooperative learning techniques business learning partnerships applied projects and case studies Where appropriate information technology will be used to supplement classroom based learning The development of distance education is supported by distance learning rooms as part ofan upcoming expansion at the Surrey Campus
F Faculty
Fl How many faculty and other staff are required and with what qualifications Which of these positions will be new to the institution
Once the degree program is completely up and running the 210 FTE students 105 in each year will require 3 sections of each of 20 courses or 60 sections A FTE faculty member at Kwantlen is required to teach 8 sections per year This means that the degree program will require 75 FTE teaching faculty Faculty qualifications will include a combination of the specialised knowledge in their specific area and the necessary work experience to support the applied focus of the degree program Program ChairCo ordinator would require an additional halftime release or 4 sections per year This is equal to 5 FTE faculty
F2 Will there be any differentiation of faculty roles instruction curriculum research innovation What are the percentages oftime spent on teaching research andor other roles The primary role of faculty involved in this Degree Program will be teaching and ongoing development and integration of curriculum
Page 19 G Program Resources
Gl What resources will be required to assure a program ofacceptable quality a Operating Funds based on 210 FTE students
ChairCoordinator halftime release 37500 Fulltime Faculty 75 FTE 75000 inc benefits 562500 Support Staff 15000 Supplies 5000 Commerce Articulation 1000 Student Recruitment 30000 Total Operating 651000
b LibraryMediaComputingCommunications Journals and Monographs startup 15000 Journals and Monographs annual 10000 Computer database and Internet startup 10000 Computer database and Internet annual 5000
c Facilities Existing facilities are adequate
d Equipment Computers and Software 50000
e Special Resources institutional community naturalenvironmental etc Workterm or Coop Coordination 50000
f Startup or Development Needs Curriculum and program development 75000
H Program Consultations and Evaluation
H1 What consultations have occurred with professional associations employers educational institutions Please attach any written endorsements or comments
In developing this degree program there were extensive consultations with professional associations employers and educational institutions at all stages These include
Ongoing review with Kwantlen School ofBusiness Standing Advisory Committees on Accounting Management and Marketing
Community and Regional Focus groups with participation from Professional and Business Associations and employers
Page 20 Program Review and Validation committees with membership from educational Institutions regional and community business associations and faculty outside the School of Business
Minority groups have also been represented throughout the consultation process These consultations are a key strength ofthis proposal and the degree Further to this local business associations and employers have committed to ongoing partnering and review of the degree to help keep it current and relevant for the students See Appendices B and C for a list ofProposal Consultations and Letters of Support Who else was involved and how in the collection and evaluation of information leading to the development and submission of this proposal
Other participants have included Kwantlen faculty from outside the School ofBusiness and all faculty from within the School Please see Appendix B for list ofparticipating faculty Current students and graduates were also consulted throughout the process H2 What suggestions would your institution make to assist the DPRC in evaluating this proposal names of appropriate program experts sources of supplementary data or information etc
For additional information on the program please contact Gordon Lee Dean School of Business Contact information is provided in section B 2
H3 After the program is implemented what procedures are planned for ensuring adequate depth and breadth of ongoing review and evaluation As with our existing diploma programs the Degree Program will be continually updated and reviewed by the participating faculty and improvements made with approval of the School of Business Curriculum Committee and the Kwantlen Education Council Beyond this the program will undergo an overall review by the University College every five years as per the current program review arrangement H4 What provision is made for ongoing membership on advisory committees to this program or what other means are provided for maintaining extrainstitutional perspectives
As with our current diploma programs an advisory committee will be established This committee will provide the ongoing industry and student advice and input necessary to help keep the Degree Program current What is the nature of the ongoing involvement of professional or other certifying or accrediting organizations
As with our current advisory committees relevant organizations will be represented and regularly contacted for their input
Page 21 Bibliography
BC College and Institute The Outcomes Working Group Student FactPac 1996 British Columbia Labour Force Development Board Training for What British Columbia Ministry of Skills Training and Labour 1995
College Institute Educators Association of BC Learning Outcomes The Best Way to Achieve Block Transfer 1997
Feather F Canadas Best Career Guide Warwick Publishing Toronto 1996
Human Resources Development Canada Occupational Outlook Job Outlook 2005 Economic Services Branch BCYukon RESB BCYT0695E 1995
Human Resources Development Canada Province of British Columbia Ministry of Skills Training and Labour Job Futures Labour Market Trends in British Columbia 1994
Kwantlen University College Framework for Strategic Thinking 1997
Kwantlen University College 1997 1998 Calendar 1997
Ministry of Supply and Services Canada Job Futures Volume One Communications Group Ottawa 1996
Province of British Columbia Employment and Immigration Canada Job Futures British Columbia Outlooks Province of British Columbia Victoria 1993
Province of British Columbia Employment and Immigration Canada Job Futures Labour Market Trends in British Columbia Province of British Columbia Victoria 1994 Rabbior Gary Jim Lang Lori Cranson Larry Smith Catching the Wave Human Resources Development Canada 1996
Reddick Don Maureen Shaw and Jim Jamieson Learning Outcomes for the Liberal Education Component of Kwantlens Degree Programs Liberal Education Council to the Education Council April 29 1997
Rifkin J The End of Work The Decline of the Global Labour Force and the Dawn of the Post Market Era GP Putnams Sons New York 1995
Tapscott Don The Digital Economy Promise and Peril in the Age of Networked Intelligence McGraw Hill New York 1996
Page 22 tr
Appendix A
Student Enrolment History for the School ofBusiness FTE Comparison of Business Programs by Fiscal Year
Fiscal Year Profile Actual Difference of Profile
198485 320 3326 126 1039 198586 320 3200 03 1001 198687 320 3000 200 938 198788 320 3200 0 1000 198889 360 3317 283 921 198990 390 3327 573 853 199091 400 4080 80 1020 199192 400 5347 1347 1337 199293 400 5862 1862 1466 199394 636 6522 162 1025 199495 751 7727 217 1029 199596 751 8451 941 1125 199697 857 9162 592 1069
Iage 24 Appendix B
Proposal Consultations
Internal
Faculty in all departments ofthe School ofBusiness participative role other faculty outside the School of Business committee participation and consultative role
Graduates and current students of the School of Business
Committees that have passed supportive motions for the Degree Proposal include
Chairs Committee School of Business Kwantlen University College
David Sale Accounting Douglas Smith Business Management Peter Thesiger Computer Business Systems Fleming Woo Computer Information Systems Eugenia Culham Computer Science Nancy Clegg Economics David Ross Marketing Pam Galea Office Administration Gordon Lee Chair Dean School of Business
Curriculum Committee School of Business Kwantlen University College
John Westem Accounting Ron Shay Business Management Sue Birtwell Computer Business Systems Simon Whitlow Computer Information Systems Kenward Chin Computer Science Lance Shandler Economics Keith Wallace Marketing Pam Galea Office Administration Karin Green Counselling David Woolley Registrars Office Gordon Lee Chair
Page 25 Proposal Development Group
Gordon Lee Dean School of Business Kwantlen University College Sue Birtwell Faculty Computing Based Systems Kwantlen University College Panteli Tritchew Faculty Applied Communications Kwantlen University College Derwyn Owen Owen Management Services Ltd Veronica Mallin Owner Pescott Strategic Marketing David Ross Chair Marketing Dept School of Business BBA Degree Program Coordinator Kwantlen University College
External
Degree Proposal Validation Team
External Post Secondary Representatives
Gordon Farrell Dean School of Business British Columbia Institute of Technology Janet Falk Faculty Business Admin University College of the Fraser Valley Internal Faculty Representatives
Colleen McGoffDean Faculty Adult Basic Education Kwantlen University College Mary Boni Faculty Fashion Design Kwantlen University College
Industry Representatives
Keith Gray Business Council of British Columbia Kathleen Casprowitz Chair Education and Human Resource Committee Surrey Chamber of Commerce also participated in a focus group
Advisory committees that have passed supportive motions include
Accounting Management Advisory Committees George Morine Partner KPMG also participated in a focus group Teresa Marshall President Action Personnel Lori Allwood Student Representative Randy Scanks Manager Price Waterhouse Allan Ecclestone Chair Partner KPMG also participated in a focus group Richard K Lancaster Vice President Finance and Admin Imasco Minerals Inc also participaicd in a focus group Derek Henrey Manager Branch Accounting Overwaitea Foods Group also participated in a focus group
Page 26 Business Management Advisory Committees Ken Ballard Karen Ayers Manager Employee Development Delta Credit Union Don Bryant Manager and Principal Keystone Environmental Ltd Dave Penn Owner Century 21 also participated in a focus group Doug Dalgetty Executive Vice President Canadian Western Bank Alan J Webb Chair Hudson Plating Co also participated in a focus group Omer Essen Vice President Operations Glas Aire Industries also participated in a focus group Aileen MacSkasy Senior Operations Manager Federal Express Paul Volk Corporate Coordinator Whitespot Head Office Majorie Lee Human Resource Manager Rivrow Marine Ltd Clarissa Feiertag Student Representative
Marketing Management Advisory Committee Craig East Chair Controller Britco Ltd also participated in a focus group Amney Amery Account Executive BCTV Mark Belling President 5 Avenue Real Estate Marketing Ltd also participated in a focus group Chamkaur Cheema Hong Kong Bank of Canada Veronica Mallin Owner Pescott Strategic Marketing First Vice President Surrey Chamber of Commerce also participated in a focus group Lance Ross President Sales and Marketing Executive Vancouver Chapter BC Bearing Tanis Anderson Forsters Restaurants Student Representative Kelly Cahill Owner Just Kidn also participated in a focus group Anthony Okuchi Marketing Research Officer VanCity Savings Credit Union also participated in a focus group Jeff Fawcett Owner Fawcett Insurance Past President Sales and Marketing Ext Pam Roy Professional Market Research Society
Page 27 Industry Focus Groups February 28 June 2 3 4 1997
Participants Cheryl Smith Murry Axsmith Ltd Keith Gray Business Council of BC Jay Lundy Donn Chalmers Education Committee Richard Chamber of Commerce Mary Burns John Fleury Associates Gerry Spielmacher President Surrey Chamber of Commerce Nesbitt Bums Heather Maxwell Peace Arch Hospital Lori Allwood City of Surrey David Dreyer Nesbitt Burns Dave Hayer Past President Surrey Chamber of Commerce Heidi Parks Delta Credit IJnion Gordon McOrmond Strider Computer Group Barb Rosenthal Surrey Metro Savings Credit Union Jules Mihalyi Chair Education Committee Langley Chamber of Commerce BDC John Gordon Willowbrook Mall Larry Miller NJCS Garage
Page 28 111E 11 1997 tlllltt VanCity
Vancouver City Savings Credit Union July 9 1997 HEAD OFFICE VANCITY CENTRE 1133 TERMINAL AVENUE VANCOUVER BC MAILING ADDRESS PO BOX 2120 STN TERMINAL VANCOUVER BC V6B 6R6 Gordon Lee 1 ELEPNONE 8777000 Dean School of Business Kwantlen University College PO Box 9030 Surrey BC V3W 2MB
Dear Gordon
RE Letter of support for the Bachelor of Business Administration Degree program
1 would like to extend my thanks to you for inviting me to participate in the degree program design process As an alumni and a representative of VanCity Savings 1 feel that you have taken the necessary steps to develop a degree program that will prepare graduates for the job market
Asking industry representatives to provide input into the overall design of the degree program ensures that graduates will be well prepared for current and future job markets By involving the business community Kwantlen will develop a degree program that will differ substantially from other degree programs The key difference is the focus on skills that are relevant to the workplace
Thank you for considering the needs of businesses in the development of your new program I am confident that the program will produce individuals with employment skills that are necessary in todays business environment
Sincerely
Vl kuchi Marketing Research Officer Marketing and Planning Division
VANCOUVER CITY SAVINGS CREDIT UNION
cc Marketing Research Team
HIWPFILESWAEMOSIEXTERNALW10019 WPD
tJr n i i i i i r I n FIFTH AVENUE REAL FSTATL MART TUC LTD
July 7 1997
PROJECT To whom it may concem MARKETING SPECIALISTS
Re wrt e t vet e to i i r S
I would like to commend Gordon Lee Dean School of Business for his initiatives in promoting the advancement of a BBA program As a Bachelor of Commerce graduate from the University of Alberta with prior exposure to UBC I have had the opportunity to compare mandates of different Teaming institutions I have hired many university graduates as well as students of BCIT and Kwantlen 1 have come to appreciate the hands on approach by the later two organizations I have found a more direct application by these students to the growth requirements of my business I have been an advisor to the BBA program initiative and I whole heartedly welcome and support it I welcome any questions you may have by contacting the writer at 604583 2212
Yours truly
Fifth AvenyeReal Estate Marketing Ltd
MarBelling BComm CPM President
MBsm
NP075507079777z
5243 91st Avenue British Columbia 40da V3R 8P8
Telephone 604 5832212 Fax 604 5833264 JUL 1 Business Development Bank of Canada 0 1997 Banque de developpement du Canada
eve
July 4 1997
Kwantlen University College Dean School of Business PO Box 9030 Surrey BC V3W 2MB
Attention Gordon Lee Dean School of Business
Dear Sir RE Bachelor of Business Administration
This letter will serve to confirm my support for Kwantlen University Colleges proposal to develop a Bachelor of Business Administration program which seeks to meet the needs of our small business community This program will indirectly contribute to improvements in the BC economy by preparing business degree students with broad based skills necessary to contribute to the profit and growth of the Small Business Sector
Best wishes for the success of your program
Yp t
Branch Manager
Director tingely Chamber of Commerce
20316 560h Avenue Suite 101 Langley British Columbia V3A 3Y7 Tel 604 532 5150 Fax 604 5325166 20316 5611I avenue bureau 101 Langley ColombieBriiannique V3 3Y7 TM 604 5325150 Fax 604 532516C JUL 0 8 199
If NIA 11
Willowbrook Benlall Property Shopping Centre Management
19705 Fraser Highway
July 3 1997 Langley Bt
Canada V3A 7E9
Tel 604 530 2115
Fax 604 530 2877
Ministry of Education Skills and Training Province of British Columbia
Dear Sirs
I em writing this letter in support of the proposed Bachelor of Business Administration Program at Kwantlen University College I have recently had an opportunity to provide input into the design of this program and am convinced that the Kwantlen School of Business intends to provide a high quality program whcih closely matches the needs of the businesses that will be hiring the graduates The discussion which took place at the meeting which I attended also emphasized the need to be able to offer such a program in a location that would be easily accessed by students Such a location is offered through the multi campus arrangement which characterizes Kwantlen University College This program would be of significant benefit to the Fraser Valley and all of British Columbia I encourage your approval
Yours truly
Bentall Property Management Managin Agent
John Gordo CSMCMD General Manager Willowbrook hopping Centre
Professionally managed by Benlall Properly Management A Division of Benlall Properties Ltd JUL 08197 JEFFERSON MANAGEMENT CORPORATION
July 2 1997
Mr Gordon Lee Dean School of Business Kwantlen University College PO Box 9030 Surrey BC V3W 2M8
Dear Mr Lee
Re Bachelor of Business Administration Program
Recently I was privileged to participate in a group discussion about the proposed Bachelor of Business Administration program for Kwantlen University College During this informal session I had an opportunity to hear respond and contribute to some of the concepts and ideas suggested by both faculty and fellow businessmen who were present I believe that the approach of consultation and discussion with potential future employers about such a degree program is an excellent one and that the direction that is being developed for the course of study is very appropriate to the needs of the business community
In short I support your institutions initiative and efforts to establish such a program and wish you every success in its develop t
Yours t
f
Keith J Davis BComm RIBC CPM President and General Manager
kwantlenltr
212 8171 Pork Rood Richmond BC V6Y 159 Telephone 604 2733760 Facsimile 604 2736595 JUN 3 01997
OverwaateaASSOCIATED GROCERS OVERWAITEA FOODSFoodSAVEON FOODSGroup
June 25 1997
Ministry of Education Skills and Training co Kwantlen University College PO Box 9030 Surrey British Columbia V311 2M8
Dear Sirs
Re Kwantlen University College Bachelor of Business Administration Proposal Over the past few months 1 have been involved in several workshops and discussions regarding the above proposal These forums have provided local business the opportunity to have input into the development process and to Bain a better understanding of Kwantlens mission and objectives 1 feel that the process that 1 have been involved in has been very valuable and that the key items of interest to potential employers are being considered by Kwantlen in the design of their BBA program As an employer 1 am excited about such a degree being offered locally The applied nature of the program should appeal to both students and employers Furthermore the flexibility offered by Kwantlen in terms of accommodating students existing work schedules make this institution a natural fit for this program I would be pleased to elaborate on the reasons for my support for this proposal should you require Yours truly
Derek Henrey BComm CA Controller
HEAD OFFICE MAIL BOX 7200 VANCOUVER 8C CANADA V6B 4E4 STREET ADDRESS 19855 92A AVENUE LANGLEY BRITISH COLUMBIA CANADA 16041888 1213 ALBERTA OFFICE MAIL BOX 1270 STATION T CALGARY ALBERTA CANADA 7211 1X2 STREET ADDRESS 7100 44TH STREET SE CALGARY ALBERTA CANADA 140312366100 A DMSION OF GREAT PACIFIC INDUSTRIES INC A JIM PATTISON COMPANY Stingy Morro Savings 1rLuiniImlir11 Vire lilrI1 3 01997 Credit Union 15117 III1 si Avelino Fiusimile 605177415 Su nr Itril ih Cdn nLin n1o1189 WWW reelmsavirr 1 1 aia 11 1
June 25 1997
Mr Gordon Lee Dean School of Business Kwantlen University College PO Box 9030 Surrey BC V3W 2M8
Dear Gordon Re Bachelor of Business Administration
It is with pleasure that I write this letter of support for the development of the Bachelor ofBusiness Administration program through Kwantlen University College With the teamwork of business and academics I believe that worthwhile results will be accomplished
Yours truly
Barbara Rosenthal Manager Training Development
J aWGIMV AREN DOC JUN 2 61997
G L A S A I R E
Glas Aire Industries Ltd 3137 Grandview Highway Telephone Vancouver BC 604 435 8801 Canada V5M 2E9 Facsimile
604 433 0221
June 23 1997
Gordon Lee Dean School of Business Kwantlen University College PO Box 9030 Surrey BC V3W 2M8
Dear Gordon
I am delighted to hear that Kwantlen may be offering a Bachelor of Business Administration BBA program soon As a member of the business community I look forward for the availability of graduates who will be able to apply fundamental business theories to real life situations
There has been a genuine need in this area for a long time and recently became acute with increased competition practically in all business sectors due to the advent of Free Trade with USA globalized economy etc
I realize the active partnership of Kwantlen with business will be an important factor in the success of this new degree program and you can count on our support
Best regards
Omer Esen PEng General Manager
L Gies Aire isme Gloun l JUN 2 3 1997 Tcicphonc 604 8883848 Fax 604 8885671
IMASCO MINERALS INC 19287 98A Avenue Surrey BC Canada V4N 4C8 June 18 1997
Kwantlen University College PO Box 9030 Surrey BC V3W 2M8
Attention Mr Gordon Lee Dean School of Business
Dear Gordon
Thank you for inviting me to participate in the Business Administration Focus Group recently The questions posed were really challenging I hope that the ensuing discussion was useful to your degree design group in drafting the BBA program
I strongly support the development of a BBA program at Kwantlen I feel that it is needed to fill a gap regionally however I am particularly encouraged by your proposals to develop a BBA that in many respects will offer employers a stronger candidate By seeking input from industry and developing a program with close ties to a variety of employers students will have opportunities to develop their abilities to solve business problems and function effectively in business administration upon graduation
If I can offer any further assistance in this regard please call Meanwhile I trust you will enjoy success in furthering the BBA program design
Sincerely yours
Richard Lancaster MSC MBA CMA Vice President Finance Administration JUN 2 31997
SYLVAN LEARNING deb CENTRE
June 19 1997
Mr Gordon Lee Dean School of Business Kwantlen University College PO Box 9030 Surrey BC V3W 2M8
Dear Mr Lee
As a businesswoman in the South Fraser Valley 1 support Kwantlens application for a full Bachelor of Business Administration for three reasons
First I am very pleased with the process you are following in determining curriculum content 1 think reaching out into the community for input is critical and will make for a better program
Secondly your focus on applied skills is refreshing There must be a balance between theory and application and for too long we have focused on the former at the expense of practical application
Finally students south of the Fraser River need high quality education delivered in locations other than SFU or UBC Twenty years ago 1 drove from White Rock to SFU to get my degree That was long before we needed 84 more crossings in the lower mainland to decrease traffic congestion Having this type of program delivered at the local college level is the way to go
However my endorsement of the program is contingent upon Kwantlens ability to deliver this program in an innovative way The challenge facing Kwantlen is the ability to access high quality instructional resources and talent outside of the system to deliver some of the courses There are experts that can teach for example sales courses Why not let the experts teach Kwantlen students
I very much appreciate we are living in a time of rapid change with competing presssures I am impressed with Kwantlens approach so far in designing the program and listening to the business community Being open to doing things in a new way is the first step towards change Good luck in this initiative
Sincerely i
Kathleen Casprowitz Executive Director
SYLVAN IIjARNING CENTRE 6906 KING GEfORGI IIIGIIWAY SURREY 11 V l V 479 TEL 604 5965451 Business Council Suite 810JUN 23 1997 of British Columbia 1050 West Pender Street Vancouver BC V6E 3S7 Telephone 6046843384 Facsimile 604 6647957 co
1997 06 19
Mr Gordon Lee Dean School of Business Kwantlen University College Richmond Campus PO Box 9030 Surrey BC V3W 2M8
Dear Mr Lee
Thank you for including me in the focus group brought together to discuss the development of your Bachelor ofBusiness Administration proposal The concept of the BBA is a good one The group you brought together represented quite a wide range of experience Your willingness to capture the essence of the discussions is commendable tUP If the final course proposal follows the outline of employer needs that surfaced your students and their subsequent employers will be well served I am pleased to lend my support to you and Kwantlen Community College in the development of a relevant and effective Bachelor of Business Administration degree course of studies
Yours sincerely
Keith D Gray Vice President Policy Analysis vjc email kgray@bcbccombcbccom 1
YEAR OF
ASIA PACIFIC 1 9 9 7 LANNCE CANADICNNE CANADASOC LASI C PACIFIOUE CCrA
March 26 1997
Mr Gordon Lee 4Y Dean School of Business Kwantlen University College PO Box 9030 Surrey BC V3W 2W8
Dear Gordon
First of all I would like to thank you for allowing us to provide input into the development of the degree program I enjoyed the discussions and issues raised at our last meeting In terms ofthe degree proposal we strongly support its development Given the competitive environment in which BC businesses operate education is one of the tools needed to maintain and enhance our competitive edge Thank you again for allowing us to participate and we wish you all the best in the development of this new and exciting initiative
Yours sincerely
Gunter Eisenberg BA CGA Manager Student Admissions
GEja
Certified General Accountants Association Of British Columbia 15 momcci 1 wnhi 61 ft lurlI ne 004 NItin l 021 14111 sJrn 11h I iC 1 Xll ir 6n wna i l 4i 1 mnl mbn4 1 1 Appendix D
Bridging courses calendar descriptions
ACCT 1230 3 credit hours Business Statistics This course introduces several statistical methods and procedures which will be required in the more advanced business courses Topics include frequency distributions probability theory probability distributions sampling estimation hypothesis testing linear regression and decision theory Microcomputer applications will form part of this course Students will be expected to know or to acquire on their own basic DOS skills
ACCT 1293 3 credit hours Introductory Financial Accounting The student will be introduced to generally accepted accounting principles the accounting cycle capital and income measurement financial statement preparation and analysis with emphasis on reporting to shareholders creditors and other external decision makers This is an accelerated course designed primarily for students transferring to university
BUSI 1210 3 credit hours Essentials of Management This course introduces students to the principles of management The course reviews the major managerial functions such as planning organizing leading and controlling and examines the role of the manager as a decision maker responsible for attainment of the strategic goals and objectives of the organization Students will learn current concepts theories techniques and models including Total Quality Management TQM the contingency approach and ethical practices They will have the opportunity to improve their analytical and practical skills through case analysis and presentation
BUSI 1215 3 credit hours Organizational Behaviour This course introduces students to the fundamentals of organizational behaviour and deals in depth with the following areas individual motivation leadership interpersonal relations groups and organizational structure Course emphasis is placed on students developing and understanding of organizational behaviour concepts and models and their relevance in the work place The concepts of total quality management TQM and the contingency approach and ethical practices are integrated into the course
CBSY 1105 3 credit hours Introductory Microcomputer Applications This course introduces personal computer microcomputer application software It provides an introduction to computer concepts and detailed instruction in the use of a personal computing operating system spreadsheet software presentation software and
Page 42 word processing software Business orientation applications in a handson environment will enable students to apply concepts as they learn The current software packages in use are Microsoft Windows and Microsoft Office
ECON 1150 3 credit hours Principles of Microeconomics The purpose of this course is ti provide the student with a basic understanding of Microeconomics After an introductory look at the nature ofeconomics an overview of the market mechanism supply and demand is presented This is followed by a discussion ofthe theory of consumer behaviour and the economics ofthe firm Then a more detailed look is taken at how markets determine price and output under conditions ofboth perfect and imperfect competition Resource markets are examined with special emphasis on labour markets The course concludes with a discussion of the limitations of the market system and possible remedies to the problem of market failure
MRKT 1130 3 credit hours Basic Marketing I This course introduces students to basic marketing concepts including customer focus product planning pricing concepts promotion techniques distribution strategies the changing marketing environment marketing research market segmentation and consumer behaviour Students apply these concepts in solving marketing problems
Page 43 DEGREE PROPOSAL
for
BACHELOR OF SCIENCE IN NURSING
Submitted to the Degree Planning Approval Committee Kwantlen University College Table of Contents
A Executive Summary 1 Key information for each category
B Institutional and Program Identification 1 Which institution will award the degree 2 Which departments facultyies or schools will be offering the degree 3 What is the program title and the name of the credential to be awarded 4 Describe how the degree program contributes to the mandate and strategic plan of the institution 5 What is the intended implementation schedule
C Program Description 1 What are the economic industrial social or cultural goals of this program 2 What are the anticipated employment destinations for graduates 3 What are the intended leaming outcomes of this program 4 What is the expected normal time required for progra m completion in years or semesters 5 List the courses and credits required to meet the proposed degree requirements 6 Identify those courses included in the proposed degree which have been part of the institutions offerings prior to offering the degree Provide the current calendar description of these courses 7 List all the new courses which will be developed to meet the needs of the proposed degree program 8 If course requirements differ for each major minor or specialization within the proposed degree identify which courses are required for each program area 9 Identify the number of optional or elective courses or course credits required beyond those courses specifically named within this degree program 10 Describe the methods used to ensure that there is no unnecessary duplication or gaps in the content and that the clusters of courses comprising the total degree program met all the intended leaming outcomes of the degree 11 What are the structure and expected class sizes and courses in this program 12 What specialties majors or minors will be offered 13 What programs exist at other BC institutions with similar content or objectives If similar what is the rationale for duplication 14 How does this program relate to other programs offered at this institution 15 What if any other programs will be reduced or eliminated in order to initiate the new program 16 What if any are the research expectations or implications for the program
D Admission and Transfer 1 What are the admission requirements for directentry and transfer students 2 What institutional regulations apply to this program 3 Who are the intended students 4 What initiatives if any address low participation groups 5 What enrollments are anticipated 6 What articulation agreements with other programs and institutions now exist or are planned 7 What provision is made to enable students to receive credit for relevant leaming previously achieved outside the BC public post secondary system K U C Bachelor ofScience in Nursing
E Learning Methodologies 1 What Leaming environment and methodologies will be developed so as to achieve the intended outcomes for the program 2 What use will be made of experiential Leaming cooperative education clinical etc distance education independent study computer assisted instruction other methods
F Faculty 1 How many faculty and other staff are required and with what qualifications 2 Will there be any differentiation of faculty roles
G Program Resources 1 What resources will be required to assure a program of acceptable quality
H Program Consultations and Evaluations 1 What consultations have occurred with professional associations employers and educational institutions 2 What suggestions would your institution make to assist the DPRC in evaluating this proposal 3 After the program is implemented what procedures are planned for ensuring adequate depth and breath of ongoing review and evaluation 4 What provision is made for ongoing membership on advisory committees to this program or what other means are provided for maintaining extra institutional perspectives
2 K UC Bachelor ofScience in Nursing EXECUTIVE SUMMARY
Kwantlen University College KUC is proposing to offer a Bachelor of Science in Nursing BScN based on curriculum developed by the Collaborative Nursing Program of British Columbia The Collaborative Program which dates to 1989 is funded by the provincial govemment and originated with the University of Victoria in conjunction with Camosun College Malaspina University College Okanagan University College and the University College of the Cariboo
Reflecting current changes in health care the Collaborative Nursing Program GNP curriculum focuses on the promotion of health and well being across many settings with diverse populations The curriculum is designed to develop the technical competencies that have traditionally provided the content for nursing curriculum along with the critical and self reflective conceptual and leaming abilities see Appendix 24 for a Glossary of Terms increasingly necessary for informed professional practice in changing health care environments
Expansion of KUCs existing diploma program to the baccalaureate level will allow graduates to write the Canadian Nurses Associations CNA national accreditation examination and meet the CNAs minimum recommended educational requirements for registered nurses see Appendix 1 The Canadian Association of University Schools of Nursing CAUSN accreditation executive has confirmed that the current Collaborative degree offered at Collaborative Program partner sites meets their requirements for candidacy toward full accreditation see Appendix 22 KUC together with the other Collaborative Nursing Program partners is in the process of applying for CAUSN accreditation and membership The Registered Nurses Association of British Columbia RNABC supports the CNA mandate on baccalaureate education and is committed to working cooperatively with others to achieve this goal see Appendix 1
The baccalaureate program will allow KUC to respond to the needs of the community for informed practitioners in the fastest growing region of British Columbia An environmental scan of the region written in 1997 by KUC nursing faculty and published as a 102 page report entitled Common and Predictable Health Challenges across the Lifespan in the Kwantlen University College Region see Appendix 2 supports the need for baccalaureate prepared nurses to meet the regions expanding health care needs and answer the new demands placed on the profession as community focused care health promotion and disease prevention in addition to acute care come to define practice
The report states that within the next decade over 40 of the Lower Mainlands housing development will occur in Richmond Langley the North and South Fraser Valley Surrey and Delta North Surrey and Delta are predicted to become the Lower Mainlands second largest urban core with a projected total population of 599600 twice the 1991 population of 227000 and almost equal to the projected population for the city of Vancouver By 2021 Surreys population is predicted to almost equal that of Vancouver All five hospitals in the region Surrey Memorial Langley Memorial Delta Peace Arch and Richmond General are undergoing reorganization and redevelopment to meet the needs of this expanding population The report states community based services as well as ambulatory emergency and continuing care programs are in high demand see pages B4 8 B5 of Appendix 2
3 KUC Bachelor ofScience in Nursing 3 The Nursing Degree Program will be situated at the Surrey Campus of Kwantlen University College the largest university college in British Columbia serving one of the countrys most ethnically varied populations BScN graduates will be educated to meet the needs of this growing and diverse population as well as to respond to the reorientation of Canadas health care toward a proactive system for health and wellbeing Graduates of the Collaborative Nursing program will be prepared to meet this expanded vision of nursing as developed in the National Nursing Competency Project Final Report June 1997
The report envisions nursing as an entry point into the health care system with nurses acting as a resource for clients Nurses will be educated to view their clients from a holistic perspective and to enter into partnerships with them The goal and outcome of care is consistently evaluated using both qualitative and quantitative approaches Research is integrated into all aspects of nursing practice The nurse works in all settings throughout the continuum of care and because of this the role of coordinator has been well developed The nurse is accountable for ensuring continuity of care for clients The entry level practitioner of 2001 enters practice with welldefined competencies and assumes responsibility for continuing competence
The CNA and the RNABC recently announced that a shortage of Canadian registered nurses is predicted within the next decade see Appendix 3 The demand for registered nurses is expected to grow by 46 by the year 2011 This shortage is the result of a rapidly aging population with increasing health care needs being served by an aging nursing workforce with fewer young people entering the profession These organizations predict that the inability to meet the demands for registered nursing services has the potential to become a major public safety issue in the near future 3 Former diploma graduates from Kwantlen University College already employed as Registered Nurses have voiced keen interest in the program In September 1997 two focus groups of graduates from the former diploma program N21 unanimously agreed that they planned to continue their education The group agreed that a degree in nursing was necessary for career and professional advancement and to open more doors for them A degree program would help them to further their knowledge about where health care was going to gain leadership and management skills and to see things in a totally different light it opens up your mind and your knowledge They also agreed that they would definitely be interested in accessing the proposed degree at Kwantlen if it was available
According to a 1996 Kwantlen Student Followup Survey see Appendix 4 26 of nursing graduates have taken further studies since graduation Of this 26 636 have taken specialty courses at a college level 182 have begun degree studies through the University of Victorias Distance Education program and 182 were enrolled in Continuing Education courses elsewhere 90 of the diploma students entering the first year of the Collaborative Nursing program at Kwantlen in September 1996 said they planned to pursue degree completion as did 80 of the students starting the program in September 1997 All the students agreed that they wanted to attend Kwantlen to obtain their degree in nursing
In addition students must be in a degree program if they are to access clinical practice experiences in regional health community agencies Community advisors to the Lower
4 3 KUC Bachelor ofScience in Nursing
Mainland Interschool Committee the group responsible for organizing clinical placements have confirmed that community agency placements would be reserved for third and fourth year degree students making a degree program a necessity if a communitybased clinical focus is to be offered
The proposed Bachelor of Science in Nursing fulfills the goals expressed in KUCs Strategic Framework see Appendix 5 which integrates the institutions mission values and vision with the provincial goals expressed in Charting a New Course A Strategic Plan for the Future of British Columbias College Institute and Agency System Program relevance and quality ease of student access including affordability institutional accountability and the KUC vision of making a significant social contribution by enabling people to lead fulfilling lives and careers are primary components of the proposed BScN
Guided by a health promotion perspective based on an ethic of caring the program will develop students sensitivity to clients experiences of health healing and health promotion Students will leam to value professionalism and understand their professional responsibilities so that they can work as partners with their clients and other health care providers to contribute to health creation for all Canadians The three components of health care as outlined by the RNABC the medical behavioural and the socio economic are specifically addressed in each of the four years of the Collaborative Nursing Program Specifically the goals of the program will be to prepare graduates to
practice nursing with a health promotion perspective and an ethic of caring in a variety of contexts and with a diverse client population meet Registered Nursing accreditation requirements and professional practice standards as identified in the Standards for Nursing Practice in British Columbia 1992 the Nursing Competencies and Skills required of the New Graduate 1990 and the Education Requirements for Future Nurses 1994 as outlined by the Registered Nurses Association of British Columbia RNABC be selfdirected and selfmotivated lifelong leamers with critical conceptual abilities and a working familiarity with inquirybased approaches to leaming be self reflective self evaluative and accountable and apply these attributes to clinical judgments create and influence the future of nursing practice at a political social and professional level by applying different ways of knowing such as critical thinking intuition research and evaluation to professional practice and personal life
B INSTITUTIONAL AND PROGRAM IDENTIFICATION
B1 Which institution will award the degree
The degree will be awarded by Kwantlen University College The advanced levels of the degree will build on the diploma option of the Collaborative Nursing Program The liberal education component of the program will be provided by complementary Kwantlen University College university transfer courses or by acceptable university transfer credits
5 KUC Bachelor ofScience in Nursing
82 Which departments facultyies or schools will be offering the degree 0
The degree will be offered by the Nursing Program Faculty of Community and Health Studies The contact person is
Judith McGillivray Dean Faculty of Community and Health Studies Phone 604 5992263 Voicemail 2263 Email judith @kwantlenbcca
B3 What is the program title and the name of the credential to be awarded
The program title is the Collaborative Nursing Program of British Columbia The credential is a Bachelor of Science in Nursing
B4 Describe how the degree program contributes to the mandate and strategic plan of institution
The proposed Bachelor of Science in Nursing fulfills the goals expressed in KUCs Strategic Framework which integrates the institutions mission values and vision with the provincial goals expressed in Charting a New Course A Strategic Plan for the Future of British Columbias College Institute and Agency System The BScN program meets Ministry requirements of being applied or occupational and relevant and viable in relation to existing health care programs and needs Program graduates will contribute to economic development and societal wellbeing by having access to labour market opportunities identified as within the top five 0 Existing Infrastructure
The Diploma Nursing program has been in existence since 1988 and has produced 278 graduates The program has extensive dedicated classroom and lab space and schedules classes throughout the Surrey Campus of KUC An extensive collection of equipment and resources has been developed over the years and is updated annually Faculty are located in shared offices and are supported by administrative and instructional assistants
Support services are readily available for students and faculty They include the library counseling career preparation computer services and labs food transit and security services A First Nations advisor and a counselor of IndoCanadian background are located on the Surrey campus to assist First Nations and IndoCanadian students
Surrey Phase 11
An 185 million Surrey Campus addition will be complete for Fall 1999 It will serve an additional 1000 Full Time Equivalent students about 2000 individual students and include enhanced food services computing services recreational space and a daycare As well Surrey Phase II incorporates a new Senior Nursing Lab The lab will operate as a Wellness Health Promotion Centre
6 0 K UC Bachelor ofScience in Nursing
Wellness Health Promotion Centre
2146 sq ft of space have been allocated to the Wellness Health Promotion Centre see Appendix 6 The Centre will serve KUC students and employees as well as the broader community It will consist of a reception area an examination room two interview rooms a seminar room and a health resource room in addition to a faculty work station kitchenette storage and washroom The Centre is located so that it along with the new gymnasium weightrooms and other meeting rooms can be readily accessed by the public The site will provide community clinical practice which currently is primarily offered by traditional community health agencies The Wellness Centre will augment the experiences offered by these agencies providing students with expanded opportunities to develop and deliver health related programs with community partners As no health promotion or wellness programs are available for multicultural groups seniors or women other than matemal child in the region the Centre will provide services currently unavailable while providing clinical learning experiences for students The Centre will operate on community development principles which support societal trends toward greater local participation and control Program learning outcomes will be supported through the ability of graduates to work in the community to facilitate community health and development
Kwantlen University College Library
The library has been collecting books periodicals videos and other materials in Nursing for more than a decade see Appendix 7 Core collections are supplemented by extensive holdings in related areas such as Sociology Psychology and the Natural Sciences
The development of innovative technologies to improve access to these collections is central to the Librarys educational mission The Librarys online catalogue is available via the World Wide Web As a participant in the Electronic Library Network a consortium of BCs college and university libraries the Library offers electronic access to significant external information resources including continually updated periodical indexes and databases Provincial university library access is available online and an inter library loan system has been in place for some time
The Library maintains extensive operating hours including evenings and Saturdays Students have access to computer Tabs audiovisual equipment copying services and group study rooms Professional librarians provide library skills instruction and assist students to develop the information literacy that they can apply to diverse workplace challenges Subject specialists select resources to enhance curriculum prepare guideposts to direct students to appropriate reference sources and provide Internet pathfinders to relevant Websites on the Library homepage
B5 What is the intended implementation schedule If approved the third year of the Collaborative Nursing program will be offered in the year 2000 the fourth year of the program in 2001 Students who enter the program in the Fall of 1998 can
7 K 11C Bachelor ofScience in Nursing exit with a diploma in January 2001 or continue with their degree studies at Kwantlen 3 graduating with a BScN in the Spring 2002
Students who entered the program at Kwantlen in the Fall of 1996 and 1997 and who plan to continue with degree completion studies will access this opportunity through the University of Victoria at one of its Lower Mainland sites
C PROGRAM DESCRIPTION
C1 What are the economic industrial social and cultural goals of this program
Program goals are informed by the shift in nursing practice from the medical behavioural model based in a natural science perspective to a nursing model based on a human science perspective that is founded on the meta concepts of caring and health promotion see Appendix 8 for a curriculum overview This shift employs wellness as compared to illness as an organizing concept allowing for the efficiencies and social responsiveness required by Canadas reoriented health care system see Appendix 9 for CNA policy statement on health promotion The comprehensive goal is to provide an innovative and informed program of nursing study that corresponds with changing health care needs and delivery systems
Specifically the goals of the program are to
prepare nurses to work within the changing health care system to effectively manage health care resources prepare nurses to work with Canadians to promote health and personal growth proportionately reducing the monetary and resource demands placed upon the health care system enable nurses to gain professional licensure and meet the standards set by the CNA the RNABC and the National Nurses Competencies Project prepare nurses who can adapt easily to changes in health care agencies community settings health delivery structure and in information management including national information management initiatives prepare nurses who are comfortable working with people of different developmental stages socio economic status sexual orientation gender or race focusing on the clients personal needs and experiences of health
Labour Demand
The current transformation of British Columbias Health Care System to community based care situated closer to home supports the development of graduates who view the community in its entirety and perceive the community itself as the entity to be served An important aspect of this shift is a greater emphasis on prevention and wellness on a societal as well as an individual basis In addition to basic nursing competencies graduates of the KUC BScN program will have the community based work experience that grounds health care partnerships dedicated to community health wellness and development issues
8 3 KU0 Bachelor ofScience in Nursing
Of 29770 provincially Registered Nurses 8307 2332 were employed in the Fraser Valley area in 1996 see Appendix 10 Table 22 Population growth see Appendix 2 B2 when combined with already existing nursing positions will ensure continuing high demand in the region for BScN graduates especially as this degree is the minimum required for the community health nursing positions which comprise a growing proportion of the overall nursing workforce
The 1996 BC Student Outcomes Survey CEISS 1997 10 states 96 of mostly Baccalaureate nursing graduates are employed with 80 of these employed within 3 months of graduation p C196 Nursing is listed as one the top five training related occupations p C10 with a fulltime median salary of 385000 per month
1996 employment statistics indicate that approximately 26 of new BC registrants with the RNABC are from degree programs 181703 new graduates Graduates from all BC nursing programs account for only 55 of new RN registrants in the province Appendix 10 Table 1 As a shortage of nursing is predicted on a national basis see Appendix 3 relying on inmigration to fill nursing positions may become less viable
Labour Supply
Students who enter KUCs Nursing program in 1998 and thereafter will provide the most predictable source of degree candidates as they bridge into the degree program This group of applicants likely will account for almost all continuing students Based on Ministry directives approximately 50 of new students entering nursing programs will be funded to degree completion
A second source of degree candidates will consist of students from other nursing programs who want to continue their studies at KUC and access seats based on availability Due to the ease of transfer between the educational institutions offering the Collaborative Nursing program there is a growing tendency for students to transfer between institutions for a variety of reasons In 1997 students transferring into the Nursing program from other institutions filled several seats open through attrition at KUC
Student Interest
A 1993 Needs Survey focusing on the Fraser Valley region Determining Needs in Nursing Education validated the demand for both baccalaureate and diploma nursing education programs In addition KUC alumni response shows a keen interest in accessing nursing degree opportunities and the first two classes of students who entered the Collaborative Nursing Program at Kwantlen confirm that the majority would like to continue to degree completion More than 50 of the students in Year 1 of the program intake at the other educational institutions wish to continue their studies to degree completion without interruption Work with focus groups comprised of diploma nursing students in September 1997 confirms this interest at KUC as well
9 K U0 Bachelor ofScience in Nursing
External Stakeholder Support
The field of nursing has been professionalizing for some time Preparation through obtaining an advanced educational credential is a major component of this change The proposed KUC baccalaureate program is founded upon the demonstrated need in British Columbia for nurse practitioners with an advanced credential that informed the development of the Collaborative Program Educating nurse practitioners to the baccalaureate level is supported by the Canadian Nurses Association The RNABC supports this position on baccalaureate education and Is committed to working cooperatively with others to achieve this goal see Appendix 1 The Nursing Administrators Association of BC supports the development of the competencies that the baccalaureate ensures see Appendix 24 This association which represents the major employers cites the changing and complex nature of nursing as the main reason for requiring a degree A letter from the Ministry of Skills Training and Labour and the Ministry of Health and Ministry Responsible for Seniors May 01 1995 supports the option of a nursing diploma exit for students or the completion of a degree in nursing
C2 What are the anticipated employment destinations for graduates
The Bachelor of Science in Nursing program prepares people to work as Registered Nurses in a variety of public health agencies and in the private sector Graduates will be well equipped to work in high technology environments such as highly specialized hospital care settings as well as in the clinical growth areas of ambulatory care geriatrics community health and home care While positions in hospitals are likely to be the main employment destinations 67 of BScN graduates work in hospitals increasing numbers of graduates will access employment in the community most often through home nursing and in long term care settings as the shift to 0 delivering health services at the community level continues Graduates will be prepared for employment in non traditional health delivery roles designed to meet the needs of groups historically lacking in health care services including marginally employed youth and agricultural field workers
C3 What are the intended Learning outcomes of the degree program
On completion of the Bachelor of Science in Nursing the graduate will be able to practice nursing according to the standards competencies and skills expected of a nursing graduate in British Columbia meet the professional practice requirements outlined by the Registered Nurses Association of British Columbia employ a global holistic approach to health service provision in acute and community care settings working individually or as a member of a health care team demonstrate the use of transferable skills such as selfdetermination self evaluation self reflection personal accountability lifelong leaming leadership teaching and Learning resource management and adaptability apply prevention and health promotion processes and strategies in professional practice demonstrate respect and understanding for social racial gender and individual difference and work effectively with persons of varied backgrounds
10 O K UC Bachelor ofScience in Nursing
actively involve clients individuals families groups communities in decisions affecting their health and wellbeing critically appraise health information and competently use computer technology maintaining data integrity and confidentiality apply creative reflective and critical thinking in order to provide ethical informed solutions to presenting health situations base professional clinical judgments on different ways of knowing such as critical thinking intuition research and evaluation
C4 What is the normal expected time required for program completion in years or semesters
The normal time expected for program completion is four years or 38 months of continuous study Retuming Registered Nurses wishing to complete their degree study for four academic semesters and two optional fiveweek consolidated practice experiences C5 List the courses and credits required to meet the proposed degree requirements See Appendix 11 for a complete list of courses including the current calendar description
Nursing 1110 Health 1 Health Styles 3 Credits Nursing 1120 Professional Growth 1 Nurses Work 6 Credits Nursing 1130 Self Others 1 Self Awareness 2 Credits Biology 1160 Anatomy Physiology 1 5 Credits English 1100 Writing Reading And Thinking An Introduction 3 Credits Nursing 1210 Health 2 Facilitating Health Healing In Families 2 Credits Nursing 1230 Self Others 2 Interpersonal Relationships 2 Credits Nursing 1240 Nursing Practice 1 7 Credits Biology 1260 Anatomy Physiology 2 5 Credits English 1202 Topics In Literature 3 Credits Nursing 1350 Consolidated Practice Experience 1 35 Credits
Year Two
Nursing 2110 Healing Workshop 1 Episodic Health Challenges 45 Credits Nursing 2140 Nursing Practice 2 75 Credits Nursing 2160 Health Science 3 Pathophysiology 1 2 Credits Elective 3 Credits Nursing 2210 Healing Workshop 2 Complex Episodic Health Challenges 45 Credits Nursing 2220 Professional Growth 2 The Nursing Profession 2 Credits Nursing 2240 Nursing Practice 3 75 Credits Nursing 2260 Health Science 4 Pathophysiology 2 2 Credits Nursing 2350 Consolidated Practice Experience 2 45 Credits
11 K UC Bachelor ofScience in Nursing
Year Three 3
Nursing 3110 Health 3 Prevention 2 Credits Nursing 3120 Professional Growth 3 Teaching Learning 2 Credits Nursing 3125 Professional Growth 4 Empowerment 2 Credits Nursing 3140 Nursing Practice 4 75 Credits Nursing 3170 Issues In Bioethics 3 Credits
Bridgeout Preparing CNATs and Autonomous Nursing Practice
Nursing 3250 Healing Professional Growth Bridge Out 25 Credits Nursing 3255 Nursing Practice BridgeOut Preceptorship 10 Credits
Degree Completion Continuing Students
Nursing 3210 Health 4 Health Promotion Community Development 2 Credits Nursing 3220 Research 2 Credits Nursing 3225 Nursing Inquiry 2 Credits Nursing 3230 Self Others 3 Helping Relationships 2 Credits Nursing 3240 Nursing Practice 5 75 Credits Nursing 3350 Consolidated Practice Experience 3 35 Credits Nursing 3355 Consolidated Practice Experience 4 35 Credits Year Four 3 Nursing 4110 Health Professional Growth Nurses Influencing Change 2 credits Nursing 4120 Data Analysis 2 Credits Nursing 4130 Self Others 4 Group Process 2 Credits Nursing 4140 Nursing Practice 6 75 Credits Elective 3 Credits Nursing 4210 Health Transitions Complex Health Challenges Community Or Aging Focus 2 Credits Nursing 4220 Professional Growth Transitions Emancipatory Health Education Leadership Connecting To The Workplace Workshops 2 Credits Nursing 4240 Nursing Practice 7 Transitions 75 Credits Nursing 4280 Directed Study 2 Credits Nursing 4350 Consolidated Practice Experience 5 35 Credits C6 Identify those courses included in the proposed degree which have been part of the institutions offerings prior to offering the degree Provide the current calendar description of these courses
The courses in Semester One to Two were first offered at Kwantlen University College in the 199697 academic year Semester Three and Four courses are being offered for the first time in the current 199798 academic year Starting in the Fall of 1998 Semester 5 courses will be offered followed by a BridgeOut semester in January 1999 See Appendix 11 for a complete description of all the courses listed by year of offering 12 L K II C Bachelor ofScience in Nursing
C7 List all the new courses which will be developed to meet the needs of the proposed degree program
All of the courses within this proposed degree have been developed within the Collaborative partnership Nursing 4280 Directed Study in Semester 8 will focus on Community Development
Nursing 3210 Health 4 Health Promotion Community Development Nursing 3220 Research Nursing 3225 Nursing Inquiry Nursing 3230 Self Others 3 Helping Relationships Nursing 3240 Nursing Practice 5 Nursing 3350 Consolidated Practice Experience 3 Nursing 3355 Consolidated Practice Experience 4 Nursing 4110 Health Professional Growth Nurses Influencing Change Nursing 4120 Data Analysis Nursing 4130 Self Others 4 Group Nursing 4140 Nursing Practice Elective Nursing 4210 Health Transitions Complex Health Challenges Community Or Aging Focus Nursing 4220 Professional Growth Transitions Emancipatory Health Education Leadership And Connecting To The Workplace Nursing 4240 Nursing Practice 6 Nursing 4280 Directed Study Nursing 4350 Consolidated Practice Experience 5 C 8 Ifprogram requirements differ for each major minor or specialization within the proposed degree identify which courses are required for each program area
The program is uniform without specialized streams
C 9 Identify the number of optional or elective courses or course credits required beyond those courses specifically named within the degree program Two electives are planned for this degree The first will be offered in Semester 3 3 credits and the second in Semester 7 3 credits A liberal education focus will be encouraged see Appendix 12
C10 Describe the methods used to ensure that there is no unnecessary duplication or gaps in the content and that the clusters of courses comprising the total degree program met all the intended Learning outcomes of the degree Common curriculum threads have been carefully leveled in the existing degree programs at partner sites to avoid duplication or gaps and to build on previous knowledge and skills Concepts related to Health and Healing Professional Growth Self and Others Nursing Practice Biology and Pathophysiology are threaded throughout the program building on previous content and understanding Kwantlen faculty attend scheduled Collaborative
13 KUC Bachelor ofScience in Nursing
Curriculum and Evaluation Committee meetings three times per academic year to review and discuss the integration of content as well as the achievement of Learning outcomes and minimal semester requirements see Appendix 13
C11 What are the structure and expected class sizes of courses in this program
The program will be offered at KUCs Surrey campus 32 students will be accepted each year This number may change if class size maximums are altered through collective bargaining Parttime access will be available once the program is established
C12 What specialties majors or minors will be offered
The proposed degree is comprised of a Major in Nursing with no minors or specialties
C13 What programs exist at other BC institutions with similar content or objectives If similar what is the rationale for duplication
The Collaborative Nursing Program is offered by nine other partner sites throughout BC KUC currently serves the second largest population of any of British Columbias community colleges That population is projected to grow and age dramatically over the next twenty years see Appendix 2 The rationale for offering the program is a demonstrated regional need for nurse practitioners and the ability of KUC to deliver the program locally matching educational opportunity to local labour market demand 0 C14 How does this program relate to other programs offered at this institution
The four year baccalaureate program is a two year extension of the existing Nursing Diploma program A baccalaureate in Nursing complements other health care related programs within the Community and Health Studies Division from the Resident Care Attendant Program to the Refresher Programs for nurses out of practice for 5 years or new to Canada Elective and support courses are offered by faculty from other divisions based on coursework approved by those divisions
C15 What if any other programs will be reduced or eliminated in order to initiate the new program
The parttime and fulltime Diploma Nursing programs will be phased out to accommodate the BScN Collaborative Program 1995 was the final year for intake into either of these programs The final fulltime class graduated in December 1997 The parttime program will continue until the Year 1999 so that parttime students who are currently enrolled may complete their studies within the original curriculum framework
C16 What if any are the research expectations or implications for the program
KUC is in the process of defining in detail what will comprise scholarly activity for the university college The Collaborative Nursing program provides examples that can serve as
14 0 K UC Bachelor ofScience in Nursing
models for scholarly research and researchbased practice such as heuristic research evaluation research integrative research and creative professional achievement that may serve as models for KUC scholarly research in the Nursing Program The research base of the Collaborative Partners might be achieved through mentorships with University of Victoria faculty partner institutions and through experienced researchers and more junior faculty at KUC The research component meets the requirements of the RNABC Position Statement of the RNABC see Appendix 14 The proposed program offers research opportunities for faculty students and community cohorts Interest has been expressed by South Fraser Valley Regional Health Board representatives for students to participate in needs assessment activities for the Region The oncampus Wellness Centre provides ample opportunity for communitybased research related to societal concerns and issues emancipatory community education health promotion and qualitative and quantitative studies with various community groups eg youth IndoCanadians agricultural field workers women young parents and the elderly
D ADMISSION AND TRANSFER
01 What are the admission requirements for directentry and transfer students Applicants to the first year of the proposed degree program need the following prerequisites BC Grade 12 or equivalent or Mature Student status Completion of the following courses or their equivalent with a minimum grade of C 67Chemistry 11 or CHEM 0094 Biology 12 or ABED 0096 English 12 or ABED 0090 Completion of Mathematics 11 or ABED 0082 or MATH 0093 with a minimum grade of C 63 Applicants may substitute the following Kwantlen courses minimum grade of C or 60 for the above courses KUC First Level Mathematics for Mathematics 11 English 1100 for English 12 Biology 1110 for Chemistry 11 and Biology 12 Applicants who wish to transfer to this degree program from other Collaborative sites may apply for block transfer as long as they have demonstrated satisfactory progress through each semester with a Cumulative GPA of 65 The Collaborative partnership is proposing to develop a standardized process to integrate Prior Leaming Assessment into nursing education throughout the Collaborative Nursing Program in BC see Appendix 15 D2 What institutional regulations apply to this program The residency requirement is comprised of 50 of the program work which can be combined with a maximum credit of 25 through Prior Leaming Assessment
15 K UC Bachelor ofScience in Nursing
D3 Who are the intended students 4
The intended students are those who wish to obtain a BScN those who wish to obtain a diploma leading to an RN credential Registered Nurses who wish to obtain a BScN those who wish to obtain any of the above but on a parttime basis to be developed
Current and projected population growth in the KUC region is in part a function of inmigration of non native English speakers The existing nursing programs attract many students of various ethnic backgrounds races and ages including many from non traditional client groups KUC will take care to ensure that the features of the program that attract these client groups will be duplicated in the proposed Degree program As well KUC offers developmental educational opportunities designed to prepare students with a variety of backgrounds for entry into applied degree programs the BScN included
D4 What initiatives if any address low participation groups Historically KUC nursing programs have been comprised of students 25 of whom are of IndoCanadian backgrounds Retuming leamers in the main women with dependent children comprise another 50 of the student population in the health care programs The Kwantlen Coordinator of First Nations Education Darlene Willier is a member of the program Advisory Committee and has provided valuable degree planning input especially as related to the recruitment of aboriginal students Experts on diversity and multiculturalism hold workshops for faculty and current diploma students to provide guidance for the development of contemporary culturally sensitive leaming experiences designed to ensure the program continues to meet the needs of minority students
Alliances with local secondary schools are being established to educate local high school students regarding their health and lifestyle practices and patterns and to educate these students regarding postsecondary health services educational opportunities Program faculty individually or as members of inter institutional teams are working with various ethnic groups including local IndoCanadian communities to promote health education and the KUC health services programs
D5 What enrollments are anticipated
Enrollments projections are described below
Anticipated Steady State Enrollment Semester 1 Semester 2 Year 1 32 29 Year 2 26 24 Year 3 24 option to bridge out 1632 Year 4 1632 1632
16 0 K U C Bachelor ofScience in Nursing
D6 What articulation agreements with other programs and institutions now exist or are planned
Existing The BC Articulation Committee of Nursing schools is working collaboratively to establish common articulation guidelines Articulation between the ten Collaborative partner sites has been established to enable students with a Cumulative GPA of 65 to apply for block transfer across sites at the end of each calendar year adhering to residency requirements of the receiving institution
Planned The BC Articulation Committee of Nursing Schools is considering offering block transfer for Year One of provincial nursing programs Transfer into the degree levels of the Collaborative Nursing Program at Kwantlen for students not enrolled in the Collaborative Program will be considered depending on seat availability
D7 What provision is made to enable students to receive credit for relevant teaming previously achieved outside the BC public postsecondary system
Department and program initiatives have taken place to examine the feasibility of offering Prior Learning Assessment to program applicants Meetings and workshops with Collaborative Nursing partner sites to assess and create guidelines for Prior leaming Assessment to the Collaborative Nursing Program have been underway for some time KUC employs a fulltime PLA coordinator who has held PLA assessment workshops for nursing faculty
E LEARNING METHODOLOGIES
El What learning environment and methodologies will be developed so as to achieve the intended outcomes for the program
The Collaborative Nursing Program curriculum is based in learning theory and philosophy that encourages egalitarian student faculty relationships for emancipatory leaming and personal empowerment Faculty are considered expert leamers who work in partnership with the student to codevelop certain content and choose appropriate leaming experiences The program includes a strong clinical focus experiential leaming within acute care agencies and in the community
The concept of praxis theoretically informed practice is used to guide the students in the development of their ability to critically reflect upon their practice especially the clinical judgments that ground their application of nursing knowledge see Appendix 8 Clinical decisions are developed by engaging clients individually and in groups working to appreciate the clients personal understanding of their healthcare experiences discovering pattems within these experiences in order to arrive at an appropriate plan of care and explain to the client the potential outcomes of that care
17 IL U C Bachelor ofScience in Nursing
E2 What use will be made of experiential teaming cooperative education clinical etc 3 distance education independent study computer assisted instruction other methods
Experiential LEARNING The students will receive a solid foundation in realityfocused clinical practice in hospitals and in community settings including families homes The CNP was originally designed to use a cooperative education model but due to budget restraints in the workplace cooperative education as a regular practice is not currently viable Every effort will be made in the future to reinstate this invaluable option
Distance Education A program website is planned for the 199798 academic year This website will link partner Collaborative sites to a central Collaborative Nursing program website designed by representatives from all partner sites Eventually these websites will be used for instructional purposes including email assignments discussion forums webpage design and distributed education
Independent Study Computer Assisted Instruction Technology Information technology and Nursing Informatics theory and practice will be integrated across the curriculum The ten Collaborative partner sites are considering various distance delivery technologies and leaming modes
Collaborative work with Peers and Community Groups The oncampus Wellness Centre will allow students to work with community groups peer and faculty to create innovative learning experiences related to community development education and health promotion
F FACULTY
F1 How many faculty and other staff are required and with what qualifications
The program will be taught by present faculty in the Nursing program see Appendix 16
Nursing program personnel consists of Coordinator 100 release 17 fulltime faculty members with a Minimum Masters level education 21 contract faculty with a minimum Masters level education Lab Manager 25 release Masters prepared Lab Supervisor Clerk Typist 21 hoursweek
F 2 Will there be any differentiation of faculty roles
Faculty will be responsible for instruction and curriculum development and implementation Under the collective agreement the nursing workload totals 16 to 18 contact hours per week of direct teaching Regular faculty have ten months of accountable time during the academic year 21 days of this can be used for professional development activities such as Research and Innovation Each fulltime faculty member has one month each year of non instructional time for direct Curriculum Development activities About 80 of the facultys time is spent in Teaching 10 spent in Research and 10 spent in Curriculum Development and Innovation 18 It UC Bachelor ofScience in Nursing
G PROGRAM RESOURCES
G 1 What resources will be required to assure a program of acceptable quality
a Operating Funds
The total FTE count of 108 will not change The FTEs will be distributed across 4 years to sustain implementation of the full degree There is no anticipated budget increase
b Library Media Computing Communications
Existing library computing and communications are adequate for degree program delivery The library is adding to its nursing program resources on a yearly basis An incremental addition to library funding will be sufficient c Facilities
Existing facilities are adequate The Wellness Centre that is incorporated into Surrey Phase II will allow more varied leaming opportunities d Equipment
No additional equipment will be required Funding for the new lab and Wellness Centre is included in the capital plan for Surrey Phase II e Special resources
No additional funding is anticipated
0 Start up or Developmental Needs
The program is based on already existing curriculum Professional development has been ongoing for some time current funding meets program startup and development needs and an implementation workplan has been in place since 1994 See Appendix 17 for details regarding program development
H PROGRAM CONSULTATIONS AND EVALUATION
H1 What consultations have occurred with professional associations employers and educational institutions
A consultative process grounds Collaborative Partner curriculum development see Appendix 8 p 9 The ten partners are represented on the program steering committee the curriculum committee and the program evaluation committee see Appendix 18 A joint Douglas
19 k UC Bachelor ofScience fn Nursing 3 CollegeKUC study 1994 was based in part on a survey of the major stakeholders in the region Fifteen hospital and community agency directors were interviewed to identify general and distinguishing characteristics of regional health care The report entitled Directions in Health Care and Nursing A Regional Description see Appendix 19 documented the need for baccalaureate preparation for nurses
In addition the KUC Nursing Program Advisory committee see Appendix 20 is chaired by Ms Ivory Wamer the President of the British Columbia Nurses Union Ms Judith McGillivray the Dean of the Faculty of Community and Health Studies as KUC is a member of the Nursing Educational Council of BC and the Nursing Administration Council of BC Extensive consultations have occurred in these forums Special mention should be made regarding the extensive consultations with Elizabeth Lindsay the Collaborative Program Coordinator at the University of Victoria Her guidance and support proved invaluable in the development of this degree proposal
H2 What suggestions would your institution make for evaluating the program
The DPRC could contact Elizabeth Lindsey RN PhD at the University of Victoria 250 7217957
H3 After the program is implemented what procedures are planned for ensuring adequate depth and breadth of ongoing review and evaluation Since the KUC Nursing Program was accepted as a partner in 1995 the program has been 3 reviewed and evaluated through the uniform process developed by the Collaborative Nursing partners This review includes three full days of Collaborative Curriculum Committee meetings as well as three full day Collaborative Evaluation meetings per academic year to review curriculum and evaluation processes Graduate Followup Surveys and Focus groups Program Evaluation tools and Workplace Representative surveys have been codesigned and are evaluated on an ongoing collaborative basis see Appendix 21
The RNABC approves schools of nursing at the inception of each new program and every five years thereafter The KUC nursing program up to diploma exit has already been reviewed twice by the RNABC and received ongoing status as an approved nursing program The criteria and indicators used for measurement are included in Appendix 22
The program will be assessed against accreditation standards by the Canadian Association of University Schools of Nursing see Appendix 23 A simultaneous accreditation review is planned for the Fall of 2000 when all ten Collaborative Curriculum member sites will seek full CAUSN membership approval Criteria for CAUSN accreditation are relevance accountability relatedness and uniqueness Employer followup and wide representation on the Advisory Committee will provide ongoing direction regarding the applicability of leaming experiences
20 K UC Bachelor ofScience in Nursing
H4 What provision is made for ongoing membership on advisory committees to this program or what other means are provided for maintaining extra institutional perspectives
An advisory committee comprised of members representative of the health care community provides ongoing and regular input to the planning and implementation of the proposed degree see Appendix 20 A second Advisory Committee to assist in the development of the on campus Wellness Centre is being established
21 K UC Bachelor ofScience in Nursing
END NOTES
Future Educational Requirements for Nurses Position Statement Registered Nursing Association of British Columbia September 1993
Z Kaminski June Common and Predictable Health Challenges Across the Lifespan in the Kwantlen University College Region Kwantlen University College Report 1997 p B45
On the Path to the Future National Nursing Competency Project Final Report 1997
Strategic Framework Office of the Vice President Education Kwantlen University College 1997
5 Collaborative Curriculum Guide Collaborative Nursing Program of British Columbia July 1997 p 1 12
Creating the New Health Care RNABC 1993
1996 BC Student Outcomes Centre for Education Information Standards and Services July 1997 p C10
Report to the South Fraser Valley Regional Health Board on Health Service Utilization October 17 1995 p 32
Collaborative Curriculum Guide Collaborative Nursing Program of British Columbia July 1997 p 1 7 1 CEISS Page D16 4 RNABC Nursing Statistics Summary 1996
12 Determining Needs in Nursing Education Nursing Education Consortium of the Fraser Valley June 1993
73 Letter from Robin Ciceri Ministry of Skills Training and Labour to the RNABC dated May 3 1995
14 Future Educational Requirements Canadian Nursing Association Policy Statement 1993
15 CEISS D16 i8 Letter to Collaborative Partners Steering Committee Partners from Elizabeth Lindsey Collaborative Program Coordinator November 18 1997 conceming scholarly activity
22 4 APPENDICES Bachelor of Science In Nursing
Appendix 1 Future Educational Requirements for Nursing a Canadian Nursing Association CNA b Registered Nurses Association of British Columbia RNABC
Appendix 2 Common and Predictable Health Challenges Across the Lifespan in the Kwantlen University College Region
Appendix 3 Canadian Nursing Association January June 1997 a Nursing Employment Cross country Checkup b Shortage of RNs Predicted for the Next Decade
Appendix 4 Kwantlen University College KUC Former Student Outcomes and Attributes
Appendix 5 Charting a New Course Operational Plan Office of the Vice President Education KUC June 1997
Appendix 6 Feasibility Study into the Establishment of a Community Wellness Centre at KUC May 1996
Appendix 7 Letter of Support Cathy MacDonald Dean of College Resources
Appendix 8 CNP in BC A Brief Overview of the Collaborative Curriculum Guide January 1997
Appendix 9 CNA Policy Statement on Health Promotion March 1992
Appendix 10 RNABC Nursing Statistics 1996
Appendix 11 List of Courses for the BScN including Calendar Descriptions
Appendix 12 The Plan to Meet the KUC Liberal Education Task Force Recommendations in the Collaborative Nursing Program
Appendix 13 Minimal Semester Requirements for CNP Courses
Appendix 14 RNABC Position Statement on Nursing and Research Revised May 1992
Appendix 15 Proposal for PLA Facilitation within the Collaborative Nursing Program in BC November 1997 3
APPENDICES cont
Appendix 16 Faculty Information Sheets Collaborative Nursing Program
Appendix 17 Final report to the Centre for Curriculum and Professional Development from Douglas College and KUC June 1996
Appendix 18 Letter of Support from Maureen Little CNP Steering Committee Chair
Appendix 19 Directions in Health Care and Nursing A Regional Description December 1994
Appendix 20 Nursing Advisory Committee Membership List September 1997
Appendix 21 a Program Completion Student Questionnaire January 1997 b Graduate Followup Questionnaire January 1997 c Workplace Completion Questionnaire January 1997
Appendix 22 RNA BC Approval of Schools of Nursing Criteria and 3 Indicators
Appendix 23 Canadian Association of University Schools of Nursing Correspondence
Appendix 24 a Letter of Support from the Nurse Administrators Association of BC to Minister of Health March 1995 b Letter of Support from Anne Sutherland Boal Vice President of Patient Based Care Units BC Childrens Hospital 1995
Appendix 25 Glossary of Terms from the Collaborative Program Curriculum Guide 1997
3 id
J Collaborative Nursing Program in British Columbia
8rCef Overview of the Collahovat ve CurrLcaliktw Qu id Developed and Authored by the Partners of the Collaborative Nursing Program in British Columbia
Camosun College Douglas College Kwantlen University College Langara College Malaspina University College North Island College Okanagan University College Selkirk College University College of the Cariboo University of Victoria
Revised January 1997
0 Developed by the Collaborative Nursing Program in British Columbia CoUaborattveNursinfrProffrasn14113rtrshCoiaunba
Collaborative Nursing Program of British Columbia
Thank you for your interest in the Collaborative Nursing Program This package was compiled to provide you with an introduction to some ofthe tenets language philosophical values and concepts upon which the Collaborative Nursing Program is based It should not be considered as a guide to curriculum development but as an encapsulated look at our collaborative nursing curriculum This package includes the history and process of collaboration the organizational structure and overview of the program the purpose goals philosophy including the major concepts of the program an overview of learning options for students the curriculum structure a summary of the evaluation plan a course outline to introduce how the language and intent of the program are written for specific courses an example ofa learning activity for a specific course an overview of the courses a onepage visual overview of the program ofstudies and a glossary of terms
We hope that you find this package informative
For further information please contact
Elizabeth Lindsey RN PhD UniversityCollege Liaison Coordinator University of Victoria PO Box 1700 Victoria BC Canada V8W 2Y2 tel 604 721 7958 fax 604 721 6231 email ll ind sey@hsd uvicca
Brief Overview oftheCoUaborattve Currcu2J 1 3 ColaboraitveNw Cn9 Programfry is
The Collaborative Nursing Program Philosophy
The philosophy of the collaborative nursing program is informed by humanistic feminist phenomenological and socially critical orientations These orientations are reflected in the way in which the program views persons health and healing health care nursing and curriculum
Persons
Persons refers to human beings whether they are in an individual familygroup community or societal context They are holistic beings who bring unique meaning to life experiences People make choices based on the meaning they attribute to their experiences and their choices are influenced by both internal and external factors Implicit in the choices people make is the responsibility to be accountable for the consequences of their actions Although ultimately alone and self responsible people live in relationships with others and are constantly evolving as they interact and strive toward health
Health
Health World Health Organization Health and Welfare Canada Canadian Public Health Association 1986 is the extent to which people are able to realize aspirations satisfy needs and to change or cope with the environment The environment comprises all cultural lifestyle political economic interpersonal structural and other ecological factors Health is a resource not an object of living it is a positive concept emphasizing social and personal resources as well as physical capabilities Promoting health involves enabling people to increase control over and to improve their health World Health Organization et a 1986 People in ill health whether physical social psychological or spiritual may still consider themselves to be healthy if they are able to lead what they consider to be satisfying lives Health and healing coexist and healing is not simply viewed as the movement along a continuum from illness to health
Health Care
The right to health care for all is highly valued by our society and supported by the Canadian nursing profession Accompanying this right is our belief in equal quality of and access to health care through fairly distributed resources within and among our communities People should be full participants in making decisions about their health
The complex and changing nature of health care has direct consequences for the way in which nursing is practised Nurses have a vital role to play in shaping and responding to the challenges of health care in our society Nurses must strengthen their mandate and their ability to promote health through continuous professional growth
8rtef Overview oftheCollaboraUWeCurriculavgvdei 2 CoUaboratwe Nursini Program in 8rtttsh Colunlria
Nursing
Nursing is the professionalization of the human capacity to care Nurses are in a unique position to help people understand their health related experiences and to embrace their ability to make informed health care choices Through caring relationships nurses inform and involve their clients This relationship empowers clients to make the best possible choices for their health and enhances the healing process
Nursing involves a highly complex process of simultaneously using reasoning and intuitive thinking while providing care Nurses must know care manage the context and deal with the unpredictable they must assume responsibility for their decisions and their professional growth and be accountable to their professions standards and ethics
Nurses work with many other disciplines and in this multidisciplinary health care context nurses provide a unique perspective to client care The unique role ofnursing is the nurses ability to understand peoples situations from their perspective and to participate with them through a caring informed relationship to promote health responses to life experiences
Curriculum
The curriculum of the Collaborative Program is defined as the interactions that take place between and among students clients practitioners and teachers with the intent that learning take place Therefore the quality of the curriculum depends upon the quality of these interactions and students practitioners and faculty are equally valued as partners in the learning process Learning is a reformulation of the meaning of experience and leads to changes in attitudes feelings and responses Learning is critically affected by the leamers concept of self which is itself learned The self concept is enhanced when learners have a need to know perceive learning as relevant and meaningful and believe they have a chance of success It is further enhanced when the learners past and present experiences are acknowledged respected and reflected upon When learners share the responsibility for identifying learning needs planning learning experiences and evaluating programs their selfconfidence increases and they become increasingly self directed Learners leam best when they feel cared for and challenged and when they experience success Nursing is a discipline that values different ways of knowing Knowledge is derived from the understanding of self practice theory and research with each way of knowing informing and influencing the other This form of praxis is a dialectical process through which knowledge is both derived from and guides nursing practice
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Purposes and Goals of the Collaborative Nursing Program
Overall Purpose
The overall purpose of this program is to educate nurses to work with individuals families groups and communities in a variety of settings guided by a health promotion perspective with an ethic of caring The program will assist students to develop a sensitivity to peoples experiences of health healing and health promotion By being cognizant of nurses professional roles students will leam to work as partners with clients and other health care providers Through their understanding of and participation in the changing health care system graduates will be active participants in creating health for all
Program Goals
The program goals apply to both the diploma and the baccalaureate graduate however in some cases the scope and levels of attainment are different The different expectations for the diploma and the baccalaureate follow the statement and descriptions of the program goals
Program Goals 1 To practice nursing with a health promotion perspective and an ethic of caring within a variety of contexts and with a diverse client population
The Collaborative Curriculum is founded on the principles of health promotion In particular the principles of empowerment egalitarianism reducing inequities intersectoral collaboration and community participation are evident throughout the curriculum and within teachingleaming encounters The three approaches to health care outlined by Labonte RNABC 1992 the medical behavioural and socioenvironmental determinants of health are attended to within the curriculum with particular attention being given to the socio environmental approach to health care Caring is defined in the curriculum as the moral imperative to act ethically and justly and is the motivating power behind all nursing realities and possibilities Caring is understood as the attitude and activity of nursing and is essential to every nursing course and in all teachinglearning encounters
2 To be an independent selfdirected self motivated and lifelong learner with a questioning mind and a familiarity with inquiry approaches to learning
The foundational concepts of ways of knowing and personal meaning refer specifically to the process of learning encompassed within this goal Students are encouraged to become critical thinkers and reflective practitioners Critical thinking based on nursing theory and practice is deliberate intentional learning Central to critical thinking is the concept of praxis which is a cyclical reciprocal process of reflection and action that creates opportunities for transformation and emancipation Teachinglearning encounters within the Collaborative Program foster critical thinking and the process of independent self directed and lifelong learning
Brief Overvew of the Collaborative Currtathm 4 CoUaboratt ver Naming Program 41SritW3lvColkunbia
3 To be self reflective self evaluative and accountable and make clinical judgements based on different ways of knowing such as critical thinking intuition research and evaluation
This goal attends to the importance of different ways of knowing for student learning Examples of different ways of knowing have been articulated in this goal however it is understood that other ways of knowing are also essential to nursing education and practice In addition it is not intended to suggest that any one way of knowing is adequate or complete in isolation of other ways of knowing It is understood that students come to know from a compilation of various ways of knowing As self reflective practitioners students are encouraged to be self evaluative in their nursing actions In addition students are encouraged to participate in both self and peer evaluation in class laboratory and clinical settings The acquisition of clinical judgement is attended to by the use of a clinical decision making model by structured decision making joumalsby the use of the Clinical Appraisal Form and by faculty preceptor and peer supervision and evaluation A sense of professionalism and accountability is attended to by acknowledging understanding and adhering to the CNA Code of Ethics
4 To create and influence the future of nursing practice at a political social and professional level by responding to and anticipating the changing needs of society
The collaborative partners are proud of the curriculums accomplishments in anticipating the changing health care needs of society In particular the Collaborative Curriculum envisioned the move to primary health care and to the closertohome initiatives supported by the mandate in New Directions for a Healthy British Columbia 1993 The curriculum structure has instituted the primacy of family and community as part of students learning in the first year of the program In addition family and community experiences are integral to students learning throughout the curriculum In Year 2 students experience nursing in acute care institutions with clients experiencing acute episodic health challenges However these students also work with families within the communities to experience the coexistence of nursing care at an institutional and community level The concept of a hospital without walls embraces this notion As the curriculum progresses the trend to community health care is further enhanced with courses and learning activities that orient students further to the socio environmental approaches to health care
The Collaborative Curriculum is responsive and proactive toward societal health care trends The process of envisioning which was integral to the creation and development of the curriculum is still an essential component of the evolving curriculum Political societal and economic trends are examined and discussions undertaken to envision the future of the nursing profession in Canada It is envisioned that nurses could take a leadership role in health care in the future and the Collaborative Curriculum is constantly evolving to meet this challenge
Brief Overview of the CoUaboratweCurrc abavGuide 5 3 ColatGratmNurstnqProgrnm irvartt IvColuanbia 5 To be prepared to meet the professional practice requirements as identified in the Standards for Nursing Practice in British Columbia 1992 the Nursing Competencies and Skills Required ofthe New Graduate 1990 and the Education Requirementsfor Future Nurses 1994 as outlined by the RNABC
This goal speaks to the importance of the baseline competencies that are required by all student nurses in order to be eligible for the successful completion of CNATS examinations and professional registration within the province of British Columbia The Collaborative Nursing Program is committed to the education of student nurses to meet these requirements both at the diploma and at the baccalaureate level of education
Foundational Concepts in the Collaborative Nursing Program
The four foundational concepts of ways of knowing contextculture timetransitions and personal meaning act as threads to weave the metaconcepts of caring and health promotion with the four curriculum themes peoples experiences with health peoples experiences with healing peoples experiences with self and others and peoples experiences with professional growth These foundational concepts are integral to every course and are identified in the minimal semester requirements
Brief Overview oftheCollaborattveCuenca74w Guide 6 CollaborativeNI Progravv Cm Srttt33vColumbia
History of the Collaborative Nursing Program
Introduction
The Canadian Nurses Associations entry to practice position became a powerful factor influencing the direction ofCanadian nursing education in the late 1980s At the same time interest was growing in some parts of the British Columbia diploma nursing education community in how they could facilitate the implementation of the entry to practice position During the 198788 period several colleges began to express an interest in collaborating with the University of Victoria in a generic program model that might combine the energy and resources of both college partners and university partners
As a result of this interest and evolution in thinking schools of nursing began to rethink their views about what a generic program might look like In Spring 1988 the University of Victoria School of Nursing decided to mount a curriculum workshop to explore the development of a generic baccalaureate nursing program in conjunction with one or more community colleges Initially participants in that workshop consisted of the school faculty representatives from local employing agencies and one or two ofour local college colleagues As word spread about the workshop the nursing programs around the province expressed strong interest in being involved As a result the workshop was opened to others so that all could benefit from each others thinking
The First Collaborative Workshop
The workshop turned out to be a critical event in the history of the collaborative project Representatives of six diploma programs the University of British Columbia several hospitals community health agencies and the RNABC worked together to explore the meaning assumptions issues constraints and positions held by all in regard to the potential development of a collaborative generic program Topics discussed included the meaning of collaboration provision of an exit point faculty roles and qualifications opportunities for flexibility and accessibility timing human resource requirements curriculum design and content the question of a cooperative component power relationships between university and college image of nursing in the future and so on Outcomes consisted of first an agreement in principle to collaborate second excitement and enthusiasm for the opportunity to participate together in a new and promising direction for nursing education in BC third the development of a task committee whose mandate was to design a beginning plan for collaboration including criteria by which decisions about beginning partners would be made The goal of collaboration was the development of an innovative integrated coherent generic baccalaureate program not the disjointed educational experience that presently characterized the diploma postRN program educational approach
BrCef OvervCew ofthe Coilaboratwe Curriculum Guide 7 CoUaborattveNurfinfy Program LwBritWvColumbia
Provincial Context
At the same time as these events were occurring the Ministry of Advanced Education was developing initiatives designed to improve university accessibility for all British Columbians As part of these initiatives several colleges in the province among them Okanagan Malaspina and Cariboo Colleges were designated to offer university courses in conjunction with a university and eventually to become future universitycolleges with the power to independently grant degrees in selected fields The University of Victoria School of Nursing already set to begin collaborative relationships for generic nursing curriculum development was poised to participate It seemed logical then as Cariboo Malaspina and Okanagan Colleges had already expressed interest in collaborating with the University indeed two had already submitted proposals and had attended the workshop that these colleges would join the University of Victoria as the first collaborative partners In addition since Camosun College although not a designated universitycollege is geographically located close to the University and had also expressed interest in collaboration it made sense that it too should join the collaborative group Camosun should a collaborative generic program materialize would be a logical longterm partner with the University of Victoria School of Nursing
Forms of Collaboration
In 1989 formal collaboration began Some funds were obtained from the government to support the collaborative work and a collaborative coordinator was hired Collaborative relationships took two forms First all or some of the existing University of Victoria third and fourth year postRN courses were made available to collaborative partners onsite with the exception of Camosun These courses were taught by qualified college faculty to RN students located in the college communities Procedures were established to ensure that courses remained consistent with those at the University that faculty possessed appropriate qualifications and that students met university admission requirements grading standards and other expectations The degree obtained was and still is a University of Victoria degree but it is offered in conjunction with a college partner All partners worked together to improve or otherwise revise these courses and to work out other issues or concems Thus RN students in a variety of communities can now access facetoface postRN baccalaureate education at their local college site This approach to baccalaureate education although it improves accessibility does not meet the earlierstated goal the development of an innovative integrated coherent educationally sound generic curriculum
The second form of collaboration then was designed to work toward such a curriculum and ultimately to implement it That work had already begun even as increased access to traditional education was unfolding The chairsdirectors of all the collaborative schools met regularly to formulate the basis for the Collaborative Curriculum The result was the Collaborative Program philosophy which although now somewhat modified underlies the newly established Collaborative Curriculum
Brief Overview of the CoUaborattveCurnculnvGuLdei 8 COUaboratGveMurjthq Program tn8rCtrivCoiambiw
As funds became available and the project coordinator was hired it became clear that a more elaborate structure was required to carry out the increasing amount of work that would have to be done That structure and its work are described below
The Ongoing Collaborative Process
As collaboration became more formalized and a project coordinator was hired a committee structure was developed to enable the work to be carried out efficiently and effectively Two major committees were established the Steering Committee and the Collaborative Curriculum Committee The Steering Committee consists of the senior nurse administrator from each partner institution representatives from the Ministry ofAdvanced Education now called the Ministry of Skills Training and Labour the Registered Nurses Association of British Columbia and the Nurse Administrators Association of British Columbia and the Collaborative Project Coordinator The major roles of this committee have included in conjunction with the Collaborative Project Coordinator providing leadership and sound management to the project serving as a communication Zink among and within sites and with the community at large attending to educational personnel and financial matters liaising with external agencies such as Ministries and preparing the partner institutions for curriculum implementation The second committee the Collaborative Curriculum Committee consists of two to three representatives from each collaborating institution and the Collaborative Project Coordinator The major roles of this committee have been the development and the implementation of the integrated generic curriculum A major responsibility of members of this group has been to inform and be informed by their respective nursing colleagues at each site ofthe work covered in the curriculum meetings To support this work curriculum work groups have been established at each site including nursing faculty and practising nurses from agencies in the local community In this way a rich mix of information ideas concerns etc are fed into the ongoing curriculum process Terms of reference for these committees are included in Appendices B and C More recently 1992 the Program Evaluation Committee was established This committee is responsible for the evaluation of the Collaborative Nursing Program Terms of reference for the Evaluation Committee are included in Appendix D of the Collaborative Curriculum Guide The work of the Program Evaluation Committee is also included in this document see Part Five Evaluation As well various ad hoc committees have been created to attend to issues of particular importance at any given time The Approvals Committee is one such committee that attends to the approval requirements of the RNABC
9 Brief Overview oftheCoUalrorattve Curricufa aide 0 ColaborattveNursinwProlsanviavaKash CoUanbca
Program Structure of the Collaborative Nursing Program
In its entirety the Collaborative Program is offered over a fourandonethirdyear time period and consists of eight academic semesters and five consolidated practice experiences Designed for maximum flexibility the plan provides options that address the needs of three groups of students
Option A
Generic baccalaureate students complete the entire program in order to obtain a baccalaureate degree in nursing These students enter the program at one of the college or universitycollege sites On completion of five academic semesters and two consolidated practice experiences students who are registered in a universitycollege Cariboo Okanagan and possibly Malaspina continue on to finish three academic semesters and three additional consolidated practice experiences to complete degree requirements Students who are not registered in a university college Camosun North Island Langara and Selkirk transfer to the University of Victoria or to one of the university colleges to complete their program Students graduating with a BSN also apply to write their CNATS examinations and apply for BC registration
Option B
Diploma students complete five academic semesters two consolidated practice experiences and a BridgeOut semester which prepares them for the workplace as a diploma graduate These students would then apply to write their CNATS examinations and apply for BC registration
Option C
Registered nurse students take a specially designed Bridge In Semester in order to become familiar with the philosophy and emphases of the generic program These students then complete three academic semesters and may complete two optional consolidated practice experiences in order to graduate with a baccalaureate degree
The returning registered nurse who bridged out of the Collaborative Program may reenter within three years without completing the BridgeIn Semester These students take 75 units of electives to fulfill the 30unit requirement for completion of the baccalaureate degree
In summary all of these options are viable within the curriculum design Students entering the program at the colleges have the option to bridge out at the diploma exit or to continue to a baccalaureate degree PostRN students bridge into the program to complete a baccalaureate degree All three groups of students are fully integrated within one program
Academic semesters in all options are four months in length and contain supervised practice experience The interspersed consolidated practice experiencesare designed to include
Brief Overview of thColaboratwe CuencamGuide 10 CoUaboratweNursirj Program vvSrit vColumColumbia successive increasingly complex nursing responsibilities in order to prepare learners for their professional autonomous role Such experiences are seen to be potentially very diverse and could conceivably take place locally provincially nationally or internationally See Overview and Semester Foci p 216 for a profile of the entire program In addition to flexibility of design the curriculum is constructed in a way that allows partners to address their particular communities needs while at the same time maintaining a curriculum integrity that enables student transferability from one site to another For example although students generally would be studying the same overall knowledge skills and abilities at the same time placements for learning this content will vary from site to site
8ref OvervCew ofthe CoUaboratweCurrcuthaty u1vi 11 0 Collaborative Nuning Progranv 41 ritrishColtunbia
Organization of the Curriculum in the Collaborative Nursing Program
The meta concepts of health promotion and caring and the foundational concepts of ways of knowing personal meaning timetransitions and contextculture are intended to be viable in all courses and other teaming experiences The minimal semester requirements provide a guide to how the foundational concepts are integrated into each course The quality indicators of the practice appraisal forms also reflect the metaconcepts and foundational concepts and the meta concepts are apparent in eac course outline
Curriculum Content Themes
Four themes have been identified that serve to organize all content in the curriculum peoples experience with health peoples experience with healing peoples experience with self and others and peoples experience with professional growth
The theme peoples experience with health flows directly from the health promotion perspective and refers to the process whereby people realize aspirations satisfy needs and change or cope with their environment Peoples experience with healing focuses on the process by which people become increasingly whole Healing is a total organismic synergistic response that must emerge from within the individual if recovery and growth are to be accomplished Peoples experience with self and others is concerned with the process by which people come to understand the meaning an experience has for themselves and for others This theme includes emphasis on the way people relate with one another which is based in self knowledge gained through reflection introspection and interaction The result is the discovery of personal meaning that explains past and influences future experience The final theme peoples experience with professional growth focuses on the development of students as nurses and the development of nursing as a whole as it strives to make a difference in health and health care at the personal professional community and societal levels
Curriculum Levels Progression of Students Through the Curriculum
Provided here is an overview of the yearbyyear curriculum emphases of the program and highlights of some of the experiences students will obtain as they progress Here too the clinical activities in which students engage at various points of the program are also broadly described As a general rule in each semester of the program students have some community experience with families and some institutional or other agency experience
Year 1 Year I of the program focuses on peoples experience with health with an emphasis in Semester One on self ie personal assessment and family assessment of health and health challenges Semester Two emphasizes peoples experience of health related to chronic health challenges
Brief overview of the CoUaboratweCurric timGtad 12 Collaborattve Nur3iny Pregnant LwBrltUaivColumbia In Semester One students choose and follow a healthy resource family and continue to do so throughout their program This contributes to a beginning understanding of families health and community nursing work In addition students begin to learn about the complexities of nursing work through observing or in other ways interacting with nurses in various arenas of practice In Semester Two students work with an additional family in the community one with chronic health challenges Therefore practice experiences in this semester would range from for example working with a family who has a child with cystic fibrosis to working with a family coping with the chronic health challenge ofpoverty In addition students obtain experience in a variety of institutional settings for example intermediate care rehabilitation diabetic day care extended care andor other settings of this kind The students family perspective continues to develop The Spring consolidated practice experience enables consolidation and integration of many of the experiences concepts and learning listed above and provides students with opportunities to continue to practise the variety of skills they have learned
Year 2 Year 2 of the program continues to develop a health promotion perspective that students learn to use with both healthy patients and with people experiencing challenges around healing The emphasis on healing is strong in this year This is particularly challenging as although students must continue to develop their health promotion perspectives they will be working in many settings where the more traditional medical model may dominate 3 Practice Activities Year 2 In their institutional experiences Nursing Practice II and III students have opportunities to practise in acute care settings such as surgical obstetric pediatric orthopedic and others of this kind They develop a variety of additional competencies and skills for example working with patients in pain anxiety and other sources ofvulnerability using additional therapeutic modalities and skills etc They learn how to deal with unpredictable events As they move through the year they learn to work with patients in increasingly complex situations In the Healing Workshops 1 and II of this year the remaining skills listed in the RNABC competencies and skills list are learned and how they fit within the context ofpractice are emphasized In their consolidated practice experience students have opportunities to practice the skillsabilities they have learned thus far Also in Year 2 as part of Episodic Health Challenges students work with a childbearing family in the community and as appropriate in hospitals clinics or other obstetric settings They obtain experience in the nursing ofchildren in the context of the families in a variety of settings As well students continue to work with their resource family and experience the concept of a hospital without walls as they engage in activities that demonstrate the interconnection of institutional and community care Students also have the opportunity to work with clients with a
Brief Overview ofthe CoilaboratwriCurriculunv 13 0 CoUaborattveNu n PropranwivvBrat441Coiunnbia variety of mental health challenges in the process of caring for clients in Year 2
In the consolidated practice experience of this year students consolidate the knowledge abilities and skills learned thus far and clinical placements are representative of those already experienced by the students in the course of their program to date
Year 3 Year 3 of the program further develops the theme of health with an emphasis in Semester Five on prevention In the fifth semester students work as members of the health care teams and begin to use leadership skills They collaborate with others in the delivery of health promotion and illness care to individuals and families In addition students work in a variety of agencies focusing on issues of prevention For example they might be involved with an infection control program in a hospital agency an immunization clinic in a school or a mammogram program in conjunction with a cancer clinic They might work with a liaison nurse who in her work with patientsclients bridges both hospital and home An important consideration in choosing practice experiences is the notion of the hospital without walls and how students can realistically experience the bridge between hospital and community Students also work with additional families These may be families who have been discharged from hospital who offer students opportunities to be involved in discharge planning and health education
For students who choose to exit the program at the diploma level the final semester provides a BridgeOut experience preparing graduates for beginning practice These students assume the independent role of professional nurses while working with clients with complex health challenges in a variety of settings In the BridgeOut experience between Semesters Five and Six diploma exit students continue to extend their knowledge of peoples experience with healing through a healing workshop and simulated and roleplay experiences in the laboratory setting and in an 11 week realworld consolidated practice experience Any gaps that may exist in students abilities to meet the RNABC standards and competency expectations are addressed at this time
As well preparation for the CNATS examinations takes place Usually the BridgeOut practice takes place in the more traditional clinical settings where students are paired with a registered nurse preceptor in order to extend their practice knowledge and experience and gradually learn to practise more autonomously
The returning registered nurse bridges in to the Collaborative Program with a semester designed to provide students with the opportunity to become familiar with the Collaborative Curriculum In particular the concepts of health healing and health promotion are attended to in the BridgeIn Health and Nursing Practice courses There is an orientation to the philosophy of the Collaborative curriculum to ethical nursing practice and to teaching and learning in Professional Growth BridgeIn There is also a course that attends to the process of Knowledge Development in Nursing
Brief Overview oft CaUaboratweCurrcculnvGuide 14 ColZa1 oratWeNu n Programn 8rttt33vColcuttlrity
For the continuing student and the returning registered nurse Semester Six focuses on health promotion and community development The concept of community as client is the emphasis of the Health and Nursing practice courses Within this same semester students take a Self and Other course which builds on subsequent learning in interpersonal relationships In particular the notion of being in relation within caring ethical and connected relationships will be explored Two courses related to nursing inquiry are also included in Semester Six Nursing Research attends to issues and processes of qualitative quantitative and critical research The Nursing Inquiry course provides students with an opportunity to explore differing world views in nursing and to critically examine nursings philosophical historical and scientific roots as well as to explore contemporary nursing knowledge In Semester Six practice placements are in governmentnongovemment health care agencies and other community organizations Thus typical placements might be with the Multiple Sclerosis Society Friends of Schizophrenia Community Neighbourhood Houses support groups health promotion programs such as the YMCAs and community organizations ofvarious kinds
Year 4 Semester Seven focuses on societal health and nurses influencing change This semester explores ways nurses can influence and create their future as professionals within the health care system The emphasis is on the growth of the student as a professional nurse who is critically reflective and an active change agent within nursing health care and society at large In light of the Semester Seven emphasis on the nurses professional growth and their responsibility to contribute to the development of health care through leadership and nursing at a societal level students are placed in a wide variety of government and professional agencies A range of federal provincial and municipal agenciesprogramsprojects are selected and might include such options as the Health Promotion Directorate health ministries a regional health council professional associations nurses unions city hall the Mental Health Task Force Greenpeace CUSO and similar experiences To augment this semester there is a course on nurses working with groups
Semester Eight provides students with an opportunity to enrich their overall program of study The theme for this Semester is Transitions that is attending to the bridge between academia and practice All students are required to complete a practice component in Semester Eight along with theory courses Continuing students complete 45 units 9 credits of practice while postRNs depending on their learning needs and experience complete from 15 units 3 credits to 3 units 6 credits
Students develop a semester of study that best supports the consolidation and intergration of their learning in the program through refining previous learning and developing proficiency in an area of practice For example students may choose to organize the focus of their practice around a particular theme such as acute episodic health challenges chronic health challenges primary care rural health nursing palliative care mental health childrens health womens
13rizf Overview ofthe Collaborative Currcculun Gi2Aa 15 Coi7aborattive Nursinfy Proflram inr 8riti4hColunbia health family health gerontology cross cultural nursing international health nursing managementleadership informatics etc The intention of developing an area of practice is to provide students with competency within one area of nursing practice that will provide greater opportunities for future employment
Within the semesters described for the continuing and registered nurse students there are periods of consolidated practice experience For the continuing student there are three foursix week mandatory consolidated practice experiences and for the returning registered nurse these practice experiences are optional
Brief Overview of theCoilaborat eCurrica lovQuula 16 ColicboratweNursituyProgram Lev Britt BritWIColumbia
Collaborative Nursing Program Overview and Semester Foci
SEMESTER ONE SEMESTER TWO Personal Meaning of Chronic Health Challenges Health
Consolidated Practice Health 1 Health 11 Professional Growth I Self Others 11 Experience Health Science I Elective or English Self Others 1 Health Science II 4 6 weeks Elective or English Nursing Practice i
SEMESTER THREE SEMESTER FOUR Episodic Health Challenges Complex Episodic Health Challenges
Consolidated Practice Healing Workshop I Healing Workshop I1 Nursing Practice II Professional Growth 11 Experience Health Science 111 Nursing Practice 111 4 6 weeks Elective Health Science IV
SEMESTER FIVE BRIDGEOUT BRIDGEIN Introduction to the Curriculum Prevention for diploma students for returning RN students
Professional Growth 111 Healing Workshop Consolidated Health BridgeIn Philosophy Practice Experience in preparation Professional Growth Bridge In Health III for writing CNATS and becoming Professional Growth Knowledge Nursing Practice IV registered in BC as a diploma Development in Nursing Professional Growth IV graduate Nursing Practice BridgeIn Elective
SEMESTER SIX SEMESTER SEVEN SEMESTER EIGHT Health Promotion and Societal Health and Nurses Area of Clinical Focus Community Development Influencing Change
Health IV Professional Growth Data Analysis Health Transitions Self Others 111 Professional GrowthHealth Societal Connencting to the Workplace Professional Growth Nursing Health Self Nurses influencing Nursing Practice Transitions Professional GrowthTransiitions Inquiry Change Professional Growth Research Self Others IV Nursing Practice V Elective Nursing Practice VI Following Semester Five 1 There is a BridgeOut Semester for the exiting diploma students 2 There is a Bridge In Semester for the returning RN students 3 There are three fiveweek consolidated practice experiences for the continuing students The location in the curriculum design for the consolidated practice experiences differs at each site Consolidated practice experiences are optional for the returning RN
8rief Overview ofthe Collaborattve 17 CoUaborat ve Nursing Program Lry SrCtt J vCoLan yia
EVALUATION PLAN
After considerable discussion and consultation it was decided that our program evaluation would be informed by three complimentary orientations toward research fourth generation evaluation aciton research and the centre for the Study for Evaluation model These orientations are aligned well with the philosophy of the program which is informed by a humanistic feminist phenomenological and socially critical theory The basic design will be naturalistic inquiry utilizing various qualitative data collection methods such as interview observations questionnaires video and audio taped interactions focus groups case studies and simulations As well quantitative data collection on course evaluations are undertaken
Several pilot projects have already been implemeted and beginning in the fall of 1993 the program evaluation plan was implemeted Individual evaluaton projects are being undertaken at different partner sites Such evlautions inlcude a phenomenological inquiry into experiences of students and faculty with the Collaborative Program Okanagan UniversityCollege critical thinking evaluation University College of the Cariboo and decision making Camosun College Malspina UniversityCollege and University of Victoria The intent of the plan is to access and interpret the stakeholders perceptions meanings and experiences Health promotioncaring praxis will be explored through an action research methodology
Each partner site has committed to collecting and analyzing data and to presenting results from the Program Completion Graduate FollowUp and Workplace Questionnaires as outcome measures In addition some sites will collect data using other evaluative methods
Brief Overview of the coUaborattve I8 CollaborativeNun Program i4vBrittiKColauvtbia
Health l Health Styles Semester One
Course Description The major emphasis of this course is on the personal meaning of health related health assessment and health maintenance Participants examine significant theoretical and conceptual frameworks of health in relation to self By reflecting on personal experiences participants not only have opportunity to identify personal resources and challenges that impact health but also to recognize the complexity of the change process as related to health promoting behaviour
Ends in View This course provides participants with opportunities to develop a heightened awareness of their own personal concepts of health and healthy living They also have opportunities to become aware of the differences in individuals contextculture ie the beliefs values and perceptions about health held by others and how these differences influence the way people behave throughout their life span in relation to health As well participants can explore the complexities of the change process in relation to timetransitionsin the life cycle and to healthful living practices for individuals and family Opportunities to learn basic health assessment skills are included in this course
Process In order to develop a conceptual and experiential understanding of the concepts and theories included in this course participants are provided with learning activities in which they need to personally engage Experiences arising from leaming activities are shared with others in active dialogue so that peoples experience with health can be considered from a praxis perspective The teachers responsibilities is to guide and facilitate the students responsibilities are to use resources and to actively engage in dialogue and in the process of learning
Resources These may include selected readings and articles laboratory growth and development text
Evaluation These may include healthProfile a paper topic of choice Suggested topics include personal experiences in health an autobiography transitions changes in lifestyle in developmental level
BriefOverview of theiGallaborattve Carricaktn vap 19 Collaborative Nursgny progranv tnBrittiJvCoiaunbia
comparisons of lifestyles comparison of own personal meaning of health with anothers developmental comparison Illustration of own personal meaning of health
Overview This course is organized around the philosophical foundations of the curriculum and reflects the following concepts the phenomenological person the lived experience of the person differing realities self esteem self concept personal resources sexuality spirituality perception personal meaning personal construct theory beliefs and values contextculture family community situatedness health promotion responsibility choice self responsibility assessment health profile individual family assessment process assessment in decision making process empowerment includes teachinglearning timetransitions developmental change change theory lifestyle change ways of knowing ethics of health personal experiences empirical theoretical asepsis principles of hand washing gloving basic universal precautions assessment pulse blood pressure respirations temperature height weight breast selfexam testicular selfexam mobility basic body mechanics growth and development
Laboratory Teaming activities are organized around the following concepts asepsis principles of hand washing gloving basic universal precautions assessment pulse blood pressure respirations temperature height weight mobility basic body mechanics
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Learning Activity Health as Lived Experience Health I Semester One
OVERVIEW During this course the meaning of health will be explored This exploration process will examine health as it relates to caring for or about another individual and will include concepts such as
what health means to the individual personal meaning past experiences that have contributed to the development of the meaning of health for the individual ways of knowing how past and present values and beliefs and current environmental factors contribute to the individuals concept of health context how the time of life physical growth and current development of the individual contribute to hisher concept of health timetransitions
Understanding how each of these concepts influences health can provide learners with a beginning framework for exploring health and its meaning for themselves as well as for others
ENDSINVIEW The purpose of this learning activity is to provide the learner with opportunities to further explore hisher personal meaning of health identify how hisher personal meaning of health is affected by ways of knowing contextculture and timetransitions explore with others a variety of personal meanings of health and how ways of knowing contextculture and timetransitions influence personal meaning of health
IN PREPARATION 10 minutes Read the enclosed description of the Celtic Knot and its significance Reflect on how the use of the Celtic Knot is symbolic of a conceptual image of health In your journal make an entry describing how the concepts of caring ways of knowing personal meaning contextculture and timetransitions would fit into this image of health how this image compares with your image of health another image of health that you have used or are familiar with and how it compares with the image of the Celtic Knot
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IN SEMINAR In groups of four 10 minutes 1 Explore your diary entries considering similarities and differences between concepts of health and how the various personal meanings of health held by individuals in your group have been affected by ways of knowing contextculture and time transitions 2 How does the image of the Celtic Knot fit as an image of health for people in your group
IN PLENARY 10 minutes 1 Discuss the ideas and concepts shared in smaller groups
IN REFLECTION 5 minutes How do these images in class compare with your initial personal image and description of health Has it changed and if so how has it changed and what do you think contributed to this change in your image of health What do you anticipate will happen to your image of health ie your theory of health as you continue as a student in this course
Is there anything you would add to or delete from this learning activity
13rtef Overview of the COUaborat veiCurricalnvQuid 22 CoUaborattve Program INV 8rCt41vCo umtbia
Learning Activity Health Styles Health I Semester One
OVERVIEW Based on our personal experiences we all have our own unique understanding of what health means to us and what we consider important or necessary components to maintain and promote health Depending on our family traditions cultural values and beliefs as well as our stage of life and the attitude of the society we grew up in our vision of health will vary from person to person Understanding how a personal meaning of health is formulated can help us to better understand how perceptions and meanings of health can differ Understanding these differences can help us to know how best to promote the health of an individual
ENDSINVIEW This learning activity is designed to promote an understanding of what health means to you personal meaning how you promote your own health influences on your perception of health relationship between health and lifestyle your current health status a personal vision of a healthier self
IN PREPARATION Read Chapter One in Han and Payne What is your personal meaning for health now that you have heard discussed and read about others Did some beliefs challenge yours Did all the beliefs feelsound acceptable to you If not why not Complete the personal assessment on pages 9 to 12 in Hahn and Payne and complete the Halesassessment tool handed out in class or any other health assessment tool you have access to Think about the results What area will you choose to work on for your change project Be prepared to discuss this in class next time
Brief Overview ofthe CoUaborattveC ovGuCder 23 Coliaboratwe NunCnfp Program LnBrtth Colombia
Healing Workshop II Increasingly Complex Episodic Health Challenges Semester Four
Course Description Participants in this workshop continue to develop an understanding of peoples experience with healing related to a variety of increasingly complex episodic health challenges Participants further develop their repertoire of cognitive practice interpersonal and organizational skills to promote healing Emphasis is placed on effective clinical decision making through an increase in student self directedness
Ends in View This course is intended to foster the participants understanding of their personal meaning of varying and increasingly complex episodic health challenges Participants have more opportunities to explore nurses work in relation to peoples experiences with health and healing and to integrate theoretical knowledge within a moral and caring context Further opportunities are provided for participants to learn to practise safely through their abilities to perform more advanced practice skills including effective clinical decision making Learning activities provide opportunities for participants to become increasingly self directed
Process It is the facultys intent to use an interactive format as exemplified by simulations paradigm cases and other leaming experiences which allows participants to gain an experiential knowledge of the course concepts with a variety of increasingly complex health challenges Students continue to integrate knowledge from clients individual and family lived experiences nursing theory nurses work pathophysiology and pharmacology for a broader view of these challenges Through personal experience participants have opportunities to develop cognitive practice organizational and communication skills in an increasingly self directed manner Safe ethical nursing practice is fostered Praxis occurs through the dynamic interplay between theory and practice Praxis is actualized by critical reflection writing and active participation in nursing practice seminars
Resources These may include laboratory and nursing practice settings self directed nursing lab selected readings fundamentals of nursing text medicalsurgical nursing text pediatric nursing text mental health nursing text maternalchild nursing text
Brief OvervCew of titreCoUaborattveccalmCuide 24 Coilaboratt vei Nursitug Program ivv 8rtt63h Columbia pathophysiology text diagnostics text health assessment text family nursing text Nursing Competencies and Skills Required ofthe New Graduate RNABC 1990 Standardsfor Nursing Practice in British Columbia RNABC 1992 simulations eg computerized interactive video role play etc
Evaluation This may include papers eg concept case study presentations examinations tests and quizzes projects
Overview This course is organized around the philosophical foundations of the curriculum and reflects the following concepts acute pain transition eg experience with inflammation obstruction degeneration altered cellular growth trauma etc anxietyfear unpredictability eg ambiguity unfamiliarity instability unknown technology etc vulnerability eg fatigue invasion violation etc healing eg restorative spirituality relief freedom culture etc trust suffering resiliencehardiness control eg empowerment mobilityunmobility loss including loss of reality loss of consciousness invasions balanceimbalance ethical dilemmas technology etc abuse eg self others system etc The concepts in the Healing Workshop 1 and Healing Workshop II are common to both Semesters These concepts are to be used as triggers for leaming Each site will decide the theoretical content that will be covered under each concept Some concepts will be attended to in Healing Workshop I and others in Healing Workshop II
Practice skills not yet addressed to this point in the program but included in Nursing Competencies and Skills Required of the New Graduate RNABC 1990 are normally addressed in this course and in the Healing Workshop II Practice skills and learning experiences are organized around and reflect the following concepts asepsis mobilityimmobility therapeutic modalities assessment irrigationdrainage
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Health IV Health Promotion and Community Development Semester Six
Course Description This course focuses on community as client from a health promotion perceptive The underlying principles of health promotion including the social determinants of health participation capacity and empowerment are emphasized Community development as a pattern of community health promotion practice is explored
Ends in View This course investigates historical and philosophical perspectives of health promotion and empowerment with a particular emphasis on the roles of nurses working within community Participants explore the social determinants of health including the impact of socioeconomic factors oppression and disenfranchised groups Patterns of nursing practice that emphasize community capacity are explored Finally the process of community organizing is articulated with a focus on community development and community empowerment
Process Participants explore health promotion from an ontological epistemological and ethical perspective through such activities as discussions readings researching issues as presented in the media guest speakers and networking Participants provide experiences from their nursing practice to gain a better understanding of health promotion and empowerment
Resources These may include readings in health promotion empowerment community health nursing international health ecological health program development community organizing RNABC 1990 Health promotion A discussion paper RNABC 1992 Determinants ofhealth Empowering strategies for nursing practice A background paper Labonte R 1993 Health promotion and empowerment A frameworkfor practice Pederson ONeill and Rootman 1994 Health promotion in Canada
Evaluation These may include class presentation and written summary from a choice of topics based on course concepts written paper for example on nursing roles promoting health at a national or international level or a critiquecontrast of program planning and community development
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case study scenarios written health columns for media
Overview This course is organized around the philosophical foundations of the curriculum and reflects the following concepts health promotion empowerment population trendshealth eg epidemiology primary health care global health issues programplanning community development community as client resource relational experience social determinants eg illiteracy poverty culture gender etc participation accessibility to health care marginalizationdisenfranchisement community capacity resourcefulness of community critiquing community systems of care prerequisites of health WHO eg food shelter peace etc ecological aspects
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Glossary of Terms
Caring Caring is a meta concept that is foundational to the Collaborative Curriculum It is both an attitude and an activity of nursing Nursing is defined as the professionalization of the human capacity to care Caring attitudes and actions are defined as the moral imperative to act justly and ethically
Constituted Constituted refers to the world being in us Being constituted means that we are firmly grounded in and constrained by the world of meanings and practices into which we are born This cultural world sets up who we are as people as well as how we understand ourselves and our possibilities Chesla 1995
ContextCulture This is a foundational concept of the Collaborative Curriculum Context is described as the environment in which people live and work By culture we mean not only ethnicity but also the different beliefs values assumptions and personal views that people bring to their experiences In this way people of differing age socioeconomic status sexual orientation gender race etc may be thought of as having different cultural perspectives
Critical Social Theory A central value of critical social theory is a commitment to penetrate the world of objective appearances in order to expose the underlying social relationships that are often concealed Critical theorists also reject all forms of rationality that subordinate human consciousness and action From this perspective knowledge cannot be separated from the knower Critical theorists believe that knowledge should be used for emancipatory political aims At the heart of critical theory is its criticism of ideology since it prevents people in society from perceiving their true situation and real interests The overall goal of critical theory is to nullify the effects of ideology so that peoples perceptions are freed or emancipated and they are able to see beyond the takenfor granted reality that oppresses them
Critical Thinking Critical thinking based on nursing practice is deliberate intentional learning It is a valid way of knowing and of creating knowledge as are other forms of learning such as research reading group work etc By critically reflecting on practice theory and research individuals can free themselves from the constraints of conventional thinking and develop possibilities that would otherwise remain closed to them Theories policies beliefs assumptions values and right ways of doing things are often challenged with a view to taking action and promoting change Critical thinking the process of discovery and the creation of a personal nursing theory with
8rtef Overview of the Colaborattve CuercathnGurdP 28 Collaboratae NursieutProgram LvBrit4hColumbia
a view to influencing nursing practice and nursing knowledge are made possible through reflecting on experiences Critical thinking provides an impetus for socially and politically oriented action effecting change at many levels within the self with clients in policy and by political action
C urriculum Curriculum is defined as the interactions that take place between and among students clients practitioners and teachers with the intent that learning take place Bevis Watson 1989 Therefore the quality of the curriculum depends on the quality of these interactions and that students practitioners and faculty are equally valued as partners in the learning process The curriculum is organized by four themes 1 peoples experiences with health 2 peoples experiences with healing 3 peoples experiences with self and others and 4 peoples experiences with professional growth
Epistemology Epistemology is a branch of philosophy that investigates the origin nature methods and limits of human knowledge In the Collaborative Nursing Program epistemology refers to the knowledge derived from nursing and other related disciplines In particular different ways of knowing are highlighted That is students and faculty strive to acquire knowledge for the betterment of client care and for the advancement of the nursing profession
Ethics Ethics encompasses the values virtues and principles upon which the quality of human life and human action is determined Traditionally ethics in nursing has followed the biomedical model which focuses on the application of principles to ethical dilemmas Within the Collaborative Curriculum ethics integrates other models of ethical practice such as the ethics of care and feminist ethics In particular the ethics of care encompasses the moral imperative to act justly and ethically In this sense the locus of ethical thought is the quality of relationships rather than the quality ofjudgements or acts
Feminism Feminism is conceptualized as a dynamic evolving ideology Historically feminism focused on the valuing of women and on confronting the systematic injustices that are based on gender Feminism now values an inclusive model of liberation for all people with particular attention given to the status of women Feminism includes a number of perspectives liberal socialist cultural and postmodern feminism The common thread running through these perspectives relates to the oppression of women
Healer A healer is one who relates with others in self healing through a creative process of bringing forth pattems and connections that did not exist before
Brief Overview of the Collabora eCurrcaunvquidz 29 Colaboraavei Nursi4u iw8ritishColianbia
Healing Healing is defined broadly within the context ofthe curriculum Drawing on Quinn 1989 healing is defined as a total organismic synergistic response that must emerge from within the individual p 554 Healing has a relational quality and it emerges from the interaction between healer and client This philosophical position allows for healing to occur regardless of physical condition
Health Health is a resource for living a positive concept the extent to which an individual or group is able to realize aspirations to satisfy needs and to change or cope with the environment WHO et al 1986 p 1
Health Promotion Health promotion is a metaconcept that is foundational to the Collaborative Curriculum It is a process ofenabling people to increase control over and to improve their health that is a mediating strategy between people and their environment synthesizing personal choice and social responsibility in health WHO 1984 p
Hegemony Hegemony refers to the dominant influences on people nursing and nursing practice that result in maintenence of the status quo The Collaborative Curriculum questions the prevailing hegemony encountered in all areas of nursing practice For example How are nurses voices presentabsent within an organization How are clients voices presentabsent within a practice setting Discovering and critiquing hegemony are consciousness raising processes and provide the impetus and opportunities for political action and change
Humanism Humanism is a philosophical perspective that is based on the assumption that people have a tendency to develop all of their capacities that serve to maintain or enhance them The movement toward self actualization is believed to be part of peoples organismic nature Broadly speaking a humanist approach seeks to facilitate the release of an already existing capacity in potentially competent individuals Underlying a humanist approach is the belief that if certain definable conditions are present in peoples human relationships they will gradually allow their self actualizing capacity to overcome restrictions they have internalized through their life experiences
Intuition Intuition is a human capacitya legitimate way of knowing or understanding occurring without a rationale It is one element of clinical judgement It is not irrational or mystical nor is it guesswork or accidental Intuition distinguishes expert human judgement from novice or beginning judgement and that made by machines Benner Tanner 1987
Brief Overview of the CollaborattveC 30 CoUaborattve Nursing Program i4 riftslvColuvnw
Learning Activity This is a planned experience in which learning takes place Many courses have structured learning activities designed to promote praxis Students have opportunities to learn from planned activities as well as from those that occur spontaneously in the leaming environment Critical questioning is integral to learning activities and allows students to develop insights and new understandings The courses in the curriculum are organized around leaming activities
Nursing Nursing is the professionalization of the human capacity to care The unique role of nursing is the nurses ability to work with peoples experiences of health and healing Nursing involves a highly complex process of simultaneously using reasoning and intuitive thinking while providing care Nurses must know care manage the context and deal with the unpredictable they must assume responsibility for their decisions and their professional growth and be accountable to their professions standards and ethics
Ontology Ontology is the study of a way of being In the Collaborative Nursing Program the ontological focus stresses that a nurses way of being in the world is of equal value to the nurses knowing epistemology and methods of practice Ontology emphasizes the art of nursing
Paradigm Kuhn 1962 suggests that a paradigm is a set of global principles from which rules and theories are abstracted and it has two central features First a paradigm includes some implicit body of intertwined theoretical and methodological beliefs that permit selection evalution and criticism That is a paradigm offers discipline for scientific work Second a paradigm is a source of methods problemfield and standards of solution accepted by any mature scientific community at a given time That is a paradigm is historically situated In the Collaborative Nursing Program much discussion takes place about paradigm shifts as existing principles theories and rules within health care practice are brought into question and new principles theories and rules are considered One such example is the paradigm shift away from the technocure mandate ofmodem Westem health care policy and nursing practice toward a caring mandate that emphasizes the lived experience of clients as the highest moral and ethical standard for nursing practice
Personal Meaning Personal meaning is a foundational concept of the Collaborative Curriculum Peoples experiences and perceptions in the world are central to personal meaning People interpret and make meaning of their experiences in very personal ways We believe that it is critical to understand the meaning a person brings to an experience so that we can be with the person in a caring ethical and meaningful relationship Nurses as well as clients make meaning of experiences therefore self awareness and
13 rief Overview ofthe CoUaborattveCurrtculanv 31 Coilaborattve NurynngPet graav Lev 8rcttshCoiunbia
awareness of others are central to the philosophy of nursing in this curriculum
Phenomenology Phenomenology is both a philosophy and a method of inquiry In the Collaborative Curriculum phenomenology is considered from the philosophical perspective The central tenet of phenomenology is understanding human experience as it is lived The aim in phenomenology is to gain a greater understanding of the meaning of experience Rather than focusing on the facts of a situation phenomenology strives to understand what meaning those facts have for the person This focus requires a phenomenological attitude that compels people to raise questions about the nature of human experiences in an effort to uncover the deeper meaning structures within them As Ray 1990 suggests phenomenology offers a means by which human phenomena or the lived experiences of nurses and the people with whom they interact can be understood
Praxis Praxis is a cyclical reciprocal process that is ongoing synergistic and constantly evolving Praxis or reflection and action creates opportunities for transformation and emancipation As people act reflect on their action and consider new insights they act again with a new sense of knowing There is a dynamic interplay between theory and practice each contributing and building upon past and present knowledge skills and experiences Through the equal valuing of reflection and action praxis creates the opportunity for change
Primary Health Care The Alma Ata Declaration ofthe World Health Organization 1978 defined primary health care as essential health care based on practical scientifically sound and socially acceptable methods and technology made universally accessible to individuals and families in the community through their full participation and at a cost that the community and country can afford to maintain at every stage of their development in the spirit of self reliance and self determination It forms an integral part both of the countrys health system of which it is the nucleus and of the overall social and economic development of the community It is the first level of contact of individuals the family and community with the national health system bringing health care as close as possible to where people live and work and constitutes the first element of a continuing health care process p 3 Article VI
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Reflection Reflection is the process where we make meaning of experience we interpret develop insight and understanding and critically examine our experience Synthesizing ideas integrating knowledge validating personal meaning creating awareness of feeling states andor deciding upon actions are all processes of critical reflection Reflection is sophisticated work and suggests professional maturity and commitment for developing strategies of empowerment and emancipation for improving nursing practice Emden 1992
Situated A concept that is central to phenomenological thought is situatedness Being situated means that we are situated in a particular point in history in a world of meanings and practices Our situatedness precedes us as individuals and sets up possibilities for who we might be in the future Benner Wrubel 1989
Synchronicity Synchronicity is a harmonious relationship in which there is a connection but no demonstrable causal relationship That is there is a desire to join together to achieve common goals In this sense as the relationship evolves it results in a harmonious whole
Synergy Synergy is a cooperative working together in which the combined relationship produces a total effect that is greater than the sum of the individual elements or contributions There is an energy that conies from this cooperative relationship that enhances the effectiveness of the dynamic whole
TimeTransitions Timetransitions is a foundational concept in the Collaborative Nursing Program It acknowledges that people are in a continual state of movement and that people experience changes in roles states circumstances and life situations The concept of transitions also includes the notion of time That issince people are historically situated time always encompasses past and present experiences and future expectations People make meaning of time based on their life situation Time also refers to the development and life span changes that people experience
Ways of Knowing Ways of knowing is a foundational concept of the Collaborative Curriculum This is the recognition of multiple ways of understanding the world including but not limited to theoretical empirical rational practical aesthetic personal intuitive and ethical ways of knowing It is understood that people come to know in differing ways and that knowing may be cocreated through the relationship between people and their worlds Thus knowing develops from interactions between and among students and their co learners eg teachers clients practice colleagues etc 4 Brief Overview ColaboratWeCurrtcahcavQuLde 33
BACHELOR OF SCIENCE IN NURSING CALENDAR COURSE DESCRIPTIONS
YEAR ONE
NURSING 1110 HEALTH 1 Health Styles 3 credits 3 hours Seminar 2 hours Lab
The major emphasis of this course is on the personal meaning of health related health assessment and health maintenance Participants examine significant theoretical and conceptual frameworks of health in relation to self By reflecting on personal experiences participants have an opportunity to identify personal resources challenges that impact health and recognize the complexity of the change process as related to health promoting behaviour
NURSING 1120 PROFESSIONAL GROWTH 1 Nurses Work 6 credits 4 hours Seminar 2 hours Praxis Seminar 4 Hours Reality Environment
This course provides an introduction to the profession of nursing The philosophy and concepts of the nursing program are explored and the history of nursing examined The role of the nurse in the health care system is emphasized as well as the relationship between theory practice and research Participants are introduced to the processes of critical thinking critical reflection and critical writing They have opportunities to experience nurses work in a variety of settings In addition students are introduced to the concept of family in relationship to nursing and health promotion
NURSING 1130 SELF OTHERS 1 Self Awareness 2 credits 3 hours Seminar
This course focuses on the learners personal discovery of self and self in relation to others Through interaction and reflection emphasis is placed on understanding how personal beliefs values experiences and perceptions relate to and impact on our experiences with self and others
BIOLOGY 1160 ANATOMY PHYSIOLOGY 1 5 credits 2 hours Seminar 1 hour Lab 3 to 5 hours Student Directed Leaming
Biology 1160 examines the major organ systems for support movement circulation respiration and digestion with an overview of nervous and endocrine control and regulation It includes an introduction to pharmacology and microbiology This course operates in a self directed modular format
ENGLISH 1100 WRITING READING AND THINKING An Introduction 3 credits 4 hours Workshop or Lecture
This course integrates the studies of reading thinking and composition Students will apply principles of rhetoric analysis and academic writing in oral and written responses to selected
Page 1 4 readings The course introduces students to both formal and expressive writing and provides them with an opportunity to develop their writing skills
NURSING 1210 HEALTH 2 Facilitating Health Healing in Families 2 credits 3 hour Seminar
This course focuses on the familys experience with chronic health challenges Utilizing family theory Ieamers engage with individuals and families to understand the familys personal meaning of health healing and health promotion in relation to chronic health challenges
NURSING 1230 SELF OTHERS 2 Interpersonal Relationships 2 credits 3 hour Seminar
This is an experiential course designed to enhance participants interpersonal communication The major emphasis of this course is on the acquisition of interpersonal communication skills from the perspective of contextual awareness discretionary decision making confidence and performance
NURSING 1240 NURSING PRACTICE 1 7 credits 2 hours Praxis Seminar 5 hours Lab 8 hours Reality Environment This first nursing practice course is interactive and integrates all previous learning experiences The 0 course provides opportunities for students to develop caring relationships and to engage in nurses work Through praxis students reflect upon the complexities of caring for families with chronic health challenges and develop sensitivity toward the experience of health as viewed through the individuals familys perspective Students work with families and individuals in the home and community in agencies and care facilities
BIOLOGY 1260 ANATOMY PHYSIOLOGY 2 5 credits 2 hours Seminar 1 hour Lab 3 to 5 hours Student Directed Learning
Biology 1260 continues the examination of organ systems focusing on the excretory nervous immune and reproductive systems with a major emphasis on survival and adaptation It continues with an introduction to pharmacology and microbiology This course operates in a self directed modular format
ENGLISH 1202 TOPICS IN LITERATURE 3 credits 4 hour Lecture
This course will focus on topics and ideas examined through analysis of selected poetry drama and prose
0 Page 2 NURSING 1350 CONSOLIDATED PRACTICE EXPERIENCE 1 35 credits 2 hour Praxis Seminar 18 hours Reality Environment
In this consolidated practice experience opportunities are provided to develop caring relationships with individuals and families experiencing chronic health challenges Students have opportunities to consolidate learning from the first year of the program in a variety of settings
YEAR TWO
NURSING 2110 HEALING 1 Episodic Health Challenges 45 credits 3 hours Seminar 5 hours Lab
The focus of this course is on peoples experience with healing with particular reference to episodic health challenges Participants will integrate theory and concepts as they relate to healing Participants will develop a repertoire of cognitive practice interpersonal and organizational skills to promote healing
NURSING 2140 NURSING PRACTICE 2 75 credits 4 hours Praxis Seminar 12 hours Reality Environment
This nursing practice experience provides the opportunity to develop caring relationships with people experiencing episodic health challenges Experiences will include nurses work in the care of individuals and families in a variety of acute care settings as well as in the transition from hospital to home
NURSING 2160 HEALTH SCIENCE 3 Pathophysiology 1 2 credits 3 hours Seminar
This introductory pathophysiology course focuses on the study of homeostasis and how it is altered by physical biochemical microbial genetic or immunological factors This course will include the presentation and pathogenesis of disease the impact of disease on homeostasis diagnostics and the pharmacological treatment of selected health challenges
ELECTIVE
NURSING 2210 HEALING WORKSHOP 2 Complex Episodic Health Challenges 45 credits 3 hours Seminar 5 hours Lab
Participants in this workshop continue to develop an understanding of peoples experience with healing related to a variety of complex episodic health challenges Participants further develop their repertoire of cognitive practice interpersonal and organizational skills to promote healing Emphasis is placed on effective clinical decision making through an increase in student self direction Page 3 NURSING 2220 PROFESSIONAL GROWTH 2 The Nursing Profession 2 credits 0 3 hour Seminar
This course builds on the philosophy and concepts examined in Professional Growth I as well as examining and exploring the professional practice of nursing Particular emphasis is placed on standards for practice and the responsibility and accountability of professional nurses
NURSING 2240 NURSING PRACTICE 3 75 credits 4 hours Praxis Seminar 12 hours Reality Environment
This course is a continuation of Nursing Practice 2 with a focus on increasingly complex episodic health challenges There are opportunities for participants to refine their clinical decision making and to explore and utilize the expertise of a variety of health team members
NURSING 2260 HEALTH SCIENCE 4 Pathophysiology 2 2 credits 3 hour Seminar
This pathophysiology course builds on the foundations of human pathophysiology examined in Nursing 2160 Health Science 3 Pathophysiology 1 This course will include the presentation and pathogenesis of diseases in children adults and in pregnancy The diagnostics pharmacologic treatment clinical decision making and interventions for selected health challenges including multiple health challenges are included 0
NURSING 2350 CONSOLIDATED PRACTICE EXPERIENCE 2 45 credits 36 hours Reality Environment
In this consolidated practice experience opportunities are provided to develop caring relationships with individuals and families experiencing complex episodic health challenges Students have opportunities to consolidate learning from the first and second years of the program in a variety of settings
YEAR THREE
NURSING 3110 HEALTH 3 Prevention 2 credits 3 hours Seminar
The major emphasis of this course is an exploration of primary secondary and tertiary prevention Participants focus on a comparative analysis of primary healthcare prevention and health promotion They also examine the significance of interdisciplinary collaboration in working with individuals families and groups within a variety of contexts Existing prevention programs are explored 0 Page 4 NURSING 3120 PROFESSIONAL GROWTH 3 Teaching Learning 2 credits 3 hours Seminar
Participants examine a variety of teaching learning theories perspectives and strategies that underlie meaningful interactions with individuals families and groups Participants explore the influence of personal meaning beliefs and values on teaching learning processes As both teacher and learner participants engage in teaching learning encounters with a focus on health education and prevention
NURSING 3125 PROFESSIONAL GROWTH 4 Empowerment 2 credits 3 hours Seminar
Participants have the opportunity to explore and critically reflect upon the political and socio economic forces that have shaped the status of women in society and the evolution of human service professions The major emphasis is on the experiences of women as clients professionals administrators and policy makers
NURSING 3140 NURSING PRACTICE 4 75 Credits 4 hours Praxis Seminar 12 hours Reality Environment
The focus of this nursing practice experience is prevention primarily in acute care settings utilizing community as a resource The integration of the practice of teaching learning is an essential element In addition participants have opportunities to broaden their experience of nurses collaborative roles within an interdisciplinary team
NURSING 3170 ISSUES IN BIOETHICS 3 Credits 4 hours Seminar Is in development potentially with Philosophy department
This course provides an opportunity for students to gain a fundamental understanding of Ethical theory in application to cases in Bioethics Bioethics is examined as a tool for the students use in coming to their own decisions about bioethical issues Applications are stressed both to professional and personal decision making Cases arising especially in the health sciences but also in biology psychology and social work will be discussed in the context of debating general moral principles and their applications
BRIDGEOUT PREPARING FOR NURSING PRACTICE
Students who choose to bridge out of the Collaborative Nursing Program with diploma preparation will take the Bridge out Semester in the sixth semester in the third year
Page 5 NURSING 3250 HEALING PROFESSIONAL GROWTH Bridge out 0
This course is intended for students who elect to exit the program receive a diploma in nursing and become eligible to write the CNATS exams Learning activities assist in this transition
NURSING 3255 NURSING PRACTICE Bridge out
Preceptorship to prepare for entry level graduate nurse role in the workplace
DEGREE COMPLETION CONTINUING STUDENTS
All of the courses in Semester 6 to 8 as well as the Bridge In course have been approved and are offered at the University of Victoria Malaspina University College Okanagan University College and the University College of the Cariboo
NURSING 3210 HEALTH 4 Health Promotion Community Development 2 credits 3 hours Seminar
This course focuses on community as client from a health promotion perspective The underlying principles of health promotion including the social determinants of health participation capacity and empowerment are emphasized Community development as a pattern of community health promotion practice is explored 0
NURSING 3220 RESEARCH 2 credits 3 hour Seminar
The emphasis of this course is to enhance nurses abilities to participate in the research process through critically reflecting on various research methodologies The intent of this course is to enhance participants abilities to comprehend critique and utilize nursing research Participants experience ways to transform personal inquisitiveness into a process of posing exploring and answering researchable nursing questions Participants experience ways to critically examine their practice in relation to nursing research
NURSING 3225 NURSING INQUIRY 2 credits 3 hours Seminar
In this course various modes of nursing inquiry are addressed including scientific philosophical and historical modes of inquiry Relationships between practice theory and research are explored Past and present contributions to nursing knowledge are discussed
0 Page 6 NURSING 3230 SELF OTHERS 3 Helping Relationships 2 credits 3 hours Seminar
The focus of this course is for participants to develop a conceptual and experiential understanding of relational caring practice Opportunities are provided for participants to become aware of the narratives values and intents influencing their relationships with clients and colleagues and to enhance their capacity for relational caring practice
NURSING 3240 NURSING PRACTICE 5 75 credits 4 hours Praxis Seminar 12 hours Reality Environment
The focus of this nursing practice experience is on health promotion with an emphasis on community and multidisciplinary team work Participants have opportunities to identify a health issue and implement a plan of action
NURSING 3350 CONSOLIDATED PRACTICE EXPERIENCE 3 35 credits 5 weeks 36 hours a week Reality Environment
This consolidated practice experience is designed to provide opportunities for participants to integrate learning from previous semesters and to advance their professional nursing practice Participants have opportunities to consolidate learning and advance their clinical decision making in a variety of settings
NURSING 3355 CONSOLIDATED PRACTICE EXPERIENCE 4 35 credits 5 weeks 36 hours a week Reality Environment
This consolidated practice experience is designed to provide additional opportunities for participants to integrate learning from previous semesters and to advance their professional nursing practice Participants have opportunities to consolidate learning and advance their clinical decision making in a variety of settings
YEAR FOUR
NURSING 4110 HEALTH PROFESSIONAL GROWTH Nurses Influencing Change 2 credits 3 hour Seminar
This course explores the ways nurses can influence and create change for the promotion of societal health Emphasis is placed on selected strategies for enhancing nursing influence on the evolving Canadian health care system
NURSING 4120 DATA ANALYSIS 2 credits 3 hours Seminar
Page 7 This course provides students with a grounding in the techniques commonly used in the analysis of 0 both quantitative and qualitative data Students will engage in the process of qualitative analysis through examining qualitative data data coding and thematic construction A range of descriptive and inferential statistical approaches to quantitative analysis are examined using a computer based system All students must have basic computing and word processing skills prior to enrolling in the course
NURSING 4130 SELF OTHERS 4 Group Process 2 credits 3 hours Seminar
This course focuses on the theories and concepts of group process from a multidisciplinary perspective Participants have the opportunities to experience and to critically reflect on group process The examination of self in relation to group process is an essential component of this course
NURSING 4140 NURSING PRACTICE 6 75 credits 4 hours praxis Seminar 12 hours Reality Environment
This nursing practice experience focuses on the actualization of the nurse as a professional By critically reflecting on practice experiences participants engage in influencing change for the promotion of societal health within the Canadian health care system
ELECTIVE 0
NURSING 4210 HEALTH Transitions Complex Health Challenges Community or Aging Focus 2 credits 3 hours Seminar
This course provides opportunities for participants to strengthen their knowledge and understanding of the theoretical foundations of nursing practice in situations with complex episodic and complex chronic health challenges Participants explore and critique nurses health promoting roles when they are involved with people with complex health challenges and with issuesconcepts related to their chosen area of clinical nursing
NURSING 4220 PROFESSIONAL GROWTH Transitions Emancipatory Health Education Leadership and Connecting to the Workplace Workshops 2 credits 3 hours Workshop
This workshop creates opportunities for participants to understand the role and meaning of health education in the daily practice of nursing form a meta perspective Health education is broadly defined as engaging with people in an emancipatory process Coming from a socio ecological perspective health is also defined broadly Through an egalitarian partnership education is defined as the process of understanding how people come to know therefore health education ranges from providing information to critical questioning and also entails a mutual quest for understanding 0 Page 8 NURSING 4240 NURSING PRACTICE 7 Transitions 75 credits 4 hours Praxis Seminar 12 hours Reality Environment
Participants identify an area of specific focus for this nursing practice course and are then provided with opportunities to develop and advance their practice The area of focus may be a particular setting of practice a certain client population or a specific health challenge In this course praxis is actualized through practice experiences and participation in seminars
NURSING 4280 DIRECTED STUDY Self Directed Study designed in collaboration with faculty Optional
NURSING 4350 CONSOLIDATED PRACTICE EXPERIENCE 5 35 credits 36 hours Reality Environment for 5 weeks
This final consolidated practice experience is designed to provide opportunities for participants to integrate learning from previous semesters and to advance their professional nursing practice In a variety of settings students have opportunities to consolidate teaming and advance their clinical decision making
Page 9
Plan for Meeting the Kwantlen Liberal Education Task Forces Recommendations in the Collaborative Nursing Program Degree
The Kwantlen Liberal Education Task Force has provided recommendations to guide degree program development which includes a Liberal Education focus The Task Forces recommendations include
1 There be a multidisciplinary approach and delivery in any degree design For example team taught interdisciplinaryprogram courses or capstone courses could be offered These course should be designed with teaming outcomes related to the degree area
In the Collaborative Nursing Program multidisciplinarity is evidenced in both education and practice Several courses total of 485 credits throughout the four years of the program are amenable to interdisciplinary design and implementation Capstone courses are planned for years three and four of the degree program As well some courses in the program are solely taught by disciplines other than nursing
Overview of Courses which address the Liberal Education requirement
Year One
1 English 1100 Writing Reading and Thinking 3 credits This course is taught by English faculty to Nursing students along with members of the general student population It is important that students experience learning and working with students and eventually practitioners from other disciplines This unique opportunity provides students with access to other disciplinary thought and practice issues A multicultural approach to this course has been designed by one English faculty to promote an appreciation of diverse cultures and thought as reflected in selected literaryworks
2 English 1202 Topics in Literature 3 credits As above
3 4 Biology 1160 and 1260 Anatomy and Physiology 5 credits each These courses are taught by the Biology department with some initial consultation with Nursing faculty The students attend seminar labs and tutorial with Science faculty tutors and lab assistants
Year Two
5 Elective 3 credits Students are encouraged to choose a course from the Social Sciences andor Humanities Current students in the program all chose their electives from either Psychology or Sociology Students attend elective classes with other students from the general student population
Year Three
6 Nursing 2270 Issues in Bioethics 3 credits To be team taught with faculty from Philosophy It is anticipated that students from other Health Science programs Biology Sociologyand Psychology will also attend this course 7 Nursing 3240 Health Promotion and Community Development 75 credits A capstone course that will involve Community Development experts from the discipline of 4 Sociology Students will work on a community development initiative with people from a variety of disciplines including Social Work Psychology Epidemiology Education other Health professionsandor Business Management
8 Nursing 3220 Research 2 credits This course can be cotaught with faculty from Sociology Psychology or Science disciplines to foucs on qualitative and quantitative nursing research
9 Nursing 3225 Nursing Inquiry 2 credits This course can be cotaught with faculty from Sociology Psychology or Science disciplines
Year Four
10 Elective 3 credits Students are encouraged to choose a course from the Social Sciences andor Humanities Students attend elective classes with other students from the general student population
11 Nursing 4120 Data Analysis 2 credits Students will learn about the analysis of qualitative and quantitative data using a range of descriptive and inferential statistical approaches using a computerbased system This course can be team taught with faculty from Computer Science Mathematics Sociology andor Psychology
12 Nursing 4140 Nursing Practice 6 Nurses Influencing Change 75 credits
In this practicebased capstone course students become actively involved in change processes within organizations and institutions Students may work with experts from disciplines of Business Financial Management Social Work Community Planners Law Science Political Science Applied Trades Architecture Environmental Science Psychology Sociology Anthropology Womens Studies or other Health professionals
13 Nursing 4280 Directed Study 3 credits Students have the option to design a study course with Nursing faculty or in consultation with any faculty or expert from the fields of Health Humanities Social Sciences or Science
All of the Nursing Practice courses will provide students with the opportunity to work with other disciplines in a variety of practice settings including hospitals clinics community agencies schools and other organizations Students will be evaluated on a Practice Appraisal Form for Coordination of and involvement in multidisciplinary teams in all practice courses As part of the requirements of practice students will actively engage in multidisciplinary team work The practice courses include
Nursing 1120 Professional Growth I Nurses Work 6 credits Students will observe three nurses each working in different nursing settings The visits could occur in a hospital a software development company a large corporation clinic community health agency 4 non profit organization school self employed business or research facility Students observe how these nurses interact and work within the multidisciplinary team in the workplace Nursing 1240 Nursing Practice 1 7 credits Chronic Health Challenges Nursing 1350 Consolidated Practice Experience 1 45 credits Nursing 2140 Nursing Practice 2 7 credits Episodic Health Challenges Nursing 2240 Nursing Practice 3 7 credits Complex Episodic Health Challenges Nursing 2350 Consolidated Practice Experience 2 45 credits Nursing 3140 Nursing Practice 4 Prevention 7 credits
Students will work as part of a multidisciplinary team in various hospital units with practitioners from Medicine Physical and Occupational Therapy Social Work Psychology Religious Studies Psychiatry Growth and Development Nutritional Science Biology Pharmacology and Community Liaisons
Nursing 3240 Nursing Practice 5 Health Promotion and Community Development Nursing 4140 Nursing Practice 6 Nurses Influencing Change
As outlined earlier these two capstone courses provide opportunities for students to work with a large variety of multidisciplinary groups
Nursing 3350 Consolidated Practice Experience 3 3 5 credits Nursing 3355 Consolidated Practice Experience 4 3 5 credits Nursing 4350 Consolidated Practice Experience 5 3 5 credits Nursing 4240 Nursing Practice 6 Transitions 75 credits
These upper level practice courses will be offered in both acute care and community settings working with a variety of multidisciplinary teams
2 Degree program proposals demonstrate how the cur iculum will meet the Liberal Education outcomes and indicate clearly how the achievement of these outcomes will be evaluated or assessed
Learning Outcomes fora Liberating Education
1 That students become culturally literate in at least two senses
that they gain an understanding of diverse cultural traditions
that they understand how and why members of these cultures find value in their cultures worldviews traditions practices and artistic expressions and artifacts
The Collaborative Nursing Program prepares students for the professional nurse role by cultivating the ability to understand peoples situations from their perspective and to participate with them through caring informed relationships to promote health responses to life experiences The four foundational concepts of contextculture personal meaning ways of knowing and timetransitions act as threads to weave the metaconcepts of caring and health promotion Every course in the program presents context and culture as well as the other three foundational concepts as a critical foundation for theory reflection and practice Culture is defined as not only ethnicity but also different beliefs values assumptions and personal views that people bring to their experiences In this way people of differing ages socioeconomic status sexual orientation gender race religion and so on may be thought of as having different cultural perspectives 0 Students will come to realize that personal meaning is influenced by a persons evolutionary history by the teaching and learning handed down by previous generations and by cultural nomrs and standards Students will facilitate the quest for personal meaning both for themselves their peers and for their clients Dialogue critical thinking and reflection are essential teachingleaming strategies through which engagement recognition of salience and personal meaning and pattern recognition will occur
Context and culture objectives called Minimal Semester Requirements and Essential Learning Experiences in the Collaborative Nursing Program are included for each semester of the program Achievement of these MSRs and ELEs will be assessed using a variety of methods of evaluation including scholarly papers reflective writing role playing praxis seminar participation presentations selfdirected projects practice setting performance and so on
2 That students be prepared to make better infonned and more carefully considered decisions in their future lives through exposure and critical examination of a number of ways of interpreting facts and observations These perspectives should come from a multitude of academic disciplines and they should also come from exposure to a variety of religions cultural philosophical and scientific world views
The philosophy of the Collaborative Nursing program is based on phenomenology feminism critical social theory and humanism The central tenet of phenomenology is the 0 understanding of the meaning of experience Through reflective dialogue students gain awareness and understanding of other peoples experiences and how they assign meaning to their experience Within the Nursing Practice courses students will dialogue with several different families in their home environment to explore experiences cultural practices and the worldview of every family member Students will reflect on the shared experiences using reflective thought and writing then share their reflections in seminar with faculty and peers
Feminist thought attends to the experience of women in society Critical social theory promotes liberation from oppressive societal and cultural structures essential for the expression of human potential completion and authenticity Humanism promotes the inclusion and expression of genuineness empathetic understanding and unconditional positive regard within all nursing relationships All four of the philosophical tenets are included in each course planned for the program
Students are also exposed to different worldviews and cultural and philosophical perspectives by attending classes with students from other disciplines and by being co taught by faculty from Sociology English Philosophy Biology and hopefully Mathematics Computer Science Anthropology and Psychology
3 That students acquire the ability to see things in context This should be done ecologically understanding the Interrelatedness of things using a systems appmach and 0 geologically understanding the historical fortes that have shaped the present
The foundational concepts of context and culture are integral to every course in the Collaborative Nursing Program The concept of context is explored and applied along with the phenomenological notion of situateness as it pertains to how people are situated in their world and are constituted by it Since people have qualitatively different concerns and priorities based on their culture language and individual situation what is valuable and significant for them varies Through dialogue with others students will be led to regard the context of situations and how to help clients to identify what has meaning and value for them in their situation A holistic perspective is cultivated where the student can view the individual client the family group or community as an integrated interrelated whole
Feminist critique of the health care system of relationships within the multidisciplinary team and of the role of women in helping professions are integrated throughout the curriculum The curriculum promotes a feminist stance where nursing and its context become transformed by affirmative action Critical Social Theory is also integrated throughout the curriculum guiding students to recognize the oppressive structural relations that prevade society Students learn to empower clients to liberate themselves from oppressive structures and to transform constraining conditions This action is based upon critical insights reflection and dialogue Questions are raised regarding the prevailing hegemony dogma and ideology in society Through dialogue there is a raising of collective consciousness that leads to social economic and political action
Health Promotion a meta concept of the curriculum is taught in order to develop capabilities and perspectives in students to a believe in and value the strength and capacity of all people b recognize the influence of the social context c value diversity d work with people as their own best experts and e attend to the process of empowerment through shared power relations and the purposeful pursuit of equity for all Health is viewed as an ecological construct an interwoven pattern of experience within both a historical and a global context
Learning outcomes related to this Liberal Education outcome are included in the Minimal Semester Requirements and Essential Learning Experiences in every course in the Collaborative Nursing Program see attached
3 There be a clear connection drawn between the Liberal Education Outcomes and Kwantlen Employability Skills In addition degree pmgram pmposals should demonstrate how graduates will have achieved the Employability Skills
1 Creative Thinking and Problem Solving Skills
Creative and Critical thinking will be cultivated to develop the students ability to think in a systematic and logical manner with an openness to question and reflect on the reasoning processes used to ensure safe nursing practice and quality client care Students learn to develop the intellectual standards of clarity specificity consistency relevance depth completeness significance breadth fairness and adequacy of purpose These standards are reflected in the Minimal Semester requirements course outlines and grading criteria
Clinical Decision Making will be taught using a Health promotion model In nursing practice students will learn the process of making health promoting decisions with clients moving through the stages of engagement salience pattern recognition praxis and action This system of decision making is an interactive cyclical and ethical process through which the student and client together determine the appropriate plan and potential outcomes of care
In both seminar and practice courses students will have ample opportunities to develop skills in information gathering organizing analyzing generating integrating and evaluating data and information Students will learn to write critically which involves raising questions explicating new thinking and transforming their understanding about practice Critical questions will take the students beyond the recall of information and the uncovering of patterns and themes to an examination of the beliefs values and takenfor granted assumptions underlying experiences with a view to prompt action Praxis is considered to be the core of the decision making process Through the equal valuing of reflection and action praxis seminars will provide the opportunity for refelction dialogue with peers and faculty change and professional growth
2 Oral Skills
Using an interactive format active participation in seminar and practice learning activities journal writing small group dialogue presentations communication exercises role playing videotaping of interactions dialogue with clients and the multidisciplinary team students will develop therapeutic and professional communication skills Skills such as active listening circular questioning empathy warmth genuineness respect concreteness and self disclosure will be cultivated Students will be given the opportunity to communicate with clients and allied professionals using the telephone including 0 voicemail email programs and discussion lists attending meetings and care conferences giving and receiving client reports and updates to multidisciplinary team members and in clients home Minimal Semester Requirement related to oral skills are included in every course of the program
3 interpersonal Skills
Students will be enrolled in Self and Others 2 Interpersonal Relationships in year one of the program The students will develop an awareness of how they present themselves to others and how to demonstrate caring empathetic understanding and unconditional positive regard for clients peers faculty and other health professionals Assertiveness conflict resolution how to deal with challenging relationship giving effective feedback clarity personal meaning empowerment giving support and providing context are skills that students will develop in this course as well as throughout the program Minimal Semester Requirements for interpersonal skills are included in the evaluative guidelines for the program Students will spend a substantial amount of time exploring the hegemony of Western society and the health care system and learn to constructively challenge the dogma and ideology that prevails
4 Teamwork and Leadership Skills
Students will be taught to effectively work as a team member in the classroom setting and O in the practice area Feminist humanist and critical social theory will be used to help students find meaningful ways to deal with conflict build consensus reinforce the strengths of others and establish goals and priorities in their studies and nursing care Leadership is one of the five major domains of practice that will be evaluated on a Practice Appraisal Form in every Nursing Practice course throughout the curriculum Minimal Semester Requirements are also used to assess team work abilities and organization
5 Personal Management and Entrepreneurial SIdIIs
Professional responsibility is another major domain of practice that will be evaluated on a Practice Appraisal Form in every Nursing Practice course throughout the curriculum Professional Growth courses in the various semesters will prepare the students to gain awareness of their own abilities and knowledge base to develop responsibility and accountability adhere to principles of client safety and confidentiality and provide nursing care with an ethic of caring and advocacy
In Year one the students will engage in the assessment of their personal Learning Styles using Gardners Multiple Intelligences and the Myers Briggs Type Indicator tests Students will be encouraged to understand their personal ways of learning and to devise a study and participation planthat suits their particular strengths and inclinations Students will be guided to create a personal portfolio to document their learning and achievements to prepare them for lifelong learning and to gather evidence of their growth and progression Self employment opportunities in nursing will be explored beginning in Semester one in Professional Growth 1 Nurses Work Students will observe nurses in a variety of settings including self employed nurses providing specialized nursing services Responsible use of resources timeand financial expenditures will be cultivated within the Nursing Practice courses and explored in seminar courses Students will be evaluated for Professional Responsibility in every Nursing Practice course
6 Writing Skills
Students will take two English courses in year one to begin to develop clear scholarly writing Students will write several scholarly papers throughout the program adhering to APA format using word processing programs with the expectation that editing and careful organization of content is incorporated Students will engage in a number of computer related learning activities affording practice in producing a variety of documents including reports proactive letters to various organizations on line charting teaching materials and email communications Students will learn to document client care and concerns clearly and succinctly adhering to agency policy Minimal Semester Requirements and assignment evaluations will be used to assess the students ability to write clearly and reflectively In every practice course students will write in a professional journal to reflect on experiences in classroom and in the practice settings and to share their reflections with faculty Reflective responses from faculty will help to guide the student to develop breadth and depth in their written reflections
7 Reading Skills
Students will be assigned prereadings for most learning activates in the program from textbooks journals books online communications and website documents In the practice area students will learn to carefully read client charts orders and various records in order to plan individualized and appropriate care Learning activates to guide student to search online databases access the world wide web and library catalogues will be included throughout the curriculum Assignment criteria for learning activities and course 0 grades include evaluation of reading comprehension and application of theory
8 Visual Literacy
Students will learn to interpret and document on charts and graphs related to clinical care of clients in the practice setting Learning activities to teach students to create tables charts and graphs including statistical summaries will be included in the curriculum Students will have the opportunity to create teaching materials for clients which incorporate graphics and diagrams including brochures teaching sheets and webbased materials and multimedia materials An examination of the hegemony and social influences exhibited in common media presentations will occur in group seminars
9 Mathematical Skills
Students are expected to have well developed computation skills on admission to the program Students will use mathematical computations in a variety of situations such as medicine calculations intravenous therapy body mass index calculations laboratory test result interpretation resource allocation data analysis and statistical calculations Minimal Semester Requirements for the Data Analysis Nursing Inquiry and Research courses as well as the Practice Appraisal Forms will be used to evaluate mathematical skills
10 Intercultural Skills 0
Students will be evaluated using Minimal Semester Requirements related to context and culture awareness understanding and application in every course of the program A phenomenological humanistic approach will be used to foster unconditional positive regard for others and an ability to codiscover personal meaning and salience with individual clients families groups and communities Students will be given the opportunity to work with diverse groups in community development political advocacy and societal change initiatives in year three and four
11 Technological Skills
Computer literacy using several types of applications wordprocessing spreadsheet and database development use of the Internet and email using hospital information systems and computerized medication administration records graphics and desktop publishing and statistical programs will be developed throughout the curriculum Nursing informatics is a major focus in the Collaborative program defined as a combination of computer science information science and nursing science designed to assist in the management and processing of nursing data information and knowledge to support the practice of nursing and the delivery of nursing care Students will also explore the effects of technological advances on caring and client confidentiality The ethical effects of life sustaining and genetic technologies will be examined in Nursing 3170 Issues in Bioethics and the opportunity to use various technologies related to nursing will be provided in the Nursing O Practice courses
12 Citizenship and Global Perspective Critical social theory technological advances and a global perspective will be explored in each course of the program to help students develop an appreciation of communities nations and the entire global population as client and a focus of care Epidemiology societal trends and direct interaction through on line communication will be included to help students develop a global perspective Kwantlen nursing faculty are eager to join other partner sites who offer the Collaborative program in designing and implementing international exchange courses To date courses have been organized at partner sites in Malaysia and Hong Kong
Students will be guided to carefully examine the culture and context of situations to develop an awareness of the issues factors beliefs and assumptions that create global concerns and problems Year three of the program will focus on prevention and community development strategies to improve local national and global health and well being Students will develop a plan for involvement in community organizing and development program development and advocacy Students will have the opportunity to identify a local national or global health issue and implement a plan of action Year four will focus on societal health and nurses influencing change within organizations whether local or global The emphasis will be on the students growth as a professional nurse who is critically reflective and an active change agent within nursing health care and society at large Students will explore concepts such as influence power change health policy strategies funding and resource allocation and citizen participation Minimal Semester Requirements and Practice Appraisal Forms will be included throughout the program to evaluate the development of citizenship with an advocate and activist focus and a global perspective KWANTLEN University College
Employability Skills Framework
with Foundation and
Advancement Competencies
Revision to Competencies based on the Employability Skills Matrix Pilot Project December 1996 KWANTLEN University College
Employability Skills Framework with Foundation and Advancement Competencies
Revision to Competencies based on Employability Skills Matrix Pilot Project December 1996
Creative Thinking and Problem Solving Skills Recognizes problems and generates new ideas devises and implements plan of action Oral Skills Receives attends to interprets and responds to verbaVnonverbal messages and other cues Organizes ideas and communicates orally Interpersonal Skills Works with others effectively Teamwork and Leadership Skills Participates as member of a team Contributes to the group effort and success Personal Management Entrepreneurial Skills Displays adaptability sociability and resource management as well as personal ethics Writing Skills Communicates written thoughts ideas and information in appropriate documents Reading Skills Locates understands and interprets written information in a variety of formats Visual Literacy Organizes and processes symbols pictures graphs objects and other information
Mathematical Skills Performs basic computations Approaches practical problems by choosing appropriately from a variety of mathematical techniques Intercultural Skills Works well with people from diverse backgrounds Respects individual differences Technological Skills Works with a variety of technologies Citizenship and Global Perspective Understands how social organizational and global issues are interrelated with individual and local concems taIKWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 2 January 22 1997 Acknowledgments 1
The following Employability Skills Framework including the associated Competencies was developed by the Skilis2l Task Force at Kwantlen University College The Task Force is grateful for the input it received from an energetic Advisory Committee of business and labour representatives and for previous work on which it built This previous work included other projects at Kwantlen and work done by the British Columbia Institute of Technology by Alverno College by the Ontario college system by the US Department of Labors Secretarys Commission on Achieving Necessary Skills by the Business Council of BC and by the Conference Board of Canada The Framework was refined and tested through a pilot project sponsored by the BC Labour Force Development Board in which it was used as a basis for interviewing college faculty to determine the Employability Skills taught or required in their courses and programs Colin Haigh Lynda Turner and Rochelle Pitcher were instrumental in carrying out that project
The Framework is a work in progress Suggestions for improvement will be gratefully received by the chair of Kwantlens Skil1s21 Task Force Geoff Dean Please send your suggestions to Geoff by phone to 604 5992942 by fax to 604599 3050 by email to geoj@kwantlenbcca or by mail to 0 Kwantlen University College PO Box 9030 Surrey BC V3W 2M8
Definitions
Employability Skills are a generic set of skills that are necessary in any career area and which are essential to any person wishing to perform and progress in his or her job
Each Employability Skill is comprised of a set of Competencies
Foundation Competencies are those a person would need to successfully carry out a job at the entry level
Advancement Competencies are those a person would need to advance from that entrylevel position
O
KWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 3 January 22 1997 Employability Skill 1
Creative Thinking and Problem Solving Skills
Recognizes problems and generates new ideas devises and implements plan of action
Foundation Competencies observe and record data accurately define and articulate the problem identify information gaps identify constraints and limitations create test modify solutions as necessary for implementation
Advancement Competencies make generalizations transfer knowledge and training to new situations document a systematic decision making process using appropriate methods and comparison facilitate the creative problem solving process using a variety of techniques such as brainstorming analogy probing attitude analysis identify the impact of solutions on resources personnel financial time etc critically evaluate information for accuracy relevance and importance think critically and act logically to evaluate situations
KWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 4 January 22 1997 Employability Skill 2
Oral Skills
Receives attends to interprets and responds to verbalnonverbal messages and other cues Organizes ideas and communicates orally
Foundation Competencies ask questions to find meaning use active listening techniques summarize conversations briefly and accurately give oral instructions oneonone use the telephone for a variety of reasons to exchange information in a courteous and efficient manner
participate in meetings business and small groups explain ones job to people at all levels of the organization
interview and be interviewed for information
present a reasoned argument clearly and tactfully on an issue distinguish between non verbal and verbal messages
Advancement Competencies participate in a teleconference organize and conduct meetings converse in a professional manner in a variety of situations including workrelated situations
present a formal speech to general audience make impromptu presentations deliver an effective oral presentation to inform or instruct or persuade use strategies to encourage conversation and discussion communicate effectively using voice mail communicate orally in another language besides English
0
taKWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 5 January 22 1997 Employability Skill 3
Interpersonal Skills
Works with cthers effectively
Foundation Competencies work within the culture of the companycommunity including appearance hygiene develop rapport with people give appropriate feedback respond effectively using common sense and knowledge demonstrate an appropriate level of confidence respond in a sensitive manner to the thoughts opinions and feelings of others contribute to a climate where work is mutually beneficial demonstrate a flexible and open minded attitude towards change
Advancement Competencies
resolve conflicts with others
constructively challenge assumptions and traditions recognize and manage stress in oneself and others
KWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 6 January 22 1997 Employability Skill 4
Teamwork and Leadership Skills
Participates as member of a team Contributes to the group effort and success
Foundation Competencies participate actively and productively on the team establish cooperative working relationships with others in the group solicit and respond to constructive feedback establish goals and priorities prepare and follow schedules resolve conflicts among team members
Advancement Competencies use conflict creatively eg devisewin situations coach team members and others provide leadership to the team when appropriate 0 establish a motivational climate
build consensus
positively reinforce the contributions of others evaluate personal and organizational characteristics skills and strategies that facilitate accomplishment of mutual goals
IA KWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 7 January 22 1997 Employability Skill 5
Personal Management Entrepreneurial Skills
Displays adaptability sociability and resource management as well as personal ethics
Foundation Competencies take responsibility for his or her own actions and decisions demonstrate honesty integrity and personal ethics set goals and priorities in work and personal life plan and manage time money and other resources to achieve goals
Advancement Competencies able to promote and market his or her talents and skills adapt to new situations and demands by applying andor updating her or his knowledge and skills
set high performance standards work to satisfy expectations of others clientele demonstrate initiative motivation energy and persistence to get the job done
be able to handle stress
takKWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 8 January 22 1997 Employability Skill 6
Writing Skills
Communicates written thoughts ideas and information in appropriate documents
Foundation Competencies produce written work which is clear accurate and concise be able to write for an audience which may include individuals with different levels of English proficiency customers coworkers supervisors revise and proofread own work produce professional documents using writing conventions appropriate to the audience including a workrelated audience keyboard ie type Advancement Competencies use headings lists and layout techniques to provide access to information more quickly for readers
create and produce a variety of different documents including memos short reports letters and other industry specific documents
l UNIVERSITY COLLEGE Employability Skills Framework Page 9 January 22 1997 Employability Skill 7
Reading Skills
Locates understands and interprets written information in a variety of formats
Foundation Competencies read to locate specific information use standard reference material dictionaries catalogues operating manuals read quickly for main ideas only recognize and define technical terms common to the career area related to the course or program summarize written material Advancement Competencies comprehend and interpret detailed business scientific andor technical information from text
search for information in the professional literature print libraries electronic data bases company records CDROM and Internet tools etc
taKWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 10 January 22 1997 Employability Skill 8
Visual Literacy
Organizes and processes symbols pictures graphs objects and other information
Foundation Competencies interpret common graphics graphs charts tables select the most effective graphic for a given situation develop a critical awareness of visual messages eg TV ads billboards corporate sponsorship videos brochures and pamphlets Advancement Competencies design a poster or other display information for inhouse or public information create multimedia presentations
tKWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 11 January 22 1997 Employability Skill 9
Mathematical Skills
Performs basic computations Approaches practical problems by choosing appropriately from a variety of mathematical techniques
Foundation Competencies recognize situations that require mathematics estimate probable answers decide on the degree of accuracy required for answers perform basic computations with rational numbers express answers clearly use calculators or appropriate technological tools to perform mathematical calculations accurately Advancement Competencies assess potential mathematical strategies for suitability and effectiveness apply a variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions transfer the use of mathematical strategies from one situation to another
IKWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 12 January 22 1997 Employability Skill 10 0 Intercultural Skills
Works well with people from diverse backgrounds Respects individual differences
Foundation Competencies recognize and respect diversity and individual differences recognize workplace and community customs currently in practice understand the intercultural milieu of the larger community Advancement Competencies work within the intercultural milieu of the larger community respond in a sensitive manner to different cultural practices and attitudes as they relate to workplace communication in a multicultural environment recognize how non verbal cues vary among cultures
0
bKWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 13 January 22 1997 Employability Skill 11
Technological Skills
Works with a variety of technologies
Foundation Competencies develop a basic working knowledge of computers and computer operating systems select and apply appropriate task related technology such as word processing software graphics spreadsheets etc use industry specific computer generated documents apply various technologies other than PC to basic tasks understand general intent and proper procedures Advancement Competencies use telecommunications tools to gather and distribute news and information such as fax email etc
use Internet for communication and research
install standard software package according to the instructions and know when to request help maintain and troubleshoot equipment prevent identify or solve basic problems with equipment including computers and other technologies
et KWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 14 January 22 1997 Employability Skill 12
Citizenship and Global Perspective
Understands how social organizational and global issues are interrelated with individual and local concems
Fundamental Competencies assess her or his own knowledge skills and attitudes in relation to local and global concems
develop responsible attitude toward society and the environment analyze local and global issues from multiple perspectives Advancement Competencies develop informed response to local and global issues demonstrate an understanding of interconnected local and global issues exercise leadership in addressing social and workplace issues show ability to deal with global change
0 ta KWANTLEN UNIVERSITY COLLEGE Employability Skills Framework Page 15 January 22 1997 M E M O R A N D U M
TO Maureen Little Selkirk College t COLLABORATIVE Judith McGillivray Kwantlen University College NURSING PROGRAM OF FROM Liz Lindsey F3CU T BRITISH DATE November 13 1997 COLUMBIA Proposal FLA Facilitation Within the Collaborative Nursinv Program in BC
University of Victoria I was sorry you couldnt attend CAUN CouncilI believe it was an informative and productive two days I will be writing some notes ofmy Malaspina University College impressions of the meeting with the Board ofAccreditation foryour attention Wheal get my feet back on the ground In the meantime here is the proposal that went to the Centreof Curriculum Development at the MEST I Would be Okanagan University College Very grateful if yen could nowbegin to consider and recommend sources for additional funding Langara College
Elizabeth Lindsey RN PhD Camosun College Collaborative Coordinator
University College of the Cariboo
North Island College
Selkirk College
Kwanden University College
Douglai College
UIC IVERSITV OF VICTORIA FACt COMvC 171 I Box 1700 Victoria BC Canada V8W 2Y2 Telephone 604 7217957 Fax 604 721 6231 COLLABORATIVE NURSING PROGRAM IN BRITISH COLUMBIA
PROPOSAL
PLA FACILITATION WITHIN THE COLLABORATIVE NURSING PROGRAM IN BC
Submitted by Elizabeth Lindsey RN PhD Associate Professor Collaborative Nursing Program Coordinator University of Victoria School of Nursing Box 1700 Victoria BC V8W 2Y2 250 721 7964 Ilindsey@hsduvicca 6mt 1
COLLABORATIVE NURSING PROGRAM IN BRITISH COLUMBIA PROPOSAL FOR PRIOR LEARNING ASSESSMENT
INTENT To request funding to develop a model to initiate a standardized innovative effective student centred and efficient process to integrate PLA into nursing education throughout the Collaborative Nursing Program in BC CNP
INTRODUCTION The CNP is a partnership of 10 nursing education institutions throughout the province These partners include five community colleges Camosun North Island Douglas Langara and Selkirk four university colleges Malaspina Kwantlen Cariboo and Okanagan and the University of Victoria We share a common curriculum and provide three flexible student options a baccalaureate education for generic students BSN b diploma education RN and c post RN baccalaureate education BSN The university colleges provide all three options the community colleges offer the diploma option and the first five semesters of the generic baccalaureate degree and the university offers degree completion for generic students and a baccalaureate program to returning RNs
The CNP is the largest collaborative nursing program in North America and has generated considerable interest both nationally and internationally There are over 250 nurse educators with an annual enrolment of approximately 750 students The CNP has been in existence since 1989 and has developed a strong partnership bond over the years This unique bond has developed through sharing a common vision for excellence in nursing education and practice while at the same time respecting the differences inherent at each partner site This shared governance model includes a Collaborative Coordinator who facilitates program coordination and three committees that oversee the partnership and work on the development implementation and evaluation of the CNP These committees include the Steering Curriculum and Evaluation Committees
BENEFITS OF A COLLABORATIVE NURSING PLA PROJECT Because of the considerable size of the CNP with different sites having differing educational mandates and opportunities for student learning the benefits of a coordinated standardized and consistent process for PLA assessment implementation and evaluation throughout the partnership are many and include
Efficiency materialsprocedures developed in one site can be implemented in others Consistency students will be assessed in a similar manner across settings Transparency students will encounter the same procedures throughout the CNP Accessibility students could undergo assessment in one setting and access a program in another setting or transfer to another setting Universality all ten partners within the CNP will be stimulated to develop PLA mechanisms more quickly than left to implement on an individual basis 2
Template the PLA nursing project can function as a template for collaboration in other disciplines
PROJECT DESCRIPTION Vision To integrate PLA into the CNP in a cohesive standardized and systematic format throughout the partnership Purpose To hire a PLA Facilitator to develop initiate and oversee a standardized student centred and efficient strategic planmodel for PLA integration within the CNP The CNP Steering Committee will be responsible for the management of PLA facilitation Rationale Human resource and labour planning throughout health care is constantly shifting Para professionals are being required to access further education In addition Resident Care Attendants Home Support Attendants Licensed Practical Nurses LPNs Registered Nurses RNs and Psychiatric Nurses are being encouraged to advance their education PLA is an viable mechanism to facilitate educational access for these various levels of health care professionals The CNP has a reputation for being innovative flexible and student centred in its approach to nursing education We recognize that learning occurs in many venues and we consider PLA to be an important contribution to student access to nursing education and to the advancement of the nursing profession An overall goal of the CNP is to provide ease of transfer and flexibility of student learning throughout the partnership However the various partners have different administrative structures philosophies related to PLA and different PLA experiences and mandates Because we share a common curriculum with shared purposes and goals for nursing education and practice it is very O important that we implement a model of PLA that is consistent across the partnership To that end it is critical that the partnership develop a shared PLA model that includes processes for PLA assessment implementation tracking and evaluation
METHODS PROCESSES AND OUTCOMES The methods processes and outcomes for PLA coordination throughout the CNP include I Hiring of a CNP PLA Facilitator 2 Collection of data on PLA within the CNP The PLA Facilitator will a collect data about existing PLA policies and practices across the partnership b collect data on CNP partner residency requirements c collect data on existing PLA nursing pilot projects within and outside the partnership d investigate the number of prospective PLA students within the partnership by counting the number of requests that come to each partner site e investigate the labour adjustment policies and health care demography within the province I seek additional sources of funding to support the CNP PLA Facilitator g investigate methods of PLA evaluation h collect and compile various issues concerns and recommendations related to PLA from across the partnership 3
3 Agreement ofPLA Practices The PLA Facilitator will a compile a profile of PLA practices across the partnership b engage in the process of facilitating agreement of PLA principles and policies across the CNP 4 Development of consistent PLA policies The PLA Facilitator will a develop a shared CNP planmodel to implement PLA that is transparent flexible and student centred b conduct and evaluate a shared CNP pilot project with one coursesemester c share this proposed model with other disciplines considering PLA S Development of overall PLA evaluation methods The PLA Facilitator will a develop a shared model for PLA evaluation across the partnership 6 Implementation of PLA across the CNP The PLA Facilitator will a work with the partners to implement PLA within the CNP b produce mechanisms for assigning student credit for PLA These mechanism include develop common assessment methods and tools for coursesemester EndsInView outcomes develop suggestions for common sources of evidence for courseprogram EndsIn View outcomes develop alternate ways to provide topup learning develop learner and faculty PLA materials for orientation advising and assessment c coordinate evaluation of PLA within the CNP d generate additional funds to continue the PLA facilitation with a goal of integrating PLA throughout the curriculum and the CNP partnership within 2 12 years e report on PLA implementation and evaluation throughout the CNP
The proposed purposes goals and outcomes for the CNP PLA Facilitator require considerable time and effort As a result we propose a three staged approach
STAGE ONE To hire a PLA Facilitator and to collect information about existing policies practices implementation strategies and pilot projects already in place across the partnership In addition the PLA Facilitator will seek access to addicional sources of funding to support coordination of PLA across the partnership see 1 2
STAGE TWO To develop a shared modeUplan for implementation and evaluation of PLA across the CNP and to implement and evaluate a shared CNP PLA pilot project see 3 4 5 STAGE THREE To implement a shared modelplan for PLA implementation throughout the CNP see 6 We also anticipate that we would share this modelplan for PLA assignment for consideration to other disciplines
TEIVIELINES January 1 1988 March 31 2000
Stage One JanuaryMarch 31 1998 Stage Two Fiscal year 1998 1999 Stage Three Fiscal Year 1999 2000
EVALUATION PROCESS It is important we evaluate the following PLA processes a the numbers of students requesting PLA across the CNP b the implementation of shared policies practices and model across the partnership c the progression and accomplishments of PLA students compared to traditional students and d the usefulness of the CNP PLA planmodel to students faculty employers and other disciplines
FUNDING AND RESOURCING It is important to consider joint funding initiatives for this PLA project To that end it is proposed 0 that additional funding arrangements will be sought depending on the stage of the project The figures presented below are the request for Ministry funding The PLA Facilitator will seek additional funding from other sources
STAGE ONE Seed money would be required to hire a CNP PLA Facilitator and to collect the necessary data on PLA This seed money will be requested of the Ministry within kind funding contributed by the CNP
Request from the Ministry January 1 1998 March 31 1998 7500 In kind contribution from the CNP includes One person from each partner site will be responsible for data collection and dissemination to the PLA Facilitator and to sit on a CNP PLA Committee The CNP Coordinator will partner the PLA Facilitator in this data collection process The CNP secretary will be employed in this process Travel and accommodation costs will be covered for attendance at meetings with the PLA Facilitator the CNP Coordinator and the members of the CNP PLA Committee
STAGE TWO THREE Fiscal Year 19981999 10000 Fiscal Year 1999 2000 10000 5
Funding for Stages Two and Three will include continuation of the in kind contribution from the CNP plus the PLA Facilitator will seek additional funding from other sources
PROJECTED BUDGET
January March 1998 750000
Fiscal Year 1998 1999 1000000
Fiscal Year 1999 2000 1000000
TOTAL 2750000
SUSTAINABILITY All partners in the CNP contribute to the ongoing processes of collaboration It is anticipated that these contributions will continue for the foreseeable future That is the in kind contributions from the CNP can be assured for the duration of the PLA Facilitation project In addition as new funding sources become available to provide easier student access to post secondary education the CNP will request funds from these new initiatives In this way once a shared model for PLA implementation and evaluation has been developed within the CNP this initiative can be sustained in the long term Appendix D 52
REGISTERED NURSES ASSOCIATION OF BRITISH COLUMBIA
APPROVAL OF SCHOOLS OF NURSING
CRITERIA AND INDICATORS
GUIDELINES
Indicators for each criterion may be used by educational institutions in preparing the selfevaluation report The educational institution may use additional indicators as the list provided is not considered exhaustive
Criterion
1 The curriculum provides learning experiences necessary for students to achieve professional practice requirements
Indicators
1 Objectives and goals of the curriculum reflect the standards for nursing practice in British Columbia and the nursing competencies and skills required of the new graduate 2 The curriculum plan operationalizes objectives and goals 3 Learning experiences ensure that students have the opportunity to meet objectives and goals 4 Student evaluation methods ensure that students are evaluated in relation to goals and objectives
Criterion
2 Students during their participation in the nursing education program demonstrate progress towards achieving professional practice requirements
Indicators
1 Students meet established admission requirements which a Are congruent with the requirements of the Nurses Registered Act b Include prerequisites that provide reasonable assurance of success in the program 2 Students meet established promotion requirements of the education institution 3 Students achieve defined levels of performance in the program 53
2
Criterion
3 Graduates of the program achieve professional practice requirements
Indicators
1 Terminal evaluation of graduating students confirms that the students have met the goals and objectives of the program
2 Graduate followup data from the employers indicates that the educational institution has prepared the graduates to meet requirements for professional practice as registered nurses
3 Graduate followup data from the graduates indicates that the educational institution has prepared them to meet requirements for professional practice as registered nurses
4 The graduates
a Pass the registration examination b Meet registration requirements
criteria hdo 4 Approved June 1990 54
The Self evaluation Process
Guidelines for Addressing the Criteria
Generally speaking Criterion One can be considered to be the curriculum plan Criterion Two can be considered to be the implementation of the plan in terms of student achievement and Criterion Three can be considered to be the outcomes of the program While this is often a helpful distinction in thinking about the criteria the criteria are not mutually exclusive and are considered to be interactive Depending upon the stage of development of the nursing education program faculty may choose to address a particular aspect of the program under a different criterion For example while a new program coming forth for review will be expected to identify the plans being made for student evaluation as part of Criterion One a more established program may find it more useful to describe the actual evaluation methods and tools being used to evaluate student progress under Criterion Two Since the approval criteria are outcome focused in terms of the ability of program graduates to meet professional practice requirements established nursing education programs may also wish to consider addressing the influence that graduateachievement findings Criterion Three have had on the curriculum plan Criterion One
Criterion indicators were initially developed to provide guidance to programs in interpreting the criteria While some educators found these useful others found them restrictive or incongruent with the language used in their curriculums These indicators are still available for reference to those programs that choose to use them and are located in Appendix C
The following guidelines have been formulated in a question format to provoke thinking and discussion about ways to address the criteria While there are clearly some essential elements that need to be addressed in relation to the criteria nursing faculty are also encouraged to develop indicators or questions pertinent to the unique aspects of their programs The questions identified under Other ideas have been included as topics for possible faculty discussion
Criterion One Curriculum The curriculum provides learning experiences necessary for students to achieve professional practice requirements
Are the intended outcomes of our nursing education program clearly articulated How are the standards of practice and the competencies and skills reflected in our program philosophy and goals outcomes
How is progression towards the achievement of the program outcomes and the professional practice requirements evident in the organizing structure of the curriculum plan How do our non nursing courses arts sciences and humanities contribute to the achievement of the program outcomes and the professional practice requirements What learning experiences theory clinical and laboratory have been selected and developed to address the professional practice requirements and the program goals in each semesterterm of the program Are our resources sufficient to provide the necessary learning experiences so that students have adequate opportunities to achieve the professional practice requirements for example library clinical placements faculty
20 55
What evaluation methods have been developed for monitoring the progression of student achievement in meeting professional practice requirements and program goals
What effects have the results of our graduate follow up Criterion Three had on our curriculum
Other ideas
How responsive is this curriculum to changes in the health care system and the health care needs of the population in our region
How well have we addressed faculty development needs in relation to the implementation of this curriculum
Criterion Two Students Students demonstrate progress toward achieving professional practice requirements during their participation in the nursing education program
Are the minimum standards for admission to our program Grade XII or its equivalent being adhered to
How are we satisfying ourselves that our students will meet the requirements for registration in relation to good character and fitness to engage in the practice of nursing
How are we examining the relationship between our admission requirements prerequisites and success in our program
What are the established policies and procedures that address student promotions failures and appeals Are they clear
What is the connection between the progression of students in meeting the program goals and professional practice requirements and the policies and procedures for promotion failure and appeals
What evidence do we have that students are demonstrating progress towards achieving the program goals and the professional practice requirements
How do we provide feedback to students so they know how they are progressing in relation to the professional practice requirements
How do we monitor and explain our attrition and graduation rates
Other ideas
How do we evaluate a students personal responsibility for ethical and healthy behavior
Criterion Three Graduates Graduates of the program achieve professional practice requirements
What evidence do we have that students at the end of the program have met the program goals and achieved the requirements of practice for entry into the profession
What number and percentage of our graduates pass the registration examination
21 56
What number and percentage of our graduates become registered in British Columbia What number and percentage of our graduates become employed and when What methods and tools have we developed and used to obtain feedback on the graduates from our program Are these methods and tools satisfactory and providing us with the data that we require for making a judgement as to whether or not this criterion is met
How satisfied are employers that the graduates from our program have been prepared to meet the requirements for professional practice
How satisfied are the graduates from our program regarding their preparation to meet the requirements for professional practice as registered nurses
Other ideas
How well have we prepared our graduates to provide feedback on this program
What do health care consumers think of our graduates
22 57
APPENDIX E
Summary of Major Similarities and Differences Across Borders
Regulatory Authority
In Canada and USA regulatory authority to set and monitor standards of nursing education rests with provincial state nursing regulatory authorities The regulations are authorized by actsie in law In Mexico although there is regulatory authority to set and monitor standards of education it rests with the federal not state government through SEP These regulations are composed of general education standards not standards for the theory and practice of nursing These regulations are authorized by law In Mexico nursing associations and other key stakeholders have developed standards for nursing education which most university programs value and meet The nursing standards do not have legal authority The technical nursing programs do not ascribe to these nursing standards unless they are associated with a university
Standards of Nursing Education In USA standards of nursing education are regulated ie 4 mandatory by the State Boards and utilize the structure process outcome model Each State Board sets its own standards ie not standardized nationally The NLN also accredits voluntary all three levels of nursing programs Diploma AD and BN using different national standards for each level These standards are moving toward the outcome model Although accreditation is voluntary all reputable programs undergo the process In Canada standards of education are regulated by provincial regulatory bodies ie mandatory and therefore are not standardized nationally The same standards are used for both diploma and BN programs Although most provinces use a structure process and outcome model there is a trend toward adoption of the outcome based approach The CAUSN also accredits BN programs using the structure process and outcome model Accreditation is a voluntary process which is evolving in Canada In Mexico only national general education standards are prescribed by law Although these are standardized and national in scope they do not evaluate nursing theory and practice All programs must adhere to these standards or general education standards set by universities themselves ie on a university specific basis Nursing standards are outdated use a structure process and outcome model and are voluntary Most technical universities do not uphold the Nursing standards Mexico does not have an accreditation process 4 58
Role of Beginning Nurse
In all three countries the nurse is prepared as a generalist with preparation in medical surgical maternity pediatric and psychiatric nursing The roles are similar in each country however in Mexico the graduate may be educated in one speciality area more than another
In Canada and USA only BNs officially practice in primary care settings however the reality is that all RNs may work in primary care but with different degrees of sophistication In Mexico the technical nurse works in primary care settings In all countries the BN is the standard for nursing the community as client However in USA and Mexico the employer standard may vary whereas in Canada employers require BNs for these positions
Education Programs Graduate Requirements
All countries have four year baccalaureate programs Both Mexico and Canada also have one nonuniversity level of entry preparation technical and diploma respectively The USA also has two other levels hospital based diploma and junior college based associate degree entry level nurses
Some provinces in Canada have prescribed minimal hours of theory and practice This is not the case in Mexico 7 USA In USA and Canada there are opportunities to enter nursing at the Masters Canada 1 MN program only or doctorate USA only level Although the graduates licenses are not restricted in the USA they are not prepared as generalists but rather for advanced practice or research positions
Entrance Requirements
Canada USA and for university programs in Mexico 12 years of school are required for entrance in nursing programs In one Canadian province 13 years is required and in two others one year of university course work is required for entrance in to BN programs In the USA the majority of BN programs require 2 years of college course work for entrance As the 2 2 model is the predominant BN model in the USA nursing course work starts in the third year versus the first year in Canada and Mexico The Quebec Canadian model of nursing education is similar to the American model Only Canada requires specific high school courses math science english french for admission In Mexico only 9 years of school is required for entrance to the technical programs However nursing associations advocate increasing it to 12 years
Program admission is competitive in all three countries 59 therefore successful enrollers often exceed minimal entrance requirements A minimum of a C average is required in all countries for promotion in the program
Future Trends
In all three countries the cost of health care is driving the quality of health care worker down ie less prepared and cheaper health workers are being sought to perform traditional nursing roles and responsibilities in Canada and the USA there is a surplus of nurses in the workplace In Mexico the nursing workplace is stable and there is no unemployment
0
0
Part Appendices
PART SIX APPENDICES Appendix A Glossary of Terms
Caring Caring is a meta concept that is foundational to the Collaborative Curriculum It is both an attitude and an activity of nursing Nursing is defined as the professionalization of the human capacity to care Caring attitudes and actions are defined as the moral imperative to act justly and ethically
Constituted Constituted refers to the world being in us Being constituted means that we are firmly grounded in and constrained by the world ofmeanings and practices into which we are born This cultural world sets up who we are as people as well as how we understand ourselves and our possibilities Chesla 1995
ContextCulture This is a foundational concept of the Collaborative Curriculum Context is described as the environment in which people live and work By culture we mean not only et but also the different beliefs values assumptions and personal views that people bring to their experiences In this way people ofdiffering age socioeconomic status sexual orientation gender race etc may be thought of as having different cultural perspectives
Critical Social Theory A central value of critical social theory is a commitment to penetrate the world of objective appearances in order to expose the underlying social relationships that are often concealed Critical theorists also reject all forms of nationality that subordinate human consciousness and action From this perspective knowledge cannot be separated from the knower Critical theorists believe that knowledge should be used for emancipatory political aims At the heart of critical theory is its criticism of ideology since it prevents people in society from perceiving their true situation and real interests The overall goal ofcritical theory is to nullify the effects of ideology so that peoples perceptions are freed or emancipated and they are able to see beyond the takenfor granted reality that oppresses them
Critical Thinking Critical thinking based on nursing practice is deliberate intentional learning It is a valid way of knowing and of creating knowledge as are other forms of learning such as research reading group work etc By critically reflecting on practice theory and research individuals can free themselves from the constraints of conventional thinking and develop possibilities that would otherwise remain closed to them Theories policies beliefs assumptions values and right ways of doing things are
Coiabov ttveCurric v6uCdei July 1997 Revved 61 PartStw Append4a often challenged with a view to taking action and promoting change Critical thinking the process ofdiscovery and the creation ofa personal nursing theory with a view to influencing nursing practice and nursing knowledge are made possible through reflecting on experiences Critical thinking provides an impetus for socially and politically oriented action effecting change at many levels within the self with clients in policy and by political action
Curriculum Curriculum is defined as the interactions that take place between and among students clients practitioners and teachers with the intent that learning take place Bevis Watson 1989 Therefore the quality ofthe curriculum depends on the quality of these interactions and that students practitioners and faculty are equally valued as partners in the learning process The curriculum is organized by four themes 1 peoples experiences with health 2 peoples experiences with healing 3 peoples experiences with self and others and 4 peoples experiences with professional growth
Epistemology Epistemology is a branch ofphilosophy that investigates the origin nature methods and limits of human knowledge In the Collaborative Nursing Program epistemology refers to the knowledge derived from nursing and other related disciplines In particular different ways ofknowing are highlighted That is students and faculty strive to acquire knowledge for the betterment ofclient care and for the advancement of the nursing profession
Ethics Ethics encompasses the values virtues and principles upon which the quality of human life and human action is determined Traditionally ethics in nursing has followed the biomedical model which focuses on the application ofprinciples to ethical dilemmas Within the Collaborative Curriculum ethics integrates other models of ethical practice such as the ethics of care and feminist ethics In particular the ethics of care encompasses the moral imperative to act justly and ethically In this sense the locus of ethical thought is the quality of relationships rather than the quality ofjudgements or acts
Feminism Feminism is conceptualized as a dynamic evolving ideology Historically feminism focused on the valuing of women and on confronting the systematic injustices that are based on gender Feminism now values an inclusive model of liberation for all people with particular attention given to the status of women Feminism includes a number of perspectives liberal socialist cultural and postmodern feminism The common thread running through these perspectives relates to the oppression of women
62 CoilabomtveCurricu anCuidea July1997 Revused PartSiw Appendices
Healer A healer is one who relates with others in self healing through a creative process of bringing forth patterns and connections that did not exist before
Healing Healing is defined broadly within the context ofthe curriculum Drawing on Quinn 1989 healing is defined as a total organismic synergistic response that must emerge from within the individual p 554 Healing has a relational quality and it emerges from the interaction between healer and client This philosophical position allows for healing to occur regardless of physical condition
Health Health is a resource for living a positive concept the extent to which an individual or group is able to realize aspirations to satisfy needs and to change or cope with the environment WHO et al 1986 p 1
Health Promotion Health promotion is a metaconcept that is foundational to the Collaborative Curriculum It is a process ofenabling people to increase control over and to improve their health that is a mediating strategy between people and their environment synthesizing personal choice and social responsibility in health WHO 1984 p Hegemony Hegemony refers to the dominant influences on people nursing and nursing practice that result in maintenance ofthe status quo The Collaborative Curriculum questions the prevailing hegemony encountered in all areas ofnursing practice For example How are nurses voices presentabsent within an organization How are clients voices presentabsent within a practice setting Discovering and critiquing hegemony are consciousnessraising processes and provide the impetus and opportunities for political action and change
Humanism Humanism is a philosophical perspective that is based on the assumption that people have a tendency to develop all oftheir capacities that serve to maintain or enhance them The movement toward self actualization is believed to be part of peoples organismic nature Broadly speaking a humanist approach seeks to facilitate the release ofan already existing capacity in potentially competent individuals Underlying a humanist approach is the belief that if certain definable conditions are present in peoples human relationships they will gradually allow their self actualizing capacity to overcome restrictions they have internalised through their life experiences
ColtaborattveeCurncaL4 nvuid July 1997 Revised 63 Pavt54v Appendices
Intuition Intuition is a human capacitya legitimate way of knowing or understanding occurring without a rationale It is one element of clinical judgement It is not irrational or mystical nor is it guesswork or accidental Intuition distinguishes expert human judgement from novice or beginning judgement and that made by machines Benner Tanner 1987
Learning Activity This is a planned experience in which learning takes place Many courses have structured learning activities designed to promote praxis Students have opportunities to learn from planned activities as well as from those that occur spontaneously in the learning environment Critical questioning is integral to learning activities and allows students to develop insights and new understandings The courses in the curriculum are organized around learning activities
Nursing Nursing is the professionalization of the human capacity to care The unique role of nursing is the nursesability to work with peoples experiences of health and healing Nursing involves a highly complex process of simultaneously using reasoning and intuitive thinking while providing care Nurses must know care manage the context and deal with the unpredictable they must assume responsibility for their decisions and their professional growth and be accountable to their professions standards and ethics
Ontology Ontology is the study of a way of being In the Collaborative Nursing Program the ontological focus stresses that a nurses way ofbeing in the world is ofequal value to the nurses knowing epistemology and methods of practice Ontology emphasizes the art of nursing
Paradigm Kuhn 1972 suggests that a paradigm is a set of global principles from which rules and theories are abstracted and it has two central features First a paradigm includes some implicit body of intertwined theoretical and methodological beliefs that permit selection evaluation and criticism That is a paradigm offers discipline for scientific work Second a paradigm is a source of methods problemfield and standards of solution accepted by any mature scientific community at a given time That is a paradigm is historically situated In the Collaborative Nursing Program much discussion takes place about paradigm shifts as existing principles theories and rules within health care practice are brought into question and new principles theories and rules are considered One such example is the paradigm shift away from the technocure mandate of modem Westem health care policy and nursing practice toward a caring mandate that emphasizes the lived experience of clients as the highest moral and ethical standard for nursing practice
64 Collaborative Curriculum GuLdei July 1997 Revised Part A Personal Meaning Personal meaning is a foundational concept ofthe Collaborative Curriculum Peoples experiences and perceptions in the world are central to personal meaning People interpret and make meaning oftheir experiences in very personal ways We believe that it is critical to understand the meaning a person brings to an experience so that we can be with the person in a caring ethical and meaningful relationship Nurses as well as clients make meaning of experiences therefore self awareness and awareness ofothers are central to the philosophy ofnursing in this curriculum Phenomenology Phenomenology is both a philosophy and a method of inquiry In the Collaborative Curriculum phenomenology is considered from the philosophical perspective The central tenet ofphenomenology is understanding human experience as it is lived The aim in phenomenology is to gain a greater understanding ofthe meaning of experience Rather than focusing on the facts of a situation phenomenology strives to understand what meaning those facts have for the person This focus requires a phenomenological attitude that compels people to raise questions about the nature ofhuman experiences in an effort to uncoverthe deeper meaning structures within them As Ray 1990 suggests phenomenology offers a means by which human phenomena or the lived experiences ofnurses and the people with whom they interact can be understood
Praxis Praxis is a cyclical reciprocal process that is ongoing synergistic and constantly evolving Praxis or reflection and action creates opportunities for transformation and emancipation As people act reflect on their action and consider new insights they act again with a new sense ofknowing There is a dynamic interplay between theory and practice each contributing and building upon past and present knowledge skills and experiences Through the equal valuing ofreflection and action praxis creates the opportunity for change
Primary Health Care
healthThe AlmacareAtaas Declaration ofthe World Health Organization 1978 defined primary essential health care based on practical scientifically sound and socially acceptable methods and technology made universally accessible to individuals and families in the community through their full participation and at a cost that the community and country can afford to maintain at every stage oftheir development in the spirit of self reliance and self determination It forms an integral part both ofthe countrys health system of which it is the nucleus and of the overall social and economic development of the community It is the
CollaborattveCurric lunvquide July 1997 Re iesed 65 PartS4i Appendices
first level of contact of individuals the family and community with the national health system bringing health care as close as possible to where people live and work and constitutes the first element of a continuing health care process p 3 Article VI
Reflection Reflection is the process where we make meaning of experience we interpret develop insight and understanding and critically examine our experience Synthesizing ideas integrating knowledge validating personal meaning creating awareness of feeling states andor deciding upon actions are all processes ofcritical reflection Reflection is sophisticated work and suggests professional maturity and commitment for developing strategies of empowerment and emancipation for improving nursing practice Emden 1992
Situated A concept that iscentral to phenomenological thought is situatedness Being situated means that we are situated in a particular point in history in a world of meanings and practices Our situatedness precedes us as individuals and sets up possibilities for who we might be in the future Benner Wrubel 1989
Synchronicity Synchronicity is a harmonious relationship in which there is a connection but no demonstrable causal relationship That is there is a desire to join together to achieve common goals In this sense as the relationship evolves it results in a harmonious whole
Synergy Synergy is a cooperative working together in which the combined relationship produces a total effect that is greater than the sum of the individual elements or contributions There is an energy that comes from this cooperative relationship that enhances the effectiveness of the dynamic whole
TimeTransitions Timeluansitions is a foundational concept in the Collaborative Nursing Program It acknowledges that people are in a continual state of movement and that people experience changes in roles states circumstances and life situations The concept of transitions also includes the notion of time That is since people are historically situated time always encompasses past and present experiences and future expectations People make meaning of time based on their life situation Time also refers to the development and lifespan changes that people experience
Ways of Knowing Ways of knowing is a foundational concept of the Collaborative Curriculum
6 Co 2aboratweCurriculums Qu4dei July 1997 Rec edd PartSiw Appendices This is the recognition ofmultiple ways ofunderstanding the world including but not limited to theoretical empirical national practical aesthetic personal intuitive and ethical ways of knowing It is understood that people come to know in differing ways and that knowing may be cocreated through the relationship between people and their worlds Thus knowing develops from interactions between and among students and their colearners eg teachers clients practice colleagues etc
References
Benner P Tanner C 1987 How expert nurses use intuition American Journal of Nursing 871 2331
Bevis EO Watson J 1989 Eds Toward a caring curriculum A newpedagogy for nursing New York National League for Nursing Chelsa CA 1995Hermeneutic phenomenology An approach to understanding families Journal ofFamily Nursing 1 p 69 Benner P Writhe J 1989 Theprimacy ofcaring Stress andcoping in health and illness Menlo Park CA Addison Wesley
Emden C 1992 Becoming a reflective practitioner In G Gray R Pratt Eds Towards a Discipline ofNursing pp 335354 NY Churchill Kuhn T1972 The structure ofscientific revolution Chicago 1972 The University of Chicago Press
Quin JF1989 On healing wholenss and the haelan affect Nursing andHealth Care 10 553556
Ray M 1990 Phenomenological method for nursing research In NL Chaska Ed The nursingprofession turningpoints St Louis CV Mosby Co World Health Organization 1978 AlmaAta 1978 Primary Health Care Report ofthe International Conference on Primary Health Care Alma Ata USSR Geneva Author World Health Organization 1984 Health promotion A discussion document on the concept andprinciples Geneva Author
World Health Organization Health and Welfare Canada Canadian Public Health Association 1986 Ottawa Charterfor health promotion Ottawa Author Authors Elizabeth Lindsey Liaison Coordinator Lauren Sheilds Resource Development Coordinator Carolyn Hammond Program Coordinator for the Collaborative Nursing Program Revised 1996 Source Collaborative Nursing Program in BC
ColahoratweiculanvQuide July 1997 Revised 67 PartSQu Appendzcer
Appendix B Collaborative Curriculum Steering Committee Terms of Reference
Membership
The Steering Committee membership consists of one senior nurse administrator from each site resource site coordinator college liaison coordinator representatives from RNABC Ministry of Health Ministry of Skills Training and Labour and the NAABC Purpose
The purposes and functions ofthe Steering Committee are to
provide support and leadership to the collaborative project in order to maintain program philosophy and goals
provide overall direction in development of funding proposals and allocation of collaborative project funds
serve as a communication link with stakeholders eg NECBC RNABC MSTL etc
provide feedback and guidance to CurriculumCommitteeEvaluation Committee members
monitor decisions of the Curriculum and Evaluation Committees for feasibility of site implementation eg budget
oversee the process of RNABC approvals and CAUSN accreditation
Meetings
meet regularly minimum five times per year
68 Coi aboratweCurricul urvG t d July 1997 Revved Nursing Advisory Committee Membership List July 1997
Jane Murphy Leeann Ring Chief Operating Officer Student Representative Langley Memorial Hospital 114 15210 Guildford Drive 22051 Fraser Highway V3A 4H4 Surrey BC V3R 0X7 Telephone 534 4121 Fax 533 6411 Telephone H 951 2629
James Chisholm Sherrill Berg Trustee Surrey School Board Healthy Communities Member Unit 56 8560 156th Street 1757 137A Street Surrey BC V3W 2P3 Surrey BC V4A 9E6 Telephone 5967733 or 5974115 Fax 5976407 Telephone 5356726
Ivory Warner Joan Anderson President British Columbia Nurses Union Faculty UBC School of Nursing 100 4259 Canada Way T201 2211 Westbrook Mall Bumaby BC V5G 1 H 1 Vancouver BC V6T 265 Telephone 4332268 Fax Telephone 8U2211
Darlene WdTier Ranjit Dhari Coordinator Rrst Nations Education Community Health Nurse City of Vancouver Kwantlen University College 9620 Sea Meadow Court 12666 72 Avenue Richmond BC V7A 469 Surrey BC V3W 2M8 Telephone 271 7144 elephone 5992269 Fax 5992068
Laurea McNally Allison Ince Trustee Surrey School Board Health Educator Ste IO2 1381 Martin Street KUC Douglas BC Womens White Rock BC V4B 3W6 15735 1026 Avenue Telephone 531 1091 Surrey BC V4N 2M1 Telephone H 581 4809 Fax 581 4809 Mercedes Thorsen Katharyn May Breast Feeding Clinician Royal Columbian Hospital Director 30 1195 Falcon Drive UBC School of Nursing Coquitlam BC V3E 2H1 T201 2211 Westbrook Mall Telephone W 5204557 H 941 7532 Fax 5204846 Vancouver BC V6T 265 Telephone W 8227248 Fax 8227423 Carol Mitchell Director of Patient Services Surrey Memorial Hospital 13750 96th Avenue Surrey BC V3V 1Z2 Telephone 581 2211 Pager 6801253
John Blenkinsopp Coordinator Learning Centre Surrey Memorial Hospital 96th Avenue 03750urrey BC V3V 1Z2 Telephone 581 2211 Fax 5855540 Email J Blenkinsop@smhpolhospgovbcca 5 a n A fir ka wYv
KWANTLEN University College
DEGREE PROPOSAL ASSESSMENT COMMITTEE
Monday January 5 1998 400 pm 900 pm
DINNER WILL BE SERVED AT 700 pm
Surrey Campus Boardroom C230
AGENDA
1 Call to Order
2 Confirmation of Agenda
3 Approval of Minutes October 8 1997
4 Review of Degree Proposals
i Bachelor of Technology in Information Technology
ii Bachelor of Business Administration in Entrepreneurial Leadership
iii Bachelor of Science in Nursing
5 Next Meeting Wednesday February 11 1998 Surrey Campus Room B202
6 Adjournment
Distribution VDc cd RUBS Gar clam kaa 7qd 99oDGaryAmeja v Sally Chow no t Zro a6a4c a 4 Frank Ludtke 2505 9 NDianne Crisp 4S a57112095a9 57 N54 GordonDana CserepesFisher 040 e4 F flp 0k a zb greittliakeatetychuk KRna d b3b Richard Fox 255 gotN Lin Hammill 3 270 r3tq Sandra Hoffinan 60 1 ci ISy Margaret Klinger 3 3 p 9 q5 t3 N Ron Marchuk J1 ckcvrY t 7 S o Derek Nanson 1 L33 Skip Triplett 4Jbhn Slattery
6wnck au 79 g dftwv Nj n RCJW cc Kwantlen UNIVERSITY COLLEGE
DEGREE PROPOSAL ASSESSMENT COMMITTEE
Wednesday October 8 1997 415 600 pm Surrey Campus B202
MINUTES
1 Call to Order
The meeting was called to order at 415 pm
2 Confirmation of Agenda
Add Update from Skip Triplett The revised agenda was confirmed as distributed
3 Approval of Minutes
The minutes of September 10 1997 were approved as distributed
4 Degree Program Concept Bachelor ofJournalism Revised
Joy Jones attended DPAC to answer questions on the revised program concept
Under Basic Information correct BAJ Bachelor of Applied Journalism to BJ Bachelor of Journalism Also correct typo in Year I change number of students to 20
Under Student Profile Reformat with bullet indents
Under What entry requirements should applicants be expected to meet correct typo found in first point from CPI to LPI
Re entry requirements for mature students who may not have these specific qualifications or who may be ESL it was suggested that Prior Learning Assessment be considered
Under Program Description in the section that states requirements for special materials suggest the developers note that no significant extra costs are required Existing computer labs may require a technology update
MovedSecondedCarried to recommend approval of the Draft Letter of Intent for Bachelor of Journalism subject to suggested revisions D NansonS Triplett
5 Degree Program Concept Bachelor ofPublic Relations
Under Basic Information re Coop students question raised as to number of students in Year 1 and Year 4 ACTION Developers to followup with John Slattery regarding the coop nature of this 1 program
Under Program Description in the section regarding instructional strategies change the word counselling to consulting Under the section that discusses special features of the program suggest mentioning some of the media relations courses that students can access in the Continuing Education Division
Under Outcomes in the section re labour market data it is important that the developers expand this information when submitting the Letter of Intent to Ministry
ACTION Developers to contact Skip Triplett and Frank Ludtke for suggestions on a more thorough preparation of page 3 Bring back to DPAC for review
6 Terms of Office for DPAC Members ACTION Barb will prepare a grid to indicate time left for members to serve DPAC
7 Election ViceChair of DPAC
It was agreed that a vicechair position is not necessary at this time
8 Update Skip Triplett
Skip suggested that when the Vice President Education is appointed a meeting with Ministry be set up as soon as possible to discuss Kwantlens degree proposals More specifically it will be important to discuss Ministry perceptions about what constitutes an applied degree what changes will be needed in the Letters of Intent they rejected how many new degrees will likely be considered each year and what is a realistic date to expect approval for degrees now in the Full Proposal stage
Met with Dianne Crisp Jim Gunson and John Slattery on October 1st regarding budget constraints for time release assignments for degree development We are concerned about the criteria and process to develop degrees and as a starting point plan to write a discussion paper to take to Education Council
9 Discussion Resources DPAC sees as being necessary for degree development
DPAC members defined the following as necessary resources computers a access to intemet time release labour market research including latest updates how other university colleges resource degree development
10 Adjournment
The meeting adjourned at 600 pm
DEGREE PROPOSAL ASSESSMENT COMMITTEE Minutes October 8 1997 Page 2 DPAC 5 Jan 1998
1 Call to Order at 412 pm
2 Confirmation of Agenda Approved
3 Approval mof Minutes October 8 1997 Approved Derek N movedsecondedcarried 4 Review of Degree Proposals Review proposals together then go in camera as committee then get tog With full group again Would like to ask questions before Nursing degree i BACHELOR OF TECHNOLOGY IN INFORMATION TECHNOLOGY
Interaction with validation team was there a lot or minimal exchange Lots of phone calls emails I meeting Has been formative supportive Suggested changes in the email changes already incorporated
This adds 2 years to diploma program builds on diploma program most students will take pt after 2 years diploma since get job they get experience and education simultaneously
If have work experience then can use it as coop portion of program
TechU impact on this Dont know yet they dont know curriculum yet Our studnets move on to graduate work at TechU or could collaborate with them
EXECUTIVE SUMMARY Page 3 5 paragraph go line spelling error porgram should be program
Why not offering liberal education electives to all students Are they specifically designed for 11 degree only These courses designed by liberal ed Faculty but designed for IT students only open to degree students because we dont have critical mass that a university would have
Issue with the level of the courses theyre taught at 3 4 yr of degree Are these truly courses at that level Concern that these courses are exclusive and redundant instead of building on present courses at K Multi disciplinary courses would be good Trying to get around territoriality around courses and have people develop curriculum in planned and coherent basis in partnership with others faculty More integrated approach to education
Might be more difficult to transfer a LBED course to another institution than a sociology course
However the nature of our degrees are unique so transferring from K to another institution will be difficult because the degrees are so different
The IT degree aimed at people who already have a diploma Section B
Section C C2 C3 Identify where learning outcomes are in Appendix III in first sentence of C3 Employability Skills outcomes must become part of programs integrate some of these skills more clearly into this diploma covered in l two years so would minimize what need to do in 3 4 years
Check consistency of list page 7 with Ks employability skills list 54ale w L Page 7 Besides
Rename 678 see document
C4 Time limit for degree Need a number
C5 35 hours per week not clear in coop program are Page 9 line up Individual student hours below title add word hours Page 8 need number of credits and lecture hours for CMNS 1140 Page 8 heading Individual Student no period Hours
C6 Can students take other Liberal Ed Courses than those options given them in the degree Not currently right now have to choose from those options offered
C7 Power Relationships Humanistic not 2 places Page 12 Power Relationships add colon Page 12 INFO 4210 needs prerequisite CISY 2312
C8 ti
C9 it CIO tik Ise ide CI1
C12 rt34 nircfpt 031 C13
C14 C15 C16 1idls Section D DI shouldnt be competitive but set a baseline threshold What happens if students do poorly What about academic probation etc Fp Is there priroity given to K graduates as opposed to transfers in All students will have to qualify according to certain established criteria Is an issue larger than this one degree
Take out competitive in 2n paragraph and reword requirements Question whether should mention interview or have interviews Might be basis for grievance
D2 Change percentage for PLA up to 50 with the total not being not more than 75
D3 D4 D5 PLA entry will be subject to the availability of seats change to Entry will be D6 D7
Section E El E2 Expand CAUCBT
Section F Fl last sentence Five FTE faculty positions Qualifications list minimum qualifications eg Minimum of 5 years in industry etc
F2
Section G Gla considered educational advising needed at 3 4 yr levels Change student recruitment industry awareness
Glc EYE Gld Upgrading a Rmd lab that is not in full use Is a scheduling problem is primarily evening Sat Some of This 100000 is in the K budget not specific to the degree needs to happen anyway indicate this
G le Glf
Section H HI extra period at end of section H2 H3 H4
Section I I1
Appendix III pg 27 2 change a ethical to an ethical 6 no after techniques pg 28 Use NB instead of PS Appendix IV keep area above liberal education in 2 tier of ring and redistribute courses to fit in other areas
MOTION Moved to accept Bachelor of Technology in Information Technology degree subject to changes recommended Skip Second Derek N Discussion concern re parttime students and the sequencing of courses not allowing for part time in reality
All the changes captured informal check on changes in VP Education office
Itemize substantial issues discussed and then Ed Council can address these In a report
Put report of changes on DPAC email distribution
Concern re Liberal educaiton component broader implications for organization of institution needs to be addressed at Ed Council
CARRIED
BACHELOR OF BUSINESS ADMINISTRATION BBA
Executive Summary Note Cdn spelling 3 paragraph reverse mandate mission
SECTion B B IB2B3 B4 reverse mandate mission 05
Section C CI last sentence This would also be supported C2 didnt mention research make similar comment as in IT degree C3 Ed Council would like listing of employability skills and where covered in curriculum a simliar report as did for liberal educaiton
C4C5 liberal ed concern are these business courses dressed up as liberal ed Consistency of spelling in Intersession under Year 4
C6 The briding courses are cdurrently offered C7 1 sentence too restrictive change Typically three credit p 11 ENTR 3500 p12 ENTR 4140 p 13 LBED 3310 C11 change Saturdays to weekends C 12C 13C 14C 15C 16
Section D D1 Students will be admitted using the following criteria in order to ensure remove competitive concern re personal interviews may D2 change 25 to 50 to a total of 75 D3D4D5 Expand that this only referes to the last 2 years of degree D6 remove s of program in I line Line 2 add period after province 2 spaces Line 4 remove 2 period after program D7
Section E EIE2 Line 2 add comma after appropriate Line 4 add class after learning
Section F F Cdn spelling throughout F2
Section G GI student recruitment and industry awareness consider educational advisory support
Section H H 1 4 point 2n line Institutions should be institutions H4 Courses becoming obsolete not the issue in this degree is in the IT degree
Qualifications of faculty same as previous degree
Bibliography Reddick Don Should it be the Liberal Educaiton committee to the Ed Council Tapscott Don underline title change font to be consistent
MOTION Moved that the Bachelor of Business Administration in Entrepreneurial Leadership Degree Proposal be accepted subject to changes as noted and forward to Education Council Margaret Klinger Lin Hammill second
Carried Noted that similar issues to previous one
BACHELOR OF SCIENCE IN NURSING
Background with degree would be able to assume management periods and do in home nursing care and other community heatlh positions be able to access special units in hospitals degree very close to UVic only offers years 3 4 so didnt list requirements in their calendar but those listed in this degree are those approved by UVics senate
So many institutions graduating BSNs are there enough jobs Retirements will take out 45 of workforce in next 10 yrs will be a demand Difference between collaborative nursing program and that offered by UBC Are 45 different programs in BC Collaborative program is common core of courses that can be adapted to region
Executive Summary p3 last paragraph delete space after Vancouver p 5 2 par last line delete extra period at end of line p5 3 par delete period after learn
Section B B1B2B3B4 Concerned about not being open Sundays p6 bottom add possibly a daycare p 7 r paragraph change maternal child to parent child
B5
Section C CI 2n line change in to on a natural science p9 1 line chanage period to comma in 8307 Letters of support lacking from regional health boards and hospitals why Survey done in 1994 to get support so didnt do it Appendix 19 Letters from them would give credence Govt has approved this program in principle so no need for letters
C2C3 p 10 uncapitalize teaming C4 put a total of 38 months to avoide confusion C5 pl 1 need subheading Year 1 Issue Liberal ed component needs to be strengthened see appendix 12 Appendix 12 difficult to read new title needed is Ed Co policy and needs re writing need connections to be made clearer also note that there are two 3s Education Council and Liberal Education Outcomes and Employability Skills Use as model the Liberal Ed report for the other degrees Need preamble to section re constraints of Collaborative agreement and why choose to go that way This degree is an exception Need to say there is a lot of integration of themes mention coteaching might restrict electives in clear terms taken from areas that are not related to nursing Will designate courses taught by other faculty and in multi disciplinary manner Make it more succinct
C6C7 take out elective C8C9C I 0C 11C I 2C 13C 14C15 concern of degrees being developed at expense of diploma needs to be carefully explaianed here Include exit option for diploma
C16
Section D DI Change KUC First Level Mathematics to Math 1 1 12 or 1 114 or higher Need colon in 4 point 2n line need colon after courses AddWPprior to courses Take out percentages
D2 Percentages of PLA should read 50 combined credit is no greater than 75
D3D4D5D6D7
Section E E 1E2
Section F FIF2
Section G GI
Section H
Note p 20 2 paragraph 3 line as at
MOTION Moved to accept the Bachelor of Science in Nursing subject to changes and forward to Ed Council Derek N fmoved Frank second
CARRIED
Adjourned 912 pm