Diploma Nurse-Baccalaureate Nurse: Is There a Difference? Report on A

.00 DOCUMENT RESUME

ED 252 742 CE 040 602

AUTHOR Zabawskit,Pauline TITLE Diplona(kurse- Baccalaureate Nurse: Is There a Difference? Report on a Descriptive Study of College Diploma Nursing Programs and the Generic Degree Nursing gram. INSTITUTION British ( :liable Dept. of Education, Victoria. PUB DATE Aug 83 NOTE 456p.; Perin of this document may not reproduce well due to smal- type. PUB TYPE Reports - Research/Technical (143)

EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Admission Criteria; *Bachelors Degrees; *Behavioral Objectives; Clinical Experience; Comparative Analysis; *Educational Certificates; Educational Philosophy; Foreign Countries; Higher Education; Learning Experience; Nursing; *Nursing Education; *Program Content; Program Design; Teaching Methods IDENTIFIERS *British Columbia

ABSTRACT A descriptive study identified the differences in educational content between four college diploma nursing programs in British Columbia and the University of British Columbia's (UBC) generic baccalaureate program in nursing. Findings indicated differences among the five programs in all aspects of the nursing programs that were compared: philosophies ofthe educational institutions, philosophies of the nursing programs, admission criteria, behavioral objectives, evaluation of learning, learning experiences, and learning resources and teaching/learning resources. UBC's program prepared graduates to work independentlyin acute care, long-term care, and community settings, while the college diploma programs prepared graduates to workprimarily in acute care settings under supervision of a registered nurse. Admission criteria forthe baccalaureate program were primarily academic, while colleges' nursing programs had fewer academic requirements but more diversified criteria. UBC's objectives encompassed a greater range of expected behaviors. UBC had the longest program duration. UBC's program had almost twice the amount of theory compared to practice; collegeshad a closer balance. UBC's programhad proportionally more community practice experience. (Support materials and appendixes, amounting to over two-thirds of the report,include survey instruments, evaluation tools, data and statistics, and correspondence.) (YLB)

*********************************************************************** * Rei.roductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** DIPLOMA NURSE BACCALAUREATE NURSE: IS THERE A DIFFERENCE?

Report on a Descriptive Study of College Diploma Nursing Programs and the Generic Degree Nursing Program

This document has been prepared by Pauline Zabawski under contract with the Ministry of Education.

Of EDUCATION US. DEPourfAtfJET "PERMISSION TO REPRODUCE THIS NATION .L INSTITUTEOf EDUCATION INF ORMATiON IAL HAS BE N pRANTED BY Ek/CA TIC NM RESOuRCES MAT

; CENTER IERiCI Tros owocoont Mrsbeef, rep(adoced as August 1983 ,,,,,,e(1 from 1hr personOf coganuatan OiVnatifilj li 144 reef made to IfTivoire Vol,. ,flAngeshay.. WP,./d, 1,441 4t.f.lt,fy the oo,u NA SOURCES P , ,t1,1s of v re*rrf (411110,014 clAted in TO47E)E0LrATI . ellfeSefit,)Tfut IAIha .,,,,.1,;'Ulf,It'l60%1J,Ily INFORMATIONCENTER (ERIC) pt.h.tolft %I' p4/1.4 Y "It were not best that we should ail think alike; itis difference of opinion that makes horse races."

Mark Twain Pudd'nhead Wilson's Calendar, 1894 NOTE

This study describes an attempt atidepiffying the differences in educational content between diplomaand baccalaureate nursing programs. It does not describe anevaluation of potential differencesin the practice of nursing, i.e., the educationaloutcome. The Ministry of Education, togetherwith the nursing profession,have jurisdictional responsibility for nursingeducation (Figure 2, up toGraduation profession arrow);the Ministry of Health, theemployers and the nursing have jurisdictional responsibilitiesfor nursing practice (Figure2, beyond Graduation arrow).

4 A CKNOWLE DGEMENTS

The Ministry of Education would like to thankPauline Zabawski for researching and writing the report, 'Diploma Nurse -Baccalaureate Nurse: Is There a Difference?' Without her determination and in-depth knowledge ofdiploma nursing curricula this report could not have been written:Ms Zabawski specially designed a method for classifying objectivesfor the report. The Ministry would also like to acknowledge: The prograni heads and faculty of Camosun,Cariboo, Okanagan Colleges, of the University of British Columbiaand of Vancouver Community College (Langara) who were instrumentalin providing the data for this study, and who confirmed the accuracyof this data; The many other nurse educators whose-constructive feedback contributed to the progress of the study; The following individuals for their assistance in providingdirection for the study: Carolyn A ::ridge Thelma Brown Jeanette Funke-Furber Mary Kruger Sally MacLean Marlene Mysak Gail Prowse Marilyn Willman The individuals whose critical appraisal of draftreports contributed to the final report. The Ministry of Education would welcome comments onthis document and would appreciate suggestions on how tofurther develop the objective clazification tool.The Ministry would also encourage the four diploma nursing programs not included inthe study to analyse their curricula in a similar way. -iv-

TABLE OF CONTENTS

Page .eference

ACK NOV/LEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

iX SUMMARY

1 CHAPTER 1 introduction 13 CHAPTER II Philosophies of the Educationalinstitutions .21 CHAPTER III Philoiophies of the Nursing Programs 37 CHAPTER IV Adrgission Criteria 39 CHAPTER V Behavioral 'Objectives . Background 39 Developing the Methodology 40 .Analysis 45

51 CHAPTER VI Learning Experiences 71 CHAPTERVII Learning Resources and Teaching/ Learning Approaches 79 CHAPTERVIII Discussion.... -11 89 BIBLIOGRAPHY:

DEFINITIONS -95

Cont 'd...

9 N -v-

Page reference

SUPPORTMATERIALS Descriptive Tool and Analysis of Programs'Level Objectives 101 Evaluation Tool for ClinicalPerformances and Level of Ex- 157 pected Performances of EssentialManual Skills Learning Experience - HoursQventiew 255

APPENDIX 1.Terms of Reference 299 2.R.N.A.B.C. Approval Criteft 301 3.List of Program Documents 313 4. Survey' 315 5.Guidelines for On-Site Visit 323 6. Correspondence 329

L -vi

, LIST OF TABLES

Page reference

14 Table 1 Summary of Philosophy of CamosunCollege ,. 15 Table2Summary of Philosophy of Cariboo College

Table 3Summary of Philosophy o' OkanaganCollege 16 17 Table 4Summary of Philosophy of U.B.0 18 Table 5 Summary ofPhilosophy' of V.C.0

Table 6Overview of Philosophy ofCamosun College Nursing Program 23

Table 7 Summary of Major Units f rpmCamosun College Model of Nursing 24

Table 8 Overview of Philosophy ofCariboo College Nursing Program 26

Table 9 Summary of Major Unitsfrom Cariboo College Model of Nursing 27

Table10 Overview of Philosophyof Okanagan College Nursing Program 28 , Table 11 Summary of Major Unitsfrom Okanagan College Model of Nursing 29

12Overview of Philosophy ofU.B.C.'s Nursing Table 30 Program

Table13 Summary-of MajorUnits from U.B.C.'s Model of Nursing 32

14Overview' of Philosophy ofV.C.C.'s Nursing Table 34 . Program

Table15 Summary of MajorUnits from V.C.C.'s Model of Nursing 35

16 Admission Requirementstoz NursingPrograms with Table 38 Reference to Type of Applicant D

I v -vii-

Page reference

"....) Table17 Colleges' University Transfer Courses 53

Table18 Summary of Organization of Courses According to Type of Content 54

Table19 Total Hours in All Programs According to Types of Learning Experiences 61

Table20 Summary of All Programs for Students .-, In-Class Workload 63

Table21 Summary of Programs' Lengths 66

Table22 Comparison of Distribution of Instructional Hours of Each College Program to U.B.C. as the Criterion Model 68

Table23 Summary of Learring Resources and Teaching/ Learning Approaches for All Programs 73

Table24 Summary of Four Groups,of Selected Essential Manual Skills for Each Program 233

Table25 Overview of Instructional Hours - Camosun College 257

... Table26 Overview of Instructional Hours - Cariboo College 265

Table27 Overview of Instructional, Hours - Okanagan College 273

Table28 Overview of Instructional Hours - University of 'British Columbia 281

Table291 Overview of Instructional Hours - Vancouver Community College (Langara) 289 LIST OF FIGURES Page reference

Figure 1 Relationship of Depth and Scope of educational Content 3

Figure2 Conceptual, Framework for the Study(Admission to GiiduatioV 10

Figure3 Distribution of Instructional Hours inPercentage for All Programs 60

Figure4 Comparison of All Programs According to Proportions of Total Instructional HoursSpent in Specific 'Noes of LearningExperiences 62

Figure 5 Comparison of Student's AverageWorkload per Semester or Term for All Programs 64

Figure6 Comparison of Theory to Practicefor Each Semester or Term of All Programs 65

67 Figure 7 Summary of Program Lengths

Figure8 (%.ornparison of Distribution of InstructionalHours .of Each College Program to U.BC 69

C SUMMARY

In the mid-sixties, hospital diploma nursing programsstarted to phase out while college and institute diploma nursing programsbegan to develop.At. present, there are eight college andinstitute nursing programs which vary according to length, time-frame and methods used toachieve student learning.In addition, the University of British Columbia offers ageneric B.S.N. baccalaureate program comparable in length to a. few of the colleges'diploma nursing programs. This .descriptive study began in the early summerof 1982 and its purpose' was to answer the overall question:"Oo differences between collegediploma/ nursing programs and the generic universitybaccalaureate nursing program exist, and if so, what are thosedifferences?" A macro-analysis of programor terminal, objectivesand level objectives was performed as a micro-analysisof educational content was not feasible. Evaluation tools used in the nursing programs werealso analysed.A comparison between the programs' level of expectedperformance of four groups of essential manual skills could not be carried out due to adifference in methbd of rating performance level among several programs. Tfie overall findings indicate that there are basic differencesbetweenthe five nursing programs that have been surveyed in the courseof this study. These differences have been identified as follow:

1.The pitit000phie4 of the nursing programs varyin relation to their models of nursing ano approaches to the learning process.

2.The admi,saion etatVtia. differ for each of thefive programs as to number and type. 3.Each program has a different Way ofwriting the CuAtticutum, tvuxinat or pitopartitt objective6 and of stating thetevet objec- tive6.

4. Each program shows variations in theirselection of Suppe/It cowt4se.6, and their content.

5. Each 'program varies in ternof duution, numbek o6 hotm.4 inattuction, both theolui and 04actiet,and thetength oi the evatuation time pe4iod.

6. Each program varies in the amountof Ce.014.0.42t aactiee andItthod 4upeAvibitht provided for thestuden6"

7. Eachprogram varies in the degreeof 4et6-dittlated Cumming. 7 8.The 4C.heduted ciaea woAktoad of students varies from program to program:

9.While all five programs have C0091110/1 content and Ceakning expvti- ence.s, each program organizes and sequences these' differently.

10.While all five programs use teittbOOk4 pertaining to common content areas, these textbooks vary from program to program.

11. While all five programs use tutitten examination& to evaluate learning, the methods used for designing these examinations vary from program to program.

12. While all five programs use a clinicat tvauittion tOOL as a guideline for evaluating student performance in the practice setting, this tool varies in both format and rating scales from program to program.

The overall findings also indicate the folloWing differences between U.B.C.'s generic baccalaureate program and the four collage diploma nursing programs:

1.With reference the pitit000phied O:he went educationat inatitutiona, U.B.C.'s primary purpose is to provide education and increase the knowledge base, while the colleges' purpose is to provide educational opportunities.Moreover, the university serves a broader community than do the colleges.

2. The baccalaureate program prepares graduates toWOldtindepencknatj in both the'accite eme, tong-tem eau and conotwaty oettive to serve a Wentquaythat includes individuals and families.In pontrast, the college diploma nursing programs prepare graduates to work primarily in the acute care settings (hospital) and to provide care tc individuals or groups of individuals underthe supervision of an experienced R.N. when they first beginpractice.

3.The 4414.664.0n Wt:Wt.& for the baccalaureate program for students who have just completed Grade XII are primarily academic, while there are fewer academic requirements but morediversified criteria that must be met by students wishing to gain entry into' thecolleges' nursing programs.Actual d:1,mographic characteristics of students could, not be determined in this study.

4.Based on the assumption that the curriculum and the levelobjectives reflect the educational content selected in the program, It appears that U.B.C.'s objectives encompass a greater Mangeold expected beltavioots for students and graduates than do those of the colleges.' Consequently, the scope of content is bi'Oader for the baccalaureate program than itis for the diploma nursing programs. 5. The university has the longest Atop=dtaation which is implemented over the longest time frame.However, when examined in combination with the student workload, CaribooCollege has nearly the same number of instructional hours,approximately 160 fewer hours.Cariboo College has the highest scheduledstudent workload, while U.B.C. has the lowest.

6.The B.S.N. program has almost twice the amountof the.o/ty component than it has potactice component.Proportionally, colleges have a closer balance between theory andpractice.

7.The B.S.N. program has proportionally merecommunity practice expeitiencz than do the coi:eges. N.

Chapter I

INTRODUCTION

14 -1-

Chapter 1

INTRODUCTION

Noticeable changes have taken place in British Columbia at the level of nursing education prer3ratory to nurse registration over the last two decades. Twenty years ago, Registered Nurses (R.N.) received their education either from a hospital-based diploma program lasting approximately three calendar years in length, or from the. University of British Columbia (U.B.C.) Bachelor of Science in Nursing Program (BS.N.). In the late 1960's, diploma nursing programs began to develop in B.C.'s College and Institute system. Subsequently, numerous hospital-based diploma nursing programs were phased out.Presently, there remains within the province only one hospital, program at Vancouver- General Hospital (V.G.H.) while there are eight college and institute-based diploma nursing programs.U.B.C.'s B.S.N. program still stands as the sole generic baccalaureate program available within the province while both U.B.C. and the University of Victoria (U. of Vic.) offer post-diploma R.N. baccalaureate programs. Within British Columbia, the Registered Nurses' Association of British Columbia (R.NA.B.C.) is the professional approvals body for programs preparatory to nurse registration, while B.C.'s Ministry of Education administers the 1977 Colleges and Institute Act under which Colleges and Institutes are established.In the spring of 1982, the Ministry of Education made the following observations in relation to the eight diploma nursing programs within its minis- terial jurisdiction.Programs:

1.Varied in length, i.e., number of months of instruction varied from program to program. 2.Varied in time-frame, indicating that programs were implemented over periods of time varying from: i. Two calendar years ii.Two and a half calendar years iii. Three calendar years. 3.Varied in their methods of implementation, indicating that while some programs had work experiences and/or used self-directed learning, others used more traditional methods. 4.Graduated diploma nurses who received credit for the first two academic years of the U.S.C. generic baccalaureate program in nursing. 5. Had program lengths similar to U.B.C.'s generic baccalaureate program. As

As this study was set within a specific context, there may be manyterms, phrases, etc., with more than one possible interpretation.Please refer to pages 95-99 of this report for definitionsused for the purpose of this study.

PURPOSE OF THE STUDY

The purpose of this study was to accurately compare the following aspects of college diploma nursinn programs and the generic universitybaccalaureate program in nursing: A. Admission Criteria

B.Curriculum 1.The Ph.osophy or Beliefs 2.The Purpose 3.The Curriculum or Terminal Objectives 4.The Conceptual Framework: a.Level objectives b.Course objectives c.Learning experiences d.Learning resources e.Educational content f.Teaching/ learning approaches g.Evaluation of learning The primary concern of the study was to describe the depthand scope of ethicational content in each of the five programs.The following descriptions of depth and scope were developed for this study: Depth of Content refers to the complexity of a course (i.e., degree of thoroughness).

Scope of Content refers to the broadness of subject matter included in specific units of a course.

16 is -3-

The following example and Figure 1illustrate the relationship of depth to scope of educational content.

Figure 1 Relationshipj of Depth and Scope of Educational Content Included Under the Topic of Communication Skills

DEPTH Terminate

Maintain

Establish

Nnwww.mml1011111k.m..m.0 SCOPE

For example, if the subject matter included in a program comprises the establishment, maintenance, and termination of a relationship with aclient using five. dif'erent models opposed to one model, then the depthof content is considered greater. However, ifthe subject matter includes only the establishment and maintenance of a relationship with a client, then the scope of content is less. In addition, the study was endeavouring to make specific comparisons between the college programs and the university program with respect to these aspects. Evaluative analysis was not intended. ASSUMPTIONS

The investigator began the studywith the followingassumptions which Assumptions specific to onlycertain as- are documentedin the bibliography. pects of'.`ie study are stated insubsecJent chapters. 1. A curriculum is a dynamicand flexible plan forstudent learning. Subsequently, current informationmust be obtained inorder to reflect reality.

2.The reports submitted by programspreparatory to nurse registration to the R.NA.B.C. wouldprovide the majority of datarequired for this descriptive study. to the nursing 3.The quality of nursingeducation is of prime concern profession and to the Ministryof Education. determined by 4.The direction of nursing andnursing educbtion is trends in B.C.'s health caresystem. limited amount of 5.The nursing program headsand faculty have a time to participate inthe study.

4-"

METHOD

methodology of the Several importantconsiderations determined the study, including: 1.- Accessibility to programinformation. educators' involvement in 2.The recognized needof obtaining nurse thedesign of the study. periods. 3.The availability ofindividuals during vacation The study proceer4gd in the following six phases:

Phase I Literature Review

Phase H Collection of a Data Base

Phase III Development of Instruments

Phase IV - On Site Visits Phase V - Data Analysis Phase VI - Discussion

Phase I - Literature Review: A review of literature was first undertaken.Most articles and books relating to nursing curriculum studies were written in the United States (NLN Publiations).In their report of April 1981, Kruger and Yensen indicate that the Associate Degree Nidie (A.D.N.) prepared in Americancolleges may isave a slightly different role than the Canadiancollege diploma.raduate. .ft In addition, articles and books on nursing education studies relate specifically to describing only one level of nursing,thit is, diploma or baccalaureate programs (A.RA. Consultants, 1978, lmai, 1980, Winegard Submission, R.N.A.B.C., 1976 and N.L.N. Publications).It appears that, at present, there exists no equivalent study where Canadian college diploma and university baccalaureate nursing programs are compared. As this descriptive study addresses the process of preparing a graduate nurse and not the graduate's ability to assume the role of aregistered nurse, the literature reviewed focused on:

1.Each program's most recent report to the R.NA.B.C. Committee on Approval of Education Programs Preparatory to Nurse Registration. Ideally, these reports are to include all the data related to all the study's questions, except possibly the detailed educational content.

2.College and University's academic calendars.

3.Educational research studies from related fields.

4.Canadian and British Columbian professional nursing publications. 5.Publications of faculty involved with the programs. Several publications were useful in developing data collection anddes-, criptive tools, in particular those of the Canadian NursesAssociation and the R.N.A.B.C. (Blueprint, 1977, Definition, 1.980; R.N.A.B.C.:Competen- cies, 1978, triteria,"1977 and Essential, 1978).

Phase II - Collection Of a Oats Base: As previously mentioned, it was assumed by the investigatorthat the reports submitted to A.N.A.B.C.'s Committee on Approval ofEducation Pro- grams Preparatory to Nurse Registration wouldprovide the majority of the information required to answer the study's questions(Criteria 1 to 2.6, R.N.A.B.C., 1977, Appendix 2).However, as all of the programs were in different phases of the approval process, complete reports were notavailable to the investisator, in addition, as the nursing community became more involved in the research design, more data was identified furcolle6tion.

Phase III - Development of Instruments: Various instruments were developed to assist indescribing and comparing the various components of the study.These instruments will be introduced in subsequent chapters.

Phase IV - On-Site Visits: Between late November and mid-December 1982, theinvestigator visited each of the five nursing programs.The purpose of these visits was to clarify and verify t1e data which had been collected. In order to accomplish an in-depth description of theeducational content and of the student evaluation process included inthe programs, additional information was also collected during these visits.The last of this information was received during the secondweek of February, 1983.

Phase V - Data Analysis_ The majority of information collected resulted in a poolof nominal, ordinal, interval and rittio data.The data was suitable for analysis as measures of central tendency. A subsequent analysis wasperformed In order to provide comparative data. However, the investigator was unable to reformulate someof the data which was then included as,raw data.

20 Phase VI - Discussion: Following the analysis of the data, this report was developed in an attempt to arrange the large amount of data into workable units.

STATEMENT OF QUESTIONS

Overall Question: Using the nursing programs preparatory to registration of four colleges, namely Camosun College, Cariboo Colleges, Okanagan College and Vancouver Community College (Langara), in addition to U.B.C. generic B.S.N. program, the study was designed to answer the following question: "Do differences between these four college diploma nursing programs and the generic university baccalaureate program in nursing exist, and if so, what are those differences'?" The Tern.); of Reference can be found on page 299 of the report.

Contributing Questions: Within the terms of reference, 'the following questions were subsequently developed to serve as framework for the study.: 1.What statements do each of the five educational institutions make on the following: a.Their mission? b.Their goals? 2.What statementsaare made by each of the five programs in their philosophies with regard to: a.Beliefs about nursing, education, the learner, the learning process and the faculty? b.Conceptual model of nursing? c.Purpose of the program, that is, what role will the graduate assume upon successful completion of the program? ti 3.What behaviors must an individual possess prior to admission to each of the nursing programs?

4.What are the behaviors expected of: a. A graduate of the program? b. A student at specified points or levels in the program? 5. How does each of the programs select, organize and sequence its content and learning experiences?

a.What courses are included in the program?

b.What behaviors is the student expected to demonstrate in order to successfully Complete each course?

c.What are the actual numbers of learning experience hours in the program? d.What educational content is included in the program?

6.What learning resources are used in the program to assist the students in achieving the expected behaviors?

7.What teaching/ learning approaches are used in the program to assist the students in achieving the expected behaviors?

8.How is the students' learning evaluated in the program? 9. How does the relationship of each of the four college programs, as identified in questions 1to 8, compare with that of U.B.C.'s generic B.s.tsr. program? CONCEPTUAL FRAMEWORK OF THE STUDY

Figure 2, on page 10, represents the conceptualframework of the study based on the terms of reference. The diagram inthe upper part of the page resembles a critical path diagram, which demonstratesthe relat.nship of events within a time-frame.The events themselves appear in the boxe and the con- necting lines indicate the time-line or process.The events are sequential and move from left to right.Thi3 model begun with an applicant becoming a student.Line a, indicates the time or process of the applicantmeeting the admission criteria.Once the student enters the nursing program,learning occurs in the three following domains (Mown,1956):

Cognitive Domain u lines b, f, i, 1 + n Affective Domain lines c, e, h, k + o Psychomotor Domain lines d, g, j, m p

All three domains of learning combine toachieve the program objectives. Boxes LiA, L1C and LiP are the objectives thestudent meets at the end of Level Iofa program. At each levelof the program, level objectives in each of the three domains describe the behaviorsexpected of the student in order to continue in the program. As stated previously, the connectinglines represent the process of achieving the objectives in reference to time.This study was to describe some factors which assist the student inachieving the objectives.These factors are a. The learning experiences b.The educational content or subject matter c.The learning resources d.The teaching and learning approaches.

Other factors may also assist the studentin obtaining the objectives but these' were not within the limitsof the study.In addition, the study was to describe the process of evaluating the student'slearning.This study ends with the graduation of the student.The diagram appearing on the nekt page doeshowever include the process of. the graduatebecoming.. a Registered Nurse by writingand passing a 'national comprehensive testdeveloped. and administered by theCanadian Nurses Association Testing Service(C.NA.TS.).This exam concentrates on certain aspects of the cognitive domain(Blueprint, 1977, p. 3).

23 figure 2Conceptual Framework for the Study (Admission to2redmatioa) 0 UM. OLINCTIVIS

C N A T I. 0 S s A Program + Graduation N Objectives D a d

S T a A 11MEFRANE DESCRIPTION > T 0

LI.A 2A, L3A + Level Objectives for Affective Domain a Admission Criteria 25 Cognitive Domain b,f,i,l + n Cognitive Domain and the Description 14, L2C, L3C + 1xC 0 Level Objectives for

24Ic,e,h,k +o Affective Domain of the process for LIP, LAP, L3P + Level'Objectives for Psychomotor Domain

dog,j,m + p Psychomotor Domain achieving the objectives C

.0 Cognitive Domain VI

LIMITATIONS OF THE STUDY-

Therewere several limitatons to this study.While limitations which affected only certain aspects of the study will bediscussed in subsequent chapters, the following three general constraintsaffected the entire study. T.a-inost limiting constraint of `:he study occurred as each program was in a different phase of the ft.N.A.B.C.'s approval process.Camosun College had just graduated the first Otis of its new programand was preparing a report for the fall semester.Cariboo College was in the process of implementing for the first time, the final year of their three-year programand would be submitting a report for the fall.Okanagan College's nursing program was not new, but had just completed a %view In the spring, so thereport available was relatively current.V.C.C. had last been reviewed in the fall of 1.981 and was continuing to implement a similar program.%U.S.C. was implementing the fourth year of a new program.,The investigator was provided with pertinent sections each of the last four reports which U.B.C. hadsubmitted to the R.N.A.B.C. The study was also limited by the scarcity of .relevantliterature or valid research on similar studies.Consequently, a consensus of opinion had to be- reached among the ministry, the five program representatives,other nursing professionals and the, investigator on the research design. Finally, the study was limited by the purpose and the terms ofreference. Many nurse educators expressed concerns that the study did not gobeyond gra- duatiob.

v b -12- 4.

REFERENCES

1.A.R.A. Consultants Ltd., A Reviewof the Two-year DiplomaNurs Pr..ram in Coles of 1d, HodArts and Technol..in Ontario. Ministry o o egos an n vars tea,rovince ontario, 8 2. Bloom, B.C. (ad), Taxonomyof Educational Objectives+,The Classi- fication of Educational Gaels,(Handbook 1!Cognitiie Domain). New Y*rk:Oavid MacKay, 1956. .3. A Blueprint For aComprehensive Examination for NurseRegistration!, Licensure.Canadian Nurses Association,CNA testing service, Ottawa, Canada, May 1977.

4. Camosun College Calendar,1981-1982, p 36.

5.'mai, H.R. Cal We Get ThereFrom Here? Report on Feasibility Study for the Provision ofinternship/ Residency or otherPrograms to Increase Clinical ExperiencePrior to Nurse Registration.Prepared for: Registered Nurses Association ofBritish Columbia, September1980. Vancouver Commun- b.Kruger, M. and Yensen, J.The Nursing Program at ity College, LangaraCampus: A Study of theFactors Influencing Access and Program Length,April 1981.

7.National League for Nursing(NLN) Publications: a.Characteristics of BaccalaureateEducation in Nursing, 1979. Pub. Number 15-1758. b.DeChow, G.H. CurriculumDesign for Associate DegreeNursing Programs:Factois in Program Direction ,1980.Pub. Number 23- 1833: c.Developinp Tests to EvaluateStudent A chiaVement in Baccalaureate Nursingrograms, 1979.Pub. Number 15-1761.- and d.Peterson, C. J. (Wilits);Broderich, M. E.; Demarest, L.; Haley, L.Competency-Based Curriculum andinstructions, 1979. League Exchange Number .e. Tier, L. L. and Roberts,B, 0.Curriculum Design for Associate Degree Nursing Programs:Teaching and Evaluation in theClass- room, 1980.15ub. Number 23-0.26. f.Waters, V.Distinguishing Characteristics ofAssociate Degree Education fori(ursery, 1979.Flub. Number 23-1722. Professional 8.Winegard Submission, TheDelivery of Academic and Programs outside of the Vancouverand Victoria Metro olitan areal, egistered and AcademicTransfer Programs and t sir Articulation. Nurses' Association of13ritish Coiambia,W 27 4

, S 1

chapterle

. PHILOSOPHIES OF THE EDUCATIONAL INSTITUTIONS

'7 -13--

Chapter II PHILOSOPHIES OF THE EDUCATIONAL INSTITUTIONS

It was. assumed that each of the nursing programa ceflects thephilosophy of its parent educational institution and contributestd the achievement of its mission and goals. , A summary of thesephilosophies is providedon/thfollowing pages, however, at present these statements are beingrefetniulat by all colleges.These philosophies demonstrate the following differences Whicmay account for variations between a college diploma nursing prog\raen'and an universitybaccalaureate program:

1.U.B.C.'s geographic mandate includes the entire province, whereas each college's mandate is its college region. 2. A university's role is to provide educationand contribute to the development of knowledge, whereas the colleges provide educational opportunities only. A further comparison of the philosophies of the Colleges, asshown below, May account for differences in college nursing programs:

1.Camosun College is committed to meeting the needs of theindividual which may suggest the self-directed learning approachused by the nursing program, while the other educationalinstitutions refer to meeting the needs of the community and/or groups.

2.Okanagan College is committed to offering a broad general education base in careerprogramsAtiatement made by Gail Prowse, Co-ordinator, Practicala9s:rDiploma Nursing Programs, during on- site visit on November 25, 1982). A similar statement wasnot made by other colleges. Philosophies of specific colleges and university are to be found on the following pages:

Camosun College page 14 Cariboo College 15 Okanagan College 16 University of British Columbia 17 Vancouver Community College (Langara) 18-19

2J Table l SUMMIT OF PHILOSOPET of Camosun College OBC or College Rave Educational Institution

lomrpmee Source Camosun College is dedicated to theprinciple'of a strong community orientation and (mission) 3,0 comprehensiveness of programs. The College supports a policy of orderly, planned College and controlled development. In addition, it believes it is essential to maintain g Mission high level of autonomy and self-determination,if it is to remain flexible and Document responsive to the immediate needs of its community.Camosun encourages participation on the part of its various reference groups: faculty, staff, students, governing bodies and the community atlarge. Camosun College is committed to meeting the needs of the individual.

Coals 3.3 Over the years, all segments of the College community aswell as representatives of College the larger community have participated in theformulation and refinement of a set of Coals goal statements. The following set of goal statements has been adopted bythe College Board: t 1. To develop and maintain an awareness of theeducation and training needs and opportunities of all adults in its region. 2. To provide and promote instructional programsand supporting services which meet those needs and opportunities, including career preparation,academic development and personal enrichment. A 4 3. To remove barriers to learning. 4. To treat all who come in contact with the College with esteemand regard. 5. To acknowledge the individuality of itsclients and to create an environment in which the student will discover the means to help himself. 6. To establish and maintain the necessary contacts toassist graduates to find satisfactory employment, to obtain required accreditation or totransfer to other poet-secondary institutions. 7. To adhere to the principle of life-long learning and toprovide opportunities for continuing education. 31 8. To establish and maintain high standards of performancefor all personnel and % programs. 9. To govern itself with due concern for both efficiencyand cost effectiveness. 10. To keep the community adequately informed of College servicesand programs, and to involve the community in planning for College development. 11. To provide evidence at regular intervals that it is progressing towards its stated goals. -15-

Table 2 pummay ar nuosormr of Cariboo EEC orCol/ell:elite Educational Institution

Purpose Source ' Cariboo College is committed to the philos phy of a (Mission) Page 291-293comprehensive comMunity college which "has the responsibility June, 1980to offer the broadest range of educational opportunities to

- the citizens of its region consistent with the available -Program resources." Submission

aals Page 291-193 A. The provision of such educational and training June, 1980 opportunities for the citizens of its region as are provided from time to time by the relevant statutes and Program regulations of the province of British Columbia. Submission B. In respect to the above these educational and training opportunities shall consist of the following:"

a.) University transfer following one to two years of college

b.) diploma & certificate career and technological training programs in response to community andprovincial needs

c.) vocational courses and programs in response to community needs or of the relevant provincial and federal departments and where applicable provide college certification

d.) establish priorities for the evaluation of courses and programs

e.) provide opportunities to citizens of the region who are not accessible to campus centres

32 Table 3 SUMMARY or romosoror

of Okanagan College or College Vane Educational Institution

Purpose Source The statement of principles whichfollows, enunciates for °Okanagan College its (mission) Preface collective ideal; an expression of thefundamental concepts by which the growth and 1982-83 operation of the College are to be guided.The purpose of this statement is to Calendarstimulate all individuals and groups within the College toassist in its growth, unity and.,fulfillment.

The following principles and purposes are organizedin terms of the college's responsibilities to, and relationships with, the Communityit serves, the studeutr who attend, and the internal elements of theCollege.

Goals The College and Its Community Okanagan College recognises a three-fold definition of itsCommunity; residents of a geographical area prescribedby Provincial Authority; all those people from without this prescribed area Who wish to avail themselvesof College services; and 'Provincial residents benefiting from the College's specific rolewithin the coordinated educational system of British Columbia. The College perceives for itself a complexleadership role which includes the following to recognise the mosaic of local and personal variationswithin its community...to broaden the horizons of its community...to augmentservices where deficiencies become apparent, to encourage the development oforiginal concepts in community education. The College and Its Students I The College regards as a student any individual who participates in College Offerings. The relationship between the College and its studentswill be flexible, relevant, conventing and diverse with emphasis upon theimportance of the welfare 34 of the individual student. The College and Its Internal Elements The College willbe responsible for creating and nurturing an environment conducive to the maintenance of its functional vitality. -17--

MIST COPY MALARIA -

Table 4

SUMMAR! 00 1411141100111 of Universitrof British Columbia se &liege Illsme 1140ceetemel testliceetem

Source

Putpue Prow*, The stesitie of USG, like that of all first clue eniversities, im to eery*society (Mission) Subeissionby pruidisg the best sevireement it can in which to motor* and etieulete the settee January intelleetwel cepecity, enriseity sod creativity of Ste 1*4091 old, to din this is 1900 such s wsy es to foster the development of Canadian culture. is the proems, of (taierpt Weenies its students, the university comounity, thrush its research and scholar* from The ship, provides intollectoal lsoderehip for moiety; free the ranks of itsgraduates Meilen ofit oleo provide* society with- lesdere in all field. of endeavour. Os other bnivereityinstitution devised by buena can clefs a *legion which entails eve% grave reopen- of !Britishsibilitiee se thou which devolve upon the Univereity; no ether isebitutises have .tolumbi", such profound Dews tore effects is the future of society. November, 1979, pose

24. .

Goals The University mute these responaibilities by providiee:

1.) educiiiae of high quality for undergraduate and graduate *cadent' in the performing and creative art', in the humanities, the *mist science", the earth science., the life sciences, the emtheesticsI eciencee and the physical 'ciente.. and also for students in the wide range of profusion' that are essential for maintaining the fabric of society;

2.) new knowledge through retouch and scholarship and theapplication ef sew knowledge in the professioms;

3.) a wide array of progress in continuing educationfor the general public and for the profusion";

.) s reouvoir of knowledge and *sportive which is aveilayle to governeentand to industry. Program In fulfilling it* oblieetions within twig university, the School accept' three- Suheieeiondieensioeel role: Jan. 1900 Page 2 1.) to prepare morsel, capable of meting ursine seeds within the doemasity in e way which to congruent with their level of preparation in nursing.

2.) to promote effective use of writes knowledge by those engaged in the practice of surging, and , 3.) to add to the body of nosing Itseeloise.

33 -18- 'table Ownor 111111600117 Ireecoce Orsimicz Whip (Loosers) of tow* SONNatisial Ihootibettais sict r ..JdA

Penne* 'Iniseion) Source twenty and A 1902-1,63The College lowed, general administration, esepue adssinistretift, providing ell midgets of the College Calocaler support staff exist for the steel* surpese of Page 1 with the boot quality of adoration and trainsgpermitted by evelloble rooftree*. developftet of the Program A osier guide of Langar'e administrative 19000007 is the fernelatod by College SobeissionCollege to peeve the Comernity aceordias to Collage policy es Page 69 Cftincil. .. st Longer* it is Goals VCC if there is any steals osier aspect of administrative philftephy those, awes faculty, tftes- that there 00114 be regular, homet oeeltatift with all that amet hi mode. clonal adminottenee or stelft who will be affected bp *mistme Plan 1910-111115 "MI I SALof %sulk 15.ocrono

Vammilverilminesity College bee oftimitmeft sad as sok*awlailied *blidstiss to provide, within available tefturces, a cemptehensive range ofoftcatiftel progress reepwlisg to the versional', dinettes, mod gelid edecoltioes1mad tennis seed* of Melt* to the commenty. Specifically it *ills 1.1 mess cooeity dftetheel needs on @wettest'e and se-soles Mai *; 1.2 provide edecatioen progress which enable gushing toelisions bosh educational defichecials sad/or proper, etvdests for furtherdecatiftel opportunities within the alleges 1.3provide ehmenemal Fogies' directed toward Okill.develepeentfor eeploymeti 1.4provide oderatiemal Filigrees isolates 'soden, to @Otiosealecation throve, seploymeet opportunities. and provide 4 a variety el programs Aids sallow personal 'oriel/went or professional upsrediegi med. okillidevelopment or to facilitate 1.5 provide educational programs for colonised transfer to other aglow,. !esthetes or mniversities.

Cool 2 -- !slams Quality

Veftouver Comounity College will act to afters thatthe,quality of its derationel Programs is anietelee4 sad enhanced. Specifically. it call:

2.1 develop its systems further for the oveleatioe, weifiretisewed improvement of **motional programs.

2.2 incarporoto appropriate inetroctift to oftmencatift skills inall programs of instructive.

Coal 3 -- Accessibilit7

Vancouver Coommity College will develop end utilise systemsto optilee etwdeot acres. to educational pigmy" by etoinisiescosomic. social, and ocher identified barriers. Speetfically, it wills oftissieft policy; 3.1 develop sea moistein, within available roseate**, an open stedens will he twisted in oracles training and aducatioenentrance requirserets or ouch extereal reftiremeete as ley free ties to timeapply;

3.2provide to the *stint lAewei by its refterces, eduv.:Sonal programwhich sexist webers of the community in overcoming geographic aid ChMconstraints and Massif's raft sod styles of lamming;

3.3fecilitte transfer of etwieate free other swede, !melodies other post - secondary lestitieless, for further decacift ow contisuodskill developmeat;

3.1provide cedareieseivo ceomoelliod aid other etudes:a serviette which seppert Imams to the Collage; and.

3.9 iorreem to Ascend*. weirs and swifts so IMINISCO systems Dipporting edweatieasi stateseibility.

Sell 4 4L!! lyllan9natistuil Streeter,

Vsecoever Coftwity College will siatale an ftgeniestiftel etrectoreouppertiwg effective delivery of edecetiemel programs which is capable of adopting to ant cheeses is the eaftenity's adocationel fteds. Specifically, it wills

thromea its 4.1 maintain and strengthen the College's iftelvemenc ie the eammweity coopeeent eftcatiftal metros to their varies*locations; 4.2 molatoie and strengthen the ideatitise of itscalpooesteducational contrite NI UAW el Veneeftet Cenfteity College; is 4.3be flexible is the diversificatiee of giggle's at its educational metres hefting with choosing csammaity seeds sad within available mosearcea:and. 4.4ensure that the sanity and emactity ofadadoistrative service* are adequate to achieve Collage ml..

REST COPY AVAILABLE 36 19

Table S continued

Purpose (mi.stoa) Source

Goal 5 ... - DeCAp$oe-Making

Vancouver Community College W411 01110011111111 participtiot byteemusity and internal. constituencies is College affairs and decteiee-eskig. Specifically, it will:

5.1 establish and smintaia the appropriate advisory bodies necessary to rapport effective communication mid decteloriesking by Collegeconatitueacies; aid, 5.2 Percher develop systems of ememelestiese to facilitate theflow of information among the Co/lege internal coeatiteencise to supportinformed dee/sloe-making.

Goal 6 -..- Communication

Vancouver Commueity College will interpret its role to thecommunity at large, aid actively involve itself ia, and inform itself of, that community. Specifically, it will:

6.1 improve relationships with the community owl itsleahre, govervessit. and business, as well as other types of organisations is order toeach:my information in a co-operative and collaborative goober;and, 6.2maintain co-opestive and collaborative relational*a with othereducational institutions in order to better understand theeducational seeds of the commumity at large.

Goal 7 -- Community Relations 4

Vancouver Community College will endeavour to act se a centreof coimunity lite through encouraging the community to use College resourcesand service.. Specifically, it will:

7.1 develop the College's role in provi/Ing for community use of its resourcessad services; sool, 7.2 assess the provision of resources for coemunity usein light of unmet needs, and act to meet those needs siah complimenteffective learning.

Goal 8 -- Support Resources .

Vancouver Community College will provide the quality modquestity of support resources necessary to facilitateand enhance effetely* learning. Specifically, it will:

8.1 provide a range eel:arming enviteaments whichfacilitetithe implementation of variety of educational program delivery methods; effective learning am 8.2plan for and provide physical resources through which a tabs place; 8.9provide a compreheesive range of student services supporting thestudent eateries, enrolled is, sad leaving the College; 8.4 provide Lasers:tetanal and learning resources which supporteffective leaning required 8.5 provide sad develop faculty, staff, end administrative compotesciee for effective learning.

goal 9 -- nannies end Arced:stability

'samovar Cononsity Collage will be sereustible to its community, ateepreoestod by the College 80ord, and to the Mimicry of lawC411i00 for theeffective operational achievement of its seals. Specifically, it mills

9.1 articulate and integrate moieties systems ad procedures whichfacilitate College accountability: 9.2 develop and implement a long-term plan for the period 1980 to1985 and a process for annual plan evaluation and update; the findings 9.3undertake institutional evaluation oa a regular bests and act on of that evaluation; review 'recess; 9.4 develop further its five-year budget forecast sad annual budget end, 9.5 undertake to develop further the format of its mama reportthrough which lessors. of accountability can be expressed. 37 -21-

Chapter III PHILOSOPHIES OF THE NURSING PROGRAMS

The philosophy of a nursing curriculum may arise from the beliefs of the parent institution and reflect the beliefs of the nursingfaculty of the prr gram. For the purposes of this study, the general heading of philosophy will encompass: a.The beliefs statements for nursing education, the learners the learning process and thi) faculty. b.The purpose of the program, including the context of practice.

A descriptive tool was adapted from Johnson's BehavioralSystem Model of Nursing as used by the Canadian Nurses Association(C.N.A.) in their recent publication on Definitions and Standards ofNursing Practice (C.N.A., 1980, pp. 19-21).Each program beliefs on nursing were described on the basis of this particular analytical framework. An overview of nursing programsphilo- sophies is presented in Tables 6-15. A review of the philosophies' indicates that similarities maybe found among the five nursing programs.These similarities wofe identified as follow:

1.The beliefs on nursing as represented by the Modelsof Nursing in Tables 7, 9, 11, 13 and 15: a.Include all the essential components required of a Modelof Nursing(Johnson, 1980). b.View man as a unique being who has: I.Physical, psychological and sociological components. O. Needs and developmental stages. c.Recognize the unique role of a nurse within the health care system. d.Use the nursing process as the intervention focus. 2.The beliefs on education require a nurse to have a theory and practice base, including a general education base.

3.The beliefs on the learners and the learning process viewthe learner as unique and as someonewho is actively involved in learning.

4.The beliefs on faculty recognize their role asfacilitators of learning.

5.The purpose of all programs' is to prepareregistered nurses to work in acute, extended and intermediate caresettings following an orientation period and to provide nursing care toindividuals of all ages, (Roles and Functions, 1977).

38 -22-

On the other hand, differences between all programs may be attributable to the following belief statement: Each program's model of nursing varies according to how they describe man's health.Subsequently, differences arise in the goal, role of nursing, source of difficulty, intervention focus modes and statements of consequences. Differences in terms of the context of practice, the client group and the level of independence in nursing practice, as reviewed below, may accountfor the variation in role between a . Jma and baccalaureate graduate: Context of Practice:The baccalaureate graduate is prepared to function in a primary care setting(the community), in addition to the acute and long-term care settings which are the main settings of practice for the diploma graduate.

Client Group:The baccalaureate graduate provides nursing care to both individuals and families, whereas the diplomagraduate's primary client group is the individual. Level of Independence in Nursing Practice:The University degree graduate f)eictions independentlyand interdependently which appears to be different from the more dependentrole of the diploma graduate,(Steed, 1980, p. 46).

An overview of the philosophies of general programs and specific units for both diploma and graduate nursing programs of institutions surveyed appear in the following sequence:

Table Educational Institution Subject Matter Page 6 Camosun College Overview of Philosophy 23 7 Summary of Major Units 24-25 8 Cariboo College Overview of Philosophy 26 9 Summary of Major Units 27 10 Okanagan College Overview of Philosophy 28 11 Summary of Major Units 29 12 University of B.C. Overview of Philosophy 30-31 13 Summary of Major Units 32-33 14 Vancouver Comm. College Overview of Philosophy 34 15 Summary of Major Units 35

39 -23- Y ,

TadsS Min= fill

... a.) 11401 el ler0441 See domeery et *fee Silts et Medal

Sillete , b.) Mersin Missals' i.)immense. ere as wages provides the ledivtdoelsask ie, privileges sod tbseretlest and Mill reepesibilitime.

development ben ,,, m.) Modesto see 'epee. Se love oflonsaninia0 vela is measery for persona entlehena is fulfilling tee the pestle. at their Oedema sole. novae, b.) Usenet. here the responsibility So beast actively temeived In identititeg Isecetsg peed., plowing lesatell empecieness, sod evelemilig Iserame orgad0011. 1 a.) Wilil Mrs the reeposelbIlity to seeminereesteg self dareatem aid iseopeadsooe. This "ill peeper, lamer. to satimewssebimg beewledge ad developing 'kills through's* their --, pasteeetesel'areers. II.)Lememite 'tosses - leasing is am active preset* Oa SW be desenstreted by ghee's to beherieme, piss sieve sod/or ilo Su. a.)?regress tweeds issetteg pole is eimesed oboe the *beery sod prestiee are opsommeg. b)) Prioress tower& Isersteg seals le preeeced by movies It tattier to unIssitier ad free simple to ample' csetisi. 4.) Oppeetaltios ter epplisettem et loonies email* the Seance to sae generelleetiese $ diecriatescime sod ramie isereed behevteers. d.)LOWNLMI prorldes properaleme for aret, ad the bests for teethes educates.

ill.) ?acuity Keeley ors regarded as unique iedivideals..eith rights. priviledad and rompowibliggise. a.)The toothy all provide the oppeetuglisioe ad sliest* shish toellitste Iserelog. b.) The testacy sill be seepoteet is teaching is clear end clisicel eatimps. end in semis. to s swim et clielcal eactegs. t.) The tseelty *em "epee* to bore , oppettemities for proiseelesel *atlases* is emlfilltglig thole faulty role.

Porpees 1.) The gredeao si thedtplame sersies prewar at Comeeem'Citlege will be preparedto mite the proctorial ears" reglarecten xemisstin. 2.)Opus completles edthe Cassese Cellep swam. peeves sod with as orteetates progrs.10the oewlygredieeed emcee due

o . 2.t Provide sureleg'see tor ledirideas sad 'reeve 0 ell ewe is soot., asseded*ere or leternedisee are .shim's."" 2.2News the potentialto teammate" to liggidel sere sad /es ogepielliedsew tellswieg additional eipenisasa. otdaini *dew leesodmoseld***** 2.3 hove the paatimiIs some toodevehtp Paw tailwind eddatiast empeeloomeendiew odesecia. ) - . Closers abriestaloste a perciselsrspew or becalm. is required et, thee the et newly empltied sweetsea anise the mama empiceasuie dig mutts Maids to that egamiy....Mato the espleyiss seamy (these ehostd be) oetaliehed pellets.,prsederse sod reetioneg preriasee ter eeporwistee end sesistass. Cispecomeise sad Mille atestred for Nam Mostotraslis fora deedeste of a keit Prover, $.164.9.C., JOTS. 14A4040 Cere Soltiele- these *eerieg sliest. eke require alai trill OW -.Wield suegiselor lite SIMPOIS - sad need asiOSIO *anises 24 bests a deer. leteedid Can Malmo thede sortie. climate As require ployeteel sosistamee viaestivteteeet dilly livieg and said swam. aortic** 26 beers a day. letersediste Caws 'wimp- these oervieg 41144$6 OM rellitto dooms au seams ath satirist..of doily living sad seed ally mietnel 40011ii OPOW4001. ' -24- BEST COPY AVAILARLX

Table 7

mom OF MIPOR OMITS POOR Comm College Mame mf Program NOM Of MIRSINO letor Reit of liedel Somme Chememptmel Model of Varela"

dise, mf Pregram The goal of nursing is to promote equilibrium within and among thebio-peycho-social Merst.... Subeissieeelements of man and his environment. 19112 Page it-3

Client PhilosophyMAX* Page 1 1.1 Mee is se interrelated bio-psycho-social being who affects and is affectedby his physic t and social environment. 1.2 Man is an eniqes individual, having the capacity for change andgrowth. 1.3 Men has basic began seeds that are common to all. These needs are: a.) protection, comfort and safety b.) activity, rest and sleep c.) onyxes and circulation d.) nutrition e.)elimination f.) sexuality g.) achievement h.) affectioaal - emotional 1.4 Men progresses in his lifetime through developmental stases,each bringing particular stresses end growth imperatives. 1.5 Plan hoe innate and acquired coping patterns by which be meets his needs. copes with his changing environment and accomplishes developmental tasks.

hole of 'POST-SASICThe intended outcome of the nursing activity is thedevelopment, restoration or NWrsiag NDRSIOG maintenance of the client's equilibrium. As part of the anteing process, the nurse PROGRAMS, gees understanding of the coping process to assess thestimuli affecting her CONCEPT client, his perceptions of the stimuli and his coping responses. MODULE, STRESS- A thoroegh client assessment will include all the *Gotten ofetiamil (developmental ADAPTATIONtasks, basic human needs, physical and social onvirooment).The nurse than CONCEPTUALutilizes preventative, educational, restorative and upprtiveactivities with the

FRAMXVORKclient. .

Page 6 IMPORTANT VOTE - Seams* the nurse is dealing with the whole clientand not Just a disease process or surgical procedure, she will seek opportunities tocapitalize on the client's potential for growth so that he is better equipped to copeeffectively with future stimuli.

------Source of Program Disequilibrium will occur when stimuli are perceived as too great or too sdatssi inadequate. Difficulty Subedssioni.e. sensory deprivation), or when the individual's coping patterns are 1962 Variables which will influence whether a proem is equilibrium ordisequilibrium p II 2 3includes I

a. the member and nature of the stimuli b. the frequency, duration and intensity of stimuli c. the particular needs, goals and values!of the individual d. the ifidividual's life expert...wee

e. available resource systems. ,

Disequilibrium mey be manifest as physical illness, diaorganieetioa, mentalillness, etc.

The following factors daternine'the degree to which the individualis is disequilibriums

, a. multiplicity of variables - e.g. many stimuli - bio-psycho-social in nature b. suddenness or unpredictablity of stimuli

" c. interplay of variables.

The term MAN is used is the generic sense to refer to anyliving member of the human species. -25-

of her client a. Interventies %bid, The num Mamma at aq Wet is the coping process Focus Piga 6 - change et alter thestimulus alter the climes perceptise of the OtiODIUS du ambience the copies resperses. istervesing prior to the Ibid, ) proemial,* - thee. actives Mooed at forestalling or Page $ eseuresse of a stimeli or moping respeemewhich could moult is disequilibrime. somber end/or scope of b.) adesstive E. thee* settee. mimed at incressies the effective coping reepeesees or at chassis' percepticse of thestimuli. of the stimuli or the c.) restorative d. theme actives steed at the aging the esters sepias respoeses is ardor to improve the likelihoodof re-oetablishmest of equilibrium. 4.) eopportive - these actions stood at esistaisiel WAWA or copingresponses Teich are predeeieg equilibrium. 4.11.1=.....111=11.1., Commwamsesee 114,4, 1.) resteratios or meinteeence of equilibrium Pap 6 2.) If copies responses centime to be ensuccesofel inmetering equilibrium, crisis and death say evesteelly result.

Adapted from CNA: Definition of Nursing Practice fires/std. for WareingPractice, Canadian Nurses Association, Ottawa, June, 1,110, pages19-21.

4 -26-

Table OTERVIIRI OW ranosorsz

WuriPit 'Program

...... , a.) Model of NursingSee Summary of Major Units of Model Beliefs -- 4 4 b.) Education 1.) Lamer is en unique individual (Nursing) is a who is an active participant. systemic, The Learner is self - directed purposeful and responsible for his/her process in the 3 learning. domains of ii.)Lemming Process is a lifelong learning. Also, process with a rapidly changing

it provides , society. Learning is an actual foundations for process which takes place in continuing formal and informal settings. higher Learning is enhanced when it education. The can be practiced immediately. program preparesiii.) Faculty are facilitors of

practitioners, . learning. Independent learning therefore, a is an integral part of large proportion teaching/learning process, of the program therefore, the curriculum is clinical provides opportunities for this practice process.

a.) Prepare graduates who are eligible for registrationin Purpose B.C. b.) Meet the provincial need for registerednurses functioning in nonspecialized areas in a variety of health care agencies. c.) Prepare graduate, with basic knowledge, attitudes and skills with experience and/or educationcan function as leaders and provide care in specializedareas.

Following orientation, the graduate can functionas a Context beginning nurse practitioner in nonspecializedareas, of that are: (arranged in order of priority) Practice 1. Acute 2. Intermediate & extended care agencies 3. Clinics 4. Doctor's offices 5. Howe care settings whore resources and supervisionare available will be able to provide nursing care to individuals or groups of patients of all ages except critically unstable patients and /or predicatably require rapid assessments and immediate Judgement for action. He/She will work a.) under the general supervision of an experienced registered nurse b.) within written policies and procedures.

43 s*

-27-

Table 9

SONNART Off SMJ00 OMITS 090M CAR/SOD COLLKOR -Wain alfWviiias MOM OP NOBSIMS

Major LU of Modal Source [ Coacepteal Model of foreleg

Cool of Program MAN MISTING his moods which aistoles hemeeeteeis Morelos Sobotsoloaand achieves as optima level of health. Page

Client 'ream Ni. le a bin-psycheluscial balsa in constant interaction with Sehmisio.his enslroamest aid who has the fella/leg weeds: pap 17 a.) Slislaistloe b.) Love, bola/dies and self -sateen a.) Mobility, vest and steep 41.) Netritiee e.) Onyatmetion f.) Safety s.) Smeary tasulatiem h.) Sexual fuactioeing

The laterelatienship of seeds and the priorities of used: is booed as snooty to satisfy a particular amed. the attempts to satisfy seeds in gales* pattereed ways is order to *thieve and/or maintain howeemseis. . Role of ?roams Nursieg's 'mien* functioa is to assist individuals to meet his Nursing Submissionseeds wins patterned ways or modified patterned ways which fees IS are consistent with his 'ramose and future ability and cosaresat with the norm of his society.

Nuring perform, se &stagnates fuectios relative to the activities of ether health ream nonbare. ------Source of frossan Men fails to met his needs. Difficulty Submission fele 13

Intervention rase IS Nursing assists the individual by supporting and/or modifying Focus his individual ways.

Modes Paso 17 *gaieties the individual either to improve his peggersed ways or to adjust to ways outside the range of eseerelti used patterns leposed.epoe his doe to his position as the Nealth- illness cootiowun.

Cage IS Marsh* utilises the waffles Imagism is order to swain the individual to meet his needs.

Nursina omelets the individual by supperties and /or improving Ate patterned way..

Nursing cambia*s specialised kaowlmise and skills with caring attitude to assist the individual aid to meet his oseds.

Messina sepport the individual to meet death peacefully.

Coesequences fees if I.) Man nests his needs. 2.)Poacafwl death.

Adapted from CNAz Definition of Nursing Practice Standards for Morel Practice, an f Kw at ea* OWS p pages

44 -28-

Table 10 OWIRW1111 OW MIIIMPIIT

Collage trains

111111MIIIIM~1.4.11=1 .1.1,... a.) Model of Nursing See Summary of Major Units ofNodal Beliefs b.) Education i.) Learner - is accountable and responsible (Nursing) The for his/her van learning. preparation of nurses who are knowledgeable if.) Learning' Process - is enhancedwithin an competent and compass- environment that recognises a learners' tomato requires a need for unstructured time, to be program design and creative, autonomous, self-directing and structure conducive to to interact with other learners.,,In professional role addition, a Work Experience through development, and based cooperative education assists the on principles of student to consolidate knowledge, to applied education. test education against the working Diploma nursing edu- reality and to strengthen the concept of cation, while focusing the practitioner as teacher/learner. on direct patient care, is an initiationiii.) Faculty - The quality of instruction in to the scope of nursing education depends upon the professional nursing. ability of the teacher to create and As such it is res- teach applied courses, to plan and ponsible for develop- facilitate experimental learning in the ing grad...ate' Who are clinical field, and to maintain nursing adaptable to change competence required for rolemodeling. and oriented to ongoing learning

Purpose THE GRADUATE of the Diploma NursingProgram at Okanagan College will be prepared to: a.) assume a beginningstaff position b.) write the provincial nurseregistration exass oriented nursing care to a group c.) provide non-specialized * *, health of patients

Context a.) acute, intermediate orextended care hospital (clinic, office or of home care setting MinimalEmphasis) Practice b.) work under the general supervisionof an experienesd registered nurse c.) work within a framework ofwritten policies and procedure d.) **non-specialized nursing care - the nursing careof infants, children and adults exclusive ofthat required by criticallyill or high riskpatients. (Adapted from Draft Statement ofRNABC Task Committee to identifycritical components of a BasicNursing Program).

45 -29-

BEST COPY AVAILABLE

Table 11 .1 SWUM WI 114.108 Ems was 0haeagan College Roos Proems

Major Veit of Nodal Coerce The Chasms.* College Vidal 1. hammd upon Retry lisleee's Adeptatios -Level Theory:

Coil of hosts. To assist patients to develop mad use healthful adaptive responses. Nursing Submissieswhoa they are esperlescles seed for istervestios fro. the health cars system !ego 20

and Client Ibid., I. each raciest to as waivus being who is ceeetestly respeedieg to internal rase 20 extols.' etimpli. 2. Nerselly, the stimuli attesting a patient arise free his basicseeds, from his stags of developseet, and free his lifestyle. Poste Needm-Oxygee, autritioe, ellsiestion, safety, activity and rest, reinsTrt7sried reprodectiee, affiliaties, **team, perception, 'estates, selieveseet, and spiritselity. Stages of Deislopeentpromatal, Jeremy, early childhood, middlechildhood, adolescence, early adelthee4, 'middle adulthood, and later security. Lifest 14--01111if0110014, relisios sad /or culture, societysad/or class, habits. 3. Menai Moult say ease into play when a patient **counters stressful event et a disease process. Stressful Cvsetsctisis, lees and &ease. buses.. Proceseer.Structeral dysfunction, trams*, teflessatioe, Iseunity. *topless, poetic dysfunction, metabolic dysfenction, degeneration,psychosis, soureeis, personality dysfunction, sod hebttestioe. E. Stimuli de eat act singly.Cote the simplest experiesee contains alma! Sr.. varied sources.

hole of Ibid., To assist the petimet to develop and use healthful adaptive responses. Nursing Pegs IC

1 unique Source of Ibid., fatieet's unique response to actual or potestiel threats to health or when Difficulty Page 2 teepee** to health die Opt 0,t1001 for Owe' patient midalnagivipotential

InterventionIbid.. Nursing Isterveatioes lotted* the fellawiess Focus Pas* 22 femora -- eminteisies 'Kissel! which are producing healthful response Prevesties--forestallies the leitiaties of stimuli which Idea produce an unhealthful teepees* Alteratiour-chassias the meter. of stimuli to improve the likelihood of a healthful response

Mode* Ibid., Nesipulaties stieelli 'spies's,. upes the patient. By smirks a process which assists Pegs IC Individeals to develop and use healthful adaptive responses. This process involves and 22 IMOOMOge planning, letervestion and evaluation.

Consequescas Optical adaptive peteetlal will be realised

Adapted frees ClAs Definition of Dorsi Practice Standards for MersinPractice, an Assoc at on, tows, wee, , Ines

IP -30-

Table 12

sommon /11 JIA 4;A -Ws ff. hero ice grizagethimik1".

s.) Nadel of amiss Si* Mem it Major unite of Vediel Collets b.) lideemtlemf. Ve I.) Lwow -. Vs belles mos% stogies* has a belies that a eeries union esperiestial badteremsd and a of three seneential unique potestlelity for wisest and lea:slue programs, prefeesionel developmeet. lberefore, nosh develeped to there are differeeses seem students is prepare memo to their reepomese to lostetti ovloogietwo feestise in pregreoe and is the level ef adhlevemest each testy eeeplei melee, stalest attains beyeed the *Modest is se otiosity@ eases' aspects& of /repartee nem* to moot sposifted needs Li.) laseetme Peoesee -Ifs sesame that knee- of eeetsty (1...V., leg preemie fres the simple to the v.S.O. 6 VOCTORATS). samples. Therefore, We believe the Ve also believe that surriestun'shoold provide eppeitealties this petters of for studests to propose is their seedy oducettasel peepers- of nursing from that relating to tins provides learners !etiolting*, tins to families mad to with the flostbility aneweitime. In oddities, within each of to puree their indiv- thee* three areas at study statist* ideal career seals should progress from situations with tea ilthis the framework vertatioo to be os000ldered to aloes with of their life meals sultiple variables.As ., faculty, we sod abilities. believe that 'ursine sanest* ahead The eerriseles should became actively involved is their own provide opportesitiee eduestioss in tieetiffise lootoied for menitag stedests seed., flaseieg leasnimg esperieseno, nog to loans with stedests eveleatime learning eateenee. This is utter diecipltsee invelvemeet se students shield viable and to pursue those thee to beans aelimlirected leavers, individual interest* capable of mistime knowledge and develop- which odd breadth to lee otitis tbreeebeet their professional their prefonliesel careers. preparation. Ve ale* believe that proper- ill.) Vaadty -. The faculty bas a resposeP, atlas for the pretties 'ditty to establish the &trestles of the of murals& for today 'regrew, to provide the opportunities and is the fetus's, .A4 the climate which promote learnt*/ should provide a knew- and to net, interpret, and maistais lodes bees et comeepte standards of perfennese. The tensity is sad prieciples dries respessible also for presesieg these free the biological, salons med attitudes which are comoistent physical, and social with the practice of prefessiowal surdas otiose** sad *peer- and with the seletessece of the etedeet8 comities to apply this identity es as individual. knowledge to the prat ties of miming by iv.) Other seise the problem.. I.) VW believe thee the gustier of enrolee care *striae Imbed. provided by Nodose' is a reflection ef the attitude, sod reletteeebips they esperiesce is their odesetiesel profanities. 2.)tie believe that the Scheel of Vorsieg hes a respeeeibility to diesenteste emotes leowtedee. Ve also believe that elates- meet* regetred of stoteess hers the votes-. tie' to promote the disseeteetise et mese- ie. Inewledee is dieing ageeetee. 2.) Ws believe that the Scheel at Vereine has a respossibility to add to the body of mere.. Ise keowledes.the supper' auntne research sod believe that faculty sod easiest, should be eesearoged to participate is research activities. 4.) Ve believe that the lewd of Mersin; he, a resfeesibility to peepers sod provide eursies leaders is mussing practice, adocatice, and research. Leadership potential should be identified and festered is faculty sod students is ell prawns is the school. 4 BEST COPY AVAILAlv. -31-

U.B.C. cont. harpoon Students whe ouccesfelly complete the fort -pest I.O.M. press= and who are recomeneded by the Director of the School of ftfeift to Registered Ames Aseocietios of Sritish Columbia will be tligible te write the surge registratios exesinetione and to apply for agree vesistraCion is S.C. OS passim. the examteetione. (P.S.C. Caloadsr, 1962-1983, Page 37).Ths graduate will practice prefessioaal surfing is a variety of fettle. with the Wields/4s, families and other groups of all ogee and will dmaseetrate the (*Howie. behaviours:

Pomodatios for Prefoseiesel Waft Prafalleis

1. Applies knowledge from the arts and hemenitias to the treaties e' serving. 2. Utilises hem/ledge free the physical, biological and behevieeral Winces is pi/naiad and implaosatieg envies ears. 3. Pees ociestific methods of isquiry to arriving at prefoonionel Sudgeeents. 4. Applies hatowledge of sae ma behavioural system and as s system in interaction with iedividuals and groups.

. . Profeesiosel Patsies Practices .

1. ?unctions isdapesdastly and interdependently in muddies mussing care. 2. Assesses the health status of the aliest(s) and deteraines the need for outsides cafe. 3. Plans and interveson purposefully to moist the cliest in attaining, maintaining or regaining health, or to peonsful death. 4. Svelustso missing istorventives es the basis of established goals. 3. Communicates effectively with sigmas sad colleagues. 6. Applies prisciplee of bossing and coaching is individual and group siteatioss. 7. Applies reeearch fiedieas to improve nursing sirs. S. Utilises masseetat prisciples in providing, direttise end evsluetieg health care implemseted by malt sad others. 9. Demonstrates the capacity for asounins a leadership role. 10. Collsboratee with ether masbere of the health professions in and resterisg the health of isdividuals, fasilios and coamunity.

COOtIlla Students Ole samplete the baccalaureate proven and tare the S.S.e. of degree are prepared to provide nursing core to both individuals and Practice lamiliss, to people of all sees, is may stow of health is primary este matting. ( Community) no well on in acute sad loss-term settings VASA 19 :;;:n MI Nana IMES PM I Pettish Womble S.S.N payer COPY AVAILABLE . 11011111 Of NORM -32- (C4.0.11 et. el., 1916)

Pejo Vett 4 Nodal Source Statemesto

Coal of Perot The optimal bold' of usu. Pereted Aar! i, 1916 page 5.

Cheat Ibid., AnsarTion ABOVE NAM pale 5 . Nam has basic boom mods* which he experiences Ao towhee. by wing a rose of 2. Nee constantly Ogitio00 to satisfy each bogie human mod caries behaviors. satisfy oltipte sod 3. Neu esestamtly seek* lisemeay sod Wanes as be strives to ca.'s:dittos need*. 4. Nees copies behaviours an emotes! tato repetitive,predictable patterns which Mote his sboestertede *my of mettle' his anode. his growth, 5. Aevelopmeet of moos opleg behaviors is depsedet epos esteratio, sod life emportsocc. 6. Chen wan oceenters a eritteal period to his Ili* Orel'.his repertoire of copies behaviors my net allow him to satisfy one or moreof his need*. human needs, men I. Whoa coping behavior* de sot permit satisfaction of bole experiences a threat to his a:swivel or growth.

AsSoNranas AIM IMP AO A 1111111AMORAL STINK

1. men way be viewed as a behotooral *yet** made eV of sinsnibeYeceme. basic human nod. 2. Each subsystem is resposeible for the satisfaction of one 3. Each euboyeten may be viewed is life spots.** 4. The *tractor* of each sabeestem consists of cm parts: a) as interveroomal tested representing abasic hose need and abilities to mist that need, the need-vatisfying goal and the b) a psycholesical oviroorat cowsheds" force* lefluencies its anatomist. specific seal through the S. The fraction of each subsystem is to achieve its following behavioral woofs a) OontOptioa of the need to be met by the subsystee, b) recognition of used, goal, *billet** sad force* goal, c) planning (selecting posible alterestives) to achieve the d) settee directed toward goal achievement. with every other subsystem:. 6. Each subsystem is interacting and leterdepeodent other end the (mites is 1. The saboystems are is a balanced relationship with each in beleoced relationship with Ito enrichment. (lehaviourel 'yeti* balance). S. Seherioural system balance (steady state) is maintained byfeedback mackanieme operating within the eystes sad betimes the sheen erithe environment. 9. Each subsystem hen the peteetial to developcognitive and executive abilities. growth thcough the orderly 10. The behavioral sheen hes the potential for progression of sateraties within east eolosystom. tem/toes arising from 11. The beherteeral systole is neeeteetly experiefting internal and external senses*. eche both internal 12. The behavioral ghee, woos tessise-reducing responses to adjuotments and odeptioes to the saviconest. weed at any given time. 13. Meantime tallow*, the teselon-roducing moose le. Mee teeshervedocing rooms** arsinadequate to maintain behavioural :mato balance, isealsoce molts.

Table is Need sad Pool of Posh Ombriplies

Ilmboyeton Noel Cool

Separative roe balance botoses production sodCapacity for activity hill:oaths of soergy Excretory Per ollectio and removal of Meow' of accomalated wine oceemelseed metes Achieving for watery fedlisp of accomplishosets satiefectles With accomplishments Nomriehessti eselefectio of hunger Ingestive for intake of food sod fluid; senriehmest and,thirst Integrity of the Immo Protective Per safety and *hurley foliose of love, boloSinineee and Affective for lava, belogingseso and dependence dependence Sedative For etiolation of the systee's Sensory satisfaction mmHg (i.e. hearing, violas, swell, teeth and taste) Ego-veleativefor respect of self by e it sad Self-Esteem and others *aspiratory For ince** of osyges Osysamatims; mop respiration ...4

ellereefter "seed" refers to "bosh hoes need'. Soo Otago (1971) pp. 1111-157. **TM concept of life spies bee been adoptedfrom lodes field theory. 49 -33-

Noise Reit Of Nodal

_ . Sole of Ibid., Oureises wig.* fusetioa is to sorters ems daring critical period* of his lite Persia page 5 cycle so that be any develop and utilise a rano of apt.' behavior's which permit him to satisfy his boots homes mode and thereby wove tossed optimal health. , Source of Ibid., The soapiest of inning oars is any individual in a critical period, that is. a Difficulty pose II matenctleasi stage-se an earedistable *vest. Dories this period is his Life cycle, an individual easeaters &weeds ter modifyisg easiest espial, behaviours and/or for delve/pia mow saes is order to satisfy his seeds..

_ . letervention Ibid., Sartoriag *Weigle", dearthed as fooleries, pretecting sustaining and teadking. Demme page 0 are directed t010,4 redwing motive forces, saintainiag and strengthening positive forces and footedng eamitive aid emecetive abilities. page 10 Persia assists his to satisfy his bale homes needs during critical periods of his life cycle. ....----.... Ibid., The nursing promos, a preblervelving approach, is a systematic, cyclical, vegeta page 13-15method of provitieg siesta core.The nursing peewee easily is viewed as bevies four Otaimils assessment, plamnieg, implementation sad evaluates; (Tors and Welsh, 1473).The seseausit phase includes data cella:ties and analysis. The structure and tummies of sash submitss dictate shot data ars to be collated. A data collecties tool which imbeds@ major categories of subsystem data to be collected is used. The requireweat to determine subeyetes goal achievement and degree of seed 'stiff/tette* deemed* that the data collected be analysed. Asolysts reveal" tessera for nursing in fellatio to the presence end/or suitability of sepia behevieers, the presence of emotive forces and the presence and/or Ammo at positive force.. The pleasing plow includes setting priorities ammo the cascaras idestifted, establishing objective* is behavioural terms and formal-sting nursing iatarvsstioas to be employed. Objectives are.stated as coping behavisers to be developed reed /or utilised. Specific amnia interventions are derived from the three major mesas of laterventioss reduction of negative forces, maintenance and etreathening of positive foram and Notarise the dewclaw's: of cognitive and onseutive abilities. The implesentetims }Once is the carrying set of sorsiag istervestione as plumed. The evaluation phase includee &Mendota the effectivesses of nursing interventions whether objective. ors met end whether coacerns have been resolved. Theseactivities amlnieste is appraisal of behoviar chsege. This appraisal decorate." presence and/or suitability of coping behavior's and is related to goal achievement, seed satisfaction and, therefore, behavioural system Wane*. Validation, an activity employed throughout the nursing process, incladee clarifying and coon:stag data collected. Oct. collected repreeent, is pert, patient perception of ouheystem structure sad function. Sesame each phase of the nursing process depends epos patient percepttes of sub/yoga stricture and function, validation is required throughost.

aseoaquaecros Ibid., As a result of survive intervesties the individual develop* sepia behaviors to deal pose $ effectively with the critical period se that hebovieeral system balance is maintained.

Adapted from: CNA: Definition of Waffilla PlOttiCS Steadards, for Nursing Practise, Carnation hurommitmmetillea, Ottawa, JUNO, 1V, peps 19-11.

BEST COPY AVAILABLE 34 MST COPY AVAILABLE

Table 14 Bammialeudir=t1terseOVIEVION OP 1011040POP

a.) Model of Navies See Summery of liejor eats it Model Beliefs b.) Idneetiee -The i.) Leasers lank tabs veaseelbility far missal education their met leaning threw. indepeedeet bodareeed available fro*, essaltstise ash recourse is the asemealty iedivaleas sad salve powtalpetion is allege provides a self-evelestiee. It is essential that cooprebeeeive theory the lamer understand the philoaphy, hese for daisies,- pelieleesed prosedures 0 Ohs males that abases inetitetiee la sash Iowans soars. the diddles nuns'. ii.)Leonides Presses - Imernies !evolves *alley to provide aterestiees betweee44tedividiel ad ware to isdivideele of his aviresseet ath resultant arytai eve who behavioral etesswe allesriall'Irithia the require asiscasce a iedividual. Effective locales requires sac their seeds that the learner be able to transfer prior hnoulads. to sew sitestlees. Provessiee toward Iowans seals la best achieved by series tree simple to coupIsa, eed free the fa milia to the eafesiliar. Lamas is ashamed whee the larva is presided with an immediate and sufficient opportunity to practise Who 'Ojai meter that he ha been teesbc, with feedbeek reserdias the remit of the practice. Lamas is facilitated, ekes Who learner is allowed maxims partielpatiesaa desisia-eshias coecersing thresseles devolvement of she odecaciesel separleases. la.) realty - The eleeetev sasepte, respects and vales. oak leaner so se isdivideal sed.proates acressieuiedepadoesa sap responsibility for leareles. It is che edeestors talc to facilitate the apliatia 0 inselase by the leaner and to feces is the 'amide. that eaderlie techeiques.

Purpose The puma of the Vancoever Commeeity Cellos., Leeson Campus, easing pressen is to prepare a Bred etc who:

1.) is able to Pesetaa se a ember of the health ewe teas this siva se oriental.a pressen end initial postai. Acacia by as ampaieesed endeared sera or Ohysialaa. 2.) beg the petestial te said. mesas use is letessive are ad /or specialised area fullowies additises1 *aeries.* sod sepias *decease end sepervisies. 3.) is *liable to write resistratiovenendesases. 4.) demastreas prefeesaeal beheacer a the verb avievenest aid takes reepasibility for astieeiss .elf-edoestia. 5.) ces amprdiaete ad direst the activities of sualliery navies peroviesl.

West The gradate it this areas presses viii be able to provide males ed *sr* vie easteseess, restoratioe, mai peseestise activities, for rffet4144peas 0 ailvideals of mates apes uhe require assists... te west odic cods. .lhese peep. ofiodividoolado ea laded. these who require sera* use in intensive is satisal oars sad/or eposialised sew. Areas is Ala srsdestoe a this eurelas proves Gabe *mated to fweetios laded* smaral pediatric, postpartum, new hers and psychiatry.Thus, the assent of practise follows that aerated by r R 11.11411C .e.e.s.0 Conoetasciso eailhiais 'stared for leektrojise for Oreduste jot stein.(laterVaasaDeoweest),.earns, Po Nora 51 -35- BEST COPY AVAILABLE

Table 15

MOM OW WOO 01131$ V1100 Weneeower COOMOMItf_001141. CLowars) Noes of Wrogemn

WOOL w 11111111/J19

Major Unit of Model Seeress Comceptual Nadel

Coal of negro. Msintsieing the individual's health, or protecting individmare tree Meese and Pursing Subeisiomdisability, sad of sositiog in restoriag the individuals' health (or their optinal Page 0 poundal). 'Adapted free Sekalys in Mitchell, concepts Stoic to Honing,Per Torks Nearer- Will, 1977. p.3

Client Ibid., Men, the individual, is smite. sad peesesse worth. lie has the right to respect and self-development. All individual have bleeychseecial seeds which are interdepornmet and essential for earvival. These seeds NW activity; elimiestion, oxygoisties, preterites, security and senuality. Ihe way in which in individual . meets his seeds will be contently istleseted by ties fseteres salters, enviroseent, heredity, plume of life cycle, sun osio-ecommic totes. thewey to whichanindiction vestshisneed* MO, else be loilworned by pathogenic forces. Thom forces way omit a pathephysielegis mod/or pethepoyehologic Wive's." es the individual, which any or ley not be contest.

Role of Ibid., The surer is concerned with supporting the ways is which healthy individuals met Pursing Pegs 14 their seeds and providing the essltasco'foosired by individuals who have health problem. (Peg* 7, stetoeents this is the role of the college diploma eureo).

Source of Ibid., Unable to meet his needs, and inquires minima to easiest assietafte free health Difficulty Page 6 care personal to meet hie needs.

InterventionIbid., Peiping swept" respond positively to these difficulties in daily Heise and dying Pecos Paso 6 which are oneciated with their actual or petestial health prebless or the treatment thereof. vftripo --- Mod.. Ibid. .. __.a.)Usiateneaces is mureing activities, Odds sustain or terrors methods of softies Pogo 14 sed, or which provide comfort, dare or owpowt. This engenders health and 15 premetioa. b.) Protections is W1% activities which Weed *safest or prevent further loos. &seer er injury. c.)pesterstioss is softies activities Mach provide ',native aspects of health care. The activity reflected in muffles tare which may or my not be provided for healthy individuals is misnomer*. The verse will assess the healthy individual and thee decide whether care is respired. Maintenance, preterite* end reeteratios are the activities reflected le sensing awe provided tor individuals who have health problems.All mists. care is provided via the nursing prams. Ibid,. The effective use of sequestration, sersieg process and orgesissiieeel skills is Page 6 essestial to successful schievenst of above.

Commoners*Ibid, The individual will meet his meads end assist/sepport to a peaceful death.

&Owed trams CORM Definition of Voisin Psectico standards for Wursial,Proctice. Canadian *reds Association, Ottawa, June, 1,90, page, 19..-21. a

52 -38- 4, ",1

/REFERENCES

1.C.N.A.:A Definition of Nursing Practice Standards for Nursing Practice. Canadian Nurses Aisociairon, Wawa, Ontario, dune 1940.

2.Campbell, M.A. Cruise, M.J. and Murakami, T.R. "A Model for Nursing: University of British Columbia School of Nursing," Nursing Papers, Vol. 8, No. 2, pp 5-9, Summer 1978:

3.Johnson, D.E."The Behavioral System Model for Nursing", Conceptual Models for Nursing Practice (2nd ed.)Riehi, J.P. and R., Sister Callisira Zeds), Appleton- Century- Crofts, New York, 1980.

4.Roles and Functions,Joint Statement of the Licensed Practical Nurses ssoc at ono ritish Columbia,the Registered Nurses Association of British Columbia and the Registered Psychiatric Nurses Association of British Columbia, February 1977,

5.Steed, M."Whatever Happened to Nursing Skills/Competencies?", Back to Basics, pp 44-54.Canadian Nursing Association National )-orum on Nursing Education;--Altowa, 1980. -37-

Chapter IV

ADMISSION CRITERIA woo

What are the difarences in the admission' criteria of the five nursing programs?A component of the study was to describe the admission criteria for students entering the five programs.The admission criteria are illustrated on the following page.. Table 16 indicates that there are several variations between programs at the level of admission criteria,The most salient feature pertains to types of admission criteria.The university generic S.S.N. program, for example, features more academtc requirements than-do the colleges' programs. On the other hand, college progr,amsfeature a greater array of personal and physical admission requirements than does the university. All programs include a statement in their admission criteria which makes provision for students in a mature student category. TAM 16

A011111111011 0211111101.013 10 1111115111C 11106116115viii 103101111101 10 MI OFAPPLICANT

OTHER ACADEMICS PERSONAL. PEISICAL

SCIENCES LANGUAGES PROFICIENCYTEST ..

4 li /1 n ...;li 5 ..... 6 p. n a pdg9 ...... fi, 4,4 i 44 V4 0 a v4 441 g 2 EN a. - e.4 r* ...... ,.....I 4 as% is ill/ A § 4 uN3N PROCRAFI AND ME 1111 r1 OF APPLICANT .I22 Al 4 .311iHi i22'a 419itit; IsOt UNIVERSITY Of MIMEOLONSIA*ASIA a ..)Grade Ill I rI b.) Nature Students-. I c.) R.N. Graduate 415% NOT CAMOSUN COLLEGE STATE* II II a a.) Grade Ittt motfusiwAAAA/.. I b.) "store Students II 111II ra N N 4 CARISOO COLLEGE a.) Grade VII Ill SA I III b.) Nature Ak Student/IV c.r.-.... N °CAM°a.) Grade C3"1" EH AAA b.) Neter. AK Studentsw AAAAA VANCOUVER COMMIT COLLEGEC.C. C. C. (LANCARA) III III 111 IIIN IIII II III I a.) Grade %It b.)Mature Aa Sttalent Illr 56 lel am IP RIQUiRED RECOMMENDED OR PREFERRED

ONE of mice or mu t= mon VI111 SPECIAL tzquitrxrers

* ADAPTED PROM KOONING A NURSE RECISTEREO PURSES ASSOCIATION Of S.C. SPRING, 1981 -39-

Chapter V BEHAVIORAL OBJECTIVES

For the purpose of this report the investigator found it convenient to include several aspects of the study under the general heading of behavioral objectives. As the approval criteria for programs preparatory to nurse registration in British Columbia require:

1.Curriculum objectives

2.Course objectives

3.Content and learning experiences: a.to be consistent with the course objectives b.to be sequential c.to be sufficient to achieve the objectives

4.That student evaluation be made using the objectives it was anticipated by the investigator that analysis of each program's behavioral objectives would describe the educational content of each program. This was based on the fact that each program was currently approved by the R.N.A.B.C., therefore it was assumed that each program included the necessary educational content to achieve their stated objectives. In addition, the analysis of the behavioral objectives used to evaluate students' learning would describe the student evaluation component of the study.

BACKGROUND

There has been a great deal of literature published in nursing and other disciplines in relation to behavioral objectives.Reilly, a nursing specialist, in her book on behavioral objectives, presents a Systems Model of Program Behavioral Objectives which was the initial conceptual model that the investigator used for this component of the study, (Reilly, 1982, p. 72).This author describes six distinct types of objectives within a nursing program: program level course unit lesson plan individual learning experiences -40-

The program behavioral objectives are the broad statementsof desirable outcomes of the program; these are of the same type ascurriculum objectives required for program approval by the R.N.A.B.C.Level objectives are more specific statements of what outcomes areexpected of students at certain points of time in a program. Course objectives are those outcomes expected to successfully complete a course; the course mayhave units which also have objectives.Lesson plan objedtives are those objectives that an individual nursing faculty member may use.Finally, individual learning experience behavioral objectives may arise from any of the firstfive types of objectives.Reilly suggests that evaluation of students' learning must be made in relation to all six of these typesof objectives. Another nursing educator, Geissler, developed a method foranalysing behavioral objectives to demonstrate the relationship ofeducational content of lessons to behavioral objectives which was useful for thisstudy (Geissler, 1974). Even though several approaches to the developmentof behavioral objectives in nursing have been suggested, it was evident thatthe use of the following three domains of behavior or learning is most prevalentin nursing literature: cognitive affective psychomotor It was evident from the literature review that eventhough some student evaluation procedures were inexact, the method for evaluatingstudent proficiency levels with manual skills or within the psychomotordomain tended to be well defined by most nursing programs.Within B.C., the R.N.A.B.C. had developed sucl. a tool which outlined the Essential ManualSkills required of graduates of programs preparatory to nurse registration in B.C.(Essential Manual Skills, 1978). Lastly, an R.N.A.B.C. working document entitledCompetencies and Skills Required for Nurse Registration for a Graduateof a Basic Prgram was most useful as itoutlined a comprehensive list of behavioral objectives that were to be included in all programs preparatory to nurseregistration in B.C. (Competencies and Skills, 1978).This document also contained a rating scale for the competencies and skills which rated behaviorsaccording to the level of independency.

DEVELOPING THE 14E THODOLOGY

An important consideration during development of the methodology was the limitation of resources and time.

58 -41-

It was evident that analysis of all the behavioral objectives and manual skills of the five programs would provide comprehensive answers to thefollowing questions for this study: What are the behaviors expected of: 1. A graduate of the program? 2. A student at specified points or levels in the program? How does each of the programs select, organize and sequence its content and learning experiences?

1.What behaviors is the student expected to demonstrate in order to successfully complete each course? 2. What educational content is included in the program? 3.How is the students' learning evaluated in theprogram?

Additionally, analysis of the manual skills proficiency levels would provide more data in relation to educational content within thepsychomotor domain and the student evaluation process. However, due to the limitations, it was decided to use a representative set of behavioral objectives and manual or psychomotor skills ratherthan all of both to answer these questions.Emphasis was placed on describing the depth and scope of educational content outlined in the intrrstory chapter, on pages 2 and 3.

Design.

The design of this component of the study proceeded in three phases.

Phase I

The investigator enlisted the cooperation of the five nursing program heads and of Sally MacLean, R.N.A.B.C.'sConsultant, Nursing Education, in a survey to select specificbehaviors that were to be described through the analysis of the curriculum or program, leveland course, and student evaluations objective.This analysis was an attempt to illustrate theeducational content of each program's curriculum andsubsequent evaluation. The survey tool and accompanying letter appear on pages315 to 322. -42-

The survey tool .was developed using two R.N.A.B.C. documents which included the competencies, skills and proficiency levels required of a graduate of a program preparatory to nurse. registration inB.C. (Competencies and Skills, 197(.., and Essential, 1978).The competencies and skills are behavioral objective statements and were assumed to be included in the five programs.

With a set of selected competencies and skills the investigator hoped to achieve the following:

1.identify which of the program or curriculum objectives for each of the programs related to the selected set.Once this was determined, 2.attempt to describe, by using the descriptive tool which was developed, the following: a.the distribution of objectives within the three domains for each program.This data may assist in describing the emphasis of educational content within a program! For example, if a curriculum or program objective was in all three domains but the majority of level, course and evaluation objectives that relate to the program objective are only in the cognitive domain, then this would suggest the majority of educational content would be within the cognitive domain rather than all three domains equally. t b.the expected level of student performance in relation to the selected behavior.It was seen as useful to be able to describe and compare the levels of expectation among the live programs. Three methods for determining the expected level of a behavioral objective were identified:the level of taxonomy of the action verb anal or direct object; the level of student independence; and the situation or setting in which the student was to display the behavior. The analysis of the oxpected level of student performance was also seen as useful for determining at which level the student actually was being evaluated, both in the classroom and clinical settings.For an example, if there is a course objective at the highest level of the taxonomy but all examination questions related to it are below this fere!, then this may suggest the actual level of expectation is lower for the course objective. The participants in the survey selected five competencies and skills and four categories of manual or psychomotor skills which were used for the next phase. -43-

Phase Ii

The investigator developed a set of questions in relation to the selected behaviors identified from the survey.The selected behaviors and questions appear on pages 325 to 327. The initiation of the data collection began for this phase of the study withthe on-site visits made by the investigator.Unfortunately, the intent stated in PhaseI could not be fully completed for the following reasons: 1.The relationship of U.B.C.'s curriculum objectives to the selected competencies and skills indicated that themajority of these objectives met each of the selected competencies and skills. As U.B.C. is the criterion model, it was decided that comparing the majority of educational content defeated the purpose of the survey, that was, selecting specific content areas so the universal content would not have to be described.The relation of U.B.C.'s program objectives to the selected competencies and skills can be found on page 356 in Dr. Willman's memo of January 25, 1983.

2.Each of the five programs stated that the first two selected competencies and skills to: a.demonstrate cognitive skill in using the problem-solving approach b.demonstrate ability to use the nursing process in providing nursing care encompassed the majority of educational content included in the nursing and support courses with the possible exception of English. 3. Some support course objectives were unavailable.

4.The course and evaluation objectives were phenomenal in number. 5. As Reilly's Systems Model of Program Behavioral Objectives was used as the conceptual framework for this component of the study, describing the relationship of the curriculum, level, course objectives and objectives for evaluation of students was not possible because: a.The developmental relationship between course and evaluation objectives for exams or tests could not be determined for all programs.Both U.B.C. and V.C.C. did not have exam blueprints, therefore the investigator reviewed the exams these programs had provided. As the task of analysing exams and blueprints was limited by time and resources, only a brief siimmary was made. .... _ b. A cogent_finls._could-not "be determined for U.B.C.'s curriculum, tever,-COurse objectives and evaluation of students objectives by using Reilly's Model or any other model the investigator could use for all programs. As U.B.C. was the criterion model for this study, a comparative micro analysis between the four colleges and U.B.C. was nct possible within a realistic time-frame. 61 a -44-

Phase III

As a consequence of the limitations stated in Phase II, the investigator decided to use the descriptive tool to analyse all the curriculum and level objectives, in order to describe the broad educational content and the method of sequencing that content. The four categories of Essential Manual Skills selected in the survey were compared. However, another limitation of this task within the study was the differences between the methods used by the five programs in determining the expected level of performance for the Essential Manual Skills. Camosun, Cariboo and Okanagan Colleges used the R.N.A.B.C.'s level of performance scale (Essential, 1978, p. 14).U.B.C. used a modification of this scale and V.C.C. used Dave's psychomotor taxonomy.

Descriptive Tools

A descriptive tool on pages 103 to 106 was developed for the analysis of objectives.The investigator developed this toot following consultation with Dr. Carol Attridge of the University of Victoria, School of Nursing. The four questions used were derived from Geissler's method of coding objectives and the R.N.A.B.C.'s Level of Performance for Essential Manual Skills scale (Geissler, 1974 and R.N.A.B.C., 1977).Bloom's, Krathwolhl's and Dave's taxonomies of objectives for the three domains of learning were simplified as follows (Guilbert, 1977): a.Level I would represent: i.The cognitive domain - the recognition and recall of knowledge. The affective domain - the awareness of, the attending to and reacting to certain stimuli or phenomena. lii.The psychomotor domain - the duplication of an action or behaviors that is motor or manipulative.

b.Level II would represent: i.The cognitive domain - the comprehension, application and analysis. ii.The affective domain - the valuing and organization as demonstrated by commitment to a set of values. iii.The psychomotor domain - the manipulation and performance of motor skills as demonstrated by habituation or control. -45-

c.Level III would represent: i.The cognitive domain- the synthesis and evaluation levels or problem solving. ii.The affective domain- the characterization or internalization of values. iii.The psychomotor domain- the perfection or automation of motor skills.

The investigator synthesized groups of action verbs and direct objects which had previously been validated by other researchers and placed them in the simplified taxonomy (Gronlund, 1982; Isaac and Michael, 1981 and Reilly, 1980).This descriptive tool was validated by seven nurse educators.Trained assistants and the investigator used this tool to analyse the objectives. The investigator ma's the final decision for the coding of all objectives.

ANALYSIS

Each program's curriculum and level objectives appear on the following pages:

Camosun page 108 Cariboo 111 Okanagan 119 U.B.C. 137 V.C.C. 143

Macro-analysis of the curriculum and level objectives revealed the following:

1.Number of Curriculum Objectival

Camosun Cariboo Okanagan . College College College U.S.C. V.C.C.

8 8 with 3 with 4 under 8 with 2 -4 sub- 3-5 sub- Foundations 5 -23 sub- objectives objectives of Profes- objectives for each sional for each Nursing Practice; 15 under Professional Nursing Practice -46-

2.Each program may expect the student toachieve the curriculum objectives at different levels of the program,that is, the terminal behavior may be expected before the lastlevel.

3.Each program may introduce specificobjectives at different levels of the program, that is, the contentrelated to specific objectives may be introduced at different levelsof the program.

4. A II programs achieve tho expectedlevpl of performanceat the end of the program vis-a-vis their curriculumobjectives.

Educational Content

As each program was approvedby the R.N.A.B.C., it was assumed that each program included the necessaryeducational content to achieve their stated curriculum objectives.Therefore, analysing the curriculum objectives for each program would identify thebroad content areas within the curriculum. In addition, analysing the level objectiveswould provide a more in-depth description of the method of sequencingthe content.Finally, analysing both these types of objectives wouldidentify the level of performanceexpected by each program.This apsect of the analysis will beexpanded upon under Evaluation of Learning. A II programs have curriculum andlevel objectives which encompass the following behaviors.Therefore, it was assumed that the necessaryeducational content was present and,subsequently, that diploma and baccalaureatenursing programs have a commoncontent area or areas:

1.The use of the nursing process asthe framework for the delivery of nursing care.

.2.The use of the- prIntiPlei ofteaching and learning in nursing practice.

3.The need to be responsible andaccountable for .:heir own behavior in nursing practice.

4. The use of organizational skills inproviding nursing care to a group of . individuals.

5.The need to collaborate withother health care workers.

6. The appropriate use of interpersonalrelationship skills with patients and co-workers.

7.The appropriate use of writtenand verbal communication skills.

8. The demonstration of potentialleadership skills in the practice of nursing.

9. The internalizing of the valuesand standards of the nursing profession. 64 -47-

The analysis of both the curriculum and level objectives showedthe following pertipent differences between the college progranis andU.B.C.:

1.Each of the, college programs states a behavioral objective that identifies the level of expectation a student must meet at eachlevel of the program, in relation to the curriculum objectives.The assumption-was -made that the content to achieve this objective wasincluded in the level.U.B.C., however, did not have these level objectives' for each of their levels, therefore the investigator reviewed the course objectives to determine if the behaviors were identified withinthis type of objective. There was evidence within the course objectives to indicate that the majority of behaviors relating to the curriculum objectives was included at each level of the program.

2.White the four colleges have very similar expected behaviors identified in these two types of objectives, U.B.C. identifies thefbilowing behaviors that are not encompassed within the colleges' objectives: a.The application of the principles of public health b.The exploration of alternate modes of health care .."" c.The performance of nursing's unique function, independently or interdependently d.The use of a nursing family model e.The use of research findings in nursing care f.The application of management principles g.The evaluation of the role of the nurse in relation to trends in health care h. The development and promotion of the profession of nursing. Finally, analysis of the psychomotor skills list revealed:

3.U.B.C. expected their students and graduates to teach psychomotor skills; if the assumption is made that students learn to teach colleagues while diploma programs do not, then perhaps additional educational content is included in the B.S.N. program.

4.Each of the programs include the largest proportion of the skills listed under the four categories of psychomotor or manual skills lists.The summary of the four groups of Essential Manual Skills is provided in Table 24 (pp.233 to 235).

Evaluation of Learning

Reilly claims that the evaluation of students' learning' should be done in relation to the stated behavioral objectives of the program and that program objectives have various developmental levels (Reilly, 1980, Ch. 7).Each of

65 -48-

the five programs accomplishes the evaluation of students using threecommon categories of evaluative toots.These evaluative tools are as follow: 1.The clinical practice evaluation form or tool 2.The examination or test 3.A proficiency or skills rating list for psychomotor skills. This study was limited to the description of these tools of evaluation as it fell beyond the purpose of this investigation to describe how each faculty member uses his/her professional Judgment in the interpretation of these tools. In the practice setting, students are evaluated on their performance usually by one faculty member as well as through self-evaluation.All programs use a method for ensuring a degree of consistency between faculty's interpretation of the evaluative process. The clinical evaluation tool serves as a guideline for all programs to perform evaluation of learning.Samples of each of these evaluation` forms are included on the following pages:

Camosun page 159 Cariboo 167 Okanagan 181 U.B.C. 189 V.C.C. 221

A survey of these evaluative tools indicated the following patterns in the programs: 1.All the college programs use the stated level objectives as the basic framework for clinical evaluation.

2.All the colleges use the same rating scale for each level of the program.

Differences with respect to evaluative tools used by thevarious programs were identified as follow:

1.Camosun, Cariboo and V.C.C. provide additionalstandards or examples of the expected behavior.

2.U.B.C. uses various formats and rating scales foreach level of the program, as well as for different courses.In addition, U.B.C. uses a different evaluation tool for different clinical settings. An attempt was made by the investigator to analyse the examblueprints for the nursing courses so as to determine the expected level of performance. However, given that each program had various ways of constructiv exams, this attempt at analysing the data proved unsuccessful. As previously mentioned, U.B.C. and V.C.C. did not have exam blueprints but instead provided the exams to the investigator.Representative samples of Camosun, Cariboo and Okanagan Colleges' blueptints are provided on pages 227 to 231. A summary of the level of expected performance of the four groups of Essential Manual Skills selected in the survey is provided in Table 24 (pp 233 to 235).On the basis that U.B.C. has a different method of ratint, the level of performance, and that V.C.C. uses a different forma and rating scale, a comparison between programs could not be made.These tvilrmethods of determining the level of performance for the Essential Manual Skills are included on pages 237 to 254.It ?posers that U.B.C.'s level 4 rating usually occurs when the three .colleges, using the R.N.A.B.C.'s rating, are level 3. REFERENCES

1.Bloom, B.S. (ed.).Iliwnorny of Educational Objectives:The Classifi- cation of iEducational Goais, (Hand look 1:Cognitive Dbmain). David kfacitay, Now York, 1956. 2.Competencies and Skills Required for Nurse Registration for a Graduate oa basic Frrogram, Interim Working Document.' Ilegisierid-Nurses Association of British Columbia, March 1978. 3.Dave, R.H."Psychomotor Levels", Developing and Writing Behavioral Objectives.Educational Innovations Press, Tucson, Ariz., 1970. 4.Essential Manual Skills.Registered Nurses' Association of British Columbia, 1978.

5.Geissler, E.M."Matching Course Objectives to Course Content", Nursing Outlook. Vol. 22, No. 9, pp 579-582, September 1974. 6.Gronlund, N.E.Constructing Achievement Tests.Prentice-Hall, Inc., Englewood Cliffs, N.J.,062.

7.Guilbert, J.Educational Handbook for Health Personnel,World Health Organization General,W.14.0. Offset Publication No. 35.Chief, Office of Publications, 1211 Geneva 27 Scnitiz, 1977.

8.Isaac, S. and Michael, W.B.Handbook in Research and Evaluation. 2nd Edits Publishers, San Diego, Cal., 061.

9.Krathwohl, D.A., Bloom. B.S. and Masin, B.B. Taxonomy of' Educational Objectives:The Classificatic.n of Educational Goals,() Handbook 2: Affective DomainT.David McKay, New York, 1981.

10.Reilly, D.E.Behavioral Objectives Evaluation in Nursing, 2nd ed. Appleton-Century-Crofts, New York, 1980. -51-

Chapter VI

LEARNING EXPERIENCES

This chapter examines the planned learningexperiences or events outlined in the curriculum according to typeand quantity. A qualitative analysis was not performed. Two descriptive tools, a Semester Profileand Learning Experience Hours Overview were designed to accomplish thetask of describing the amount of learning experiences.These tools encompassed all the typesof learning experiences which may occur in nursing programs.As much data as possible was gathered prior to Visiting the educationalinstitutions that served for this stud data collection was reviewed by eachof the programs during the on-site visits and the Final products areincluded on the following pages:

Camosun College pages 258-263 Cariboo College 266-271 Okanagan College 274-280 U.B.C. 282-287 V.C.C. (Langara) 290-295

The quantitative aspect of theplanned learning experiences foreach program has been summarizedin the following tables:

Camosun College Table # 25 p. 257 # 26 p. 265 Cariboo College Om Okanagan College # 27 p. 273 U.B.C. #28 p. 281 V .C.C. #29 p. 289

Limitations: Two basic :onstraints inusing this quantitative data for determiningthe actual hours of :earning experienceswere identified. These limitationsappear as follows: 1. Camosun College's primaryteaching/ learning approach focuses on self-directed learning.Consequently, the planned 'eamTngexperience hours of this program do notreflect hours of planned learningout- side the scheduled time.in addition, each of the remainingprograms require varying degrees of independentlearning.The hours stated in the descriptive tools comps only the of a program. -52-

2.Camosun College specifies the "out-of-class" hoursof workload as "the average number of hours of homework required eachweek for successful completion of the course" (Camosun,1981-1982, p. 36).There is no comparable type of learning experience described by the other programs. As a result of these two constraints, the investigatorattempted to collect additional data on the out-of-class workload for all programs.Camosun College is presently reviewing the accuracy of these estimatedhours and none of the other four programs surveyed couldoffer similar information. Given the circumstances, the investigator chose to excludeCamosun College's .out-of-class hours of workload from the planned learningexperience statistics.

Analysis : The data was analysed in the following ways:

1. The proportion of total hours of five types of learningexperiences was calculated for each program.Okanagan College has a sixth type of learning experience which occurs inWork Semester I;it is not supervised by the College but itis required for promotion to Semester III.These proportions are shown at the foot of the Learning Experience Hours Overview Tables.Figure 3 on page 60 represents these ratios in graph form.

2 The raw hours of learning experiences are summarized and compared in Table 19, page 61.

3.A comparison between 1. and 2.is made in Figure 4, page 62.

4. The typical student's scheduled workload per week for each term, semester or year is calculated for each program and summarized in Table 20, page 63.Figure 5, page 64, illustrates the comparison of student workload per semester for all programs.Figure 6, page 65, compares the balance of theory to practice for each stmester or term for all five programs using the numbers appearingin the second last column of Table 20.

5.Program lengths have been calculated and summarized in Table 21, page 66.Figure 7, page 67, illustrates in graph form the relationship between the lengths and time frame of each of the five programs.

6. Each of the four college programs are compared to U.B.C. as the criterion model in Table 22, page 68. As mentioned previously, these hours of learning experiences should not be interpreted as including all hours of learning.The average workload of students may vary significantly if actual out-of-class and in-class workloads are combined and demographic characteristics ofstudents are considered. -53-

'An additional component of the learning experiences included in this study 'reflects the transferability of college courses to the university. These courses appeared on the semester or term profiles ofeach program.Table 17 is a composite of the courses which have been identified in the college calendars as University Transfer.Whenever possible, the specific university course and number has been identified in the table.

Table 17 Colleges' University Transfer Courses

Program Course Name Transfer To

1.Camosun College a.Psychology 154 & 254 U. of Victoria b.English 150 U. of Victoria c.Elective U. of Victoria

2.Cariboo College a.Biology 159 & 169 UBC Zoology 153 b.Psychology 111 & 121 UBC Psychology 100 c.Sociology 111 & 121 UBC Sociology 200

3.Okanagan College a.Biology 113 & 123 UBC Unassigned Science (1.5 units) b.English 111 8 121 UBC English 100 c.Psychology 111 & 121 UBC Psychology 100 d.Social Science Electives UBC Possibly

4.Vancouver Comm. a.Biology 121 8 221 UBC Zoology 153 College (Langara) b.Psychology 115 & 215 UBC Psychology 100 c,English 127 & 128 + UBC English 100 Elective

Finally, each of the five nursing programs organize their courses in different ways.Supporting evidence taken from current college calendars has been summarized in Table 18, pages 54-59. -54-

Table18- Summary of organization of courses according to type of content (Note - *Support courses)

Program Organization and Brief Description of Courses

Theory

1. Camosun a.Nursing 150, 151, 250, 241, and 251 is Nursing Theory College & Pharmalogy. The lab component of nursing 160, 161 260 has a lab component which has been included as theory in the overview of Learning Experience Hours.

Practice

b.Nursing 160, 161, 171, 260, 261 and 271 is practice, in either the community or hospital setting.

Other

c. *i. Biology 156 6 157 is normal anatomy, physiologx *ii.and someBiology microbiology. 256 is PatIE *iii. Psychology 154/254 - Intetpersonal Relationship i.e. Communication skills.

*iv. English 150 - writing skills Itv. Elective

d.Pre + Co-Requisites

i. The prerequisite for all nursing courses listed is admission to the nursing program. ii. NRSG 150 + 160 Pre or Co-Requisites: Biology 156, Psychology 154 iii. NRSG 151 + 161 - Pre-NRSG 150 + 160 respectively Co-Biology 157, Psychology 254 iv. NRSG 171 - Pre-Biology 157, Nursing 151/161 and Psychology 254 v. NRSG 241 - Pre-Nursing 250, 260 vi. NRSG 250 + 260 Pre-Nursing 171 Co-Biology 256 vii. NRSG 261 - Pre - Nursing 250 + 260 viii. NRSG 271 - Pre-Biology 256, Nursing 241, 251, 261 *ix. Biology 156/157 - Pre-admission to program *x. Psychology 154 - Pre-Grade XII English or equivalent Psychology 254 - Pre-254 *xi. English 150 - Pre-English Grade XII or equivalent._....------.

72 -55-

Program Organization and Brief Description of Courses

Cariboo Theory College a. 1. Nursing 110, 120, 130, 240, 261 and 270 is nursing theory ii. Nursing 111, 121, 131, 241 and 262 has a lab component which has been included as theory in the overview of Learning Experience Hours. iii. Nursing 124 + 134 is Pharmalogy iv. Nursing 112 + 242 is the role of the student nurse and 1raduate nurse

Practice

b. Nursing 111, 121, 131, 241 262 and 271 is practice in either the community or hospital setting.

Other

. i. Nursing 132 is Physical fitness *ii. Biology 159/169 is anatomy and physiology *iii. Microbiology 160 - introductory *iv. English 159/169 - writing and communications *v. Psychology 111/121 - introductory *vi. Sociology 111/121 - introductory vii. Pathology taught by nursing faculty in 2nd & 3rd year nursing courses

. Pre and Co- Requisites i. Nursing 110, 111 and 112 - Pre-Admission to the program. ii. Nursing 120 - Pre-Nursing 110 and 111, Biology 159 with C, Co-Biology 169 iii. Nursing 121 - Pre-Nursing 110 and 111, Biology 159, Co-Nursing 120, Biology 169 iv. Nursing 124 - Pre - Nursing 110/111 v. Nursing 130 - Pre-Nursing 120, 121 and 123 Biology 159, 160 vi. Nursing 131 - Pre-Nursing 120 and 121, Biology 159, 169 vii. Nursing 132 - Pre-admission to program viii. Nursing 134 - Pre-Nursing 124 ix. Nursing 240 - Pre - Nursing 130, 131 and 134 x. Nursing 241 - Pre-Nursing 130, 131 and 134 Co-Nursing 240 xi. Nursing 261 - Pre-240 and 241

73 -56-

Program Organization and Brief Description of Courses

Cariboo, xii. Nursing 262 - Pre-Nursing 240 and241 cont Co-Nursing 261 xiii. Nursing 270 - Pre-Nursing 261 xiv. Nursing 271 - Pre-Nursing 261 +262 Co-Nursing 270 *xv. Biology 159 - Pre-Biology 11 Withee C+ *xvi. English 159 - None stated *xvii. Sociology, Psychology and English

- These support courses maybe taken anytime before, concurrently, or after the nursing courses, but before the R.N.examinations are written.

3. Okanagan Theory College a. i. Nursing 111, 121, 211, 221, and 311 isNursing Theory & Pharmalogy. ii. Nursing 112, 122, 212, 222 and 312 is practice with lab content which has been included as theory. iii. Health Sciences 111, 121, 211, 221and 331 is the professional aspect of nursing iv. Nursing 313 is directed studies in nursing

Practice

b. i. Nursing 112, 122, 212, 222,312, 130 and 230 is nursing practice ii. Nursing 130 - is work experienced iii. Nursing 230 - is a preceptorship

Other

c. *i. English 111 + 121 is Equivalent toEnglish 100 *ii. Biology 113 and 123 is Anatomy andPhysiology *iii. Psychology 171 and 121 is Introductory Psychology *iv. Biology 216 and 226 is Pathology *v. Biology 217 is Microbiology *vi. Social Sciences electives -57

Program Organization and Brief Description of Courses

d. Pre -Co -Re5uisites

i. Health Science and nursing theory must be taken concurrently with the nursing practice ii. Concurrent registration is also rewired in Biology 216 and 226 during the record year iii. Other program sources than in i. & ii. may be taken prior to formal admission

4. U.B.C. Theory

a. i. All nursing courses have a theory' component ii. Nursing 101, 201, 301, 403 and include a lab component iii. Nursing 302 is a course designed for part - R.N. students on the nursing process iv. Nursing 303 is nursing care of families

v. Nursing 304 is nursing research 0. vi. Nursing 305 and 405 are professional nursing issues vii. Nursing 406 is management of nursing care viii. Nursing 408 is guided study in nursing ix. nursing 409 is a clinical nursing elective

Practice

14 Nursing 101, 201, 301 and 403 include practice in thehospital setting (.' c.f Nursing 301, 303 and 403 include practice inthe community setting

Other

d. *i. English 100 *ii. Psychology 100 *iii. Zoology 153 is introductory anatomy and physiology opened only to nursing students

e. *iv. Home Economics 203 or 209 are nutrition courses *v. Microbiology 153 is introductory microbiology open only to nursing students *vi. All physical education courses are conditioning programs *vii. Pharmaology 240 for second year nr-sing students *viii. Pathology 375 *ix. Anthropology/sociology *x. Epidemology 426 (Introductory) *xi. Mathematics 203 is statistical methods

75 -58-

Program Organization and Brief Description of Courses

U.B.C. 4% Pre-Co-Requisites

. d. 1. Nursing '201 - Pre - nursing 101 ii. Nursing 301 - Pre-nursing 201 iii. Nursing 303 - Pre-nursing 301 or 302 iv. Nursing 304 - Pre-mathematics 203 v. Nursing 403 - Pre-nursing 3o3 vi. Nursing 405 -! Pre-nursing 305 vii. Students are requiredsto complete the St. John's Ambulance Association Basic Life Support Cardio-fulmonpry Resusitation course before entering second year and to be re-certified yearly. *viii. Electives - any three or six limits of courses in the University subject to prerequisites and approval of the School of Nursing *ix. Home Ec. 203 - Pre-Chem 203 *x. Home Ec. 290 - Chemistry 22 or equivalent; Chemistry 12 or Chemistry 103 strongly recommended. *xi. Pathology 375 - Pre-Biology 101 or 102 Chemistry 103, 110 or 120, Physiology 301, Biochemistry 3.9,0, Anatomy 390 and Anatomy 501 or equivalents *xii. Mathematics 203 - Pre-Mathematics 12 *xiii. Epidemology 426 - Pre-permission of instructor

5. V.C.C. Theory.

i. Nursing 135, 235, 335, 435, 535 and 648 are . a. nursing theory ii. Nursing 138, 238, 338 and 438 is practice which which includes a lab component iii. Pharmalogy 115.& 215

. Practices

b. Nursing 138, 238, 338, 438, 538 and 648 are hospital practice

Other

c. *i. Biology 121 and 221 are Anatomy and Physiology *ii. Psychology 115 and 215 are introductory Psychology *iii. Physical Ed. 117 is a conditioning itrogram *iv. Biology 321 + 421 are Pathology & microbiology *v. English 127 or 128 and Elective are equivalent ; to English 100 -59-

Program Organization and Brief Description of Courses

Pre-Co-Requisites V.C.C.

. i. Nursing 235 & 238 - Pre-Nursing 135 & 138, Biology 121, Psychology 115, and Pharmacology 115. ii. Nurs1-3 335 & 338 - Pre-Nursing 235 & 238, and Psychology 215. iii. Nursing 435 & 438 - Pre-Nursing 335 & 338, Biology 421, and Pharmacology 215. iv. Nursing 535 & 538 - Pre-Nursing 435 & 438, and Biology 321. v. Nursing 648 - Pre-Nursing 535 & 538. vi. Pharmacology 215 - Pre-Nursing 235 6 238, and Biology 221. *vii. One English elective course in any semester prior to Semester V. *viii. Biology 221 - Pre-B1,logy 121. *ix. Biology 321 - Pre-Biology 221. *x. Biology 421 - Pre-Biology 321. *xi. English 127 & 128 - Pre-Eng. 12, CV 81/91, Eng. 107 or equivalent. *xii. Psychology 215 - It is recommended that Psych 115 be taken before Psych 215. VISTRINOTTOM OF TOSTROCTIONAL MORS PRICENTAGNS VOt ALL PROGRAMS

Ruppert Courses Nursing Theory and Seminar C. Nursing Lab. Community Hospital. WOO' Experience I TABLE 19

TOTAL HOURS IN ALL FROGMAN= ACCORDING 10 TYPES OF LEARNINGEXPERIENCES

',Type of Learning U.B.C. Experience Camosun Cariboo Okanagan (Generic) V.C.C.

I. theory/Experience

IA Support Courses 336 497 502 1,079 519

b. Nursing 'Theory/Seminars 266 616 496 693 486

c. Nursing Labs 168 241 154 218 148

Subtotal Theory Experience 770 1,349 1,152 1,990 1,153

II. Practical Experience

a. Community (Supervised & 1,284.5 Unsupervised) 88 16 311 7

b. Hospital 1,369.5 1,41d! 656 1,326-1,358

Subtotal Practical Experience 1,284.5 1,457.5 1,434 967 1,333-1,363

TOTAL\ 2,054.5 2,797.5 2,586 2,957 2,486-2,518

*160hours Work Semester I included 80 Figure 4 - CONPARISON Of ALL 'ROMANS AC00401110 TO PROPORTIONS Of TOTAL IIISTROCTIONAL MOORS STINT STOCIPIC TIMES Of LIMNING RIPERIINCIS

A $ 0 2 362 232 112 23% end A $ C 0 E Type ofLegmanexperience 182 222 32 492 A - Support Conroe B Pundits Theory + Seminar A C C Nursing Lobo 192 62 sst O - Community (r. 92) X - Hospital F 0.2. librk Experience A $ 20.62 19.32 6% 542

A $ C + 162 132 82 632

1 2 3 4 S 6 7 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 :6 26 27 28 29 10 31 32

Imotroctiose1 Nome is Numdred (n 100) 81 TAILS 20 - SONNXT POR ALL FORAMS Of STUDENT AFKRAOR KO CLASS WORKLOAD

-..._ . . i MORT (Nrs/Wk) PRACTICE (Hrs/iik) Comparison ' Nursing Average Average and Mean of of Theory Semester/or CalendarSupportTheory 6Nursing Average Workload Average Workload for to Practice Term Tear CoursesSeminar Lab Average CommunityHospital Practice Hrs/Wk Entire Progran Practice 1

CAMOSUN 1 1 . 7 4 4 15 6 6 12 27 15 12 + 1.25 2 II 1 7 4 4 15 12 12 27 IS 12 + I.25 3 Spring 1 24 24 24 Average + 168.5/6 28.2 0 0 4 lit 7 4 4 IS 12 12 27 1S 12 + 1.25 5 IV 2 3 7 10 16 16 26 10 16 - 0.63 6Preceptmnhip 37.5 37.3 37.3 0 0

CARIBOO 1 1 1 11 9 7 27 1 5-6 6-7 33-34 27 * 6.5 4.3 2 11.5 8 4 23.5 6 6 29.5 23.5 6 = 3.*

3 , ' 2 6 8 2 16 15 15 31 Average - 199.5/6 - 33, 16 15 - 1.07

4 . 6 8 2 16 2 16 18 34 A6 - 18 = .9 t: 5 3 9 2 I 2 24 26 37 11 6- 0.4 35 6 IV 2 k 2 35 37 2. 35 - 0.06 .--- -

OKANAGAN 1 1 12 7 4 13 6 6 1029 23 6- 3.8 2 II 1 12 7 2 21 9.5 9.5 31.5 210. 9.5 2.2 3 Work 1 35-40 35-40 35-40 - 0 0 4 111 7 6 2.5 13.5 14' 14 29.5 Average - 218/7 - 31.1 15.5 6 14 1.1 5 IV 2 5 1 2 14 14 14 28 14 14 - 1 6Work 11 31.5 37.5 37.5 0 0 7 V 3 9 9 I IS 16 25 9. 15 -0.6

U.B.C. 1 fall 1 16 5 3 24 24 0 0 2 Spring 17 5 3 25 6 6 31 25 6 + 4.2 3 Fall 2 11 4 2 16 12 12 29 16 6 12 + 1.3 4 Spring 8 4 2 13 12 12 26 Average 220.5/8 27.5 - 28 13 12 - 1,08 IA 5 Fall 3 4,, 4 1.5 15.5 2 10 12 27.5 15 12 + I.25 6 Spring 7 8 1 16 9 9 25 16 9+ 1.8 7 Fall 4 7 7-8 2 16-17 13 or 13 13 29-30 16.5 13 1.26 8 Spring 7 8-9 2 17-10 12 or 12 12 29-30 17.S 12 1.45

V.C.C. I 1 13 6 4 21 6.5 29.5 22 7.5 2.9

2 II 1 le , 4 19 12 12 31.0 19 12 + 1.6 1 W. 8 9 2 19 16 16 35 Average 191/6 + 31.8 16.5 16 1 4 Iv 3 S 3 16 1 16 16 32 13 16 0.8

S V 2 ! 5 24 24 29 S * 24 0.2 6 VI 2 2 32 32 34 2 132 - 0.06

83 FIGURE5-COMPARISON Of STUDENT'S AVERAGE VORKLOAO PfR SEMESTER OR TERM FOR ALLPROGRAM N.

7 A

5 0 A 0 00 -----o

2 0SD

20 21 22 23 24 25 26 27 26 29 10 31 32 33 34 35 36 37 IR 39 SO 41 42 POURS PER MEEK

Legend Caravan College0 OeiverOlty of fritiahColembiaL\ onc,aver Coemuoity College Cariboo College El 0 8 4 Okanagan College° FIGURE 6 -COMPARISON OF THEORY TO PRACTICE FOR EACH SEMESTER OR TERM OF ALL PROGRAMS

PRACTICE THEORY

I _A

I 4.4 No Practice 2.0 2.2 2.4 2.6 2.8 3.0 3.2 3.4 3.6 3.8 4.0 4.2 .2 .8 1.0 1.2 1.4 1.6 1.8

Legend RATIO OF THPARY TO PRACTICE Camoson Colloaelp PRACTICE= 1 CaribooCollege°

(Masai's*College°

University of Svitilsh Columbia

Vancouver Coonweity Collette 486 -66-

TABLE 21 - OUMMART 1WPROGRAMS LENGTH 1 months 4.3 eke Type of Learning Experience- - Total Instruc- Total Total tional OrientationInstructionalEvaluation Semester/Calendar Weeks Months Months Week. Weeks Weeks, Program Term Tom 15 0 14 1 CANOSUN I 15 0 14 1 II 1 6 0 6 Spring I 15 0 14 1 III 15 0 14 1 IV 2 11 11 Preceptorship 0 17 mos 75 4 79 18nos Total 0

A 14 15.5 I 0 CARI800 0 14. 1.5 15.5 Ila 1 14 4.5 15.5 Ilb 0 14 1.5 15.5 2 0 III* 15.5 0 14 1.5 IIIb 1.5 15.5 3 0 14 . IV 2 nos 3wks19mos 2wks 84 9 93 Total 0 2 15 ,0 13 I 17 OKANAGAN 0 15 2 II 1 4 . 0 4 0 Work I. 15 0 13 2 III 11 0 15 2 IV 2 12 0 12 0 Work II 15 0 13 2 1, 3 22 mos 19mos 85 10 95 Total 0 1.5 14.5 1 12 U.S.C. Fall 14.5 0 13 1.5 Spring 14.5 0 13 1.5 Fall 2 14.5 0 13 1.5 Spring 14.5 0 13 1.5 Fall 3 14.5 0 13 1.5 Spring 1.5 14.5 4 0 13 . Fall 14.5 0 13 1.5 Spring mos 24 teas -.--..-.. 103 12 116 J27 Total 1 13.3 1 15.3 I 1 V.C.C. - 13.3 1 15.3 II 1 1 Average 13.3 1 15.3 III 1 . 13.3 wks es 13.3 I 15.3 IV 1 Fall Sea 13wks 1 15.3 2 1 13.3 Spring " 13.3wks V 1 15.3 1 13.3 ...--.., Sumner " 13.5wksV1 21noe 1 wk18mos "Wks 80 6 92 Total 6 -...-- 1001... instructional weeks whenunplanned Time period prior tocommencement of Orientation Weeks - occurand/or orientation toplanned (not in thecurriculum) learning say learning occurs. is to planned (outlinedin the curriculum) learning Instructional Weeks - Atine period when evaluation of occur. (outlined in thecurriculum) formal Evaluation Week - A timeperiod when planned planned learning is occurring. planned learning occursand when no moss I -UNMAN! ow PROCRAN MOWS

A. In instructional months and weeks R. Im instructional, orientation (tf applicable) and evaluattonvonths 6 weeks C. Prom admission date to date of graduation according to type of learning experience

..y. A INSTRUCTIONAL - 17 mos

CANOSUN I INSTRUCTIONAL + EVALUATION m IS mos

CARIBOO 8

A INSTRUCTIONAL m t9 mos

OKANAGAN If INSTRUCTIONAL + EVALUATION 22 mos

INSTRUCTIONAL 24 epos

U.B.C. 8 INSTRUCTIONAL I ORIENTATION + EVALUATION - 27 mos

11 I

V.C.C. INSTRUCTIONAL + ORI ATION + EVALUATION m 21 mos 1 wk

T- M itAs 0 1 2 1 456789 10 11 12i13 16 15 16 17 18 19 20 21 22 23 24;25 26 27 28 29 30 31 32 33 1435 36;371 38 39 40 41 42 43 44 45 46 47 48

'ear 1 2 3 4

MEND TITE OF mango sorsolowcs

DOrtentstion 11 Evaluation Work Semester IftiFracticom Instruction... [111Precep6orship SJ 88 0 TABLE22

COMPARISON OF DISTRIBUTION OF INSTRUCTIONAL MOORS OF MACE COLLEGE PROCEAM TO U.S.C. AS THE CRITERION MODEL m 100%)

Type of Learning Experience Camosun Cariboo Okanagan , V.C.C.

A. Support Courses 31% 46% 47% 48%

... / B. Nursing Theory 38% 88% 72% 61% and Seminar

- __ _,

C. Nursing Labs 77% 106% 71% 55%

D. Community 28% 0.05% 1%

132%

E. Hospital 208% 216% 186% FIGMRS 8 - COMPARION OP 801111RUTION Of mortimorrims. sooas OF SACO ONANCS MGM TO Q.R.C. 41, WOO

Aw &ippon .C.C. Courson

Okanagan t

Cariboo

Canconn

16 Niroing V.C.C. Ibency W Okanagan ess ... Cariboo

Cancans

C. Invoing V.C.C. Lob Okanagan

Cariboo

Cancnows

D. Cinnunity

MOTS ONAMAOAN AND,VANCOUVERCOMMUNITY COLLIO110 COMM= 111111UCTIONAL Cariboo mows commaisoo Au UN A= TO Is DISPLATIS.AS mesas AU SMALL. 1,1 COMMUNTY IMITROCTIONAL VOWS COM8INIP MITI S. CAMO$OP ------sow= .

...... a R. Noogitml V.C.C. ,

Okanagan i Cariboo

Canoloun V 6 1 r A -....----..-....----.. 010203040506070 SO90100110120130140 150160170ISO 190200210220230 PIACLNIA01$ -71-

Chapter VII

LEARNING RESOURCES AND TEACHING/ LEARNINGAPPROACI-ES

The investigator assumed that an integral component of curriculum studies includes the means employed to facilitate learning.Two broad means were identified within the context of this study.These are: 1.The learning resources available 2. The processes used by faculty orteaching/ learning approaches

Within the terms of reference of the study, the task of describingand comparing textbooks and other teachings aids wasto be accomplished.There- fore, for the purpose of this study, textbooks wereconsidered teaming resources while teaching aids wereconsidered teaching/ learning approaches. Even though the learning resources andteaching/ learning approaches were considered to be important components of any program,the irivasticAtor limited the study to:

1.Listing the required textbooks for each programaccording to broad categories of subject matter.Findings are summarized in Table 23, on pages 73 to 78. 2.Describing the major teaching/ learning approachesused by each pro7 gram according to: a.The methods used for presenting the subject matterin the three domains of learning. b.The methods used in the practicesetting. A summary of teaching/ learning approaches is givenin Table 23, on page 73.

The rationale for this decision was that it wasconsidered beyond the scope of the study to describe the selection processinvolved in the selection of required textbooks and approaches to teaching used byfaculty.

A review of the summary of learning:materialsindicates that a wide range of textbooks is used to facilitate student learning.There was also evidence that many different types of printedmaterials have been developed by faculty to sup- plement these textbooks.Given the diversity of printed materials and textbooks, no comparative analysis wasattempted. -72-

Teaching/ learning approaches varied as well.Each program differs in the degree of independent orself-directed learning it uses. CamosunCollege's primary teaching/ learning approachis that of self-directed learning which may account for the lower number ofscheduled learning experiences in the classroom setting.U.B.C. uses independent study for partof their program.V.C.0 utilizes learning packets as one componentof independent learning.Okanagan and Cariboo colleges requireindetiendent learning.

The investigator was unable toquantify the degree towhich any particular approach was usedin the theoretical componentof the programs, since it would vary with thecomposition of faculty who are,delivering the subject matter.It was possible, how.ever, toquantify on a global basis the teaching/ learning approaches used in thepractice setting.Using the type of supervision the instructorprovided during the experience;findings were as follow: 60% of 1.Camosun College faculty supervisethe student directly frir the total practical experience.In this context, practical experience consists of either a practicum,preceptorship or unsupervised community experience.

2.Cariboo.Coltege faculty supervise thestudent directly for 65% of the 'practical experience, the remainder beingeither a practicum or unsupervised community experience.

3.Okanagan College faculty supervisethe student directly for 55% of the practical' experience.Additional experience may refer to either a work experience or preceptorship. within 4.U.B.C. faculty supervise thestudent directly for all experience the hospital setting, whilethe degree of direct supervision may vary, within the context of thecommunity setting.The hospital experience' amounts to approximatelytwo-thirds of the total practical experience.

5.Vancouver Community Collegefaculty supervise the student directly for 65% of the practical experience,the remainder being a practicum experience. Table 23 WNWOF LWOW= WISDOM= NED TEACEMOCAULIONTMC APIMMAMCMKS FOR ALL PSOCOAMS

Type of Learning Gwoonp Cariboo Okaimetta U.O.C. F.C.C. Resource

1. nursing Author Title Anther Title Anchor Title Anchor Title Anther Title

Required --..._. . Textbooks Miller + Encyclopodis andMiller + encyclopedia andTuber's C l is Miller + Secyclopedis and a. Dictionary Kuno Dictionary of Kean* Dictionary of Mal cal Koine Dictionary of Medicine + Medicine + Dictionary Medicine + fureinit furefug Wiersing nod Allied

i Wealth

b. fundamentalsKoster + fumfamentale of Sorenson +Boric Nursing Wolff, fundamentals of Du Cat 1 Ietrodvctioe to Koster. + fundamentals of of Nursing Erb furaing Concept:Lachman Weitser Persil% Sorenson +Merging (For Erb Nursing Concept; sad Procedures Furst Lockman first Cl...) and Procedures Desk Mersin (For Second Cl...,

c. Nursing Module Murray + forsieg Assess- Sherman +Cui4e to PatientMurray + WoreingLAssessuent Aimmeeset foster went nary Wealth fields Evalwatieg fencer and Wealth Promotion through Promotion Through the Lite Span lisTriTesima

d. Nursing Atkiesont.Dadletstiattiagthe Johnson, froblee Solving Etkissoe, goderotandinsthe Cal . Process Murray 1!1111NOVStEt Davis to Wareing T+ Heresy iWiiingPcoceiss Law SoughPractice

e.,MM4ical ?hippo, ' Medical-SurgicalLockman +Modica/-Surgical frusner/ Textbook of Lmckmen +Medical- SurgicalLockout +Medical- Surgical Surgical Loos forging foris000s Wareing - A Suddarth Medical Surgicalforenoon Worst% (First Sorenson Mersin-A. Wood. nyehophytiologic Nursing Cl...) Psychophtsiologic I Approach framer/ yentbook of Rtri4ct_ Suddertb Medical Surgical' 1 Moroi% I

f.ThAnsocy Loebl +, =Mow DCej References in toebl + The Murton' DrugLoebl + Th. Worm' I Purse's s ?kernel

Spratto' Library Sprat° ilmeetsoolt Watt. *rug handbook ' 'totemic* isistration Ssobltit Pregrasse RichardoonThe Moth of Dreg.Keiniet bms. and Library toxicity, Masi% Matbeemtics for A Solutions 'fetcher Solutions: a 60i-cations Morse* Richardsonwith Clinics Programmed Doha, likarsologyin Apflications Introduction Sodas !!!!!!!Mt

1 Derange%

J There. 21SLearning Packet

i g.Psychomotor Modules Wood + Morello' Skills Lab Manual for each i Skills Rambo Vol. I + II Semester /

h. Obstetric. Ministry Iliftle_Saft teigal + Obstetrics Reeder et.Maternity Nursillt , olds, Obstetrics furtim

of : Itasca Croat*, IMimmiat al. t London

Wealth Lamas . Modules , Davidson Type ofLearning' Cemoeun Cariboo Okanagan U.S.C. V.C.C. Resomrce r- Required Nursing. Author Title Author Title Author Title Author Title Author 'Title,..1..*.1 11. Pediatrics Artiiles alue Whaley + Essentiale of PillitteriChild Health 7 Whaley + 11Mrotnii Care of from Wh-' Wong Pediatric Nursing Nursing Wong Infants 4 Children

Wong. t c 6 Persia( of Children Nunsberg..7 ilynoolch a easily-Ceetered Guide for Studs

..---- . j. Psychiatry Surges, Psychiatric Wilson + Psychiatric Wilson & Psychiatric Stuart + Principles and Nub in the &wise/ !Parsing easel Pursing Sondem fraceice of Rospital and Psychiatric Pursing Community Peterson Understanding

, Defense . Mechanisms

I. k. Inter- *Alder 6 Looking out - Ganda Rumen Relations Adler S Looking Out- Gavle Susan Relation. personal Towne Looking Is Development Towne Looking In Developmeut Relation- *Brewer The Reaping Sunder 4 Client ships/ Relationship Stuart Interaction Commatica- Promo and tion skill*

*Geode Sense Relations in Health Profession - , 1. Human Modules Murray + _toroth" Godinsky Weeps' Rumen Musses 6 Child DevelopmentMurray 6 Worst Asoommooc Development Zanier Assesemest Development Codger A Perseeality Tenter Throughout the Throughout Lifespan the Lifespen TUVAdr A CoatemyoratT Nelms Adulthood

a. Nutrition Medaxoe Mohinem Normal 6 Therapeutic Nutritioe L 1 n. fluid 6 Module* Wieldy Jody Fluids and body Fluids and Electroiytee z Electrolyte* Slectrelytes

o. Leadership Modules The Management of ?easel Csre - Putting Leadership Skills to Work

p. Prefeseiosel Module AllesbuckWho Speaks for Vateraes Pursing Action Looming Packet 96 behaviours the Patient Administ-Guide ration Lalonde A New Perspective oe Health of Canadians

*Support Course 1 O

type of Loomis' C.OVeee Cariboo °basalts* V.V.C. V.C.C. liamarro

Magoirad Parsing Author Via* Author Title Author Melo Author Title Author fitia g. tolerance Olden +Magmatic Toot. Crowder frocedatm

Tinian Madrid Implication, of Laboratory hats _A r. *rains, Nokia, m V.C.C. has Mm. Cammoovome tortractimal ..1f-,dirocted 'admit/ for'amb Lmrsies all formater aa mil as Navvies theory Ia Lab Mamie is oadalar Cars itapport Comm

fib Type of Warning Cwaosas Cariboo I OlWmeegea O.I.C. I V.C.C. Impeurces

Author Title Maher Title Author Title Author Title Author Title --..... *English 12/ or 126 2. Naquit14 nag. 150- Compoitiee *Keg 159 (Commanicating N o t 1 i a t 4 Mot' Listed ftegitab Electric Textbooks Compere From Experiece Skills) Not Listed Support Cameos to Expression: a Verie . College Noels The Ymndsmeetals of Clear Writing

a. Emilia' 100 *Leg. 100.Rhetoric faker 2111.11411.21E or - Composition ft Foams Vemem: a Equivalent Literature Ukase Affirmation

Asia, The Norton Mom College Essay Smatty A Introduction to Cariboo Sheet Sumter Litorsture

no Stems Angel LOWT00C0 ..-----..----.....---.-----. R. Mot", andlatnr_Jatta mokitl 159/169 *Biology 113.3 and 123.3 *Zoology 153 *Biology 111+ 221 Physiology tortesa Prisciolee of 11 Tortes*Trisciples of Notliet 4 *Nome Economics Torto.a laPriciplipa of Apes", Astor Asatemy and imago.-Anatomy and n Nos lited 1114MM2.4.10. States Physiology Okamoto PXY***1*ST States Physiology 2. GilmanGuido sad Review 2.Princlole of Mammal of Suit *gaunt Num, hasten and Pb elology in the . Physiology Liberator, ...... -----...-- 1 *Staloff 441 c. Pathology Muir Biology 256 Integrated into Nagging *Niel 2 6 226 erlith Phipps Med-Surgical Coulee Not lit 4 ihe Merck Mammal , Siology 321 ,PrfiVe varies L. J i i L 0 t I t Turk + *A Short Textbook d. Micro *Holm 156. 151 + 256 Macro :60 *Micro 1531 look not list ad Norton Microbiol for Not listed Not listed Porter of Medical 15+ 151 the health arie S Microbiology Sciences b.

Nags/red lag 'Epidemiology of foesdamans Aerusgoos in Pores Sospital"

*Psychology 100 115 e. Peychol bol 154 + 254 ho 111 121 "'Psychology 111/121 A der 6 rd Introduction to Not lit 4 orychlogy Tomo Lok1 lA Psychology 1 e Mall Thempaon - Soso as commenicatios tonstboak. Type of Learning CMUS .Cariboo Oanaan. ..,--.Relo.lures Required Nursing Author Title Author I----Title Author Title Author Title Author Title

f. Sociololy *Sociology 111/121 *Social Science *Sociology or Anthropology Rorcon SocAplogy Elective 414° 6 Meet Notlisted varies

s. Physical 1000010111 132 *!..,..ie.4.541.!...-2E3- Titer-es Astraad Swath A Picasso Labor tory o n l IRAK pa latrodectory 1611-Leersiag . 'Program --11selth trouotioa for Registered Nun I _ h. Plithesaticefloras logrl Phormelogyi PherooloSY *Math 203 ftacaelon Meth Meth Math N ot taught Meth /*twisted is Persia' integrated into Wareing Integrated into pursing listed Integrated late nersieg

i. Spidenolosy Not taught Not taught Not taught *Reid. 420 N et listed varies I I I

*Ilapport Courses

102 103 .06 T 4

Atawassw V.S.C." V.C.C. 'Cariboo . - ' Type of LoOfeigig CMwwa Sommem " -- to. Stadler to airtime 4 a. Similar to Cariboo 4 a. !elf Wirecred to clews peeetatatiene a. Similar to Cariboo, . Teaching major Okeeegee. to additive a Chemegee hoverer, students Worsts' Loormiut to the prIewy Lad demmtrattem using a variety of tachmtmes is b. Stellar co Carib.* Wareing fteeerce Caesar are perches. Morales appremtwre approach wad by the packets which motets them emotes faculty for the general method mod is ',Kleist's', available (Nethedolgey, to eursimg academe ter in preperieg fee leclass providing "theory" to this programs c. the combing/lemming delivery. ledepeadeat Monde. premommisee stmeagtee, =Meets Approach in the "practice"" 110011.1041: settles to apprentestely 754 &wimp 4. *. Similar to Cariboo wed b. Simile, to Cariboo sod wholes*) plass - lecture direct* lestructoc Amapa - discussion etc. empervistee wad the akea04114. gewever. - Ameteterial seedem my have ewe - medmlee b. Domenstration by remelted's is either a writ 8a. Method(*) teeupsedeet Uremia. c. The teething lemming - Jemmies packet's instructor sod rotor' esperteme or protectorship of Prolddift prior to demenserstise as seemed to the practice - etc. demoastration by *mime 44matimal a remelt .1 the tomtits( setting to directly Ceeteat 4. Set -of -claae workload has c. The temblealmrateg net Mee determined amewrm Caster isetrected or supervised (Cogs; Live ib. kedoate demestrete the for semesters I to V. le psychomotor skills they approach is the effective c. Iles mechlag/leareiag ..meat.. 'LIP iestroctoro have learned from self- practice *meta* is Somata) approach is the are avellatie so-call to directed Lasretag, prior completely directly "practice" mmHg is the heepitat bat the b. Methods) to performing ti ms in the teatractor supervised direct instrector i etedeets are supervised "practice" setting" except for the commity for Psychs eepervised Ms the mere directly by the motor demote eeperieme. hospital esparto/0m. movies 'toff. this is a' peace tom c. Method(*) .4.Out-of-clam workload has mot Mee determined * The ceemualty Practice erportems* 0 4. Smt-ef -clam umr1Geed has epermiestely ewe-third setbees detervieed 4. Oat-of-elms Workload is however, lees directly c. the mechteelestmleg mpervised by as approach le the lesereeter (i.e. - . ',recites' settles tannage times eel Involve. direct* attend rich the studese teecrwetec supervision - all the "field" vivito of aparoniestelf 60g %. of prettiest espertems. 4. Mt -ef -elees workload has A work experteme or wet detereteed preceptorship to the boa. reamiatmg am)otity It 402 of the practice aspartame.

4. Om-of clam uorkleed wider review --.. *a. Neepital - OOP het" *a. Semmes I - V w CO hems isteditert . Comemity - OS hours *tadirect wo a. Community b. Ceemswity - 311 hems b. Semeter Pt"- A14-44111 hes i I. Preteptership weeepecvised - 17 Wore *11., b. Smelts'- 1.761).$ + Commity . .105 b. work evertor/Ice preceptorship - 170-410 . , . N *Direct SOS bre

' 1 v.. Direct 44. appresimanly 710 hr. -79-

Chapter VIII

DISCUSSION

Many months of data zollection and careful analysis have beencarried out to fulfill the terms of the study.Through the analysis it was evident that differences exist not only between the generic universitybaccalaureate nursing program and the four colleges but also amongthe~ four college pro- MIM grams studied.Determining the significance of these differences was not within the !mope of this study,lhowever this chapter whichhighlights the salient findings will attempt to disctiss these differenceswithout suggesting their importance. The findings will be discussed with the same sequence asthe previous chapters of the report. A concluding discussion willattempt to demonstrate how each program is unique.

Philosophies of thEducational institutions

Chapter II of this report summarized the documentedphilosophies of., each of the five parent educational institutions.It was clear from the Mission and Goals statements that U.B.C.'s rolewithin B.C.'s post-secondary educattonal system is different from those of thecolleges.U.B.C. has a . provincial 'eographic mandate whereas colleges arewithin regions.Educa- tionally, J.B.C. has a broader purpose of creating anddelivering a knowledge base while colleges deliver knbwledge solely. An analysis of the more covertphilosophies of these institutions was not performed because of limitationsof time and 'resources.However, from the current Mission and Goals statements,it war clear that some institutions placed more emphasis on the general orliberal education component of the educational process;these programs aro U.B.C. andOkanagan College.It was not ober trom the evidencehow each educational institutionviewed self- directed learning, with the exception ofCamosun College which is committed to meeting the needs of the individualrather than the individual and larger groups. it would be of interest to analyse in greaterdepth the revised Mission and Goals statements to determine what therelationship is between the belief statements of the nursing programs, aspresented In Chapter III, and those of their parent educational institutions.It was not possible for the ,investigator to perform this task as the philosophiesof the educational insti- longer current. tutions were either not available or were no it)

as 106 isfthe

The philosophies of each of the five programs were analysed using the following descriptors: 1) Conceptual Model of nursing 2) Belief statements on nursing education, the learner, the learning process and faculty 3) Purpose of the program, and 4) Context of Practice for the graduate. Each of the programs uses a different conceptual model of nursing which appears to veil according to the description ofhealth. U.B.C.'s definition of nursing education recognizes three different learning programs Which prepare nurses to function;they are B.S.N., M.S.N. and Doctorate.Complain, Cariboo and Okanagan Colleges believe diploma nursing is the initiation to professional nursing while V.C.C. refers to diploma nursing education as a base program for the practice of nursing.There appears to be different beliefs about professional nursing education programs, but further evidence to support this finding was not found in the philosophy statements. Only U. B.C. and V.C.C. have a statement in reference to general education within nursing education, however, it was not assumed that this component of a nursing education program was excluded from other programs as evidenced by the inclusion of general education courses in the other three curr`icula. All programs appeared to view the learner, the learning process and faculty in basically the same way.The learner was considered unique, self- directed, involved with the learning process and responsible for their own learning while faculty are., responsible for facilitating learning. Finally, the Purpose and Context of Practice statements i dicatU.B.C.'s program prepares graduates to work independently in the acute long-term care and coirmunity settings serving a client groupthat includes iividuals and families.in contlast, the college diploma nursing programs prepare graduates to work primarily in the acute care settings(hospital) and to provide care to individuals or groups of individuals under the supervision of an experienced R.N. when they first begin practice.It was not within th, limits of this study to determine the extent to which each of these programs fulfill their purposes.Each program has been approved by the professional approvals body, theR.N.A.B.C., which reviews programs to ensure that sufficient learning experiences are provided to the student to achieve the statedpurpose.

Admission Criteria

The analysis ofthe admission criteria reveals that there is not one required/ criterion- thatit; common to all nursing programs other than a minimum C average for GradeXII graduates who are not considered mature applicants. -81-

Biology 11 and Chemistry 11 appearto be commonly preferred among all programs.Lastly, each of the five programs have a mature student category which assesses applicants individually.

The differences in the admission requirements are numerous:These requirements appear in Table 16 on page 38.The actual demographic characteristics of students enrolled in the programs, and the method by which admission criteria were developed, were not pursued in this study.

Behavioral Ob ins

The investigator perceived tl,lt there exists the following cogent link in the hierarchy of behavioral objectives in a nursing education program:

Program, Course Unit Lemon Plan Curriculum ,...... ),, Level ....031111 .0.1.141111 or Terminal Objectives Objectives Objectives Objectives Objectives / ...- . \ I / -.....-- .. \ / ..- / ...... - . / ..- . \ I /. ..- . \ ..- . I / ..- \ / ..- .. I .. \ / .... .' I / .., Student Evaluation. Objectives

Therefore, it was assumed that analysis of all types of behavioral objectives- in a program would describe the detth and scope of educational content of a program and the level of learning that a student was expecttd to achieve in relation to that content. The analysis was to occur in the following manner:For each specific category of behavior (i.e., competency and/or skill)it was proposed to:

1. Determine which of the program, c..$ciculum or terminal objective related to the specific category of behavior.Subsequently, the level, course, unit, lesson plan and student evaluation objectives related to the program objective would be identified.

2.Analyse each objective by: a.determining the domain(s) of learning of the objective b.the level of expectation required throuc,s1 identifying the 4 level of taxonomy of the action verb and the description

108 -82-

of the situations orconditions under which thestudent was to perform thebehavior. and resources, it wasdecided to select a set Due to limitations of time all of behaviors which couldbe analysed in somedetail rather than covering the behaviors of the program ,The purpose of thiscomponent of the study was to descrbe theeducational content andevaluation of student learning, As described In ChapterV of this report, it wasnot possible to accom- link could not be determinedfor U.B.C.'s curriculum, plish this task as a cogent Behavioral level, course and evaluationof studehts' objectivesby using the same Objective Model for all programs.In addition, therelationship of U.B.C.'s curriculum objectives to the setof selected behaviorsindicated that the majority of selected behaviors. of curriculum objectivescontributed to each of the set model for this study, acomparative micro-analysis As U.B.C. was the criterion possible between the fourCollege programs and theUniversity program was not within a realistic timeframe. Subsequerrtly, the program,curriculum, or terminaland level objectives tool developed for thestudy of each program wereanalysed using a descriptive which demonstrated howeach program:

1. levels the curriculum objectivesin their program be 2.indicates the level at whichthe curriculum objective may introduced and may beexpected to be reached ineach program. of the proficiency levelsexpected of students In addition, a camper's, n Lastly, an attempt for selected psychomotor ormanual skills was performed. of student learning wasperformed.The following to analyse the evaluation evaluation. is the discussion of thefindings for both theeducational and student

Educational Content Even though each of thefive programs has adistinctive style of stating the curriculum and levelobjectives, it was evidentthat all programs have related to the followingcategories of behaviors:the nursing common conic-A skills, socialization into the process, teachingand learning, organizational nursing profession, written andverbal communication skills,leadership skills and interpersonalrelationship skills. Psychomotor or manual skills wasanother common content forthe five objective programs.All programs exceptU.B.C. have a specific curriculum, skills.However, each of the five programsdo', r in relation to psychomotor A sample have a list of psychomotorskills that are taught in the programs. in Table 24 on page 233. of selected categoriesof these skills is included semester, term, or yearin which the skill was This table also includes the completion of the program. taught and the expectedlevel of proficiency upon With reference to Figure1 on page 3, certaindifferences in the scope of educational content wereevident from the analysisofjhe objectives and psychomotor-proficiency lists.They are: -83-

Camosun, Cariboo and U.B.C. include a curriculum objective which encompasses the synthesis of knowledge from the generaleducation courses while :Okanagan and V.C.C. do not.However, it was not assumed that there was an absence of generaleducational content in these two programs, as general education courses are included in each.

2.Camosun College appears to expect the student to learn to establish, maintain and terminate an interpersonal relationship with client or patient.U.B.C. expects the establishment and maintenance of an effective relationship with both clients and colleagues while Cariboo College expects the establishment and maintenance of a helpful relationship.it was not apparent what the scope of this particular category of educational content is for the other two colleges.

3.Both U.B.C. aid Camosun College expect their graduates to teach clients, families and colleagues white the other colleges appear to expect graduates to teach only clients.In addition, U.B.C.'s performance rating scale for psychomotor skills includes, as its highest level, the teaching of skills to colleagues while the colleges do not include this within their rating scales.Therefore, it was not possible to determine the extent to which the colleges expected their graduates to teach colleagues.Subsequently, the scope of educational content included under teaching and learning could not be determined.

4. U.B.C. identified the following curriculum objectives which indicated educational content that was not present in the college programs: a. The application of the principles of publichealth b. The exploration of alternate modes of health care c. The performance of nursing's unique function, independently or interdependently d. (he use of a nursing family model a. The use of research findings in nursing care f. The application of management principles g. The evaluation of the role of the nurse in relation to trends in health care h. The development and promotion of the profession of nursing. 5.It was evident that the majority of psychomotor skidsthat are suggested by the R.N.A.B.C. for inclusion in programs dreparatory to nurse registration in B.C. aretaught in all programs.The following is a list where differences arise: -84-

Skill Program taught by

a. Total Parental Nutrition Cariboo College and U.B.C. b. Blood Administration U.B.C. and V.C.C. c.Administer mods through I.V. (tubing and Heparin Cariboo and V.C.C. lock) d.Start I.V. Cariboo and Okanagan 0-Chest tube and drainage U.B.C. and V.C.C. It was not determined why these differencesarise. Even though the broad scope of educationalcontent was described through the analysis of curriculum and levelobjectives and the list of psychomotorskills, it should be possible to describe thedepth of educational content byanalysis of the course, unit and lesson planobjectives.In addition, content may be included in programs which was not evidentfrom these broad objectives.Unfortunately, due to limitations of time and resources,this component of the study was not accomplished.

Evaluation of Learning Various tools may be used for guidingstudent evaluation within nursing education programs. Some of thesetools may be exams and theirblueprints, student clinical evaluation forms andproficiency lists for psychomotor skills. As the R.NA.B.C. approval criteriafor programs preparatory to nurse registration require that evaluationof student achievement be based onobjectives, it was anticipated that these toolswould have been developed usingbehavioral objectives.Subsequently, the descriptive tool,developed to analyse objectives, could be used to analyse these studentevaluation objectives. It was found that each programused behavioral objectives toguide clinical prattice evaluation of students.The four colleges used the statedlevel objectives as the basis for clinicalevaluation while U.B.C. used various typesof objectives to evaluate students inclinical practice. Evaluation in the classroom setting wasonly described by reviewing exams and their blueprints.However, as each program had various waysof constructing exams and their blueprints,the attempt to compare evaluationin the classroom was abandoned. As proficiency levels ofcompetencies and/or skills may also beused for measuring student achievement,it was decided to compare theselevels for a set of selected psychomotorskills.The findings are:

1.Camosun, Cariboo and OkanaganColleges use the rating scale presented by the R.NA.B.C. in theirEssential Manual Skill Document.This rating scale is based on the degreeof-assistance

111 -85-

or supervision required to perform a skill.Number 1is the lowest ranking which requires constant supervision while 3 is working independently.U.B.C.'s rating scale is similar but includes an additional category, 4, which is teaching others to perform the skill,hile V.C.C. uses Dave's taxonomy of psychomotor skills, nuers 1, to 5, 5 being the highest. 2.The findings suggest a pattern of similarity of ranking of proficiency levels even though the rating scales may be different.For example, usually if a skill has the highest ranking in one program all programs rank this skill as the highest in their scale (Camosun, Cariboo and Okanagan, 3; U.B.C., 4; and V.C.C., 5).

Learning Experiences Chapter VI of this report dealt with the quantitative aspects of the . scheduledlearning experiences for each program.Only these were included in the analysis.The findings are:

1.U.B.C. has. the longest program duration which is implemented over the longest time frame.However, when examined in combination withhe student workload, Cariboo College has nearly the same number of scheduled instructional hours within a timeframe of one academic year less than U.B.C. 2.U.B.C.'s B.S.N. has proportionally almost twice the amount of theorcomponent than it does have practice component.Pro- por ionally, colleges have a closer balancebetween theory and practice.In addition, colleges have the majority of the theory at the beginning of the program while U.S.C. does notdemon- strate this tendency.

3.The number of evaluation weeks when scheduled learning experiences are not occuring appears tocontribute to the duration of the program.U.B.C. has 12 weeks of evaluation while, of the colleges, Camosun has four weeks, Cariboo has nine weeks, Okanagan has 10 weeks and V.C.C. has six weeks.

4.All programs include a general, liberal or support education component to the program.U.B.C. has the highest proportion of general education courses within its program, at 38 percent. The college programs have approximately 19 percent ofgeneral education courses, with V.C.C. having the highest percentage and Camosun the lowest.Those college general education courses may or may not be university transfer.The summary of the transferability of these courses is summarized in Table 17 on page 53.

5.A II programs include nursing theory components,however, the composition of these learning experiences may varyfrom program to program.Micro-analysis of each course was not performed as explained under EducationalContent in the previous chapter. 112 -86-

6.A II programs include a psychomotor lab component.Cariboo College schedules 241 hours for psychomotor skills, while the other programs schedule psychomotor lab experience hours as follows:U.B.C. has 218, and Camosun, Okanagan and V.C.C. have between 150-160 hours.

T. The practical experience of U.B.C. is approximately 300 hours less than any of the college programs and approximately one- third of this experience is in the community setting.Even . though the practical learning experience for students at Okanagan College is the second highest, 160 hours of the total 1418 hours is the Work Semester I experience.This experience is required for promotion in the program but is not instructor supervised. This is quite different from the work. experience at Camosun College.Finally, all college programs have approximately 1285 to 1460 hours of practical experience, primarily in the hospital.

8. Each of the colleges has a practical learning experience towards the end of the program which is considered a period of consoli- dation of previous learning and promotes the students' leadership ability. As previously mentioned, it was not determined to what degree each program incorporated self-directed learning into the planned learning exlar4ences. Therefore, no attempt was made to determine the number of schedWed classroom or clinical hours that may be allocated to specific content areas.

Learning Resources and Teaching/Leaming Approaches For the purposes of this study the learning resources analysed were the textbooks while the teaching/learning approaches were the teaching aides. There is a certain school of thought which suggests that textbooks may reflect the philosophy of the program and/or support the curriculum. This was not determined in the study, as no consistent pattern could be identified in the selection of textbooks except for the following general statement that each of the programs used supplemental references and/or learning packets for nursing courses. Self-directedglearning is the primary approach for learning within the Camosun College piogram.U.B.C. and V.C.C. also appeared to use independent learning, however, the extent of this approach was not possible todeterrrne. Both Okanagan and Cariboo Colleges tend to use more traditional methods for classroom torching. Within the clinical practice setting U.B.C. provides direct student supervision by a nursing instructor for all clinical practice experiences.The college programs provide direct instructor supervision for 55-65 percent of the experience which is the equivalent number of hours of U.B.C.'s clinical practice experience.The qualitative aspects of the experience were not determined, however, it may have been advantageous to include the student- instructor ratio and the availability of learning opportunities during the experience as descriptors for comparison. II1

-87-

Concluding Rernaik. An enormous amount of data was collected and placed intivsmaller workable units for analysis and discussion.ir:ach of these units may be approached independently, however, as each of the five programs has integrated curricula it would be unwise to limit the analyalis and subsequent ,discussion to these smaller units.The following is an attempt to synthesize the findings into comprehensive statements. N,, The findings suggest the following salient patterns among the five programs: Ns< 1.While diploma nursing programs specifically prepare graduates to assume thee role of staff nurses within the context of .a hospital, baccalaureate graduates may act in the capacity of public health nurses at the community level or as nursing leaders within the context of the hospital.There is an apparent difference in the purpose of the baccalaureate and diploma nursing programs, the scope of educational content and the amount and emphasis of specific types of learning experience. For example, U.B.C. provides educational content on the community nursing aspects and proportionally more community nursing practice.

2.Even though the stated purpose of each of the four college programs are comparable, itis apparent that each program accomplishes the purpose in a unique manner.Each of the programs has camper-ibis behaviors expected of graduates, however, the amount and type of learning experiences, sequence of content and organization of courses vary with each program. Upon reviewing the purpose and terms of reference of the study, the stated findings confirm that the majority of the study's questions have been answered except for comparing the depth of educational content of the programs.Even though behavioral objective writing may be inexact, the investigator hopes the analysis of course, unit and lesson plan objectives will be accomplished in the future, in order to determine the depth of educational content. Finally, several 'questions arose during the course of the study which, when answered, may contribute to furth understanding of these programs:

1. vVhat are the actual demographic characteristics of students enrolled in each of the programs?How have these characteristics influenced curriculum implementation?

2.To which extent and in what manner have the identified needs of the program's community influenced.the program?

3.What is the specific micro-level content includes in each program? -88-

4-What is the actual overall (in-class endout-of-class) workloadof students in each program?

5.What is the relationship betweenU.S.C.'s rating scale for Essential ManualSkills and those used by the colleges?

6.What is the actual level of expectation forstudent performance in the programs, as determined by theevaluation of learning?

7.What is the actual level of expectationfor student performance upon graduation? 8.Finally, and primarily, what is the and resultof this process? Or, what is the level of performance ofgraduates of all programs in the practice of nursing?

.115 -89-

BIBLIOGRAPHY

1.Adam, E.Nursing Education Confers**.Registered Nurses Association of Britis o um U. May an ,1980.

2.A.R.A. Consultants Ltd., A Review of the Two-Year Di tome Nursi Pr..ram in Coll r a ec no n n ar o n s ry o o ego* o pp ec no ogy n tario, Province of Ontario, April 1978.

3.Attridge, C., Ezer, H., MacDonald, J.P."Implementing Program Philo- sophy Through Curricular Decisions", NursingPosers, Perspectives in Nursing.Spring 1981, Vol. 13, No. 1, pp. 51-62.

4.Back to Basics.Canadian Nurses Association, Ottawa, Ontario, 1980.

5.Benner, P."issues in Competency-Based Testing" Nursing Outlook. May t982, p. 303-309.

6.Bloom, B.S. (ed.).Taxonomy of Educational Objectives:The Classi- fication of Educational Goals,(Handbook 1:Cognitive Dcimain). ffevidMacey, New fork, 1966.

7.Bloom, B., Hastings, J. and Modaus, G.Handbook on Formative and Summative Evaluation "if Student Learning.McGraw-kill, Wow York, 071.

8.Bruner, J.S.The Process of Educa'%ion.Vintage Books, New York, 1963.

9.A Blueprint for a Comprehensive Examination for Nurse Registration/ Licensure.Canadian Nurses Association, CRA Testing Service, Ottawa, Canada, May 1977.

10.Campbell, M.A."The U.B.C. Model for Nursing:Direction for Curri- culum Development", Nursing Papers.Summer 1976, Vol. 8, No. 2, pp. 10-24.

11.Campbell, M.A., Cruise, M.J. and Murakami, T.R."A Model for Nursing:University of British Columbia School of Nursing", Nursing Papers.Summer 19741 Vol. 8, No. 2, pp. 5-9. 12. CNA. A Definition of Nursing Practice Standards for Nursing Practice. Canadian Nurses Association, Ottawa, Ontario, June 1980.

13.Clark, J."Development of Models and Theories on the Concept of Nursing", Journal of Advanced Nursing. 1982, 7, pp. 129-134,

14.Crow, R."Frontiers oP Nursing in the Twenty-first Century:Develop- ment of Models. and Theories on the Concept of Nursing".Journal of Advanced Nursing/ 1982, 7, pp. 111-116. 15. Common, D.L.Curriculum Im lementation.Canadian Association for Curriculum S es, G 00A Behaviors; 16.Dave, R.H."Psychomotor Levels" in Devalo I and Writi Objectives.Educational Innovationsress, ucson, !zone, John Wiley and Sons 17.De Tornyay, R.Strata las for ThiniNursing. Inc., New Yor . Scott, 18.Dick, W. and Gary, L.The Systematic Deglan of_instruction. Toreimon & Co., Glenview, Illinois, ch.371108.

19.Downs, F.S."Editorial The Scientific Gatekeepers"Nursing Resoarch. Vol. 31, No. 3, p. 131, May/June1982.

20.Eisner, E.W. end Valiance, E.Conflicting Conceptions of Curriculum. McCutcheon, Berkeley, 1974.introductio.., "P we-Conceptionsor- Curriculum:Their Roots and Implicationsfor Curriculum Planning, PP- 1-9-, Appleton- 21.Fox, D.Fundamentals of Research in Nursin(4th ed.) Centuryro ts, ew or , Instruction 22.Fullan, M. and Pomfret, A."Research on Curriculum and Implementation", Review of EducationalResearch.Vol. 47, No. 1, pp. 335-397,Winter 1977. Independent 23.Furnell, M.. and Thompson, R."Evaluation of the Use of Sfudy Modules", Nursing Papers.Vol. 8, No. 2, pp 31-35,Summer 1976.

24. - Geissler, E.M."Matching Course Objectives toCourse Content", Nursing Outlook.Vol. 22, No. 9, pp 579-582,September 1974. Prentice-Hall, Inc., 25.Gronlund, N.E.Constructing AchievementTests. Englewood. Cliffs,NJ., 1982.

26.Gronlund, N.E.Stating, Behavioural Objectivesfor Classroom Instruction. MacMillan Co.,igew York, 197(f Selection in the Curriculum", 27.Grosskopf, D."Textbook Evaluation and Nurse Educator.pp 32-35,'November1981. Educational Handbook forHealth Personnel.World Health 28.Guilbert, J. Chief, OrganizAtionen12rnoasn:RMNsrifPiiTOrir,L 35. Office of Publications, 1211Geneva 27 Scnitz, 1977. for 29.Hannah, L.S. and Michaelis,J.V.A Comprehens;ie Framework instructional Objectives.Addison-Wesley, Reading,741-ass., 1977. "Educational Research in 30.Hill, M.S., Susan, R.G.and Scott, J.M. Nursing - an Overview", Int.Nursing Rev.27, 1, pp 10-17, 1980. -91-

31.Hilton, A."Relationships Between Classroom Theory and Clinical Practice", Nursi Papers, Perspectives in Nursing.Vo:. 12, No. 3, pp 20-28, Fa III

32.Hipps, O.S."The Integrated Curriculum:The Emperor is Naked", American Journal of Nursing.pp 976-980, May 1981.

33.House, E.R.Evaluating with Venda*.Sage Publications, Beverly Hills, 1980.

34.Imal, H.R. Can We Get There From Here?Re 11, rton Feasibilit Stud for the Prov s on o^ens SS Or7r I* ramstoncrease n co *per oncer oro kir**eg tre on. roper or: Il egisteted Nurses Assbciation of aritioh Columbia, September, 1980.

35.Isaac, S. and Michael, W.B.Handbook in Research and Evaluation.2nd Edits Publishers, San Diego, California -1981.

36.Jagger, J."Data Collection Instruments:Sidestepping the Pitfalls", Nurse Educator. pp 25 -28, May -June 1982.

37.Johnson, D.E."The Behavioral System Model for Nursing", Conceptual Models for Nursing Practice (2nd ed.)Riche, J.P. and A., Sister Callisfre (eds), Appleton-Century-Crofts, New York, 1980,

38.Johnson, M. jr.'Definitions and Models in Curriculum Theory", Educa- tional Theory.',7, pp 127-140, April 1967.

39.Jones, W.J."Self-directed learning and student selected goals in nurse education", Journal of A!vanced Nursing.6, pp 59-69, 1981.

40.Kelly, A.V.The Curriculum, TheorLend Practice.Harper & Row Publishers, London ,-1977.

41.Koehler, M.L."Evaluating A Curriculum", Journal of Nursing Education. Vol. 21, No. 1, pp 32-39, January 1982.

42.Kermacks, C.Discussion Pa Nursi Education StudRert.Minis- try of Educe on, once a ec no ogy,r s o um a,pril 1979.

43.Kermacks, C.Post Basic Clinical Nursing Skills.Registered Nurses' Association a British Zolunibia-, Juno TOW

44,Kramer, M."Philosophical Foundations of Baccalauctate Nursing Edo- cation", Nursing Outlook, pp 224-228, April 1981: _

45.Krathwohl, D.R., Bloom, B.S.. end Main, B.B. Taxonomof Educational Objectives:The Classification of Educationst oa s an Affective Domain), David McKay, Hew York, 1,61.

46.Kruger, M. and Yensen, J.The Nursi Prram at Vancouver Communit Coilepe Laara Cam FASIOWTA1uenc mots end P r9r em eng 47.Mager, R.F.Preparing Instructional Objectives.Fearon Publishers Inc. Belmont, California, 1975.

48.Mager & Beach.Developing Vocational Instruction.Ch. 1.Team Publishers, Palo Alto, California, 1967. 4 49.Morris, L.L. and Fitz-Gibbon, C.T. How to Deal with Goals and Objec- tives.Sag. Publications, Beverly Hills, Cal., 105.

50.National League for Nursing (NLN) Publications.

a.Characteristics of Baccalaureate Education in Nursing.Pub. No. 15- 17'f, )971/. b.De Chow, G.H.Curriculum Design for Associate Degree NursiN. Pr o rwsLmI._.WorLitII._.)mEaL.....nDirection.Pub. No. 23-1833, 1980. c.oevelopinii Teets -to Evaluate Student Achievement in Baccalaureate Nursing Frograrns Pub. No. 15-1761; T979. d.Peterson, C.J. (Milts), Broderich, M.E., Demurest, L. and Haley, L. Competency-Based Curriculum and Instructions.League Exchange No. 122, 1979. a.Tier, L.L.and Roberts, B.D.Curriculum Desijn for Associate Degree Ett;i22!2.341.7223rocirrams:Teaching am Ev aluation in the tlassroonri: Prub. o. 9. f.Waters, V.Distinguishing Characteristics of Associate Degree Edu- cation for Nursery.Pub. No. 23 -182',

51.McNeil, J.D.Curriculum: A Comprehensive Introduction (2nd ed.) Little, Brown and Company, Boston, Mass.; )98f.

52.Pennington, F. and Green, J."Comparative Analysis of Program Develop- ment Processes in Six Professions", Adult Education.Vol. 27, No. 1, pp 3-23, 1976. 53.PerspectivesOursing EducationjPractice and Research, Proceedings of the1018 Annual Mooting of the Wesfirn Region.Canadian Associa- tion of University &:hools of Nursing, Calgary, Alberta, February 22- 24, 1978.

54.Polito D. and Hungler, B.Nursi Research: ci les and Methods. J.B. Lippincott Company,

55.Posner, G.J. and Strike, K.A."A Categorization Scheme for Principles ,.of Sequencing Content", Review of Educational Research.Vol. 461 No. 4, pp 665490, Fall .

119 -93-

Registered Hums Association of B.C. Publications

N. a.Becoming Nurse.Registered Nurses Association of British Columbia, Spring 1981. b. Com tends. and Skills Required for Nurse Registration for Gradua, oa= as c ro(ram, interim Working Documeat.Registered Flurses' Association of British Columbia, March 1978. c.,Criteria Policies and Procedures for Approval of Programs Preparatory Nurse ittegistration initriBea Columbia.Registered Nurses Association of British Columbia, June 1977. d.The Deliverof Academic and Professional Pr Outside of the WICOUVOf 0 r. 4. an roes c m crens Or rograms rrCU 0on r 0f. am " rumor Commissioner, Ilgistrd NursesAssociation of British Columbia, June 1976. . Essential Manual Skills.Registered Nurses Association of British Columbia, 1978. f.Nurses:Are We at the Sreaking Point? Registered Nurses Associa- tion o) British Columbia, i981 g.Nurses (Registered) Act, Chapter 302.Queen's Printer of British Columblik, 11$71). h.Position Statement on Nursing Research.Registered Nurses Associa- tion of British Columbia,roei. i.Roles and Functions, Joint Statement of the Licensed Practical Nurses Association of grip:1h Columbia, The Registered Nurses Association of British Columbia and the Registered Psychiatric Nurses Associa- tion of British Columbia, February 1977.

57.Rahmlow, H.F. and Woodley, K.K. Ob ective Based TealiN.Educational Technology Publications, Englewood - 7377 58.Reilly, D.E.Behavioral Objectives - Evaluati6n on Nurbing, 2nd ed. Appleton-CenturyCrofts, New fork, 1980.

59.Riehl, J.P. and Roy, Sister C.Conceual Models for Nursi Practice. AppletonCentury-Crofts, Newor . -0e7Sy, OM Rovers, M.D. A Review of the Reliabilitand Validitof Selected Pro- cedures to spar ment ory,n vers y o r

81.Schneider, H.L.Evaluation of Nursing Competence.Little, Brown and Company, Boston, Min., 1979.

82.Simpson, E.J."The Classification of Educational Objectives in the Psycho- motor Domain", in National Media Institutes'.The Ps chomotor Domain - a Resource Book fir Media cialis yp on ouse, -94-

O. Skeleton, J."A Program that Dares to be Different",- The Canadian Nurse. March 1977.

64.Smith, L."Models of. Nursing as the Basis for Curriculum Development: Some Rationales and implications", Journal of Aovanced Nursing. 7, pp 117-127, 1981.

Staropoii, CA. anti Waltz, C.F.Dove and Eveluati Educational Pro- Tgrams for Health, Care Provi' rs. enn., 197d.

66.Stevens', B.J.Nursing TheoryjAnaly0s Application and Evaluation.Little, . Brown and 'company, Boston, Mass., 1979.

67.Swanson, E. and Dalsing, C.W."Independent Study:A Curriculum Ex- pander",Journal of Nursing Education.Vol. 19, No. 9, pp 11-15, November i980.

68.Sweeney, M.A., Hodstrom,-B. and O'Malley, M."Process Evaluation:A Second Look at Psychomotor Skills, Journal of Nursing Education. Vol. 21, No. 2, pp 4-17, February 1 .

69.Szczepkowski, R."Objectives and Activities," in Alan B. Knox end Asso- ciates Developingi Administering and Evaluating Adult Education, . Ch. 3.Sessey-ilais, finFrancisco, Cal., 1980.

70.Treece, E.W. and Treece, J.W. jr.Elements of Research in NursiN, 3rd ed.The C.V. Mosby Compiiii7STniroulf2:

71.Tyler, R.W.Basic Principles of Curriculum and Instruction.The Univer- sity of Chicago Preiii; 1949. /2.Uprichard, M."Editorial:Change and Growth", Nursing Papers Perspectives in Nursing .Vol. 8, No. 2, pp 2-4, simmer 1976.

73.Wong, J. and Wong, S."The Selection and Organization of Curricular Experience in Nursing", Journal of Advanced:Nursing.6, pp 391- /96, 1981.

74.List of Programs' Documents (Appendix B). 41

.f 121 -95- f.

, DEFINITIONS

Admission Criteria Standards or requirements forentrance into a program.

Clinical Objectives Objectives used to evaluate, student performance 4 in the practice setting.li.... hospital,community).

Community Scheduled or planned experiences that allow the student to i nursing in areas ott.r than a long-term care, altermediato care oracute care hospital settings. .Unsupervised Communitk - Instructordbes not accompany student(s) butcoordinates the placement of students, may makeperiodic visits and evaluate student's learningduring this experience. Supervised Community - Instructorconstantly accompanies the student(s) duringthis learning experience.

Competency "An intellectual, attitudinal, and/ or motor capabi- lity derived from a specifiedrole and setting, and. stated in terms of performance as abroad class or domain of behaviour.It can be analysed and sub- divided into one or more terminalperformance objectives." (Broderick et, al.)1979, p. 20) operationteizing the pur- Conceptual Framework Mechanism or blueprint for (Nursing Curriculum) pose and curriculum,program,, or terminalobjec- tives. pro- Content Subject matter which is included in a course, (Educational) gram, class, etc. Context of Practice 'practice" or work situation in which astudent or (Nursing) graduate practices nursing.

Coterie Description Summary of content and learning experienceof a course.

Co-Requisites Courses Co-requisite courses must be taken at the same time as the desired course or mayhave been taken previously.

?is -96-

Course Objectives Behavioral objectives which indicate those behaviors which a student is to possess to successfully complete the course.

Curriculum Plan for student learning which includes the following (Nursing) components: a.Philotoptly (beliefs and purpose) I b.Curriculum, terminal or program objectives c.Level objectives d. Course objectives i.Content or subject matter Learning experiences Learning resources br. Teaching/ learning approaches v.Evaluation of learning (Reilly, 1980, p. 71)

Curriculum Objectives Statement which indicate the behaviours expected of (Terminal or Program a graduate of a program. Objectives)

Depth and Scope of Depth of-Content - refers to the complexity of Content subject matter included under specific units of a course (i.e. degree ofthoroughness). Example:Unit - Communication skills Subject matter on the establishment, maintenance and termination of a relationship with a client using five different models as opposed to one model, is considered to have more depth of content. Scope of Content - refers to the broadness or kinds of subject matter included in specific units of a course. Example:Unit - Communication skills Subject matter on the establishment and .maintenance of a relationship with a client is covered as opposed to the establishment, maintenanceand termination of a relationship with a client.

Evaluation Week Time period when planned (outlined in the curriculum) formal evaluation of planned learning occurs and when no new planned learning is occurring.

Exam Blueprint Tool used to develop the evaluation of learning in ,exams or tests.In theory, these should evaluate the content included in the course at the same level. of expectation as stated by the course objectives. -97-

General Education Courses of study which broaden the perspective' of Base the learner which may not be specifically oriented to nursing. Graduate Nurse (GA.) Any person who is a graduate of a nursing program.

In-Class Workload Number of scheduled hours of clasies in a week. Instructional Hours Student's scheduled or planned hours of learning which occur during the instructional weeks. instructional Week Time period when planned (outined in the curriculum) learning experiences Occur.

Lab (Nursing) Scheduled learning experiences which occur at the educational institution during which the student learns, practices and/ or demonstrates proficiency in psychomotor skills.

Learning Domains The three areas of human learning including: Objectives a."The cognitive dorneln includes those objectives which deal with the recall or recognition of knowledge and the development of intellectual abilities and skills." b.The affective domain which "includes objectives which describe changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment."(Bloom et. al.,1956, p. 7) c.The psychomotor domain referring to those "behaviours which include muscular action and require neuromuscular coordination." (Reilly, 1980, p. 61)

Learning Experiences Events of the curriculum which allow the student to achieve the expected behaviors, as identified by the objectives.

Level Objectives Behavioral objectives that arise in the conceptual framework of a curriculum at specific stages or levels in the time-frame (i.e. end of a term, semester, years, etc.).

Mastery Learning The student is given sufficient opportunity in learn- Mg experiences and time to accomplish all the expected behaviors, competencies, skills, etc. required in a pryram's curriculum.

124 -98-

Model of Nursing "A model can be defined as "a symbolic depiction in logical terms of an idealized relatively simple situation showing the structure of the original system" (Hazzard and Kergln, 1971, p. 392).A nfodel, then, is a conceptual representation of reality." (Riehl and Roy, 1974, p. 2)

Nundng Courses Scheduled or planned learning experiences that are taught/ supervised/ arranged, etc., by the nursing faculty.

Nursing Theory Educational content or subject matter which is identified as nursing content.

Orientation Week Period of time prior to the commencement of an instructional week when unplanned (not in the curriculum) learning may occur and / or orientation to planned learning may occur.

Out-of Class Workload Average number of hours of homework required each week for successful completion of the course. (Camosun Calendar, 1981-1982, p. 36)

Practice (Hours) Scheduled or planned learning experiences occurring in a practice setting or health agency such as: a.The community b.The hospital

Practiqum Real-life work experience which is supervised and evaluated by the instructor.The student works ti various shifts as a member of the staff on the clinical unit but is not an employee.

Preceptorship Real-life work situation of student learning during which the student is supervised by one Registered Nurse and gradually assumes that R.N.'s work assignment.The student works with the same nurse on different shifts.The instructor may make periodic visits to the agency.The student is evaluated by the Registered Nurse, by the instructor and maybe also by the Head Nurse.The student is not an employee of the clinical agency. Statement of beliefs or values.

Pre-Requisite Courses Courses that must be completed satisfactorily before a student may take the next course. -99-

Program Submission Report submitted by nursing programs to theR.NA. B.C. as an integral component of the program approval process.

Purpose (Nursing) Broad statement which describes the intended role the graduate will assume upon completion of the program.

Registered Nurse (RA.)"Any person who demonstrates that he or she has met all the requirements for- registration aslaid down in the Registered Nurses Act, and current registration policies approved by the R.N.A.B.C. Board of Directors."(Roles and Functions, February 1977, P. 3) Self-Directed Learning The student learns the subject matter independently through the use of instructor developed modules, learning packets, auto-tutorials,computir-assisted instruction, etc.

Seminars Scheduled learning experiences which occur in small groups.

Support Courses Scheduled or planned learning experiences that are not taught/ supervised/ arranged, etc., by nursing faculty.

Teaching/ Learning Methods or techniques employed by faculty to faci- Approaches litate student learning.

Theory (Hours) Scheduled, or planned learning experiences which occur at an educational institution whichincludes the following: a.Nursing theory/ seminars/ tutorials/ labs b.Support courses. Units of a Course Categories or groups of subject matter that are included in a course.

University Transfer Course(s) taken by students in 3 college which re- Course(s) ceives credit at an university.

Work Experience I Planned learning experience included in the Okanagan College program which requires a student to become an employee of a health care agency.The student must mealy* a satisfactory evaluation before continuing on in the program.

126 - --A I . _ +''n.4

SUPPORT MATERIALS

127 Descriptive Tool

and

Analysis of Programs' Curriculum and Level Objectives -101-

Page reference

1.Descriptive Tool 103 2. Ans lysis of Programs' Curriculum and Level ObjeCtivos: Canvass College 108 .Cariboo College 111 .Okanagan College 119 .University of British Columbia 137 .Vancouver Community College (Langara) 143

12a -103-

Nestle* 1 - behavioral objectives are is the tellowlas three demise of lears_mtis

a.) Cs t$ (desalts) the latolleatmal ability or Oilskin skills

b.) WOW*, (dsmala) - teenage, attitedos voloss. beliefs, sof ethics

a.) ftretentE (044660 this somipelativo mad skills or the ammeal Skills Mu, 6110010 the hehOwtors1 "'Wives usleethe falesises

infilia grit Ceseitism 2 Affinitive 3 Pepsheseess 4 COSSitiVO mad otiosely* 3 Cestitive sal pelebesettor 6 Affective, mad pepehemstor 7 togattivi, strattue., and poirchtesster

II Isiltipsoue

Questioe 2 - at is the tasemeete level of eampetesee indicated is the behavioral objective?

DirestIone VOIRd the easaploo of *sties verbs as poles 2, 3, sad 4 (listed as the left side) end sample* of direct objects (listed as the sleet side) classify the behavioral objective soles the followings

Cede COWLEY Costillat 3 Giirl 2 Level /I 1 Level t Affective 3 Level III 2 Level II I Level Psychomotor 3 Level III 2 Level II I Level I Oirectioes: If the objective has bees ceded as 4 to II to gaieties fl, please classify outset the27,11-274iles.

Ossetia* 3 - What to the level of_performeace usingthe following?

Cods Cet01017

1 Level I - with coescset farandoles, guidance, or assistance 2 Level II- is toesultatioe, with periodic supervisioe or WHOISt4640 3. Level II/ independent, without melanoma,

Question 4 - Whet other cesditiome are stated!

Ineeplee caries for ',slotted potions, climate is a specific settles such as msdiciee, oommveity, ete. member of potions classroom (touts. .104-

Toyelocestes fsmste GeEp717ive Demi. 1

Medi Of Vesta . . Agnes Verb Keen Object Aetiee Verb Urea Object emelt*. *enema aelesierlado alternatives defines Offeelkalbe accepts 014114411 doscrtloo WOOS asemeelbeeos 'mss bee bmeeledge ofetragemeste combines aldose*, identifiee listsbasis *Petrels daises Mews bona differentistee sweets matches eategery/catego lista. (for) etempIes mesons* nee 'Natively models awe causes rased to lifteff elopes estate.* clees(a) select sista@ recall stealfieetieee mem* oases recognise astimaitv to est apart mmiteris Awes @seeds -definitiess Awe swereneee rbythee oae develepest(s) of devices divisions lemests *simples facto factual Woma- n*, (seeress, nonse, dotes, everts, pereass, places time periods) features form formulations force* fundamentals geserelisetioa implicatioas isterrelation- ships laws measles, method() mescals movements organiatiose 'bowsaw prieciplee prisciple procedure* amass@ propane* propositioes esterase* rslatioeships representation roles arseace(0) 1141111 etrectere(s) etylo(s) woolbel(s) .tacksigvi(s) tongs) termiselogy tbeevia IMOOOMPOSO types NOW INNS vote

131 -105-

,... _ bespeass ' istorpreistisseat Data, ,..41. ,-...... Actiss Verb Laval II Aeries Verb Direst 'Objsei Mills Verb Oirent *Jest , .. cassias sot saslyes Aggressive, Amato abilastisas to SCIMMOWS accapts ',preaches accordiag ally procedure appeal** avvaappomesta Alleillille iliteM11111011411 racy* sorest. oats willisigly artistic Ossisetrstse catessriss assmaptises avow produetisso bdas(se) fipples& , artists skill is chows miss cbsele eased effect OffirlY4100 lassioatices 0141,4,14 sausrieffests aerie sbaraiss assists colas follows g!g" "uniPla. "seles1481/ airmails, ses@somisses aassws artistic peaceite** deseglisse 0111111144411 asaatatease respeesibilitics campus restisessrise basses. dosesstestios practises esecluis aserollariss 'sups's@ iiisaatiaac , ... _ ceetrast detisitios swamis dramatic (Perk desserts elements compiles WNW . criticise essestials is sessistsel owls dodoes svidescs ~perste. utth sreup embark- Mara doctors debates ship describe felisciss declares isetrocrises demoestrats forms &deeds isstrumest Are et $0110f41184tielle &dims Irani...titles detect hypotheses/ dewy irrslovsacies decorates hypothesis discs*, lass develop ideas discssoss mill- limits diagrams implicates. uts17 sesical prodoetios differeatisto isterrelatiosS empresses astir,parameters discrisisste laws Itemise persosal trteed- distils/sih esseisss forsolstse skip (bstsatsa) methods foamless* s pule

draw sow views potties , policies (csecissioss) ersesisatioso fellows help prooestatiose espial particulars immix's* pro- projects eeriest* parts ficiency is @pooches exp'ais potters' teCt'INIM standards exceed plosaessasa members of systems extrapolate phrases interacts simples fill is priseiplso lists*, CO witless plit71114 pasts of vies *remise siva is ems wordsprobabilities patriotismw is iiestity procsisres ploys illustrate processes practices isplemeass 'sepses(*) procpcts toter qusliticetioss relisguisho isterpret ramifications ,.*pacts isterpolata rolatissehips mops& saks(s) colossuses seeks seditiof rotisseries oppertesitios *gelato, ropmastaciess selects orators ampla() oboes interest prodicts iteAtiO4 sposities prepares tesemests speed Islam's provides (of Serest) tise in read OCIISONIK subsidises 1111111MAII (Of tact) supports siCapaiss sciiii404 'ialin-appespetacw relate tectuticass amiss reorder Amuse taws astaid rep/hiss. theories tliseeissa fffprillelli voisatsses fee Mtge , fltORTIOCIONIIi",/t.. apiece solves Mot:irides MMINIter trawls," crsol/its sea 132 h.- 0

-106-

CIPpiti3O bows essms17-1 leyebawnwr Ramie I*sewage ...... -----...... --..-... Problem Salvias ' losstsiolisstion _Aetenstiom. ...-...... -...... -.-1 Action Verb Direst °bp** Aegis* Verb Street *jest MIL'S Verb .

eppreles lostesetises (is) sompostabistoOksviets amiss out C.. arse* aseersey/owters sets mosststsetlytooflicts ts coosstatt 11041401SO cies (is) wessessibisMeets clarifies Oltermatives Amide *WO is skilled esebises es000stestlsos sheave 111110110116 toopsess, *capacitive molotos osoftdury is skillful seoposso essitstssey/sses- swim igerailase in using 'secludes tootles ratadded highly bps hemsmitariamiem wee *smolder ceeres(s) 0 superiors West*? 411~0101111... sometimes settee porn esterity CIONOtritCt. Arai seberdiaates methods ceitrests discoveries Mild SW 6 plass creates ecoetay/eceeemics resolves saltless* Oficisecy resists decides efforts revises dodge* mode stases for *wises errors develop use ctsies derive fallacies discriainates flews obscenest seserelisatieme eveleete hypotheses/ Israelites hypothesis eiserellses MUM 'edges objective. *spittle* operatives modifier Patters (wiliest** perceptions organise phseemeas plea plea fJ prods**, }Teruel's* propose perforeence ,rearrespes product recoaetructs relatiemohips relate reliability fietftet10144 schematic varies* moieties. 'pacify specifications smart. . appetites stsmderdise simians optimises structure eyeshades theories tell utility transmit way validate work write .0.0000110.0010

33 ..,111111111141 ..../.1,1011V6-47.7,--71.1RNI I., AP.

CANDS1/11 COLLEGE LEVEL I LEVE/, PRACTICUM I -108- CURRICULUMObJECTIVES ...... Sdo ell SeoSSe0 ad delolfi. Whop IN Masi 410 asaisas 1...... -.-...ram,yrw 480 of ON- 0104. delesso, ill. I 18 gala tig isproatim..11.1 oseastiktge.If Midi aoloolot *Monoash OA agalagelse6 MA OW = IiiMPIP ifalfido adfolsgsfe if WM. Poo \0.4.4110! -vs* AlmIla soisoges Woes* *Iv/ -~4tiltiss MU at affolonlbeiho 11142 skis. UMW*N.4 1...11.. -.VS..- 14.5 .f iLf % .5 A, ..-.... 46'

4mmOmm.mh

foe loolodoodogse 4411 desdio Weis mama. Oise doosededttrM sosderso. So 414,6 gdoddidoso. So aural& ool. apeolds a 1 vologeof sonsio1 Solladeseol 0.1 t brags...... adiosidamo oat Oddild rim= la 4.1,410. X * osigoffif maroffig A05. edomelogg Opoph. ., 41.4 I . Li3

41.4 Le ...... , , Awn

firstams. 1114 MOWN, 00111144101 pordsmoesrwok. 1111.11610~ amernt al4S14. 446 Wawa Milo ~toe oi !!. 15_ oosioNme. 405465411 woos, off sposos *lidos massgal 4.1t1. moron "171.1 rev.. A. flowf.

0.9 I.,

464

sfspiOdo poSisidiso of ion Psi& an PPritso peisistoldoa MS ertallthes, sellantee of swims imorvormal swims taioemegood M of aft 0000.04* *ems Gift ?..1 14. eogeosiossiog en ilIMMIPHOPPei ireisetqa- 1.1 2 Sausselogeol 45 Lk ...... 4...i... ampuslosti4s. 440 , asoMMompe. Os ilooloolgi 0/40190. INNIM ealosideoldps vie* soidogeo,So telnuellest11.111/0.1 111011110611 11.4.4y. X. demo oft& Wog 0.1 Sol. giossof filos dad S11.3 felosisselide We Of. I volosiiedo aim Alf. 1. hyd voloodelf Maim oaf floge6 odapied 44dmpos omf Papsk.-- familia@ , tomillse . NW @WM 4., 1 .1 4.8 li 2 4.1 S.. 4.4 4.4 1. . . toot 4isei. gni tItssse. -imes ease aff t, itOL elOgloe Ofoloilso el OtN Mead defosidiso of . . PePsel.00 saaddss sod boded U.S A( eassIdog gad Weeds. 461 1 fogebiod gaf i8.8 i golf mimed Wools mom vief solgosodMoro losseind e4o1 soiageod oaffail's. 4.1-4*S.i agd moo 4.).foo.16 AAA lod5W 461.41a. off. Att. Af I. Vvo,.ol f.op. Mo. .1 CO I 4.9 -..A. MIMI s PA 44 _ ---SIM

. dbligifeargoAttt fees iPpolpsooppp. GOO SIN iffeediSomo, seep 'tidies's ISO alms, teaks sof a. firdtke sot Oslo Slidaid.1...... m.mamossam,A. 440 0.1 fosiefmei .*elate 1* . 1:11117mAAmmo, 4.1 it oliposp, Amities oad MOD 01.1101.0

0.14iiis ewe Som embere fe .. . gawk* 'Maslow M1 0.4 owygag soloosod oorgeop 4610od. : sisoodisso AM A, Por06 . , MUM 41.9 1 MM. 0. , . MN

..- . *Miles aogoolgasisdi tlilit 4844 044441o. ON* dpfloom A 1141PISIO. OW* ION 011ie is sissoisa egos! loofel Osifoloodissal , dogiodease, motifs Op MO ,L, agrodod ogee t_.....1...... 018810 Is iglagoomi sof4.1 voggedogefloodaftlio 468 *grad/ etaAA .. $ -,.. ,m144 sifoisof fidooldlas Off lio Mooed swag sthoss0 dissis 8 Mks oismomismo lmf 1" IP ...... f. 1.1610 4.45 14063 14:0. a...... -Papa. :to 0.1 = !!:!...-1...... ti.r..____ 0.4 . 54 OA , 410 I.

...--...... ---...... -... MP SIN Pgromfogeso AM mega . 114":=11.16"S"sod Ulf, 1 togossoffeAdel gal .. Wife sgd cs 2 oia dolimess, Ss ...1 42.-- 4miggolabl Ms. 11110 is sw, we, ,simwsIMO osfoolial oadiessero, 140 4 _ dad samidd 44die. 'MOM MO Orddikdo diramobege sod ashofite115,141 isOONASSAA WI "134.3 eiiiswea WAWA 4, PMA Popo& . PPS& ORO. , m 4 P C I S Ow, ( LS f IA AA $ . R4A MOO 111 IN II 1111 LIT I I 11, I RAI II / 10I It 1111 11: II 11 le 11111'1 [I ri INC grill 111 1111 0 CURRICULUMcancrwEs LEVEL I LEVELII LEVEL III LEVEL IV figMfigotri ..tell41.4 owl* 6.1 firsma 141 OMINIPO

it.* 3

asseortguip Old prolkssiee are arevyfoi vet _w s WSW

41) tY IWONIIKet Ha M OPir 111101111108 slows vislaiteg prtsstrIk

ra alpeple tulw Mo Ow Wile. reaattos orroiag !. 6 2' Prod. X 0.2

41,4900 werillag 11111114 Ira...m.0a 111111=1111111 lots Irowleye hes weals. sewhbego se..4Op is vaboans , IMMO to telastse 14 02.111111100 ibil 1 I =1=4" 311111111111 11.1 dmppppro ses slow 1 011,11 AU I HHINatame arra ea INIS.40011 PD04111 4110$441.40Wee &OMSK. IPOIA 4.1-0110.2 slaterklilahl010011 1 MN WAN 11410.61110011 rya fa ormille. dumb I wire Po eledll *.11ipstAb. 0111.11 Eil I , Sall In

Owls 'Wad ill.:311111 lowSailee btra ig=losisomiailasei haw 4,00 ECM Osur gyiNleel slaw wow«.a.MIMI OS aidaff544 Mow* to wasAto I owl*. paralliao =MIN lootWell/POMO" ;Ell1

I 31111111

-I fo

CURRICULUM OBJECTIVES LEVEL I LEVEL II LEVEL III LEVEL IV

INV

..) 3

41, cees nitoW Thar NOMPH.SIP MIS 11101110 Is Mente Wawa deer Mogi, eat pr i st,* Nora ow siortAws ;:7---3-----... , 14.34 41.144, M1111-1.2., Mi. 2. tepee.. Avslo. Icy 3 fe- tab fog 040 awe dab eie gmairee. allil 0totalt111, *Ow empsomei I istereatiot mosentas4.$j, Iles NM 4I' 4.14:11. Mt.1 00,411. Li 4.

VAO CURRICULUM OBJECT IVES LEVEL I LEVEL II LEVEL III LEVEL IV

astimelp SW Imperiis SP 7tortildOwe b. **.nopailleset imp .-. vorsiek**k* as I2 mom 4A 14 imitesi Omer ipapo 104.0.9. 6.6.466.an). hti.2, me.2 Pep*. Papplir LS

teamAiliones*1 ECM OtIselhat ao =ME MIN 6.6.01.00. the mom Milk ofesthosismeon eppossesesse OA I 04..1o. Z Ilet. Pam% , 0.1 5 ... A

es$111*es******* owe aboomfa PS opepolddel140 0.1 I "VI:Ito Ps**. OA t

a* Ppm elpdiftwom

142 S., II NM 11 111 44. ii_1111111_111111,111____11 1 NI r 1111 "tit 4 LEVEL III LEVEL IV CURRICULUM OBJECTIVES LEVEL

As MOM/ dopaaa awe Om olies0

surSortaies hr 0.11 OM. Ow hr aw ow* se frdi Of WWII/ 4101. pillvaa twe 1111**1 PIP, 44040 s 1 461 4.9406 aff. rtt. strogs. rep" .9

eon as looloolof Isaien MO am fl11 M nom/

OF 4,ooplofo ham foam*, oto of owe is wasp ow Oen at owbothoo so ~offs. is M."tr. ~pm utoopoo M oft. 'sowsd gg. of oopeloo oggeggigg

14.4 *meal 419 riabeaof v. 441 wa* af iota,. or NI Osamu Iforoff SAM 11Ske awoke *NO 44 IMO pm mas/ ousliall ,.$111* peri414 MAIM, to ft* itamatea Iie 146 147 0' 11,111 NI Mit IL NS NM 114 11 11, 10.111I Mit PIS ISM1 I 1111 11 SIN 1111 j1 1i OKANAGAN COLLEGE

CURRICULUM OR.TECrIVES LEVEL LEVEL II LEVEL II I LEVEL IV area ICoodost.00 Worsotloo ateeSSMO Itof ottoostom orchodo Isoorflow to veteeiblemttere elth opossooteootoa .410 0. ibleagalle OWN,' iteiWero ....a01.01 Ooffooto olsooftwortag - todafefo Ma Wet- le Molt epode, Illy e tteeete1 ~ate weer 0.34Nhw asotao ot000 etc** welfee 410,000 pr44,0000 aft. awl Mt. evevIepevetal fOroa. sof tM lodIfoot r0Of0. reheat 0,10.0 M osoolooloo 0.1 moo Afoot *Mod of .1 3 gloftooloa so otioofa apoo11100111 modo1 q.4 loforoottse 4

owe drip the latefettle* 03011 NOV free the "got 0.1 tidal r

4.3-Coo. 0.1 -cut. Mt. All. tort*. teeth. 0.1 4.1 3

4.. 0.4

0.1 4.3-Cog.7 Pol*. 4.1 3

Co * .

.. twIleete 0, Mill reteeeet ~woe* (*et otedeee woke- 0.1 *tee&00.14the etelewt h..414 0.3-Coe. ip Aff. ' reet.

4.1

0.0 . ---.--- .-----. foe wetbol and ewe- 2 twe0yet ileseeeteer tit eyelet teimmettetIse pelpeweleltt ek$61e le Meele. 0.1 I AIM tweeetsfee foloof000kto M 0.2-Coo. ..., :Ite 0,0. Mt, OP rsimi. repro. 6.1 o . s a

1.0

Um evA0w1804OP. 1~041 104f8.4;;;;;;1 WHIM sou0041 to verhof commeeisottee al ...rem. end *raw- poffoofo ibf ireofmat- eallim le ettieblit* 0.1 vetted 0roo40oro i.o go coo 1~1 a emforegiv* releffre verbal, .1,10000d 1 1.1-Coo. feeten.0 and comoreme Aft. Alf. theouttos Peet*. forch. - tear Ad vette

- ss. a pate laadarnil appeovei040 Itwie0 15u /1,.....11. 15.1 ok 2 mom% O CURRICULUM OBJECTIVES LEVEL I LEVEL H LEVEL III LEVEL IV 1

Itoo ltoettoo oothodo osifettomilf COW Socoomoso foot's. comootoot with woodOlottoor sochooto ooporlowctos U.S cooptos stool.** 0.2-Cos. Ali. Pooch. 3

Q.4

- Vow open -owdel Wol$4oto otett mod 17004 ws.PtIowe ...- toted ommoolca Mom co woofs 0.1 g o ccomoto toottos 04 t. 9.2-Cos. 04-c...4. swooSos Aft. Alt. f704. Psych. a., 3 3

9,4 0.5

411,4004 otcylOte lotobltob oitoctlio Ay 44 moo of floor .'path' lo o olottatoldpo with wetbot SliMovierip ootOoltstos lo9tty0 pottowto esposlootios W NW. doitot low (hooghto..4 lesions. soy's,. prolpielm cootesoolcol too

toottootottoo to - Admmo MA walooto totes too* pilot'.' 14 anSfy, sOtb cam sloop 4,somilef soffirtsmes offset moilftOf Ihreammake lowpoolot4mato f. tompffoctl.roeee a tkolt bolitovIde ireemwalsittiout 41.1-Cog./ Aft, Pori*. 0.1 II

0.4 -TetWat 110/.1/iv/Iwo ond telott000ttod Proos4o sootily,* With ottoloiooto, veins clopiote HOMO toterpotoomot sossoot optc12to colott000ktpo title alsorwottweo to colloog000 toprovwovassalsaties

Apollo, owl, to goo/woo olio top.. Plictlitec meth.: gooplato4 roycktoottc s.worwicwilow.vith 116a4tog two2tb too* memilw#0 153 ok 3 CURR ICULUM OBJECTIVES LEVEL I LEVEL II LEVEL III LEVEL IV 104 eportf1( 000t 11010.1100. le fart..., 0,9 0.1 twelmoliC0101,6 ektfio 00.7 -Cog. 411. 04, rwych. 0.1 1.

Nosm....,r epootroelioolo Calf 4-- stoop weber. LI 2, 0.7-Coe. Z Ali. finch. 4.3

0.4

gram CON 41eol4ce *des 1,40. of.014.6 mid wow -.v0101 ommowoieetioeo 0.1 -fee. /

Psych. 0.1 3 q,

- ft-operas* fief COOf 0 - foetid...to I. Ihr 11.61.1. cowrie... homIth Soso 11.100.0 Cootriols pertfetoot *kerb's elfetee1 mod coo0e,.11. to 10c64.* dliwof e. 0101 folorvotfolt atafetoeseee fa Omo11 li14 CollwOoreee oleft 0.1 0.61 -4e A., stoop et poet. ether hoolth 1000 ConflAsoff Sod 0.3 0.2 -COO. ...ohm fa et.. ,..- 1.1 tae11.121. althea thy 0.7-Coe. 0.1-00o. 7 Alf. .fete. A caordimo- Iloilo of towleero Aft, 7 Pooh. 14a* of goalie! care 0.7,Com. ao4 Miff, Aff. Pftweh. t1 Of. Poe,M. ------0.1 0.1 0.1 3 1.1 v. ----_-_-_-_-_,---- 0. 0. 0.6 COW ,eetwotleo woe metro 011111ea st. oyporstaa Vlrolore to eoefee - retttelole 1. tio motioof.1 ty- it ea* await& toms "'hero eithiw eh* "art.( cifofr1 imwellsores 10, 10s11 20114m*0.61,0 frith .1 embees t Peeve& Heft. 44 oiftiodeo .1 Natter* at thy OoortOofo1ly0 Oattfoa( pod 444111, glarpis Ww41004 1000. 0.1-Coe. Mr. 7 Aft. t P./... Nina. a.) 3 11-, f.) 3 0. O ,0

- 001y 4hw1.04, et COOf P...11i.6 leemsfy eafte10.- Sera aot ow/ Iperopil rommeafty opted** wf irel.ciftwohlw Nth flows Oita. Ito 14.1.1.0(0 If ptOnte 60061061111 n., erohers of the %raft% COMPWAill health tea, girder. el p.6 fowl core _ 11/00. Spy ma.. towed soe ears of folliwtavel paiivala

15.4 155 Ok 4

CURRICULUM OBJECTIVES L EV E L I LEVEL II LEVEL. III LEVEL IV

- CoOdmit oPoWto Cl OIN Oto keels% too OggieffidVet, 4.1

0.1-Coo. 7 Aft. p IV 5014%. IV 0.5 irk 4.

Moist hoolth tom amber,

00t1to 100,1) as/ .renot osoocAtcsot , - larpacc weiker tocor4. toottool) t.worow41.0 Amos 1 !wrote&Of Ott., 41 11416 0001OWOOO. otttoote to ovelto fecerefeiv 4 aloolOtcoot {Otto. - W. egfeett opoll1oy WOO Olo00111 COo4f41,417 (too rotosoot to tto ..d otomot Mote good* 0 potato/to

- Were 002011 400 60 06,0041 'Mitepetaaltire decompologies 0 .$1 ofchorstag Mos wolwoolc to potions@ for Oboe ob. C. ropoewala

- Import oiselflIcoat COOS - buoy/ poctiodos Mt. iototiot1o, allot AA tho cocooct piocoo pettooto to hootth @./ Iiir a1 toesopalmn 4.2-Cos.I, 0.2-cas. Aii. Aft. IWO*. Psych. 0.1 1 0.9 so Maws 0.4 . -*root eadfotregard COM occolocoly olosift Illsaehrfiec toot ildonootioo 41.1 156 Noot poll-tot* sod .4 0401141corailwoo $.11 -Coe. II 01. /A toyel.. A 41.9 3 4.

r OK S

CURRICULUM OBJECTIVES LEVEL I LuvrA., III LEVk.- - - llotwol ewOleetfolto CUSS tree apelleettoo evade torcolipete otter the 4).1 ofeletterotteo 0.2-Cap. .., Ail. "- %MAL r-,..----_.--...... -.--.., Q.1 2 .-----__!--,..

0.6 ,--- - Newt ea ..,.A Ii 111131111 eAd Also evetro$ awl,/ oteere4(1r oreMEM. Pooetty 0.7-Cs'. 11.1.7 P Porta. MEIZINIIII

.. Covroce etortimi COM tit f*f .-- --...... ---...... O. i 4" ------_,,------0-2-Cog. 7 Att. Floyd'. ----.. 0.) I ...___ . --...

0.1

--....---- 1. ev000estot "Olt COM - Roeloto aoretoe COM -50100(5 Ow COOf - Cow *bootee, et te.petitAs *veto,* 0. P0115045 rf*fiAlee of ttote*- - Amy* the toortitai CON tooeftsof iftnt sl pAtImocr 0.1 17 10, ctoo A. themir aria. sopettoottets movies 0.2-Coe. 09.12,Colt proAtrww All. Att. 41.2 -c.o. 1; Prreh, At I - ford). 0.) 0.) 0.1 I-

0.4 0.A 0.4 .---- - Idtoe st.owtoge a CUeS 4"/"41 OffMCIMOI Cite tm Ow, metre 0 1

AAAISAIwg tie 41.1 4.2446. .2 droporttee of apetea Att. ' I ome ~Om who* 41.2-Cop. ftfcA. opplooriale Ali. "do. 02. 2 all 0.1 5 0.1 -.------. Moe.. Wrote' weed. 0.1

0.2-Cog. Att.

1/0 .

a.) CA1

rpw 159 ok 6 CURRICULUM OBJECTIVE5 LEVEL. I LEVEL II LEVEL III LEVEL IV

- ?too sad 110,1 0.610 4141.04,

ItirslsSo tordolos 0000 ttcrivsela 0.1 --_. ci-e.s. 3 4111.

.1 3

4.6 ------. - Jbwoptital, rpr1 0001 04 r.vered wiec leocsm vow.. 0.1 1 Q.1 -Cy. 7 Alf. Torch.

0,1 .5,

0.6

Cad - *swiss* mod oseet- OM( 1.1 Previt 4.mikler moo go s owdootod is 0.4 go to eslotat 110 1111/113 Ag sks drew ide Is writ eau,o of Ot11 Army posts 4.1 cl,eat sod 4.1 os,616rs ocids 1 11.1-Cot. 4.1+0ps. sgwsol Att. At., Porch. 00106. 4.1 4.1

4.6 4.4

, -IStsgos-sloss *ink sass ~poesy - moo so soeAws A. oosoe 1 610,41/$61, JP 400. 4/ .

./ 3

0 -0 + Oro apossetoi* 0000 tootamstooppooddl Om go tsatos 4.1 16 4.1-4,05.f, Alt. Pops*. 4.1 5 '.4 ok 7 CURRICULUM OBJECTIVES LEVEL LEVEL II LEVEL III LEVEL IV

7. ?milk 1.9141, ow. COM Avow toott.**44m Moose. psellassys eit COM 0000/4 sod pismado9 COM Sad COO Co 44 err IIIICZIIIIII comMlerOlos of lit.- 6--4---, - ----.. ow, 0004o 444c - 01* 41 41410assitalOJ 7 - hostage geneses 9611 7 9.1 7 los two-spec$4604 31111fril .tome isioslfilesses *Owe to 9.240,01.2, 0.0-00e. 3 spO P1411, 4.1.440.3 00.00010 Setetreetlew Mt. All. se, vas. , mt. Psych. pimmb. 2.1 Opt sae .00hs EA psessve se vg.vide Q.7 .1 0.3 , 9.9' 3 11001,04voltert edi*. SWIM t.parlor. 9.. 0.4 Q.* 0.4

-9 - 10444 4444.c. 0008 Syelsocy eve0o. comp COM sts 4404 2 LS j Q.I Ls 7 4.1-4:01. Z. 0.1-Cas. 4.3-69.3 All. Alf. Mt. saireo.. Myck. Pw,.....401. '41-7-----5------Q.!

OA 9.9

. 4.4

4ia7 alitsipsios* COM - Oryyss A0010 44 OoOt Compose ommoossont of carshoess of pselsestes plow ss Melo 4 seslosste 9.991esso Auto 0.1 ssolIsAls dots 9.1 rub Kett doss 0.2.4,3 Aff. Alf. Psych. Psych. 0.1 3 0.5

9.4 0.4 0,4

Pls. ewrei00 MIS Woe Oelsts hoowlslgo at 440-0444sey 14 O.. loycho-socIsl 00,0410 7 te pie001011 eeteteit 9.1-",. con Ali. 0010. 0.1

!.4

- *Bohm, the OBIS 41111sorslestemsed *Motives* soff4ia9 isrionsnstforso

4.6 q--.-....-.. Otate eft pottort MOO no, sproblise 91.11.. FOOdUICOO ONO :tfsclIlloss 0 sm. co 1 41.1-cos. Mt. 9.1.014./. Off. Amps.. N IL! 3 4.1 U,

961 F 4.4 4.4 133 LEVEL I LEVELIII

..._ Stole ttlD nateieg - SenilityAmosto 0046 elogiote trootieot pies totalitie+, bp etneee .i r in neat% tam 41.1.000. 0.I-Ceg. 1 Mt. Att. tytn.

4.1 4.1 3

4.. 4.4

C006 Uplomenceciso toe - Uet willies, to 2.000lactea enter el poriartcy I - Unlit* palliest' and MANI olgoitteent Wino to4.I-Cog.Y inplennecleg ited Mt. evlnicing cos* 10vell ., 3 0.6 !MI - Wootity 001101 !tete werolog 01000.60 10 pit(1004' =M. oppeniaimpe related I. awmogis.. elptne patience met Welt wood* 411.1-04. 1 Aft. /WOO.

...

- Apply b000leene et peche-pippieligy ant peythe-onciel eepeci Moo tenUeoscilig Dossing cat*

464

90010000 the Uptown wrolft ettectioceose at 3.taco nearing dare

164 wo, Qeu * indeneol peened awning appreotooe Uwe eie ainerol 4.1 .3

41.1 -c.d. Aft. tayell. 4.1 5

0.4 I CURRICULUM OBJECTIVES LEVEL I LEVEL I I LEVEL III LEVEL IV

Nos* staltha lostcoccos clos Ofisatveoseo a owo pees

- VIII asate, WOG - Ootaolos pt1orttlis0 CMS Olaoraws oscotog CON 1.1 Ossossacao Cala tcaaso pito/Woo of pociam secs prisactoo two asocisatcoml ofoselea sore 0.1 proof a palsa a1 1 attics to pmoviA- 4.1 11 omicase case co 4163.4p lt, a grew, 4 petimece 41.2-C4s. AM 'II' All. acych. folosh. ter*. IN, 4.9 5 LI 3 o. 4. COools *Mod COOS - Ocisamo swam core COOS Clsoplas amilimosc =r1CMS *poles and data Ms So fa ONO Of 0140 So eta watsaa osstoote tho lced 41.1 Mertes palace 0.11 moreies &WO la .1 baste of paseicia ..s 3 wow. a salsa' 114-ess. 0.2-644 04-C4. Ls-a. AIL Att. Aft.1p Vicvb. flosh. Nye*. 0.1 3 0.2 4.3 3

o. 0. 41. 0.

Palls. sammie1. co COOS - Mit* atoto.***t. CCM Sosospreacip bwo5m wattle/ otes 040414 to atias to tfOtiest int* sliOiall Me, *et** 0.1 ..rata are 9.2-Cos.2 4.1-c.o.p Alt. Att. ob r746- Myeb. +.1 3 4. 0.

- Adapt go Paws 410 COO - emit ossarasivar thot seise toawes&*Adis LI Otor oitmottmo 0. 2-Cm. 7 Att. ..3 3 4. CURRICULUM (WITT I VES LEVEL I LEVEL II LEVEL ill LEVEL. IV

2.9Oomos000co ok111 ebbli COOS Opos11$4 01111 0002 CIIR tad comotidgeow le Ogrerol Mill ONO a ehoor regeiggromego rogsgrowego - gied*evre the oppliegoide et regogrommeg acre 0.1 , 41.1 41.1 3 greoegial soried ..1.1*11 - tratogge ear/1M ' .,1 Oggaregrato hoorbodso AM* 0.2-Ces. Mille macer4tAs t 2-Cos. 7 0.240es. AU. -0.2-C44. et priacipbra .1 4.2 -amp robotod Psis /pier An. Att. raproio r.ob. Poach. Prob. 00,44. e - 0.2 11.2 4.1 OMNI 41.1 3 3

L 4. .4 II. 4 - Ores. teeter* 0002 Prepare rid ...atelier COOS attorttes foggier godigotiamo to ptigeio ...tort rhos portore-0.1 occoratly. efficientlyOA :3 los .crates .Lill. .6: mod ostota. ',Olio. 4.1-0110- I Or nrsint OMITS' Oa -Cos. 7 Att. di Att. ip Porto. Myth. Q.' 3 CI 3 ..

4. 0.4 $ - deafavo Mille td lb COOt - Morograi grab redics- OM states el time mod ties pets, to . 1110410.01 9.1 trovorogioe 0.1 1 0.2-as. 7 4)J-c.o. 4, Alt. Alt. 0 Psych. tares.

.0.9 3 0.1 3

0. 0.4 ... ----, - Proaffir tow priri', MOO - Wools*.doves* CtOR rich 1002 truer, 4.1 4.1 I- 41.2-Cos. 2, 4.1-Coo. Att. 0.2 -C.O. AL Aft.^-- Perch. A11. 'Arab. Om*. 1.2 S ) 0.9 3 . 3 . 0.

Ogilioo body COO - Arad 1m4e1 gargle CON *argie, tow 5.11 chews ad cooper, - Maio' with ..eerie. COOS nod platoons 0.1 accout*, wickreply pearhooegia1 sod 1 vodigostar said ac behorival ghogovios 4.1 octortfog to soars I 0.2-Cog. yhroiateee ardor Q.1-Cog. "I Alf. Att. tying priociptio, 0.2-Ces. fords. L "TA, oil. cevivogioe1. Alt4L, pee,. tmo111 21r/r0. 41.3 0.f 4.2 3 , 0.4 Ls 1 166 Ptilitoo prioeipioo COM - Atetittetet CPO -*wirepas forage to COOS nodical norpoio oboe lot1tcatfewa et imreorios their proof/Iry eorvieg $.1 cftct 0.1 comommiamgieo Mills ii.i ir 16'1 Coro 0.1-Cesi. - ogrooreso wive, 0.2-Cos. Is Att. Aft. go ihrogribe Psych. Att. 0 Pawling. Porch. 4.1 ." Oulewf000 possoise ats 3 so ...scribe totter*kt.):.1j____ ialovering son fooling' end 0.4 roaggigra 0. LEVEL II LEVEL III ..., 1 - Wooster omit potions 4101 tootootto - Motet oottoot is oaw 41011 ottorwotiloo Ss 4-1 mod rolotkor. olito "Me / 0.1-0...7 Alt. 4N141o. Prelo. Mt. hoolth 4-4 10 4.3 3 ..4

1e.4114$4Ott& OMB sosotroolowso * 06o wigels4 114110 01 00-Coo. Alt. rote, 4.4

..,

4.4

- home wars Lbw. COOS sop. Q.{ - losol boorsPtair - oreorttoo toorb 4.3-400.31 **I otr000rb Aft. - 1oopo14'. mmem~s thy!. 4.4 3

4.4

- Caro 1.t madly to COOS taboos. o.o,

totoomatoo opoot Wadable. corhotowto role el otootttemot arbor - ...toss amosimeir 4.)

41-4

- rosters foot IWO, seettommo4

41.0.000.

Foot*

11.3

4.6

I- Orovieg mod Am family cchisg. 1.11

01.1114( (*WS*w s rri cars 0.3 Cog. forwali Alt.Z potiowat ftrogoo Poyab. 1 6 ,J 6.14r car. cs3

0.6 LEVEL II LEVEL III Anew. bolby eons toss ..1.1y. .1".

C..44.4 Mad sok*

Q.4

1 Mom pockest CON Obserwo MO sof:0 **4 ammfort + 4400,0100 oe.1 folisalos awftstlea misioistvatiso et wodtcttam 4.14,01. me. 7 rt4sA.41 4.9 k 4.4 4.4

- Revs loom CMOS see) * will empoiroosom MiOlool emaliot1ae0 44 vortical Atli. posisai1o4s140 4.1 salon powevilved by 411/-- 4.2-Cc paiwicisaso mom qviteg.7 Alt. MI. awes. 4.1 3 Q.1 4.4 4.4 I

- Meart seisoelom CCM occrvotoly .------lemdisCly OW 0.1 Molisloterlig - - .1 40-4MS. ... Mi. Iffek6 -, 4.1 3

4.4

gtop t wired #004.00e scroottal

co boopiiel policy f.1 0.1.0N. Aft. 7 Mme. p 0.1 3

0.4

- form* old piatol- Mhissaio ecoollo tws SRI madieitaaa via field pvestritad rooms 0.1 170 4N1 4.8-Cod. Aft. -' Att.A Psych. Men. ..9 3 4.1

4.4 0.4 CURRICULUM OBJECTIVES LEVEL I LEVEL II LEVEL ITI LEvrt,IV

- ?repots end 04144~. ROM tajestioar &mu's**, 4.4 Weir 4.1 S. LI-Gd. 2 MI. Nye*.

- Perim. ~Ilk dOM prookhpripo 1414 Me/ ofUM MS 4.1 S 1.00111010

Alf. Pole*. 4. 3

4.4

1. Ossosscrets prodassisosties is 0/11wory st 4.1 ONOVidf cars 41.1.4us. few*. 4.9

41.4

0110 lessest Os Assisi, sod ONO est as s paiisot Mt sod appreciate Altana rat orgeopetsto trM 1.1 MM vest* el every sdostste self es s parer sell es s WINO 0.1 2 iodtradoal 4. 2 4.1-Ced. i 11.1-Cep. Z 4.3.4od.t, Au. 4.t -Cep / Aff. Alf. Aft. homei. Arent. Pero s. 4.1 0.1 3 41.$ 4 3

4.* ... 0.6 4.4

Moo egad by tassbes iMM Ownsosirsts ...sib, . 1111= - sassribe eats Mee:tags describe ens finites. awl rosette** is and resctiees So Macias ta sorely. MIME reiscSee to sersisp sitsstiass sicsetisso MUMFM

4 .

Steetit, ---...... Osecr1be doctors *lot. owMEM - biomes be ors MM el isitoessied son r..,0.0tatatsta. twit tor.. awl lisholor pstiest fselispr sat 4.8 discs sweets. ears 4.1 rosettes. =PAM 9, .1-01. j 4.1'010./ 4.8-4114. rt, *Of. regf. AM ',pc*. tyre*. /01A. 4.1 1:1 MIME 4.1 t3 4.11 I. SUM 4.4 172 LIIVEL I trym LEVEL III

Ibbb mologsses. IIN.ut. osselAbsgtoto - Mbar,babgootbr Amoy ago.. big modify gig oggb ~post go woo mos& Assoost bohoolow Astro woo befonseglos oblogoof 1opo oftoottook0000 ofQ.1 .2 boobs Meese' foss I, oe sr Agog osbors swots. cogs odessolvos000 se Q.: -46lfA.1 (1.2.46V. ..rotor ages . 46/1. fsirsb. e.: 1.9 7 4.6

bososes Os deploy omf ,Ogle Moppet sod fisolty - egsplor floolvegoo So tmer woggb of goofy *of owes* ofVOW, sotooggog &pomp:loge toilvidool ilidiV$4144 sfressogos000 ere 4. 2 4.1 41.2 -Cos. 2, Att. rues. fora. ea 1" . meg 4.1 4.1-pg. Ale.

41.3

Ommomettoto totems mod oolioot000

0.7-ess. j Off. c. Noe *. 0.1 3

as0000 owe 6solt ototoo 0.1 ,/ 4.2-Coo. Off. 17 ft/ob. ea 3 4.

- Soo* owporlidoloo oftoo Ogle ortodpoory ass

Aft. rests.

9.1 ea

I LEVEL I LEVEL II LEVEL III LEVEL IV CURRICULUMOBJECTIVES

- ps104 teal' - Mow GNI 4411$/ Maim 0.1 444.4. pm*.

4"1 3 , 'A -

-MoN4 posIa so MIN 444$ 1.441 4141110 gel c 1 2 rIbILII 14* 4.11 AP.,c 4.1-00. p M. MI. fora. lIvreb. 4.4 3 4.1 5 0.4 4.444 ertiotsesial 441144 3, My MO 4041 M 1414114444 I MIAmble/ 1.11 4. Moo or br*4.11*14 111-2"4141. l 0.1-Cmg. MI. het.r Fora.. 0 IWO. 4.1 y 3 _ 9.4

Illapter MerMee Mt Monied sem 114~4114*I to Meos ter 4.1041. X Co) 4441~04* Iwo& 4.9 5

4.4 4441444, 4- Ira ealloseoce 3.14140041(41 -.44444144.104 aW frseworil et +/Mew 041164 cepa goiat n4.1114.11111111,4 4 fgeoty pv66416440 owl 4.2 Se1.V.411614r or 4.,2 at roe 2 4.1-cos. 546941141100 1.14ett44. 1p 14. reria. APP11. IA 4 Ca 4.1 4.2 4.*

CMS /000.0 01101100,1461$1g1 4411 Ist1604111 s ( Mr me maims 11 arm mono 4.2 ,1,

11.3-04. MI. Afs, 4.1 7 col

4.4 1.4

- IMe se I amI 014 Ibp.414.. 01.1811an22111212 01111 opr.moslie caaal 44 promo* 442 p0110 1. 5 r1141104010414144 1.1-Ces. s* 44 MC /11A- 1.1 I 1.4 3 4.1 if VI 175 0.4 4.4 114.1.1...111.11.4 a

III CURRICULUM OBJECTIVES LEVI", I LEVEL II LEVEL LEVEL IV

goven(' fret newel evemet. 0.1 4141001,4004$044.44. 44.4fornown Aronme

f. - Meow voopomotOlgtal for *ow aotio one vwpect to poctoolo 4.1

1.-.

IA OffmomelliAte - trepan, for ~tot Cat 61~0 OPPAIAKA' etvertrocfro inch ges *Any Astor, Ode. roopmeonency 0.1 estocantios Ami APPIfrtAte CI 1 *Me forroefffig oft liablatile 41.1CM. COM.414470f, -Coo. Af I AMC torog. 1., 3 0.1 y

41.4 4.4

-n.. mmiNNIMM v J,

Meet Achesma 0011MLis *AV

177 P`

took Soevono 176 oevorne LEVEL I

- M4014 444 $054410 CdOI 0 Ow 11408 0 011-00000444 'A 14.4114.4 tree 1404400, ..rata 4 4.444, tom 04 04044t. At,. 1/44:4. OSIMINI

L.4.1....44.- 511111111 COOS r1/40014 0010400 , to grave Iloosiwiap , 44 listadar. Q.1 2, AlgoorrIftq ..d am* ri boa tag q 2 -Care . A/1.41., Ofmck. 0.2 I

0.4

.. vrepore tow 1401.44 sod Molest leb My 44400140 **HOW tasIfeem 0.11 4010444, riewely Q.2-Calp.lo, tamekt 400144 Alf. 444. I.: NM 4.4 17i UNIVERSITY OF BRITISH COLUMBIA (B.S.N.)

FOURTH YEAR OBJECTIVES CURRICULUM OBJECTIVES FIRST YEAR OBJECTIVES SECOND YEAR OBJECTIVES THIRD YEAR OBJECTIVES

6polloo koendodoo fro* VtafpfotomIa tho Cho Sete WW. froontefora 1WW-tl000 f the proefleo of oaf ',sloop of Om oofoldif oorr000disa *ctet, [--

"Mho. Owwleaso free Isfaaroco knooladt 4 Oft phriffeel. biological "*. "0 Vefoloot. wed Imphoolsofol oefoofoo biological 1*4 *said I* olatentma end 1410 - Kislev*,I. so ...aim( noraIna ..afa loolommtotIo* of the I------woofs. of wrote. rlrb clioace I. a voftotor of 04$1101

tow oelootIfIe lothala Applios (be petecletse 3of **lofty I. 1(11.104 of orific Irwin to rho al forofroofmal poetic* ol **Kota' lodg000lo

forfoloo ofIef*offoo goofoo of poovioIo* of %mit rot.

9.4

Amt.. oftwlefor *f POR coot Vow. efto V.o.C. Noal met foe* Oto V.O.C. Rohl 1.Vora tem V.O.C. modo1 Ir MI O 11"ofIes1fa1 ofoloo for ter/1a4 foefr I. ow prectotim of I. the oowtaloa of oroofolo* of 1.01001 11. 01(1104 ',My to *offline core fee taro laftwIdoolo IedIviao*Io 0.2 -Cov. gr.pvitionetwl fasIlIoe s000fIeocIng Alf. onfrodSctolle ergots efolrfo mod Vold*. froftrafesele Mott*, evreares rrad problem; 0.1

O.. UBC 2 CURRICULUM OBJECTIVES FIRST YEAR OBJECTIVES SECOND YEAR OBJECTIVESTHIRD YEAR OBJECTIVES FOURTH YEAR OBJECTIVES

fostecw. aelethee 0081 miaow Notate. toort1 iodeptoonotly , ~ todepeadeettp ' oo4 tatarAreeedootly to ortItag north* veto

Ipr--

C000totoollyt two* .h. tea *Mitre the motoieg CCU appliao eareleas Applft the oorelop **tidal toretereo hi the pewee, to Ow Ofecov Sc tbe pewee* to Ow pfeeletee of teetotally a. profe.eieeal poetics 0.1 prefeefteas1 gavotte, floofoofool poetic* core of sooty of pottal of Notched 8.1-Cog. A Alt. Aft. IN101. helmet.

.1 0) 9.13LL 0. $1.4

the. the L.C.8 1tbeo1 OPPt 1.of latalas featly Model ---0-- tie the persottate of 0.1 fealty ~etas 11111 0.2-44. off. fen*. 2O1lIllIl

0.4

'field*/ envies tare PCOV1440 ftWeild oleo PrOMfdlIV OWOIRI LW. for todtetheale 3.for tediettketto sod for todloldooto eapetteortog foolltett oepottoochea eteperietelaa meorerfeteefe freer@ predictable eel mod olicgat.4 tottorte predtcetbl beetle ooprolletsble Mott% coneoreo awd paableep ca.eere. ood ittolarte

,1 Offoroewo the brittle

Ei:s4::;::i:egoli:141:4

0.1 3

8.6

rim'. *AO tottreenr. parp000fellt to ,,,,, 414 1.} 1813 clisat la ettaioift. alateIolog. 0.2-Cad. -1 reechoing broltb. or Aft.ry to procetwl drab Paves. J1 ..__ me ( IBC 3 SECOND YEAR OBJECT!'. T RD YEAR OBJECTIVES FOURTH YEAR OBJECT IVES CURRICULUM ECT I VI'S FIRST YEAR OBJECTIVES COM foolootose sonic* hoot000tteota *0 diet bowl* of osteAlfshod foe.

440Attfse bebowleos MOO lestabltelots .of 5N otoratery I. ordos Mototos ottositosfr to IlAtmettlo& Olt dentowle* lat&fir *Met .,* to dalsa otiosely'', ladtoldoot tad poor of todt.tfosi sod smell Ittottosektp* *deb tt.t adtbia Sofswidual awl pot, retertfoorbte stow, relsetootbl* 471-17 .11osts oad coltetoptes tombitelood*tee Sem, 1-Co. a.: -cos. 1.. toistkoshtro Aft. otmeb. Mmm44 4.1 4.2 3

4.4 4.41 4.4

5. A*4061$&bao cwt toolotehedo tbstopeotfc tolotfoodfdpo

0.2-Cog. Aft. 'soft.

5,4deolf** oftweldfoo of tltN Opiate* ortottptso of Arbliset feteestoltat Igetl *omelet* tottstifoil*. toted** sof toonateed Mors lsechlog N sto tosiebtag *ad foreleg to loondlos /of seaside* Intseirst *eft a me tomtit.* sod grow o*.o, tootbSsf 4-1 1 sostet ladlytAoste all oftel low111.1141* Q. topertwiry st °wooing occleill** d doll, osittritwelso tottotamoIo eat frosts taettototOsos. 4.2 -4.s.ti listed ourtofteattabt tot*. 0.2 -Cos,16 411. Alt. fops*. forth. 4.1 4.4 3

. 4.4 ...--.--- I 14statttot clot omegas Pomo sornmorleto fOOMItek *ow torripett 1ftettort raist.. tbs 1. remoorch 11**11*.4 44 fladlopt to torte.* pewesteo 1. %mod es N boots AN .t/tattoo of tbs steadies lad, of lwtestto 44 lAf. prowd:asat to, ct 1 rommte% otosto to *be IM ttooledelo *diodes/ padieseed 'mottles of mstoias 444.1440 core .24144. 2, a.2 Z Aft. Alt. fsbyb. 14,01.

O./ 4.1

CAW Sootioolmmosessim Attlfotee ott Orsmef*** St* towels. psis** 00 opt41410 slosasso tb ..costs tor* vollotrof by (sr* roteltef 61 tolocOl**, tollectfelt to pcorldtsd, taro oowleof soosefolooskr. to the oflossof osesolOsols I. oforCof 10441,1Ooste 111 .shiest foft.t.tool. fdeesclog, 4 oroloatetod pyroteelos of /wetted moe-twooly tart 'methods acute cos* tottlope &ad Ide4118 few tooltb (At. .aoltomatof date 4y ..gf os. ethos* *.slots sf msdttads 41111. 184 UBC 4 CURRICULUM OBJECTIVES FIRST YEAR OBJECTIVES SECOND YEAR OBJECTIVES THIRD YEAR OBJECTIVES FOURTH YEAR OBJECTIVES?

rosommoroas Booderethip Oommifoses ths 014 7 IVSmonotoolleo tbo oo of 9. commit? for sommtmg (Ko tadtirifods. Pnedogatp primclottmi faidite* aid smolt 10140sosktp rots 41.1 to Ow pop*** of 11.5 7 growl* to s *sotto? of mootmg saw* 1 445[1464 0.2-Cm0. Att. Alt. INFO*. 00,41. ..9 Ls 3 4.3 5

0.6

/0.Collohmote, 4411 ta., 4 Melt* potifoosistigio to Coltstwscoo 4416 timm11.1=1111111 promoting md unitoolog Molttees solgiocoIs Or twilit% of 1M porrietai of =Mill isdiwidootio. Ismattoo. 4.24:44. psalm* ono Ali. Amf cowommStr El In 01 5 :MIMI 0.6

...... ettettirelp tor focilitst Olio &StormOA of Welt* sore f fr421 42^C*1. 2. ...?"- AM A ftima.

4'9 2, 4.

C404 rotetto.ro Rooftop rosett* sorslog elthio Irmo...mot of UM* N. delomot4 of *sic toast. *eldest petif000tomol stasaised 0.1 7 soid prativehloot ..:-0.. vt4m84.400 am 2, Nicol. I":a,

4.4

to olswp000idt* sof Ommemoseattio agfs S. rwismitglo a00 1. 04044441514 smd *oeinistid few mom c0pose$61115, eat ocesuoicalla IOC WO scar...cable 110 sum porfnnise mai ',moth weanists6Ititr to Wo 0.4 peetwomtwo smd grim% forttereast. me mum, 10 motis orviog motto** ad, Weald 44-ols. 4.2-4410. Att. 3 Mf.3 roped. 41

Noteitiretso Ifrvomottfittp to pr0mmots0 effeettoo sorsimt ewe tbraoli sew powle011440.0 vion 186 UBC 5

CURRICULUM OBJECTIVES FIRST YEAR OBJECTIVES SECOND YEAR OBJECTIVES THIRD YEAR OBJECTIVESFOURTH YEAR OBJECTIVES ------______ro.nt feekieffm the pc et COW tepteilm the lotteteee 8.el eetectd tester. o t end .writs Pelee of to retest.hip to the oes,:eeeteeet ..eta the oestoetteo 0 Ow wat0ott Some. Se the previeSee lo re/.Sloe t the et health oleo tteod to health epee 0.1-cog. i eight. tee health twee 810tivory elates ft,016

Itevoltose eausoltintot t lieve,010 esmodterot se A the mete .f the /..7 she sseato 0 Ow pootooteo ewe (Kilt rwervotio mad ebooe pale ea three pole of oterttteo tow wintortleo for, 00wodot eciit, pettoviemel ocCiwitir Att,2 teeth.

0.1

A VANCOUVER COMMUNITY COLLEGE

fsa itsAjl Ls 600 winos far 1 46, 6 4,4,;(t / WIC IteIrTANIYIN 66166166 feetort6W1 6.5 7 6066 4666 666116 prep. ONISMOssels sorm mpg 1666 am 666 require Oomitft, be beee Mot4.2-647 me.7 koseSsth meMem 010 0 1110 6660166 ociely11166 W.7 M eoreeeammee, pm. 66661,0 86 6666160 IWO. CURRICULUM OBJECTIVES ..$ Si*sws sod roplototOom r 16161 of 66Ivr I. 66toc666 6611166. Wftefon. 666466116* rootertiimm. 146 .,3 616s6i 6411t 666; fat, 6I 666610 666 41.d44a44( w itf$. 11106 Mam* 4 . ..4 7ftvf

$. lomoo 1.16.16600080 60011w0.I swims booMme. Wog ow mom Of 4.6 1105000. 4.20os. Z Aff, Pave!. THE BEHAVIORS THAT MUST BE DISPLAYED DO NOT CHANGE, HOWEVER, THE SITUATION DOES CHMGE FROM LEVEL TO LEVEL, 4.

1.1091100$00 Ofivegly. 0006 4.. 1 cs.cog. Att.7 00,04.6 3

Q.4

v.)166600,1646 Ws. COOS rOfeive 1661 My IV 'wit* Re-441NOMPROP 1 / if pt/6666 6.S-C.6. / Aft. Iwys11.

6.1 .3

4. --7..----.... IA Sete eeproveIeSs. 00/6 Iv ea Ineiv$001'e 0*. 4.1 12,.... 0600,00 itOWSMO.

, 414-Cmp7. Mt. hycl. s 3

4.4

1.1 )166616166 666), 66416111) anima .m6o Soloroollow so morass to mho SoloSONO 4411011.7 well.reing, Att. tgly66. 11./ X89 LEVEL I LEVEL II LEVEL III

ftwesso duel,. OOM4 tO 004. $00,1100 OgglOgOOO. REFER TO PAGE 143.

I.,t000gropot OROS.* goof to loftt woogoo ww to got^ 144.0.441 frO0 IMINOOMlf gramft011 Me.? arr.. dr 3 4.4

1.1 Now OW/Woottog to Wm mot totergol ef Wow $041.40got LM Ole Moot, MOM Oa if 4041114$ SI ftwo do. Otoloog ef to voloo armefw ref homer.

1.0'gigot oggsfOgiOts ooltoits ..Lett.

/010 10,04$I, gyp g ellSoogo. ffotO. Og gowtogo I. OO M. Olgtgool IOW op M. 'get owe. 19u

3 4.4

r I

CURRICULUM OBJECTIVES LEVEL I LEVEL II LEVEL' III

REFER TO PAGE 143.

1 91 LEVEL I LEVEL II LEVELIII

lostO0 Woof soryfitO REFER TO PAGE 143. lotompoolose. mottos foodboett tom pottootO, oloolftcoot ease* go tom. otoft.whew. Mt. VOtorrfolo TM* 114

a 11100 Kt*, OMB age041011go t... t.Oo *tote. of ossloof 4.41 So4tolfooto et O twootoot to Soot.,

1t P000lopo rottolits two Igoe* tow pootiood oottoote =MI of.t-Cag.Zj off. .

Lift' ttio proOloot few *orb patent do ardor of 'tittle, ming ootob110.4 ptiocepSoo

toot., roollotie 4.flloOlottotol mole tot cho orobloo Hot

0. 1 9 .2

locotoorstoo Immo Doi 115otoohotio of oleo L4 tOto total twos $5. LEVEL LEVEL II

REFER TO PAGE 143.

towtboo tot000la. itobbobbobboat

septets obt to Dow* foroot oat fooboao oo 000lb sod

ti Stone totormottoo AS aim worm/

01oo ifiloo yeoblem by iamb 144evopottoy tbo fotob000 *40ooppe404 movve swa4.1 Areorrlidwe AimiseMmms toad metsrmselm 0.11-tog 14114 toroth 4.1 3

0.4 193 LEVEL II LEVEL III CURRICULUM OBJECTIVES . LEVEL I

REFER TO PACE 143.

*amen 1444014.44'4, cese Miley 4o /..e1.1/ to to eon 4.4 / "13: 44/00.. 0.4 0.

40N

044

OMB v4044 44444444 4444 41444,4644 144144.014Iii, 444 M. go4am am4 tiro 1 4440044 CO tlw 404401Immo ad so '041144mo 0.t-omp. rnangerce s60104444 *ft. 7 400$01 ewe essaike 10.04. 0 0,4 4.'

aesivalm 44r keel WIWO8100

0.4.4444, MI. 00y44

0.4

9.l 1..

LEVEL LEVEL II LEVEL III asesipplime 61100110 010011161011.11 es 4144bl. REFER TO PACE 143 . Mt. 3 -of 4,4

toport* off taellisier ONO orwom or calmidave

4-11

*at* "GM. two kmd eassitsowm

195 CURRICULUM OBJECTIVES LEVEL LEVEL IT LEVEL III

0.9-914. REFER TO PACE 143. Me. forgo.

4.4 foserrosso asets.end. tat Oftweeftell sew .1

I SAME AS LEVEL II

taltim40.47 SN 4fr=teetift orselonow i01.1

Avg^.v 0.9 IV

riplboo ammardaregosp eaelleteim. Aprerve test 'fp LEVEL I LEVEL II LEVEL III Airlift...4w te gm., GPM ilossill1146 448 4 gewar soMosidasilea CIA SAME AS LEVE7, II 0. 4. . Wo. s. MO.

4. 4-0

lampelki ormosatestS44 OMNI s tie44444aPm lailvilftel cs92, 'A.A. M. t. tovelt.. w SAME AS LEVEL I SAME AS LEVEL I 0.1 N .... Swats eidowei 4$14444 444411441144 1 see404446444 IPA forando4 SAME AS LEVEL I SAME AS LEVEL I toptoostoo 1044111. Imo& 4

If 4,4

PIN tmirm4044 .114441.44, oaf 4_UI, N Mom* !.1 III ..I I. 444046 SAME AS LEVEL II attette. er.m. of 144-01f.eli. r ''terA*.1, osotommo fcr. ;.I S .1110.0

4 197 LEVEL III CURRICULUM OBJECTIVES LEVEL I LEVEL II 010000kor offshIoolsoto SAME AS LEVEL II _to iss0o6oso !A 3 0.1.001. osis Off.r ftm, 0110. .9 0.9 3 - 0.9

41perfoo oot doeSsistoo 51so rosooroo tM mow one atm. of ootf000 3 SAME AS LEVEL I SAME AS LEVEL sole ate 0.1-cos. *If. OW16.L as 3

0.9

tostfooso 11=1404111111 tOrkirtivn 1111.14,

., 3

0.9

5.i~hootrooms,* 10040019 .what 99 Ho owe Mao

0.9.0110. Mt. 99040. 0 e., 193,

0.0

000000f soda's @WSW 5:7to Mk. Ilroeliooss CURRICULUM OBJECTIVES LEVEL I LEVEL II LEVEL III ..----_, IIYMNOm 444410mo Mordev. ON 140.001... Sessofts old samliag *molls et sowlyed . -a ~de el sattlilmd todivelkooll 4.1. , tonvtavele sod allowiltseas 00Fses. 411.1.4... I elm* rolowmg MI. /Web. -, 41.1 j 1 J.

0 Ifespettio feetort 1111111 Naafi Ito, leetare eitI NIS ANS, ad fdladed formIOW elf amity a mamas. 00..... «is., ...... $ Z ,.... M 6001411110 0.1.0.41. t elpittort alloss.$.11.0... / WI. esiovire MI. 11,46. Pep Om

I IA 1.4

111111140.!oceslok. woad..Oat ."MUM famddail Om IMPS 10 wassareeissesems eamoxIo1s. lkomass , 4* ramwdeIe -...slog a, some end wook ad 04) 1/,. 640004~114848 a h---' oliscassarlatIo0 te amddosa 1114011**1 qtr 111.**700 . leftv441seto 411.4.4114.la MI.7 Mt, ... seiNVIN Persti. tape. CP 5 41.1 1

OA MA

imploors soosibIss OM 4.1 41.04.4. 1.MI. ..9 5

4.4 SAME AS LEVEL I 4A- rt. / 41.14410.;

193 ON. CURRICULUM OBJECTIVES LEVEL I LEVEL II LEVEL III

REFER TO PAGE 143.

9.4

folio M trill OM tm se ems ellregiag 544* me web

lemstat awe arPritiae waysv... rte *Iwo ow/ seer of 11011.44.41o,Il oat mol

orw11 4141e WOW* roes ,. Mr epos

111141 14 onb maim iroleitioragoo win Oa %MO sow osiers

411.44111e. an. rapoh

1.11 . 2 Vireaelews :ly velaweawdo We* +labors

231111111 LEVEL I LEVEL II LEVEL III

45 REFER TO PAGE 143.

Ago lose setae Oudot% amt toga atalgeg es roved. 1444,41

II low Alm ime41411 4440 MIN imsuor so pfa owe*. 00411111/. 1111.1.

Ott. t 44444. 41040.eeopetasts PSI etwassio a ggeggsgteedgo atttito 4.1 I eft Mott* tam. wait - 4.4 god sae egagamity 11.1-doe. 3 A M"" Pegg*.

41.9 g*

41.6 ...... Sefore sellootat 11Istantestas la 1111=11111 spowspiteso OgaltbOAMglE111111 am ber ..l-tae... Att. Pes*. .l 5

-.!IIIIII Ideality 04tegetage OOPS Advss 0~4 "saw SAME AS LEVEL II 4.6sawsglow GO eirreprissit 4.1 i 4.1

11.1-0mg111* tiliall / . IV101. Iapsel. I.,I LI3 11...MmOolft

4.4

.. _ . t r a / S I g e assettes ea 4.1oettlfaire arsage Ain Is earnests. owe Ow 11.1 laagieultis ...mat '' .. 1131"0111. /4 mt.41. 'Web. . 4,1 IA 201 A Evaluation Tool for Clinical Performances

and

Level of Expected Performances of Essential Manual Skills Page reference

1.Samples of Evaluation Tools for Clinical Evaluation:

. Cernosuit College 159 .Cariboo College 167 .Okanagan College 181 .University of British Columbia 189 Vancouver Community College (Langara) 221

2.Blueprints .Camosun College 227 .Cariboo College 229 .Okanagan College 231

3'. Level of Expected Performance of Essential Manual Skills (all programs): 233 .University of British Columbia 237 .Vancouver Community College tLangata) 241

203 CAMOSUN COLLEGE

NURSING DEPARTMENT

GUIDELINES TO EVALUATION

OF CLINICAL PERFORMANCE

PRACTICUM I - NURSING 171

SPRING 1982 COURSE OBJECTIVES BY THE END OF PRACTICM4 I, THE STUDENT WILL:

1. APPLY THE NURSING PROCESS IN CARING FOR SELECTED CLIENTS AND FAMILIES EXPERIENCING MILD TO MODERATE DISEWILIBRIUM,

1.1 Conduct a client aseeesmess A. Select pertinent data from observations, interview and physical ianillatide utilising CAI Camosun College Nursing i. assess with a holistic viewpoint ie. data is representative of ell sources of stimuli; Assessment Guide. develmental, needs, and social and physical environment, reflecting the bio-psyclmo- social aspects of mass. ii. integrate theory from Nursing 150 and 151 in assessing client

B. Analyze data utilizing a stress - adaptation framework.

1. identify the major stimuli that threatenor cause disruption in equilibrium ii. identify the perceptions iii. identify the coping responses iv. relate stimuli to perceptions and copingresponses to determine level of equilibrium/ direquIlibrium. v. &Amiss degree to which clientrequires assistance in attaining and 'maintaining equilibrium

C. Validate assessment with client

D. I4eaLily client problems

i. delineate between actual and potehtial problems Li. state problems in clear, concise tomes

1.2 Plan Nursing interventions for A, Identify priority problems 2 - 3 clients. B. Identify realistic pole which are based on the easeebeent of the client

C. Formulate a plan before03111111111.41.4$cars

,01). Integrate knowledge from semester one and two in planning care

E. Plan preventive, educative, supportive end/or restorative nursing intervestions i. set priorities for cars ii. determine interventions based on assessment asd goals.

.../2

2) 2 2.../

COURSE 0131i:or' VES BY THE END OF PRACTICIBI I THE STUDENT WILL:

1.2 cooed E. Show awareness of the total care planning for a citint l. communicate with health teem members in the planning of cart

ii. include the client and family in the planning process

1.3 Conduct nursing intervention A. 'implement pt. restive, educative, supportive and/or restorative nursing interventions alined according to plan at meeting identified goals

S. Show awareness of clients individual habits, abilities 6 preference when conducting care

C. Ensure the comfort and safety of the client when giving care

1.4 Evaluate effectiveness of *urging i. observe the client's reactions to ousels& care interventions in nesting clieat ii. revise plan of care in response to the client's level of equilibriums goal* lit. detonates effectiveness of surfing tare in light of the total cars plea for the client

2. APPLY CONCEPTS FUN THE BIOLOGICAL, A. Identify rationale, from the biological, physical, behavioural 6 social sciences PHYSICAL, BEHAVIOURAL AND SOCIAL in applying the nursing process. SCIENCES TO SELECTED NURSING SITUATIONS

3. UNDIDISTAIN) PRINCIPLES UNDERLYING A. Integrate theory from Nursing 160 omit 161 to PERFORMANCE OF PSYCNONDTOR SKILLS 1. describe purpose aid desired oetcoms of merging skill

it. explain principle mederlying enrols; skills lit. relate skill performed to a specific client problem

20'1

.../3 1

COURSE OBJECTIVES BY THE END OF PRACTICUM I THE STUDENT WILL:

4. PERFORM ESSENTIAL PSYCHOMOTOR A. Perform skills learned in Nursing 160 and 161 according to correct principles and rationale NURSING SKILLS ENSURING CLIENT SAFETY AND COMFORT i. Independently implement previousl-, learned skills in whiCh competency has been demonstrated

ii. demonstrate increasing proficiency of time with the repeated performance of a skill demonstrate increasing manual dexterity with the repeated performance of a skill

iv. familiarize self with equipment, policies and procedures related to the skill performance in assigned clinical area

v. use equipment and materials correctly

II. Utilize appropriate measures to ensure client safety end comfort explain procedure to client

ii. adapt skill to the individual situation

C. Evaluate own performance

5. DEMONSTRATE EFFECTIVE METHODS A. Demonstrate behaviour that contributes to the development of a helping relationship with OF CARING INTERPERSONAL clients that is based on a client assessment. COMMUNICATION IN PURPOSEFUL RELATIONSHIPS WITH SELECTED Preinteraction Phases CLIENTS AND FAMILIES. a. gathers pertinent client information relevant to establishing a helping relationship

b. showamerenesethraown perceptions and coping responses can be affected by client information.

c. develop plans for initial interaction II. Introductory Phases

a. create as atmosphere of menses and trust (e.g. show respect, punctual, offer assistance when necessary) b. mutually formulate contract

c. involve client in problem identification and goal setting

d. utilize effective communication skills that enhance exploration of client's feelings thoughts and actions

...14 2 0 sc

OBJECTIVES OT THE END OF PEACTICUM I THE STUDENT HIM:

Coned iii. Work Mates - utilize effective conemnication skill. tos a) explore relevant stimuli of client b) validate own perceptions with the client c) assist in altering or enhancing clients' perceptions and coping responses

iv. Termination Phones -

a) establish reality of separation (eg. summarize discussion, express feelings re. termination)

N. Evaluate effectiveness of relationships with clients and families

C. Modify owe behaviour as necessary to improve relationship with client and families.

6. APPLY mecum or TRACKING AND A. Identify learning embeds of clients experiencing mild to moderate disequilibrium LEARNING WITH SELECTED CLIENTS i. validate perception with client AND FAMILIES ii. state learning goals as part of the plan of care iii. involve client in setting learning goals

S. Convey information to selected clients and families based on learning goals

i. utilise opportunities for formal or informal teaching

ii. demonstrate amerameas of principles of teaching mad learning 4ii. actively twelve the client in Its own learning

iv. Oboe an awareness of a variety of teaching methods 211 v. adapt teaching techniques to the individneleMent and family or situation C. Evaluate learning outcomes 212 OBJECTIVES BY THE END OF PRACTICUM ITHE STUDENT WILL:

7 PARTICIPATE WITH CLIENTS, A. Include clients andfamilies as vital components in the assessment, planning, intervention and evaluation processes. FAMILIES AND NURSING TEAM MEMBERS IN SELECTED 'HISSING 1. encouraee input from clients and their families at each stage of the pursing process SITUATIONS it. recognise individuality of clients

iii. recognise effect of own behaviour 14 participating with clients and families.

A. Function as a member of the Retsina min

i. demonstrate realistic view of nursina and of hospital routine and personnel cooperate with other health team members to achieve a defined goal

iii. show awarsoess of increased self confidence and personal comfort in the clinical area

a. voluntarily assume duties within limits of respoesibility

b. reactconetructivelyinstresefulari/or busy situations

iv. recognise effect of own behaviour in interActions with nursing team members

v. communicate pertinent information, verbally and non-verbally, about the client and family

a. use appropriate lines of communication

b. report significant changes isithe client to nursing team meabers at an appropriate

c. remecord pertinent information in a clear, concise manner

d. participate in conferences by sharing learning experiences and relevant information

s. DISPLAY ORGANIZATIONAL SKILLS A. Arrange work environment so as to efficiently =compile!, case for 2 - 3 clients experiencing IN PERFORMING NWISING CARR FOR mild to moderate disequilibrimm 2 - 3 SELECTED CLIENTS i. oases* workload

ii. establish priorities iii. plan nursing care according to Priorities before commencing care

iv. provide a safe, orderly, and comfortable eon:velment for a client

v. organise care to maximise efficiency

214 213. OBJECTIVES BY THE XXV (Vir PRACTICUX I THErrino:NT

B. Coned vi. anticipate factors that may alter organisational pleas

vii. modify organisational plans when anticipated and unanticipated situations arise

S. DEMONSTRATE RESPONSIBILITY AND A. Display responsitility and accountability for -own actions as a nursing student ACCOUNTABILITY WITH COWORKERS, i. folk opportunities to develop own knowledge and skillP AND SELECTED CLIENTS AND FAMILIES ii. participate in planning own learning experiences

iii. seek guidance ea necessary from appropriate resources

iv. realistically evaluate own perfor6cane

V. modify own behaviour on the basis of self asseemmest and feedback vi. accept responsibility for maintaining steadarda of nursing care

B. reaction according to the accepted standards and established policies of the collets and hospital shows awnremeas of can limitations, and soaks guidance if necessary

ii. recognise and report hisihor own errors and take appropriate actions

C. &fatties as a client advocate

1. assist clients to identify their owe rights and responaibilielts

ii. speak on behalf of the client when necessary to other health team members iii. facilitate client commealcatios with other health team embers

215 216 CARIB( O COLLEGE NURSING DEPARTMENT Clinical Evaluation Tool. Level I Nursing Course 111 4 Clinical Data

Student's NW* Written Assignments (if applicable)

A nc Clinical Area Rotation ft 1)

Date from to 2)

Maximum hours Hours Absent 3)

Final Grade for this Rotation: 4)

Summery: (Identify areas of strength and areas for improvement.) . Recommendations

I. Nursing Process

II, Nursing Psychomotor skills

III. Cognitive Skills Instructor Comments:

...

IV. Communication Skills

V. Organizational Skills

VI. Health Team Activities

Student Comments: '-i VII. Professionvl Responsibility/Accountability

Signatures: Instructor, Date .

Student Date Evaluation Discussed I 2IS 217 -168-

NURSING 111

The final mark for Nursing 111 will beeither a PASS or FAIL. In order to successfully complete this course, the student mustconsistently meet the objectives at the level designated by "X". Inability to meet the objectives may constitute a failure. Consiaintion will be given to the total performance of the student.

Individual objectives are evaluated using thefollowing clinical rating scale:

1. - failsto meet course objectives and lacksinitiative insufficient knowledge and/or inability to applyknowledge - requiresintensive instructor guidance

2. - inconsistentin meeting course objectivesandin demonstrating initiative - marginalknowledge and inconsistent application ofknowledge in assigned situation - requiresfrequent guidance of instructor

3. -consistently meets course objectives anddemonstrates initiative in some learning situations in -sufficient knowledge and appropriateapplication of knowledge assigned situations requires only appropriate guidance ofinstructor

4. consistently meets course objectives anddemonstrates initiative in all learning situations generally complete knowledge and above averageapplication of knowledge in assigned situations requires minimal guidance of instructor

5. consistently excells in meeting courseobjectives and demonstrates superior initiative in all learningsituations comprehensive knowledge and excellentapplication of knowledge in all assigned situations little or no instructor guidancerequired

Definitions

Complete - thoroughin most situations Comprehensive- allinclusive Consistent -holding always to the same practice Frequent - happeningrepeatedly at brief intervals Initiative - the actof taking the first move; the ability tothink and act without being urged Occasional - ofirregular occurrence; infrequent given time Situation -combination of circumstances at any Sufficient -adequate

2 1z) V i

Expected , Performance (X) Student's

Performance ( ) COMMENTS

BY THE COMPLETION OF LEVEL II THE STUDENT WILL: 2 1I

1. APPLY THE NURSING PROCESS TO SUPPORT THE INDIVIDUAL WAYS LEADING TO NEED SATISFACTION, USING SIMPLE NURSING INTERVENTIONS.

A. ASSESSMENT

Data Collection

1.1 uses data collection tools as directed X

1.2 gathers data from appropriate sources (patient as primary source X

1.3 obtains data In an appropriate manner

- sets appropriate time and place for assessment X - explains purpose of assessment to the individual X - asks questions appropriately X

1.4 identifies overt influences that affect the individual's way of 1 meeting needs X

1.5 examines, under direction, the effect of influences on the individual X

220 221 Expected Performance IX) Student's

Performance ( ) COMMENTS

BY THE COMPLETION OF LEVEL ITHE STUDENT WILL: 1111.11111

Problem Identification

1.6 determines Whether needs have been satisfied

1.7 identifies patient problens related to needs

..00111.11.1.0 ...M.mohown 1.8 with assistance, determines whether the individualrequires help in satisfying basic needs. X -______...... -. 0

t PLANNING

1.9 relates knoWledge of biology and nursing to planningof care

1.10 determines components of assigned tasks

1.11 plans nursing care for an individual in relation toassigned task

C. IMPLEMENTATION

1.12 carries out simple nursing interventions in order to supportthe individual ways leading to need satisfaction . 222 223 Expected Performance (X) u, s Performance (i COMMENTS

BY THE COMPLETION OF LEVEL I1 THE STUDENT WILL: 5 2 1.13 states rationale for interventions used

O.EVALUATION

1.14 evaluates immediate effects of nursing interventions .

2. PERFORM PSYCHOMOTOR SKILLS SAFELY (NNILE PROMOTING COMFORT). . Knows basic principles/tuidelinel underlyi, selected nursing psychomotor skills. 2.1 uses appropriatesourc4sto review the skill before performing it in the clinical settio, 4.0.01,11111001ftwelPOOMMINNY 2.2 states the basic priniplesiguidel Ines underlying the skill

2.3 explains to thepatint(if indicated) the purpose of the skill and the steps to be used

he...... ~....milluni 2.4 adapts the skill as necessary to the individual situation X

224 4

. . Expected Performance (X) Student's

Performance( ) , COMFITS

BY THE COMPLETION OF LEVEL ITHE STUDENT WILL:

Perform skills while apptyingL principles/guidelines related to patient safety and comfort. .

2.5 follows appropriate measures to ensure safety for individual involved while performing the skill

2.6 follows appropriate measures to ensure safety for self while performing the skill X --...... -

2.7 follows appropriate measures to promote comfort for theindividual while performing the skill

2.1.1 ensure privacy 2.7.2 explain procedure to patient 2.7.3 prevent undue discomfort to patient

ImONNIW

40,141.1MPIMMIMMOIMIPNWPMPWIIft.M....1

i '

226 ..... 227 ./ Expected \ Performance (X)

Performance ( ) COMMENTS

BY THE COMPLETION OF LEVEL I, THE STUDENT WILL:

2.8 follows a correct procedure while performing skill:

basic assessment skills

handwashIng ' personal hygiene bedmaking basic lifts, transfers and ambulating techniques positioning oral feeding temperature, pulse and respirations blood pressure charting communication skills application of heat and cold chest and thrust maneuver assisting those with sensory decline, especially elderly others

3. DEMONSTRATE AN UNDERSTANDING OF COGNITIVE SKILLS IN HIS/HER PRACTICE OF NURSING .---...-....-----...... ,....-.------._

3.1 Apply nurs.ng knowledge of universal ways and the influences affecting the individual's ways of meeting needs.

228 229 Expected Performance (X) Student's PerfIrmance ( ) COMMENTS

BY THE COMPLETION OFLEVEL I, THE STUDENT WILL:

knowledge from sciences andhumanities acquired 3.2 Applyfoundational before entering the programto nursing practice.

from Sciences and humanitieslearneff 3.3 Relate foundational knowledge in Level 1, to nursingpractice.

...... _,...... - NURSING. 4.DEMONSTRATE COMMUNICATIONSKILLS IN HIS/HER PRACTICE OF

A. displays a caring attitude

interacting with individuals 4.1 describes own feelings about

feelings, which influenceevil 4.2 . describes factors, other than gl.."...0.0.. behavior ...o.P.M.Nogoloro

4.3 shows insight into ownbehavior by self-evaluation

. with individuals B.establishes comfortable relationshi.s 231 ki 4.4 introduces self Expected Performance (X) Student's Performance ( ) COMMENTS

BY THE COMPLETION OF LEVEL I THE STUDENT WILL: 5 4 3 2 1 .

4.5 listens actively X

1......

4.6 is relaxed and at ease with the individual X

4.7 uses appropriate terms to address the individual X f

describes factors affecting own communication X

4.9 states the probable significance of verbal behavior of self and others X

4.10 identifies non-verbal behavior of self and others X

4.11 states the probable significance of non-verbal behavior of self and others X

4.12 identifies own feelings X

4.13 shares feelings in appropriate antler \ X

232 233 Expected Performance (X) Students Performance ( ) COMMENTS -

BY THE COMPLETION OF LEVEL It THE STUDENT WILL: 5 4 3 2 1

C.reports and records accurately andconcisely

4.14 writeslegiblyandconcisely X ,

4.15 uses correct spelling and grammar X

. . .

4.16 uses appropriate nursing and medical terminology X

4.17 reportsto appropriate persons and/or recordsaccurately significant information about patients and nursing care given X

4.:...... --- DEMONSTRATES THE ABILITY TO ORGANIZE CARE.I 1._ 5.1 designs a realistic time frame to fit plan of care prior to starting. X . _

5.2 organizes own wort environment X

5.3 completes assigned tasks ontime 1 X _ f Expected Performance (X) Student's Performance ( ) COMMENTS

BY THE COMPLETION OF LEVEL 1 THE STUDENT WILL:

6. COLLABORATE EFFECTIVELY WITH OTHER HEALTH TEAM MEMBERS.

6.1 helps other students when appropriate

6.2 shares experiences with peers and instructor

6.3 displays respect for peers and instructor .

6.4 recognizes the organization of a nursing team

6.5 recognizes the role of the members of a nursing team

1. DEMONSTRATES PROFESSIONAL RESPONSIBILITY AND ACCOUNTABILITY IN HIS/HER PRACTICE OF NURSING

A. seekspidance and direction when approrplate ...... -----....

7.1 identifies own limitations

1.1.1 - uses judgment whenseeking assistance

- Al-...-

236 237 Expected Performance (X/ s Performance (1 COMMENTS

THE STWENT HILL: 5 4III21111111111111111 BY THE COPILEMN OF LEVEL 1 NiSIONNiiniMil 7.1.2 -checks with instructor before proceedinginto new procedure X 7.1.3 - checkswith appropriate people if unable to answer X a= vestions B. accepts guidance anddirection in a constructive wannerner

7.2 discusses, with the instructor, guidanceand direction given X

7.3 modifies behavior with assistance X

C.assumes res for actions as a nursi student

7.4 is punctual X

notifies agency if late orabsent X 7.5 11111111 7.6 assumes responsibilitiesfor own learning in relation toassign- Rents NM 7.6.1 - preparesfor clinical experience I 23 7.6.2 -submits assignments on time Expected Performance (X) , Student's Performance ( ) COMMENTS

BY THE COMPLETION OF LEVEL I THE STUDENT WILL:

1.6.3 - completes all assignments satisfactorily X ,.....----......

7.7 completes all assigned tasks X

7.8 reports errors or omissions promptly X

7.9 reports to appropriate person upon arrival and when leaving clinical area at any time X

7.10 evaluates his/her nursing practice on predetermined objectives X

7.11 follows uniform and dress regulations X

_...... ,.

7.12 recognizes the importance of maintaining physical and mental X health

: 7.13 maintains confidentiality with respect to information obtained from patients X

240 241 0 OKANAGAN COLLEGE

DIPLOMA NURSING PROGRAM

Evaluation of Clinical Performance in N. 112

Student: 0 Clinical hours: (total) urnaee OClinical hours absent/111:

Class: Final Letter Grade:

Areas of Strength Areas Requiring Improvement

StuJent's Comments:

Date: (This report has been discussed with me) Instructor's Name: Student Signature: SignatUre:

242 243

I Nursing 112 - Nursing I Evaluation

OVERALL OBJECTIVES OF THE DIPLOMA LEVEL OF ATTAINMENT EXPECTED IN NURSING 112-NURSING PRACTICE I RATING

Comunicate Effectively with Patieisand Colleagues

1.1 Demonstrate skill and A.Conduct an information-getting interview in a sensitivity in human non-threatening manner relations and communication. initiate the interaction and state the goal

- use the indirectmethod of questioning

*- use direct questioning to obtain specifically needed information

B. Use verbal and non-verbal commmmication skills to establIsh a supportive relationship

- express empathy to patients by responding to the 00 level of verbally expressed feelings and concerns through: - tone of voice - language - use of space - active listening - appropriate gestures

- encourage feeling ventilation

- validate verbal and non-verbal communications to ensure accurate transfer of meaning

- avoid use of non-verbal behaviors which detract from communication

- identify, with assistance, effectiveness and/or ineffectiveness of communications 245. 2 with assistance, suggest specific alternatives to improve comitunication skills

I OVERALL OBJECTIVES OF THE DIPLOMA LEVEL OF ATTAINMENT EXPECTED IN NURSING 112-NURSING PRACTICE I RATING NURSING PROGRAM

1.2 Collaborate with other health - contributepertinent information confidently and tactfully, team members in the provision within the limits of knowledge and ability and coordination of quality care. - volunteer to assist otherswithin the limits of knowledge and ability

- seek out and acceptthe assistance of health team members

1.3 Report and record accurately - report and/orrecord, with assistance, significant and concisely. information relevant to the basic needs of patients

- utilize principlesof charting

- record pertinentdata in the correct places

- write/printlegibly

- use the Englishlanguage correctly

- use appropriatenursing and medical terminology

- correctcharting errors

1.4 Demonstrate skill in health - explain nursingactions to patient teaching.

1.5 Provide leadership in small - not to beevaluated in N112 groups of clients and auxiliary nursing personnel.

247 2 4G OVERALL OBJECTIVES OF THE DIPLOMA LEVEL Of ATTAINMENT EXPECTED IN NURSING 112-NURSING PRACTICE I RATING NURSING PROGRAM

2. Provide Qualit/ NursingLCare to or More Patients Requiring Non- pecialized Nursingntervention

2.1 Use the nursing process to A. Assess basic needs provide individualized care to patients. - utilize appropriatedata sources

- employ appropriate methodsof gathering data

O. Plan nursing care

- include the patient inplanning

- state the patientproblem

- state the nursing diagnosis

- list problems in order of priority as - state nursing approaches related tohelping patients meet basic needs

- state nursingapproaches related to health maintenance and promotion

C. Implement nursing care

implement planned nursing approaches (own and others)

D. Evaluate nursing care

- discuss with the instructor the effectivenessof care given

2.2Demonstrate organizational - care for one patient ability in providing nursing care to a group of patients. - complete assigned duties in time allotted

24b -followschedule as outlined during clinical day 249 OVERALL OBJECTIVES OF THE DIPLOMA LEVEL Of ATTAINMENT EXPECTED IN NURSING 112-NURSING PRACTICE I RATING NURSING PROGRAM

2.3Demonstrate skill and . General skill requirements confidence in the applicatiot of essential nursing skills. - perform selectedskills according to related principles

- ensure factorsaffecting patient comfort when performing nursing skills

- perform skillswith economy of time and movement

- provide for privacy

- utilizebody mechanics for self and patients

- utilize principlesof medical asepsis when providing nursing care

2. Specific skill requirements - not to be evaluated in N112

3. Demonstrate Professionalism in t Delivery of Nursing Care

3.1 Act as a patient advocate. A. Accept and appreciate self as a person

- whenasked by teacher describe own feelings and reactions in relation to nursing situations

- describe factors influencing ownfeelings and reactions

- with assistance, attemptto modify behavior where own needs detract from effectiveness of nursing care

B. Respect the dignity and worth of every individual

- introduce self

- behave with courtesy

- behave in a manner which indicates interest

- maintain a non-judgmental approach 25.1 250 IN NURSING 112-NURSINGPRACTICE I RATING OVERALL OBJECTIVES OFTHE DIPLOMA LEVEL OF ATTAINMENT EXPECTED NURSING PROGRAM

of rights and responsibilities 3.2 Demonstrate responsibility . Demonstrate correct usage and accountability in nursing. as a collegestudent

- bepunctual

- adhereto college and programpolicies

-demonstrate Interest and enthusiasm

- assess ownhealth status

-exemplify a professional manner, eg.uniform regulations, good personal hygiene

- assumeresponsibility for own actions with respect to patients

- seeksupervision when necessary

toward learning OP 3.3 Demonstrate responsibilityin Demonstrate a positive attitude maintaining and increasing appropriate resources own competency. - use

- workwithin own capabilities

- seeklearning experiences

- setpersonal goals to enhancelearning

- requestevaluation of own performance - evaluate ownperformance - modify ownbehavior on the basil ofself-assessment and feedback from instructor,nursing team and patients

discussions by listening, -actively participate in group observing and contributing

252 - preparefor college and clinicallab. by completing assigned readings and reviewingpreviously taught 253 material CLINICAL RATING SCALE

0- fails to meetobjective - requiresintensive instructor guidance -insufficient knowledge and/or inability to CALCULATION OF LETTER GRADE FOR apply knowledge TOTAL NURSING 112 COURSE

1 -inconsistent in meeting objective - requiresfrequent guidance of instructor - marginaland/or inconsistnet knowledge and 1. Clinical Evaluation - 70% application of kneNledge in assigned situations x 0 . 2. - meets objective - requiresprogressively less guidance of x 1 2 instructor - sufficientknowledge in assigned situations x 2 .

3 - meetsobjective x 3 - requiresminimal guidance of instructor - generallycomplete knowledge and application x 4 a of knowledge in assigned situations Total 4 - exceeds theobjective - little or noinstructor guidance required 3.5 - 4.0 - A - comprehensiveknowledge and application - 3.4 8 of knowledge in assigned situations. 1.8 - 2.4 * C 1 - 1.7 0 D Definitions 0- .90 F

Complete - thorough in most situations 2. College Lab Exams - 30% Comprehensive - all inclusive Consistent - holding'always to the same practice 11 /15 Frequent - happening repeatedly at brief intervals Initiative - the act of taking the first move; the 02 /15 ability to think and act without being urged Grade Occasional - of irregular occurrence; infrequent Situation - combination of circumstances at any given time *Final Grade Subject to Application of Sufficient - adequate "Policies - Nursing Practice Courses"

254 Revised September 1981 255 THE UNIVERSITY OF BRITISH COLUMBIA SCHOOL OF NURSING

N.101 - 1982

CLINICAL EVALUATION TOOL

In order to fulfill the objectives of the clinical experience, students will be required to demonstrate the use of the UBC Model for Nursing and nursing theory, and communication, physical assessment and psychomotor skills in a clinical setting.

Rating:

student performance on each objective will be rated as above expected; expected, marginal or unacceptable.

Critical Objectives:

Sections A* and Bst are considered essential behaviours that must be demonstrated before proceeding to Nursing 201. Students must achieve a performance rating of expected or above on individual objectives in sections A and B.

Students who achieve a marginal or lower performance rating on any objective in sections A and B will be reviewed by the Nursing 101 team.

Passing,:

Students must achieve an overall average of 60% or better in their clinical performance.

ST/CH Dec. 1980 Revioad CH/Dec.81 -190-

UNIVERS1Tt OF BRITISH COLUMBIA SCHOOLOF NURSING

NURSING 101 CLINICAL EVALUATIONTO010.1982

Student Dates

/56 total hrs. Clinical Placement 1 Clinical Hours

A.. STUDENTSTRENGTHS:

B. AREAS TO BE IMPROVED BYSTUDENT:

C. STUDENT COMMENTAND/OR PLAN:

Student's Signature (indicateswritten evaluationhas been read by student) Date Signature Instructor's Signature Date Grade 257 A

-19i-

N.101 GUIDE FOR ASSIGNING GRADES TO CLINICAL PEFFORMANCE

ABOVE EXPECTED SCORES

EXPECTED SCORE 4-3

MARGINAL SCORE 2

UNACC71.P-..BLE SCORE 0

Rating: Criteria for rating objectives will be

a) consistency and quality in meeting objectives,

b) amount of supervision required, and

c) evidence of improvement shown in clinical and written-cork.

258 COMMENTS A. RESPONSIBILITY*

1. Expected Behaviours _for Assuming Responsibility for own Performance 1.1 Comes consistently preparedfor learning experiences. 1.2 Completes nursing care assignments within allotted time. 1.3 Maintains client confidentiality. 1.4 Explains actions to client. 1.5 'Reports findings andinformation to instructorand/or team members is a clear, concise manner. 1.6 Performs nursing care according to knowledge and skill taught in N.101 1.7 Seeks guidance when appropriate. 1.8 Takes appropriate action inthe event of own errorsand omissions. 1.9 Identifies own biases. 1.10 Implements plans for own improvement from self evaluation and feedback from peers, client and instructor.

B. APPLICATION*

2. Expected Behaviours in ApplyingPrinciples of Safety and Comfort 2.1 Uses communication appropriate tothe maturational stage, culture and education of the client. 2.2 Uses appropriate communication techniques to identify and respond to client feelings. 2.3 Manipulates forces to ensure comfort of the client. 2.4 Ensures safety of the client. 2.5Uses correct body mechanics. 2.6 Demonstrates knowledge of the principles of medical and beginning level surgical asepsis.

7 C. ASSESSMENT AE EMU COMMENTS \---

3. Collects Relevant Data 3.1 Utilizes pertinent sources (e.g. client, charts. health care workers, environment). 3.2 Uses appropriate interviewing skills. 3.3 Applies components of physical assessment. 3.4 Validates data with the client. 3.5 Records data appropriately using the I= Model for Nursing as a framework.

4. interprets Relevant Data 4.1 Identifies coping behaviours as suitable or unsuitable. ___.__ 4.2 Identifies forces, abilities and evidence of subsystem goal achievement. 4.3 Identifies the relationships of coping behaviours, forces and abilities within and

among subsystems. .

4.4 Draws conclusions about subsystem goal . achievement. 4.5 Validates conclusions with the literature. 4.6 Collectq additional data as required. 4.7 identifies nursing diagnosis for subsystems in terms of coping behaviours demonstrated by the client, and forces and abilities to be manipulated by the nurse.

D. PLANNING 5. Sets Priorities 5.1 Establishes the priority:,of nursing diagnosis. 5.2 Validates the order of priorities with the client.

6. Defining Objectives ...... 6.1 States objectives in terms of coping be- havinurs to be demonstrated by the client, conditions under which the behaviours take place and criteria for measuring behaviour. 6.2 Validates objectives with the client. , 2 u AEE Pi U

7. Formulates Plan of Care 7.1 Prescribes appropriate nursingorders. applying knowledge of scientificprinciples

and maturational stages. i orders. 7.2Determines the sequence of nursing I 7.3 Validates nursing orders (e.g. withclients, colleagues, literature and instructor). 7.4 Demonstrates ability to organize nursing care,

E. IMPLEMENTATION

8. Demonstrates Competence in PerformingSelected Nursing Activities 8.1 Demonstrates efficient use of time and energy. 8.2 Manipulates equipment and materials with increasing confidence and efficiency.

9. Teaches Client to Develop Cognitive and Executive Abilities of the j 9.1 Identifies a specific learning need 1 client. 9.2Manipulates forces to facilitatelearning. 9.3Provides learning experiences which are realistic for the individual and his resources. 9.4 Takes appropriate action on the basisof evaluation of learning outcomes. ....NM

10. Demonstrates Accountability 10.1 Performs nursing care within thepolicies of the institutions. 10.2 Initiates nurse-client relationships appropriately. 10.3 Maintains a working nurse-client

relationship. f___ _... 10.4 Terminates nurse-client relationship effectively. 10.5 Makes use of learning opportunities to promote own professional ,rowth. 2 6 I. F. EVALUATION AEEMU COMMENTS

11. Evaluates the Effectiveness of Own Performance During Each Phase of

the Nursing Process - 11.1 Determines if data collected is adequate, accurate and appropriate for the client. 11.2 Determines if data analysis is adequate, accurate and appropriate for the client. ._ 11.3Determines if client objectives are achieved. 11.4 Determines if nursing orders are achieved. ___ 11.5 Recommends specific modifications

for nursing care plans. ______11.6 Recognizes effectiveness of

own performance. .

C. Hammond Pec. 81

262 -196-

THE UNIVERSITY OF BRITISH COLUMBIA SCHOOL OF NURSING

Nursing 201 1982 - 1983

Guide to the Use of the Clinical Evaluation Tool

The clinical evaluation tool in second year consists of general behavioural objectives and a rating scale. The general clinical objectives are broken down into sub-objectives tofurther describe expected student behaviour. leech general objective in the tool is assigned a mark out of 60. The eating scale is used to evaluate student progress on each general objective.

The completed evaluation consists of:

1. The N.201 Clinical Evaluation Tool with faculty comments, a score for each general objective and afinal grade out of 60.

2. Student self-evaluation with comments. These forms will be placed in the student's file.

lb Clinical performance will be 'valuated on the basis of the following:

1. Performance in the clinical setting.

2. Clinically-related assignments as requested by the faculty member such as nursing care plans, teaching plans and interaction recordings.

PD August 1979 Revised LT October 1980 Revised EW July 1981 Revised EW/nu July 1982

26j -197-

Rating_Scale

The ratings are grouped intofour levels of performance. Each level of performance has a rangeof ratings.

The student is assigned arating for each specificobjective. This is done in three steps. clinically- 1. The teacher reviews thecollected data (anecdotal notes, related written assignments,student's self-evaluation).

student's level of performance(superior, 2. The teacher identifies the acceptable, pass, failing). the 3. Within the assigned level ofperformance, the teacher selects each most appropriate rating outof the possible mark assigned to objective. Ratings are based on thegrading procedure outlined in the University Calendar, pp.15, 56.

The ratings are considered inthe context of thestudent's experience laboratory activities. in the classroom, seminars,the clinical area and in consistently in a self- Superior perL,Imance -Student meets objective (Ratings - 80% or over directed manner. out of the designated Requests teacher guidanceskillfully. initiative mark of an objective) . -Consistently demonstrates appropriate in meeting the objective. -Demonstrates application ofknowledge. -Consistently and independentlyexamines own performance.

Acceptable performance - Student meetsobjective consistently. (Ratings - 65% - 79% - Requiresonly periodic teacher guidance. initiative out of the designated -Frequently demonstrates appropriate application of knowledge. mark of an objective) - Demonstrates Pass performance - Student meetsthe objective. (Ratings - 60% - 64% - Requiresfrequent teacher guidance. in out of the designated - Hasdifficulty demonstrating initiative mark of an objective) meeting the objective. Demonstrates inconsistent applicationof knowledge. - Requiresassistance to examineown'performance. is unable Failing performance - Studentdoes not meet objective and (Ratings - 59% or below to practice safely. out of the designated - Requiresintensive teacher guidance. demonstrate initiative inmeeting mark of an objective) - Does not objective. - Demonstratesinadequate knowledge. - Demonstratesinadequate insight.

264 -198-

APill&MITP119EIethigatkEtLehitsttu.

Objectives Possible Marks out of 60

Medical-Surgical Psychiatry

A. Assess patients 9 9

B. Plans nursing care 4 4

C. Implements the nursing care plan.

1. Organizes pursing care assignment. 3 3 * 2. Provides safe and comfortable care. 13 13 3. Demonstrates psychomotor skill. 4 0 4. Relates effectively. 5 7 S. Teaches patients. 4 4 6. Evaluates nursing care. 3 3

* D. Demonstrates accountability and responsiblity 13 13

E. Functions as a health team member 2 4

* Indicates a critical objective, that is,a hehaviour crucial to professional clinical practice.

Definition of a Critical Objective:

A CRITICAL OBJECTIVE IS DEFINED AS AN OBJECTIVE WHICH MUST BE MET AT A PASSING LEVEL. A LACK OF ACHIEVEMENT OF A CRITICAL OBJECTIVE WILL RESULT IN FAILURE.

Revised July 1982 EW/nu

C5 THE UNIVERSITY OF BRITISH COLUMBIA SCHOOL OF NURSING Nursing 201

PERCENTAGE BREAKDOWN OF POSSIBLE MARKS CLINICAL EVALUATION TOOL focal mark for 3 4 5 6 7 8 9 10 11 12 13 objective

Foiling 2 % , 2 2 2 2 2 Z Z Z 2 performance 59% .5=1, .5=12 .5=10 .5= 8 .5= 7 .5= 6 .5= 5 .5= 5 .3= 4 .5= 4 .5+ 4 or 1 20 1 =16 1 =14 1 =12 1 =11 1 =10 1 0 9 1= 8 1 + 8 below 1 =33 1 =25 1.5=30 1.5=25 1.5-21 1.5 19 1.5-17 1.5-15 1.5=14 1.5-12 1.3=12 1.5=50 1.5=38 2 =40 2 =33 2 =28 2 =25 2 =22 2 =20 2 =19 2 1P 2 =15 2 =50 2.5=50 2.5=42 2.5.36 2.5=31 2.5=28 2.5=20 2.5.20 2.5=20 2.5-19 3 =50 3 =43 3 =38 3 =33 3 =30 3 =27 3 =25 3 =23 3.5=58 3.5=50 3.5=44 3.5=39 3.5.35 3.5030 3.5=29 3.5=27 4 =57 4 =50 4 44 4 40 4 036 4 33 4 31

4.5=56 ,4.5=50 4.5=45 4.5.40 4.5=38 4.5=35 1 5 55 5 50 5 =45 5 42 5 =38 i 5.5=55 5.5=50 5.5046 5.5=42 1 6=55 6 =50 6 .46

. 6.5.54 6.5=50 7 =58 1 54 7.5=58

. . . , 48- A Pass 2.5=62 3 =60 4.5+64 5 =63 5.5-61 6 =60 6.5=60 7.5=63 8=62 performance 60-64% 7 =63

Good 2 =66 3 =75 3.570 4 066 5 =71 5.5=69 6 66 6.5=65 7.5068 8 067 8.5-65 performance 4.5=75 5.5=78 6 =75 6.5=72 7 =70 8 =72 8.5=71 9 =69 65-79% 7 =78 7.5=75 8.547 9 =75 9.5=73 9.5079 10 //

Superior 2.5=83 3.5=87 4 =80 5 =83 6 =86 6.5.81 7.5=83 8 =80 9 =80 10 =83 10.5=81 performance 3 =100 4 100 4.5=90 5.5=91 6.5=93 7 =88 8 =89 8.5=85 9.5086 10.5=87 ii =84 80-1002 5 100 6 =100 7 0100 7.594 8.5=94 9 =90 8 =100 9 =100 9.595 10 =90 11 =96 11.588 10 =100 10.5=95 11.5=96 12 =92 11 0100 12 =100 12.5 96 13 100 2 11114N.201 CLINICAL EVALUATION TOOL1982 - 1903

Agency: Student's Name: -- Clinical Hours Missed: Clinical Placement: Assignments Completed: Oates of Clinical Experience:

CLINICAL OBJECTIVES Possible Mark COMMENTS Mark r A. Assesses patients 9

4 B. Plans nursing care

C. Implements the nursing care plan

1. Organizes nursing 3 4 1 care assignment 4

* 2. Provides safe and 13 - comfortable care 6 26 ') 3.0,....trates psychomotor skill 4 GENERAL OBJECTIVES* Possible Mark COMMENTS Mark

4. Relates effectively 5

S. Teaches patients 4

6. Evaluates nursing care 3

D. Demonstrates responsibility and accountability 13

E. Functions as a health team member 2

TOTAL 60

* indicate, critical objectives Student's Signatures Total Clinical Mark: /60 Please refer to attached sheet for Breakdown of Clinical Objectives Faculty Signature: Date:

Cl 1 1 Revised July 1981 EW 1 982 /no -202-

1.201 Clinical Objectives 1982 -1983

skills used 1. Knows spendfic facts aboutselected nursing assessment with an Adividual experiencingloss art its conAequences. 1.1 Defines terminology pertinent tothe selected nursing assessment skills. skills, common deviations from 1.2 Identifies for selected assessment the normal state of theindividual.

2. Understands selected nursing assessmentskills. 2:1Describes findings obtained. 2.2 Distinguishes between normaland abnormal findings. 2 1 elfers the significance of thefindings.

for irdividuals experiencing 3. C(..'r- relevant data systematically loss. 3.1 Utilizes pertinent sources. 3.2 Identifies positive and negativeforces. 3.3 Identifies coping behaviours. 3.4 Describes cognitive and executiveabilities. 3.5 Identifies evidence of goalachievement.

4. Interprets relevant data 4.1 States the nursing diagnosisin terms of a coping behaviour and the variables to bemanipulated. executive abilities to the nursing 4.2 Relates forces, cognitive and diagnosis. 4.3 Justifies the nursing diagnosisbased upon the analysis of the data. 4.4 Establishes priority among nursingdiagnoses to guide the sequencing of nursing intervention.

prevention or resolution of patient 5. Plans nursing care e.irected at problems. behaviouls to be demon- 5.1 States objectives in termsof strated by the individual. 5.2 Designs a nursing care planwhich makes explicit the nursing intervention. 5.3 Writes nursing orders in termsof precise action to be takan by the nurse. 5.4 Relates nursing researchfindings to the plan of care ullere appropriate.

nursing care assignment. 6. Demonstrates ability to organize own 6.1 Sets prioritiesappeopriately with selected patients. 6.2 Develops a plan of care whichconsiders priorities, patient needs, time factors and othervariables. 6.3 Completes patient care activitieswithin an appropriate time period. 6.4 Seeks validation of decisicnsrade with faculty member and/or health team member. -203-

7. Demonstrates psychomotor skills in theprovision of patient care. 7.1 Performs tasks with economy of time and movement. 7.2 Maintains patient safety and comfort. 7.3 Uses aseptic technique when givingnursing care. 7.4 Recongizes errors in own performance. 7.5Manipulates equipment and materials withdexterity. 7.6Relates knowledge of scientific principles toskill performance.

8. Relates therapeutically with individualsexperiencing loss. 8.1Sets goals for the nurse-patientrelationship. 8.2Recognizes phases of the nursing-patientrelationship. 8.3 Manipulates forces to create andmaintain an environment conducive to communication. 8.4 Recognizes non-verbal cues. 8.5Uses a variety of techniques andapproaches to achieve set goals.

and health team members. 9. Relates effectively with peer group 9.1 Participates in group discussion. 9.2 Contributes to the plan of care. 9.3 Seeks feedback as a group member. 9.4Communicates in a clear and concise manner. 9.5Shares experiences and observationswith others.

comfort when giving nursing care. 10. Applies principles of safety and 10.1 Manipulates forces to promote patientsafety and comfort. 10.2 Maintains aseptic technique in nursinginterventions. 10.3Maintains safety of the patient'senvironment. 10.4 Recognizes errors in tbA applicationof principles of safety and comfort. 10.5Ensures adequacy of ownknowledge prior to beginning patient care.

11. Applies principles of teachingand learning with selectedindividualb. 11.1Assesses the learner's readiness tolearn. 11.2 Provides learning experienceswhich promote accurate perception. 11.3Manipulates forces to facilitatelearning. 11.4 :Irovides reinforcement ofdesired learning. 11.5 Evaluates the effectiveness ofteaching in achieving learning outcomes.

12. Evaluates the effectivenessof the nursing care provided. 12.1 Collects data forevacuation from a variety of sources. 12.2 Assesses response of the patient tonursing care. 12.3 Compares observations withpatient objectives. 12.4 Examines conclusions in relation tothe nursing diagnosis and plan of tare. 12.5Modifies nursing care plan as necessary. 12.6 Documents evaluative information as necessary.

13. Demonstrates accountability andresponsibility as a learner and as a beginning practitioner. 13.1 Recognizes significant changesin patient status. 12.2 Reports patient informationclearly and concisely. 13.3 Documents patient informationclearly and concisely. 13.4 Fulfills responsibilities within designated time period. 2 7j -204-

planning, implementationand evaluation of 13.5Participates in the patient cart. of delegated of own capabilitiesin performance 13.6 Recognizes extent tasks and nursinginterventions. of own performance. 13.7 Seeks feedbackabout effectiveness of the family as aforce on theindividual 14. Recognizesthe influence experiencing loss. influence of thefamily as a force. 14.1 Describes the in planningpatient care asappropriate. 14.2 Includes the family

objectives. * indicates critical

EW July 1981 July 1982/nu VNITIEwlr'l Of 'MISS COLUMBIA SCHOOL Of WSW:

11.301 - CLINICAL EVALUATION TOOL flaceneut: Pediatrics or Maternity Student:

Agencies: faculty: Sours completed* /150 (Include lobe) Oates: Grade: 156 /50.

SUMMIT COMMITS (strengths and areas furimprovement)

Student Vacuity

Signature: Signature:

2 7 o Maximum Achieved Comments Objective Mark Mark'

Assessment lb

Planning 16

Implementation of Interventions 16

2 7 6

...... _ ww..wowww1=11.11 Ali objectives are critical objectives. Please see Ilinical Evaluation Guidelines which include directives and definitions. F

- 3

Max mum i Ach eyed Sject iv. Mark Mark Comments valuation of Care

Communication

Management

Responsibility and Accountability

'.Hayes Morria/tr 2une, l'ei Levised F.Cartyijim .1., 1902. 27 UNIVERSITY OF BRITISH MUMMA SCHOOL OF NORSIct;

N.302 - CLINICAL EVALUATION TOOL

Student:

leencies: Faculty:

Pates: Grade: /30.

INSTRUCTIONS FOR USE

The evaluation of each section should be supported by data obtained by tapes, seminardiscuss.on, home visits, tutorials, performance in the health unit and from ongoing individual records. The student should be able to give examples of selected behaviours.

Input from student self-evaluation will be considered, but the final assignmentof marks is a faculty responsibility.

MIDTERM EVALUATION - Week of October 25, 1982. - Progress Evaluation (student gives input to faculty).

FINAL EVALUATION -Week of December 1, 1982. - 30 marks.

CALCULATION:

There are six sections in the tool. The related course objectives are identified in each section. Also included in each section are additional objectives which will be addressedin the evaluative process. Rate each section on a scale of 0 to 15. Sum of rating in each section obtained mark FINAL MARK 3 30

2 '7.) SUMMARY COMMENTS (strengths and areas for' improvement)

Student Faculty

...... ,,

Ina-Lure: Signature:

26U Maximum Achieved Comments Markark Mar SECTION I:

Nursing Process 15

Applies nursing process to individuals in selected maturational stages.

Assess systematically individuals in selected maturational stages.

Establishes nursing diagnoses.

Validates nursing diagnoses with relevant data.

Utilizes appropriate literature to plan nursing care for clients.

Ensures implementation of nursing care plan.

Evaluates effectiveness of plan in terms of patient outcomes.

SECTION II: 15 Loss Applies concepts of loss, grieving and gain in assisting the individual with behavioural system stability.

Identifies the stage of grieving process.

Identifies specific loss(es) and galn(a) which provoked behavioural system imbalance.

Differentiates between adequate coping behaviours and inadequate coping behaviours.

Plans care based on the concept of loss and gain.

Evaluates the achievement of appropriate coping 2 S1 behaviours.

SUB-TOTAL /30 ..14 4

Maximum Achieved Comments Mark Mark

Maturational 4§tages 15

Relates therapeutically on a short-term basis with individuals in selected maturational stages.

Establishes a climate conducive to effective communication.

Recognizes the client's feeling and experience.

Validates interpretations of verbal and overt non-verbal behaviours.

Recognizes the reciprocal effects of own behaviour and behaviour of others.

... SECTION IV:

Self-Directed Learning 15

Afsumes responsibility for self-directed learning.

Identifies own learning needs.

Identifies resources suited to area of study.

Selects resources suited to own learning needs.

Formulates a plan for self-directed learning Jctivities.

SUB-TOTAL /30

c') 2S3 -5

Maximum Achieved Comments Mark Mark SECTION V:

lealth Caie Team 15 ,_....

kppreciates concept of health care team.

Identifies resources of the health care team.

Initiates communication with other members vf the health team.

Participates1 in planning with other members ,f the health team.

;hares information appropriately.

V SECTION VI: t. :roues_ 15

Contributes to the effectiveness of group activities .sed to meet course objectives.

tecognixes forces operating within a working `roue.

:ommunicates ideas and information to the group.

Invite* ideas from other group members.

i Shares In formulating group plans.

I Defends own point .,Iview without violating rights 0 others. 1

'SUB-TOTAL /30 TOTAL /90 254 GRADE /30 I

A.M.But er/M.Saith/j1m UNIVFASITY OF BRITISH COIMMB IA SCHOOL OF NURSING

N.403 EVALUATION OF CLINICAL PERFORMANCE

Placement: Name: Grade:

Dates of Experience: Faculty Member:

field Guide: Date of Evaluations

SUMMARY COMMENTS (strengths and areas for improvement):

Student Faculty

Signature of Student:

Signature vt Faculty Member: 287 28G 2.

N.403GUIDE FOR ASSIGNING GRADES TO CLINICAL PERFORMANCE

The objectives for N.403 clinical performance arepresented here, along with the maximum obtainlable grade for each. Only the main objectives will be graded; sub-objectives areused to aid the collection of data.

N.B. The 7 main objectives describe behaviours which are crucial toprofessional nursing practice.To achieve a a passing grade, a pass must be obtainedin each of the main objectives. Critical objectives are noted by an asterisk 04. These objectives are essential and must be achieved tosuccessfully complete the clinical experience. If a stLdent does not meet a critical objective, or fails to aeet amain objective, no marks will be assigned for thatob3ective and a failure will result.

The completed evaluation form calculates to a .....rk out of90, to be divided by 2, and entered on the face sheet as a ttnal grade out of 45.

Grade Student Behaviour First Class Performance - Exceeds expectationsin assigned situation and requests guidante when necessary. 8-10/i0 - Consistently demonstratesinitiative and self direction when appropriate. 12-15/15 - Frequently demonstratescreativity. 16-20/20 - Demonstrates application ofknowledge and maximizes opportunities for learning.

Second Class Performance - Meets expectations inassigned situations, requiring only appropriate teacher guidance. 6.5/7.5/10 - Frequently demonstrates initiativeand self directiotiqwhen appropriate. 10/11.5/15 - Demonstrates occasionalcreativity. 12/15.5/20 - Demonstrates application ofknowledge and seeks additional opportunities by learning.

Pass Performance - Meets expectations inassigned situations. R;quires frequent guidance. 6 /10 - Rarely demonstrates initiativein nursing situations. 9-9.5/15 - Demonstrates use of routinenursing approaches. 12-12.5/10 - Demonstrates inconsistentapplications of knowledge, seeking opportunities forlearning infrequently.

Failing Performance - Does not meetexpectations and requires intensive guidance in assigned situations. 5.5 and below /10 - Does not demonstrateinitiative in nursing situations. 8.5 and below /15 - Demonstrateslittle appreciation of knowledge, rarely seeking opportunities for 11.5 and below /20 learning. 2" - Requires assistance to meetminimum standards of safety and judgement. 2SJ 3. N.403 OBJECTIVES TO BE ACHIEVED

Student Maximum Comments Grade Grade

I. Demonstrates skill fin the assessment IS of individuals, families and groups.

1.1 Determines data to be collected.

* 1.2 Systematically collects essential and relevant data.

1.3 Assesses family members and the family unit as appropriate.

1.4 Identifies multiple forces influencing client's behavio'ir.

1.5 Systematically examines and interprets data, recognizing relationships among multiple forces. 0

1.6 Identifies clients whose health status is at risk.

1.7 Identifies teaching/learning situations.

* 1.8 Identifies potential and actual nursing diagnosis.

1.9 Validates problems with individuals, families and others as appropriate.

1.10 Uses theory to justify nursing diagnosis.

290 291 4.

- Maximum I Student

Grade 1 Grade Comment 9

15 . Plans interventions based on assessment.

2.1 Determines appropriate "intervention point" for nursing care.

2.2 Priorizes nursing diagnoses with rationale.

2.3Collaborates with client(s) andfamilies in planning: formulates objectives as appropriate.

2.4 States objectives in behavioural terms, specifying desired outomes. ag /F* 2.5 Identifies standard interventions.

2.6 Identifies appropriate tesching rcrategies and aids for learning. . 2.1 Designs innovative interventions as appropriate.

2.RSelects nursing interventions from a range of identifiedalternatives.

2.9Uses theory and research findingsin selection of interventions.

* 2.10 Records care plan accordinfi to established criteria.

2.11 Communicates with appropriate others regarding planned interventions. 2 9 2 S. .IW....,..IMOIWra,I11.. Maximum Student Comments Grade Grade

3. Implements plans of care. 20

3.1 Applies relevant theories and concepts.

3.2 Relates therapeutically with clients to develop and maintain effective coping behaviours.

3.3Utilizes principles of teaching and counselling with individuals, families and groups.

3.4Utilizes principles of prevention and health promotion.

3.5 Implements standard nursins actions to promote safety and comfort.

3.6 Implements innovative nursing actions as appropriate.

3.7 Demonstrates organisation in the delivery of nursing care.

3.8 Utilizes appropriate resources.

4. Evaluates nursing interventions according 10 to established critiria.

4.1 Reviews and records client response to nursing care.

4.2Judgvs degree to which nursing care plan has been met.

4.3 Modifies plan according to evaluative and/or new data.

293 Maximum Student Irate Grade

S. Demonstrates responsibility and accountability in nursing practice. 10

* 5.1 Meets accepted standards of nursing practice.

* 5.2 Demonstrates abilit to utilize advanced psycho-motor skills.

5 5.3 ....111).99gtalPA...11141EmE....AILIESIILM14 decision-making situations.

* 5.4 Recognises own limitations in clinical practice and obtains assistance.

* 5.5Demonstrates 44.111LIAlaganize and implement care in complex nursing situations.

* 5,6Reports and docaments significant client-related data effectively.

6. Evaluates own professional development. 10

* 6.1 Recognises own strengths, limitations and learning needs.

* 6.2 Seeks consultation and assistance as needed from apompriate persons.

6.3Mies opportunities for meeting own learning needs.

6.4 Recognize. the legal implications of own actions.

b.5 Designs a creative multi-faceted 291 approach to a complex nursing situation. 7, A. Maximum Student Comments Grade Grade

7. Demonstrates leadership ability with 10 clients, peers and health care colleagues.

7.1 RecognizeJ application of leadership and management concepts. p * 7.2 Initiatee effective collaboration with members of the health care team.

7.3 Recognizes opportunities to use collegial or inter - professional groups.

7.4 Provides group leadership ss appropriate.

7.5 Identifies and substantiates need for change in nursing situations.

APlurphy/tr 1979 Revised 19R0 (HEC 6 VERN) iwvised 1981 Revised 1982 295 -221-

VANCOUVER CONNONITT03LLIGII

LANGAIA CAMPUS

MUM BINPAONINIf

CLINICALMacaw me muerteTOOL

INNISDNA

The student mast meetallmajor objectives amd specific sub-objectives in a satisfactory meaner consistently by the ad of the semester.

A 21tiefactory grads is gives to a student based on the follow/mg criteria:

1. Requires occasional explanations) of principles, concepts, and procedures.

2. Requires appropriate teacher and staff supervision.

3. Frequently applies the problem-solving process.

4. Frequentlydasonstrateappropriate initiative in meeting objectives.

5. Frequently applies previously learned knowledge.

Definitions:

FREQUENTLY - happening at abort intervals, often occurring.

OCCASIONALLY - happening irregularly, coning now and then.

APPROPRIATE - especially suitable, proper, fit.

CONSISTENT - marked by regularity, or steady continuity throughout; showing no significant Change, unevenness, or contradiction.

INITIATIVE - ability to originate actions, to initiate desirable steps: -223-

Wan completion of this course, Ass swiss for Gee or too eeleeted Maltby laalvidsals Idea sequin the animies activity of naintenadass the student will: 1.1 Domaastrate caxisrbehevicumr a.Addreeeet imlividnalm 1name of eholo

b.Promotes / prmidise privy y. _ c.liecofpcisam situ:time that moy *pine sem-ebeermice of priveoy, 4..Acts. apprepriete3y os isitivideat' 04110111601, oanasims. e.Maiswaime cenfidmotttelity salese such info:maim is a threat to the individual's well-being. f.Traided.tapatient infoimetien discriminately. 1.Respects individual's right to duke istosided decisises. a.Encourages ladividual to voice concemos and to gain laformatiam from appropriate resoarcees i.Makes judgmusts is the best interest of the individual or on his behalf when he is usable to :sake decisions or to voice cencerne for himself. j. Givesappropriate, realistic feedback. k. Identifies con attitudes, feelings or responses to as imlvidual that may enact care. 1. Respicts the individual's cultural and social practices within the individual's care. a.llomotes self-worth of anindividual byconsidering the influence of five factors of culture: socioeconomic status, phase of the life cycle, heredity and emviromment.

1.2Apply the knowledge of health and health problems when using the nursing process.

ASSESSMENT

Assesses each need based upon the VCC nursing curriculum framework.

a.'Identifies sign* and symptoms by using assessment skills. b. Explains the imfluesce of Semester I factors on esch.meed. c. Collects information using all data sources. 4. Identifies patient problems by comparing the database withexpected norms and determining deviations and discrepancies. e. Identifies potential patient problems arising from treatment or the normal progress of the condition. f. Validates problem. with the patient, significant others, or staff. g. Assesses individual's ability to participate in cars.

297 -224-

COJECTIVE PLANNING Develops nursing care plainsfor assigned patients.

a. Lists the patientproblems. priority using b. Lists the problems forsuch patient in order of established principles. c. States realistic behavioralgoals for the problem list. plan. d. Incorporates known standardsof care into)the total cars addition to standards of care e. Chooses envois' interventions is most likely to resolveproblems. Provides rationale forinterventions. f. others or g. Validates plan of care with thepatient, significant agency resources. b. Establishes priorities of care. =magnum' Implements nursing careplane in order of establishedpriorities for

individimals or groups. 4 others when implementing careplan. a. Involves vtleAt or significant

EVALUATION Evaluates plan care.

A. Evaluates goal achievementusing stated criteria. nursing intervention usingfeedback b. Evaluates effectiveness of appropriate. from pimiento,significant others or staff, where change in status of assigned c. Modifies care plan according to individuals or in response toineffective interventions.

1.3Demonstrate responsibilityand accountability. the policies and guidelinesfor students a. Conducts self according to in the nursing program and topolicies and procedures ofspecific health cars agencies. b. Maintains recognised standardsof care. recognised standards of care. c. Questions care contrary to d. Substantiates own level of competence. e. Acts within own levelof competence.

1.4 Communicate effectively.

a. Assesses patient'scommunication abilities.. b. Interprets verbal and non-verbal cues. c. Identifies factors which mayaffect communication. d. Encourages individual. to expressconcerns. s. 'slates effectively withothers is the work situation. 1. Selects communicationtecbniques purposefully. g. Uses communicationtechniques therapeutically. b. Participates in groups. i. Adjusts communication tofit needs of the individual. j. Reporte'relevant clinicalinformation to the instructor and agency. k. Communicates offecttirelyand accurately in speech and in writing assignments. -225-

011111CTI4II

1.5 Perform selected nursing techniaues safely.

a. !Maintains medical aseptic technique. b. Demonstrates manual dexterity: c. Carries out activities to conserve the energyand time of patients and self. d. Performs nursing techniques accurately. - range of motion exorcisms(active and passive) - body mechanics - turning and positioning use of canes, walkers, wheelchairs - assisting with transfer Us. of body restraints - use of footboard,cradles, alternating pressure mattress - Winking - occupied,unoccupied - assisting with.tubbath, shower, bedbath - skin care - denture care shave htirvashing pericare - use of bedpan,urinal, commode, condomdrainage,c.a.thetc.remit. - medicalhandwashing - assistingwith feeding dressing and undressing - fire estinguisherlocations 6 fire procedure - vital signs(temp., pulse, apex, B.P., and resin.) - CPR Certificationfrom St. John's Ambulance Ore4 nsetAatilmis e. Uses equipment and supplies properly. f. Promotes physical and emotional comfort ,f the patient. g. Demonstrate, ability to follow directions.

1.6Apply principles of learning and teaching.

a. Identifies learning needs of assignedindividuals. b. Identifies factors which may influence ability of assigned individuals to learn.

1.7Apply principles of organization.

a. Designs a time sequenceplOn. b. Uses a time sequence plan. c. Demonstrates flexibility in modifying thetime plan to meet changing priorities and needs. d. Carries out activities to conservethe energy and tine of individuals, self and agency personntgl. e. Completes nursing care activities within areasonable time span.

299 -226-

1.3 Participate as a member of the health team.

a. Establishes working relationships with others b. Maintains working relationships with others c. Accepts direction from appropriate health team member d. Assists other health team members to provide care e. Uses ozher health team members to plan care f. Uses appropriate channels of communication within the health tear g. Refers relevant information to appropriate health team member b. Recognise situations where change could be implemented i. Provides direction to auxiliary nursing staff in organising care for individuals or groups. -227-

NURSING 250 FINAL EXAM BLUEPRINT

CAMOSUN

INTEGRATION Of APPLICATION OF COMPREHENSION OF CONCEPTS IPR'S WITH CONCEPTS AND NURSING PROCESS OF MOOR STIMULI & CLIENTS AND INADEQUATE COPING RESPONSES FAMILIES PRINCIPLES OF TEACHING/LEARNING

1 ANXIETY - 6 2 1

. 1 Obstruction -4 1 1

1 Deoeneration-6 2 1

Metabolic 4 1 Dysfunction-18 4 3 Structural 4 5 Dysfunction-18

Ethics (Professional 1 Seminars) - 1

Medical-Legal Issues - - 1 1

Health Care Systems - 4 6

Total of Questions = 100 -229-

CARIBOO

Qtest. Pew/ Old/ ObJ.. Compreben- Appli - No. Revised Revised Unit No. Recall sloe cation ad misii.0,44

,, 2.- ta-.L'*--- . i.;leti

. ,...... ,. - i., ...- At4 ,8 6 16

...W..' a, .kft. A /1444'° ii S I i ( e 74;PI r . . G.7 4. ..." r A if i ...r., . .:,, . Ii.9 _ 4 iV=At " f.At

/ is .. . : ix...... /1t4f 17A I/ , i ....- . . . ..' l- /9 . 24 . k/ :.,/ cal i' , tio,*1-141""/ is 4.(-1 ,/ .-

., VS.\ /11 0 14.20 L..- I , . .. 431-

OKANAGAN COLLEGE ZIPLOmA NURSING PROGRAM

EXAM 13.T.: ZPRIN

for14145lag (MI

Lecture Nutber oftor Content lours uestionsfor

4ntOWSilittl.6 an Et

LinputAnewds W &au AI:a 19 _ -timrifia4.7n"irtirtettitavt7b 16 isktutand 41(121 igniurct '7 le 5 IiN nxio Peulf.nunt ta..inagrxi,,,,- .1 if z it4uto.Iwo

I --

...wwwras.0...... 11.,...wm.m. ,...=1 ,...... ,.e

/ Tctais (00 fr

MLR 24 - SIMMANT SF Nowt Goers or SOLICTSO ommoomm 16INNALSEILLS POE NACU MOM

CAMIOSUII CARIBOO OEAl1AC11M V.S.C. V.C.C.

Expected Level of Performance Open Oradea- Expected Level Expected Level Expected Level ties Wog Expected Level of Performance of Performeace of Perform...* SIC Level of of Performed-a

Upon Cradow, Upon Credo.- ., Vim Grader- Performence Open Otededr. lion Veins lion Osins SemesterLion Using Scala (all as elan Oatsg Clasen"SemesterNNW Level ofSemesterMARC Level ofor YearNNW Level of Tear weeps in theSemesterVCC Level of cation Skill Performance Skill Performeoce Skill Perforemece Skill hospital and Skill Performance Roomette' Mm eel Skill of *illLearned Scots LearnedScale LearnedScale Learned community) LearnedScale

. - - A. DO PNTSICAL ASSESSMENT WeiffirWit

.4 Al Take vital sign. Core 1 3 1 3 1 1 4 1 5 A2 Nemec. height 6 veiglet Core 1 4 1 3 1 3' 1 (head Circa*. admit 5 formed. and 3infente 3 . abd girth A3 Take apical rate Core 1 3 1 3 1 3 1 4 1 5 A4Assess times. target Core 1 3 2 3 1 2 1 .4 1 1 ASDe meerological Dseasemeat Core 2 3 4 3 led yr 2 1 3 5 4 A6 Do circulatory 001/41/0011011t Core 1 3 1 3 1+2nd yr 2 1 4 1 S/P 5 5 3 Al Ameceltats for %west% Core 2 2 1+4 2 2nd yr.5 2 1 4 s I seem& AS Auscultate for bowel seen& Core 2 3 2 2 2nd yr. 2 1 4 1 - A9 Waste far disteetien Core 2 3 3 2 2nd yr. 2 1 4 3 - A10 Tine °Detraction. Spec 2 2 3 3 2 2 2 2 3 2 All Wpm. fondue Spec 2 2 3 3 2 2 3 2 3 3 Al2 Take VALE. Spec 2 2 3 3 2 2 3 4 3 2 A43 Assess breast eagorgemeet Spec 2 2 3 3 2 2 3 4 3 3 Al4 Se physics' exam of Spec 2 2 3 1 2 1 2 2 3 3 newborn N A45 Meager. disc/mtg. Core 1 3 3 3 1 3 1 4 (mess 1 1 hydrattee+DII A16 Do breast sameSesciee Care 2 2 3 2 1 2 1 4 1 / Al7 Check for mosele tone Core 1 3 3 2 tad yr. 2 1 3 1 1 Ali *escalate for heart emends Core 1+4 - 2 R - (morm41) 9. MAINTAIN FLOM AND NUTRITIONAL 941.400

Di Prepare patient for meals Core 1 4 1 3 1 3 1 4 1 /

92 Feed patients Core 1 4 1 3 1 3 1 4 1 5 93 raw talons Spec 2 2 3 3 2 2 3 4 3 3 94lieseare intakeend amtpet Core 1 4 1 2 2nd yr. 3 1 4 5 1 95 Gevage petteet (net Care 2 2 2 3 2 2 2 2 4 3 infants) (set infanta)2nd yr. (set infants) D6 Meineeta IV's Core 2 3 2 3 2. lad 2 2 4 97 Assist mother to breast Spec 2 3 3 3 yr 2 2 3 3 feed baby DS Total parental emeriti.. Spec - - 6 1 (mainties) - - 4 2 (aa per has- - italpo licy) - - - - 4 99Plead admtnie tratiee - .. - 4 3 4 3 A"" C641..., 304 CANINO OKANAGAN Y.N.C. .C.C. ----. ampacted Level of Performers Open Oridee Imported Level Impacted Level gapected Level nee Using Imported Level of Performance of Performance of Performeere CSC Level of -ofPeolermeace Spam Oradea- Opole Oradea- Upon Oradea- Performance Upon Oradea- tioe Wing ties Using Setemorerties Using Scale (all age tioa Using ClaymontSajmoterIMAM level ofSweeterNNW Level ofor TearNNW Level of Tear groves in the SamoseterTCC Level of ratios Skill Performance Sk111 Performance Skill Performance Skill hospital and Skill Performance Sesentiel !!navel Skill of skillLearned Scale -- -LearnedScale Learned Seals Learned commentry) Learned Seale

X. MINISTER NINICATIONI:

ElGive oral modicatteme Core 2 3 2 3 2 3 1 4 1 5 In Mears medications for COT* 2 3 2 3 2 3 1 4 1 5 admialstration 113 inotill eye drops i Core 2 2 3 2 2 2 1 4 2 3 'distempers 14 Apply topical amdicatiose Caro 2 3 2 3 2 3 1 6 2 4 113 tmetill nose 6 ear drops Core 2 2 3 2 2 2 1 4 2 3 and siatesets 4 116 /newt injections. Core 2 3 2 3 1 6 2 3 1 4 2 Suppositories , 117 Otos injections Core 2 3 2 3 2 3 2. 2 2 5 ZS Atimiseter I.V. made imto Core 3 3 3 2 Zed yr. 2 2 3 4 3 aotablished I.V. or imfueor 119 Adidnister medication Core 2 2 3 2 2 2 2 2 3 1 by teloslation NIO Give medicated bathe sod COTO. 2 4 2 3 1 3 1 1 2 1

. *hoopoe' 1111 Adeinister mods threegh - - 6 2 - - - - - 6 2 26 (tubing and SIPASIN lark)

4. CAM OUT AMC

VI Scrub hands for sterile Corn 2 3 2 3 bed yr. 3 1 4 3 3 prommederes 11 Pea an sterile poem Core 2 3 4 3 2nd yr. 3 11/A N/A 3 11/A V3 Per am sterile gloves Core 2 3 2 3 2nd yr. 3 1 3 3 3 (epos 6 closed totheleme) 14 Gene 6 glove smother parses Care 2 3 4 3 2nd yr. 3 11/11 11/A N/A N/A PS So acorns droplets Core 2 3 2 3 2nd yr. 3 2 3 3 S V6Set up and add to a sterile Core 2 3 2 3 tad yr. 3 1 3 3 5 field 17 Fear sterile selmtiame Core 2 3 2 3 2ad yr. 3 1 9 3. 5 IS' Samovar 6 re-wrap sterile Core 2 3 2 3 2nd yr. 3 1 3 3 S own*,

II, Chaege dressings (simple, Con 2 3 2 3 led yr. 3 2 3 3 5 1 -1' dry) CA11600 U.S.C. .C.C...... ---.-...... , Expected Level of Performed. !pee Grads.- 11xpected Level 'gametes, Level Inpecte4 Level tie. Sepias impacted Level of Perfermeece of Ferrer...re of Performere SSC Level et of Performers Velem Credos- epos Gradme- lime Oradea- POCIWOOMMO Up.. Credo.-

- am Mies ties Dieing Semesterties Using Scale (all ape tiee Seim Claesiti-SemesterMSC Level ofSemesterNNW Level ofor VowMAW Level of Near grime in theSemstorVCC Level of ratios Skill Ferforneece Skill Ferformeece Skill Forfar...co Skill hospital and Skill Performing* Seemaxl limaal Skill of skillLearnedScala LearnedScale LearnedScale Lammed remessity) LamedScale

V10 Change deassiege with Core 2 3 3 3 244 yr. 2 2 . 3 4 3 *Wks. ill Ill Shorten se remove drain. Core 2 3 3 3 tad yr. 2 2 3 4 3 and porkies F12 Somme sourer old clams Core 2 3 3 3 tad yr. 2 2 3 4 3 F13 Irrigate moods Core 3 2 1 2 lad yr. 2 2 2 4 2 F14 Apply sterile cenpremes Core 2 2 2 2 led yr. 2 2 3 4 1 sled meek. V15 Lama mood pechieg Core 3 1 7 1 5 1 2 3 4 7 F16 Se meals trade care Core 3 1 5 1 Zed yr. 1 4 1 5 2 (lremia& eleseleg, maiming) V17 Inset i remove dretbral Core 2 2 4 2 2ed yr. 2 2 4 4 2 catheter (eft) PIS Irrigate bladder Core 2 2 2 2 2e4 yr. 2 2 2 2 7 (ceetimme. intermittent) F19 Os catheter care Core 2 3 2 3 lad yr. 3 1 4 1 5

F20 Start I.V. Core N/A N/A 4 1 5 1 2 2 NIA WA proper.equIpmeet for astabli of 1.V.

F21 Otoreatime 1.V. Core 2 3 2 3 tad yr. 3 2 3 2 t 122 Chia tabs 4 &Maga& 4 2 5 2

'208 305 UNIVERSITY OF BRITISH COLUMBIA

to develming this document, the Skills Committee relied extensively on _Neweraduate,a guide for schools of nursing and ASSESSED ACCORDING TO THE FOLLOWING CRITERIA: iirliiTiesegagenciesprepote iiegistmw Nurses' Association of B.C..This R.N.A.S.C. Report identified 10 major categories of manual skills that are re- trod by new eliminates. The Skills Committee added one category to this list - and Report'. Therefore, this curriculum guide shows 11 categories of 1. Safety of patients, self, and others - basic procedural nursing skills. e.g. - gonna safety precautions - good body epics. Do Physicel Assessment Techniques . 2.Amotic techniques Administer Personal *vim: - Provide Comfort Neesures e.g. - medical or surgical asepsis Meta% Fluid and Nutritional Selma handembfog before and after procederes. Administer Naditsamis 3- *moment of Nursing Care Carry Out Aseptic Procedures e.g. I Carry Out Procedures ergo:batten Assist with Procedures use of the nursing process Manipulate, Operate and Care for Equipment 000 the O.O.C. Nodal. Ambulate end Trammel Patients 4. general ctmfort measswes Record and Report_ - providing privacy for patient providing a comfortable onvireemet. Inthis document, under each of the preceding major categories, there is a list etthe specific skills taught in the baccalaureate Keeton. S. Judgement and acceptance of responsibility - e.g. - use of decisim-makimg skills The Skills Committee, although igitialty 'Mists, the four levels of perform- - consider:Aim of legal and ethical issues oance used by the NNWinits reportoo gradually clanged these levels to fit - verifying Oecter's orders mere precisely with the Committee's suggested expectations for D.B.C. student - Mowing hospital policies and procedures. ours's. The four levels of parlament* finally selected were as follows: O. Comm:loth)* 1. Can perform this procedure with constant supervision end requires e.g. - appropriate therapeutic interaction with 'artieet additional touching. and fealty appropriate consultation with health professionals. 2. Cee perform this procedure with periodic supervision or can per form this procedure without supervision, but requires additional teaching. 7. Torching - e.g. patieet preperetten, support and follow-Imp 3. Can porters this procedure satisfactorily without supervision. preparation, 'ampere and

4. Can perform this procedure satisfactorily without supervision and N. Ibter skill - is elite Si teeth it to ethers. e.g. - dextetity in performing speed in perforeeme.

Registered Nurses'Assoclation of British Columbia. Essential Manual Skills for 5. Recording and Reporting - a New Graduate. Vancouver, ANANC, Joie 151$. e.g. - appropriate reading of procedures and results appropriate reporting of pertinent dots. 2 Ibid. p. 7.

3.10 311 As well, there are certain factors that students are expected to know when performing each procedural nursing skill.The following outline 3 will serve as guide for students and teachers:

1. Definition and Purposes of Mulling Procedure

2. Contraindications and Cautions

3. Patient - Family Teaching Points

4. Pre-Procedure Activities Prelifinary

Preliminary101 Equipment Preparation of Patient

S. Procedure Suggested Steps Rationale

6. Post-Procedure Activities

T. Aftercare of Elviomenc S. ENIIMM5.

9. Final Patient Assessment

Now to the Skills

3 C.C. Sorensen and V. lacknunn, Basic Nursine: A Psvchoolusiologic Approach. Sunders Co., Toronto, 1979.

312 w4 CONE= 0 CONTENT : COMM CONTENT ... t SKILL V.: ti Tear 1 Tear 2 ga- Tear 3 Tow 4 a 1113 sr

A. CARAT OUT 1k. Well Adult and The Ncepitalised lb. Melt and All As* Groupe Ia INTSICAL Asussmin the lastitutiesudisCd Adult Islopitalised Wan' the Nospital and recumung ituirai and Child - Cauumity

Ifs Fteveaut and Restmatwl Nodule

Al. lake vital sign..i. °maniac for Ult. arganisa for taking

. fug vital gigue vital signs of infant of adult. and child.

2. Assam pulse and 'Note abnormal Folsom 2 Nesenre fetal heart cote decree'''. and Emcees for reasons rite and sets cbaract- e.g., rate (pr. rhythm quality.

. Kam pulse sites 2 Note differences 1 Ammo, infest apical e.g., radial betvecs apical mud rata and auto apical radial pules cram. character. femoral doroalis podia carotid 'caporal poplAteal.

314 3133 VANCOUVER COMMUNITY COLLEGE

tangent

Composite Outline of Skills

in the

Nursing Program

Draft

September, 1982

315 -243-

Introduction

Following is a composite outlineof skills taught in each semester of It demonstrates the levels of skill the Nursing Program,V.C.C., Ungava. performance expected of thestudent as be /she progressesthrough the program.

This outline has been developed to assistfaculty and students in the teaching and learning of psychomotorskills. It is hoped that it will promote:

a) consistency in the learning of skillsby students in each semester of the proves

b) consistency of skill performanceevaluation

c) student independence in achieving andmaintaining expected skill performance levels throughout the program 1 Five different levels of performance asdescribed by Daveare used. These are:

2 LEVEL OSJECTI'VES FOR PSYCHOMOTOR SKILLS

Pl: Imitation - Repeats or imitates a skill in ageneral, sometimes imperfect fashion.

P2: Manipulation Performs a skill according to instructions, or by following anestablished outline or guide.

P3: Precision - independently performs a skill with a high degree of accuracy.

P4: Articulation Completes performance of a skill with dexterity, accuracy, sad within a reasonable period of time.

P5: Naturalisation - Completes performance of a skill in a smooth and automatic manner as an integral part of the overall care of the patient.

IDeve,R.N. Psychomotor Levels in Developing andWriting Objectives. Tucson, Ari4ons: Educational Innovators Press, 1970.

2AdapLed from Reilly, D.E., Behavioral Objectives -Evaluation Iss Nursing. New Fork: Appleton-Century-Crofts, 1980. OPERATIONAL DEFINITIONS OP EACH LEVELWITH EXAMPLES

After a demonstration, the IMITATION Repeats or imitates a skill Student snot observe the skill. PI: student can repeat the steps in a general, sometimes Student can then imitate and later in the taking of a D.P. imperfect fashion. repeat observed*tions.

Student is able to pccform a skill Having become familiar with the P2: MANIPULATION Performs a skill according to instructions, or by using verbal or written directions equipment, the student can go through the steps in the taking following an established rather than repeating an observed outline or guide. action. of a S.F. using a written set of guidelines or following verbal directions.

Student no longer requires verbal Following sufficient practice, P3: PRECISION Independently performs a skill with a high degree or written directions andperforms the student can independently of accuracy. the skill independently. Perform. complete the taking of an ems is accurate and errors are accurate S.F.

Following additional experience, ARTICULATION Completes performance of a Student can coordinate fectors 14: performance of the skill skill with dexterity, that bear directly on the becomes more organised, accuracy,anA4Min p completion of the skill. quicker, and less disjointed. TonfEttle2900-0-Lime. Student no longer has to focus on Student in now Able to carry P5: NATURALIZATION Completes performance of a skill is a smooth and performance of the skill. It is out the taking of a S.P. as " routinised, automatic and without conscious thought. integral part of the overall spontaneous and is carried out in S.F. taking is only one of several activities in a care of the patient. response to the total needs ofthe patient. planned sequence of patient care. 317 318 -245-

isina the Skills lin 446 jeurnimailvallsetion Tool.

1. Each student will be given a copy of theskills outline which he/she will keep throughout the program. This will be the only copy.

2. Initial teaching of new skills is provided withinappropriate semesters.

3. Each student will have opportunities to practiceskills with supervision and is encouraged to practice as much as necessary prior tobeing assessed. N.B. Certain skills will require instructorsupervision at all times in the clinical area. Such skills will be identified each semester.

4. The student and instructor will decide on areasonable and mutually convenient time for evaluation of skill perfo:_ience.

5. During the evaluation of skill performance, thestudent will be expected to complete the skill unaided.

6. When the student has satisfactorily completed askill, the instructor will initial the appropriate area on theskill outline sheet.

7. The student is required to maintain previouslyevaluated skills at the level required for each semester. The student is encouraged to use the nursing laboratory and to seekclinical opportunities to ensure that these skilllevels are maintained. Skills may be assessed at any time by the instructor. e.g., clinical spot-checks.

319 -246-

Student Its_,..ansi ustia

The student is responsible for achieving the designated level of psychomotor skills as indicated for each semester bye

1. independently seeking opportunities to maintain psychomotor skill level through clinical or laboratory experiences.

2. independently seeking opportunities to increase psychomotor skill level through clinical or laboratory experiences.

3. establishing with the clinical instructor the appropriate timing for personal demonstration of required psychomotor skill level.

4. informing the clinical instructor of his/her progress re:psychomotor skill levels at biweekly meetings.

5. obtaining appropriate signatures upon demonstration of psychomotor sLill level. -241-

Faculty members are responsible for:

1. understanding the operational definitions of each of the skill levels.

2. interpreting/clarifying skill levels to students and agencies.

3. ensuring updated written procedures exist for.all skills.

4. providing students with opportunities to learn each skill. These msy be clinical experiences, simulations or demonstrationsand nay occur in a variety of settings.

5. assessing and valuating student skill performance.

a) Priority/emphasis is given to:

1) new skills being learned within the semester ii) skills changing levels within the semester 111) skills being maintained at a previously achieved level

b)Methods of evaluating student skill performance will be decided by each semester and may include such things as: - direct observation (newskills) - data fromstudents, pews, U's, lab demonstrator, etc. - clinical spot-checks

6. signing the student's skilloutline *banrequired performance level is achieved.

7. discussing the student's skill performance progress at bi-weekly interview as needed. CATEGORIES OF PSYCHOMOTOR SKILLS *

A. Ambulation and Transportation B. Comfort Measures C. Fluid and Nutritional Balance D. Medications B. Persbnal Hygiene F. Physical,Assessment TeChniques G. Procedures - Aseptic procedures - Assist with I. Procedures ...Carry Out

*Adapted from MARC competency list, 1981.

322 -249-

PSTCROMOTOR SKILLS

LEVEL OBJECTIVES

Level 1: Imitation - Repeats or imitates a skill in a general sometimes imperfect fashion.

Level2: Manipulation- Performs a skill according toinstructions, or by .following an establishedoutline or guide.'

Level 3: Precision - Independently performs a skill with a high degree of accuracy.

Level4: Articulation- Completes performance of askill with dexterity, scasracy, and within a reasonable period of time.

Level5: Naturalization- Completes performanceof a skill in a smooth and automatic manner as an integral part of the overall care of the patient.

-so ..-...... -...-----...... _.____, Semester Level I II III IV V VI Skills .

A. Ambulation 4 * - Transportation

*p2 1.Exercises-Active P2 P3 P4 P4 & Passive ...... _.....-..--...-----..,--,....--...------..-......

Aids to Ambulation 2. *P2 P3 P3 P4 P4 -canes, WC, walkers

3. Transferring !,- No -to bed, chair, P3 P3 *P2 P4 commode

4. Terning and *p2 p3 P3 P4 positioning p4

S. Comfort Measures

Beck rub *p3 - give P3 P4 Ps P5 111.11.0.1..M1.110.11.010.11=1. *unocc. P3 P PS s p5 PS Beds - make and change occ P2 P2 P2 p3 P4 elmowar 3. Special Skin care to pressure *p3 P3 P3 areas P4 P5

* Indicates Semester in which the skill is taught inthe lab. -251-

...... Semester Level I II III IV V VI Skills

, C. fluid & Nutritional Balance

Adults *P3 P3 P4 P5 Ps P5 1. Feeding P3 Infantsmgammi P2 P3

2.I.V. Maintenance "2 P2 P3 P4

3. Tube feeding "give P2 P3

*pi 4. N/G tube PZ P2 Insertion I

P3 . Blood Transfusion *P2 P2 care

D. Madications

i. Oral Meds *P2 P2 P3 P4

...... -....--.-_----

ap2 2.Injections - P2 P3 P4 P5 S.C., I.N. r......

3. ALTERNATE ROUTES *P2 P2 P2 P2 P3 Eye, Ear, Nose'

Topical, erg P3 P4 suppositories,

011411111111

4. REDS *P2 P3 Bur trotMinibags

I.V. Push, *P2 P2 Heparin Lock 452!

Semester Level I II III IV V VI Skills ..-----...-_ E. Personal Hygiene

*1)3 1.Bed bath, skin P4 P4 P5 P5 care ------,-- 15

2. Bath, baby *P2 P2 P3 P3

3. bedpans, urinals - *P3 P5 P5 P P4 P4 5 give

4. Oral Hygiene *P3 P4 P4 P5 P5 P5

5. MATERNITY SKILLS Breast care, cord *p P P 3 3 P3 care, perineal care, 3 diaper change _

F. Physical Assessment Techniques

1. T.P.R. *p3 P4 P4 P5 P5 P5

2. D.P. *P2 P3 P4 p5

3. 02 Assespment- Breath sounds, *p3 P3 circulatory assessment -253--

V VI Semester Level I II III IV Skills

F. (Continued)

tirp3 P3 P3 P3 4. MATERNITY Palpate Fundus

Fetal heart rate P2 time contractions *P2 P2 P2

Pc P5 P5 Adults *P4 P5 ., 5. Height P5 . 6 weight *1,3 P3 P3 messuremdnt Infants P3

6. Basic Neuro *P3 P4 Assessment

*1)7 P3 7. Infant physical P2 P3 exam

G. Procedures Aseptic

P P P P 1. TUBE CARE *P2 3 3 4 4 catheter

I.V., N/G, 02 P2 P3 P4

2. Dressing change simple, dry, *P3 P3 P4 gloving

3. Drains and *P2 P3 Sutures

4. !tads. Cars sterile dressing, api. cleaning, suctioning -254-

Semester Level I II III IV V VI Skills

G.(Continued)

5. Wound Irrigation *1,1 P2

*pi, P 6. Catheterization 2 catheter care, do

7.Care of patient with Chest tube *P2 drainage

I. Procedures - carry out

P3 1. Isolation *P2 P2 P3

_ 4

P3 P 2. Nesopharyngeal *P2 P2 3 suction

3. CWtomies - *p2 P care fnr '' P2 2

4. Oxygen therapy *1,3 p3 Croupette

Mask, cannula - administer *p2 p3 p3 P3

S. Specimen collection - urine, stool, *P2 P2 P3 P4 swabs `-t Learning Experience -Hours Overview

/ A

329 Page reference

Learning Experience: Flours Overview:

. Carneeun College 257

. Cariboo College 265

. Okanagan College 273

. university of British Columbia 281

. Vancouver Community College Langara) 289 -257- Table 25 mum unisnici ORM/ammo

Same: Comosum Collage limber of SameetersiTormo 3 Tear

Number of Terms of Semesters is program 6 Students Suter Programs *ace A Tear Nm001.% NSNOJPRRmumOR IMMO: Pal Mister Spring Sprimelemer SUMMOT Total A.) Oft:mutations

S.) Imstructional: 14:2 1412 6x1 11 1 73

C) Evaluation: 1m2 112 4

30 30 6 11 77

TOTAL NONTNS IN PSOCIAN:Instructional 73 4.) mks/mo. 17 mos. 52 s 12 mos. 4.3 /woe. Imstructiomal 4.ftsulustion 71 mks t 4.3 mks /mo. 10 mos.

TOTAL IN CLASS MOORS PSI SMNRSINR01 IIONN: Nursing

Support Theory + Community Semester or Term: Cooroes* Seminar Lab Immiett Unsupervised Nespitel

I 98 56 56 ...... 168

IT 98 56 56 168

Spring 1 144

III 98 56 56 168

IV 42 98 224

Preceptors:hip 412.5

TOTAL MOORS 336 266 168- 1204.5

TOTAL OUT Of CLASS SOULS PSI SINSSTSMOR =Nis Nursing

Support Theory + Coammaity Semester or Term: Courses* Seminar Lab Supervised gasupervised Hospital

1 112-126 112 56

II 112-126 112 56

8prieg I -_-___- 24

III 112-126 112 56

IV 56-64 224 112

Preeeptorskip 44

TOTAL NOUNS 392-462 560 01.01. 348

10/AL IN CLASS NOUNS IN NOONAN: Total Sours Foreasstato

A.) Support Courses*: 316 16

N.) Nursing: Theory 6 Seminar 266 Lab 168 Community - Supervised - Oasupervised3 Nospital TOTAL zu7s3"--- ONISIOPPNammillirwa

*Courses not taught by Nursing Faculty 331 College or MC: Camosun College Semester or Teta: I (Pall) MUSTER OR TM PROFILES

In Class Hours Per Week Note -*O.C.W. esout of class workload. Hours Course Nose and Transfer Community No. of per week. these are Number (Cr. Hrs.) to TheorySeminar Lab HospitalWeeks Totalpresently under review SupervisedUnsupervised Comment. 0....M.I.M.T11=111 Nursing 150 3 1 14 56 O.C.W per wk 8 brim

Nursing 160

1.) Lab average 14 4

... 2.) Hospital 14 168 0.C.W per wk 4 hr. Intermediate Care 6 12 E.C.U. 3.) Community

*Biology 156 3 1 14 56 0.C.11 per wk g* 4

Psychology 154 U. of 3 14 42 0.C.Wper wk . 4-5 (Interpersonal Victoria 0.C.W per wk Relationships) Total 20-21 / es...m...M.r...... Immow*www...~...wl TOTAL 9 1 5 12

AverageStudentHours PerWeek 375*14a.27

Course - Not taught by nursing faculty ?c. .. 333 College or USC: Camosun College Semester me Ibsen Semester 11 RENNSTRitMMUS OR =IN

Sours Per Week Note - O.C.W. Out of class Workload hours Course Name and Transfer Community No. of per week, these are Number (Cr. Hrs.) to USC TheorySeminar Lab ------HospitalWeeks Totalpresently under review SupervisedUnsupervised Comments

Nursing 151 3 1 14 56 0.C.W per wk 8 hrs

Nursing 161

1.)Lab 4 14' 56 0.C.W per wk 4 hrs Adult Med. 2.) Hospital 12 14 168 Adult Sorg. Obsteristic 6 reds

*Biology 157 3 1 14 56 0.C.W per wk 4 hrs

*Psychology 254 T 3 14 42 0.C.W per wk 4 - 5

TOTAL 9 1 5 12 378

Average Student Hours Per Week 31$ . 14 27 hr OaMMwna*...... k..RI..m.....v.-.-..w.-.O....wwows

334 335 N O

Spring I College or NOM Campeau College Semester or Term SOWS= OR IRON PROFILES

In Class Sours Per Week Note - O.C.M. Out of class workload Course Nameand Transfer Community No. of Number (Cr. Nrs.) to ODC Theory Seminar Lab ..NospitalWeeks Taal Comments SupervisedUnsupervised

Nursing 171 0.C.IW per wk 4 hr. 3-4 days per week adult mid./surg. 6 24 6 144 Pods

TOTAL 24 144

Average Student Moors Per Week 144 # 6 24 336 337 College or NOC: Camosun College Semester or Term III Pall SEMESTER OR TORN PROFILES

Hours Per Week

vol Course Name and Transfer Community No. of Number (Cr. Hrs.) to UBC TheorSeminar Lab HospitalWeeks Total Comments SupervisedUnsupervised

Nursing 250 3 14 56 0.C.W per wk 8 hrs

Nursing 260

1.) Lab 4 14 56 0.C.W per wk 4 hrs

, adult med./serg. 7 irks

2.) Hospital 12 14 , 168 Pediatric 7 Wks

*Biology 256 4 14 56 0.C.W per wk 4 hrs

'English 150 Univ. of 3 14 42 0.C.W per wk 4 - 6 Victoria

(or English 100 or elective

TOTAL . 378

Average Student Hours Per Week 0 378 t 14 w 27 hrs

At 338 339 College or IOC: Common College Semester or Term: IV (Winter) MOTU Olt MN POOFILES

. Hours Per Week

Course Halm and Transfer Community No. of Number (Cr. Hrs.) to UDC TheorySeminar Lab 'HospitalWeeks Total Comments SupervisedUnsupervised

Nursing 241 3 14 42 0.C.W per wk is 8 hrs

Nursing 251 3 1 14 56 0.C.W per uk ., 8 hr.

Nursing 261 Hospital experience is adult med./ours. and Peds 0.C.W per wk 8 hrs Hospital 16 14 224 Alternate Wka

*Elective Univ. of 3 14 42 O.C.W per vk 0 4-6 Victoria

TOTAL 6 4 16

Average Student Workload per week ., 3644 14 26 hrs

3 :.allege or USC: Camosun College Semester or Term Spring II Preceptorship MIES= OR 18RM PROFILES

Hours Per Week

Course Name and Transfer Community No. of Number (Cr. Hrs.) to UBC TheorySeminar Lab ------, HospitalWeeks Total Comments SupervisedUnsupervised

Nursing 271 37.5 11 412.5 O.C.W per sok 4 hrs Medical and Surgical . settings (adult, pediatric)

------....--

4 .

TOTAL 412.5

342 343 -265-

Table 26 LEARNING KIPER1ENCE MOORS OVERVIEW

Name: Cariboo College Number of Semesters/Terms Year

Number of Terme of Semesters in program 6 Students EnterProgram: Once A Year

VEERS PER SEMESTER OR TERM: Pall Winter Spring Spring/SummerSummerTotal A.) Orientation: MINIIMIIMM.111111111.1 .0.11.1111.11..11MIP .11.111.111011. II DO Instructional: 14x3 14x3 84 C.) Evaluation: 1-1/2x3 1-1/2x3 s 9 TOTAL 46-1/2 46-1/2 =.11Ms....10.0.1. 93

TOTAL MONTE'S IN PROGRAM: Instructional + 84 s 4.3 19 mos. 2 mks 52 f 12 mios.es 4.3 wits /mo. Instructional + Evaluation 93 4.3 21 mos. 3 mks

PER SEMESTER OR TERM: Nursing

Support Community Semester or Term: Courses* .21ouTt Lab SupervisedUnsupervised Hospital

I 154 112 78 24 72

IIa.) 175 112 60 91.5

IIb.) 84 112 32 192

IIIa.) 84 112 28 32 208

IIIb.) 140 28 32 312

28 15 Iv elmillP.M1111M 468

TOTAL nouRt 497 616 241 88 1, 369_.5

TOTAL HOURS IN PROGRAM: Total Hours Percentage

A.) Support Courses*: 497 182

B.) Horsing: Theory 616 22% Lab Community - Supervised Unsupervised 88 Rospits1 1.369.51.369.S TOTAL 2,197.5 1002

*Courses not taught by Nursing Faculty a,

College er UK: Cariboo College Semester or Term:FALL SIPES= Olt 11111 norms

4.------Course Name and Transfer Hours Per Week No. of Number (Cr. Hrs.) to UBC Weeks Total Comments

TheorySeminar Lab Community , Hospital

SupervisedUnsupervised

*Biology 1,9 Zoology 3 1 3 14 98 153

*English 159 4 14 56

Nursing 110 8 14 112

Nursing 111

a.) Lab 12 8 78 Skill demonstration, patient simulations return demonstration

b.) Hospital Approx. 6 72 - Medicine 12

c.) Community Total 12 Total 12 24 Growth & Development, visits

Nursing 132 1 1 14 20 Physical Fitness

TOTAL 9 TOTAL 12 9-15 12 14 468 1

Average Student Hours Per Week: 468 - 14 33.5 6 Jollego or UNC: Cariboo College. Semester or Term: IIa (Winter) SIBINSTER t* MUNI !SWIMS

Course Name and Transfer Hours Per Week No. of -Number (Cr. Hrs.) to UDC ...... "...... a."...... 4"Weeks Total Comments TheorySeminar Lab Community Hospital "It-'------SupervisedUnsupervised

*Biology 169 Zoology 3 1 3 14 98 153

*English 169 4 14

Nursing 120 14 84

Nursing 121

a.) Lab to 6 60 Alternating: student, have 6 weeks Lab 6 6 weeks b.) Hospital 15 6 91.5 Hosptial in surgery

*Micro 160 1 1/2 14 21

Nursing 124 2 14 28

TOTAL 16 1 9 6.75 438.5 ------, AverageStudentMiura Per Wetk,438.5+ 140 31.3

34'7 348 0,0)

Semester or Term: fib (Fail) College or HIC: Cariboo College MOM of TUN PROFILIS

Cbarse Name and Transfer HoursPer Witek No. of .,bleeks Total Comments Nueber (Cr. Hrs.) to MC k''''''...."'"."6"...."...... "''''''''...."..."' ,Community Hospital TheorySeminar Lab ------... SupervisedUnsupervised

*Psychology 111 Psych 100 3 14 42 t-, *Sociology III Sod. 200 3 14 42

Nursing 130 6 14 84

Nursing 131

a.)Lab 2 14 28+40.32 A 4 weeks each in b.) Hospital 1 week 16 12 192 for pediatrics, obstetrics 4 hours & surgery

14 14 Nursing 134 1

14 Nursing 112 1 14

TOTAL 14 2 16 420

Average Student Hours Per WMek 420 # 14 30 ...... ------......

I 0 1 College or HOC: Csriboo College Semester or Terms 34 (Wiotet') swasnin PrWILIS

Course Name and Transfer Hours Per Week No. of Number (Cr. Hrs. ) to [BC Weeks Total Comments

TheorySeminar Lab Community . Hospital

SupervisedUnsupervised

*Psychology 121 Psych 100 3 14 42

Sociology 121 Soci 200 3 14 42

Nursing 240 8 14 112

Nursing 241

a.)Lab 2 14 28

b.) Hospital 16 13 208 Students rotate tbroegh two of: a.) 6 weeks each of surgery 6 medicine or b.) 4 weeks each of peds, psych or long term care c.) Community Total 32 32

Total 4 32 11111111111111111 111111111 432

Average StudentHours Per Week.... 432 14 =30.9

351 352,1 .Upllege or HNC: Cariboo College Semester or Term: 3b (Fall) 11111HiSM OR TOM raortuts

Course Neale and Transfer Hours Per Week No. of Number (Cr. Hrs.) to UDC Weeks Total Comments TheorySeminar Lab Community Hospital . SupervisedUnsupervised

Nursing 261 8 14 112

(theory) .

Nursing 262

a.) Lab 2 14 28

b.) Hospital 24 13 312

c.) Community Total 32 32

Nursing 241 2 14 28

TOTAL 10 2 32 18 498

AverageStudent HoursPer Weekow 498 14 .0 35.6 ------,--- 35 3="3

1 College or ORC: Cariboo College' Semester or Term: 4 (Winter) swank* on Tenn PROFILES

Course Name and Transfer Hours Per Week No. of Number (Cr. Hrs.) to 118C .Weeks Total Comments TheorySeminar Lab Community Hospital

SupervisedUnsupervised

Nursing 270 2 14 28

Nursing 271 - 36 13 468 P.228

Students will be Lab 15 rotated through medical 6 surgical. areas for a period of 10 weeks and one -selectedarea for a two week period

IIIIIIIIIIIIIIIIIIIIIIIIIIII TOTAL 1111111511 Average Student work load op 511* 14 36.5

3Dzi 356 -273-

Table 27 LEARNING EIPERIENCE MOORS OVERVIEW,

Name: Okanagan College Number of Semesters/Terms 0 lst4.2nd yrs, ear 2 Study+lwork 3rd yreolstudy

Number of Terms of Semesters in program 7 Students Enter Program: Once A Year

EMS PER SEMESTER OR TERM: Fall Winter Spring Spring/Summer Summer _Total A.) Orientation: 4x1 S.) Instructional: semesters 13x3 15x2 12x1 85

CO Evaluation: semesters 2z3 2z2 01.811114MORPM.1...... 11, 10

TOTAL 45 34 22 95

TOTAL MONTHS IN PROGRAM: Instructional 85 4.3 19 mos. 3 wks Instructional 52 wks * 12 mos 4.3 wks/mo. 0 95 * 4.3 22 mos. Evaluation

TOTAL SOURS PER SEMESTER Oa TERM: Nursing

Support Community Semester or Term: Courses* Seminar Lab Supervised Unsupervised Hospital

I 156 91 56 72

II 180 105 36 144

** Work 160 OPIM. W Semester I III 91 78 32 192

IV 75 105 30 192

Work 410-450 Semester II 1 V 117 16 208

TOTAL !OURS 502 496 154 16 1418

TOTAL MOW IN PROGRAM: Total Hours Percentage

A.) Support Courses*: 502 19

B.) Nursing: Theory 496 19 Lab 154 6 Community - Supervised - Unsupervised 16 Hospital 1418 55 TOTAL 2586 100%

*Courses not taught by Nursing Faculty **Work Experience that is recmired but is not supervised by faculty. 357 h) ..41 Jth

:allege or UDC: Okanagan College Semester sr Mersa Study Semester I SIORISTER OR (Fall) PROFILES

Hours Per Week

Course Name and Transfer Community No. of Number (Cr. Hrs.) to UDC TheorySeminar Lab HospitalWeeks Total Comments SupervisedUnsupervised

*English 111 English 3 13 39 100

*Biology 113 Un- 3 3 13 78 assigned Science 1..5

*Psychology 111 Ps,ch 100 3 13 39

Health Sciences 2 13 26 Ill

Nursing 111 5 13 65

Nursing 112

a.) Lab 8 7 56 b.) Hospital 12 x 6 wks 72 Medicine, Rehabilitation 2-6 hours days for 6 weeks

average

TOTAL 15 11 13 375 354,1 Average Student Hours Per Week - 375 # 13 28.8

'Support Course - Not taught by nursing Facility

1 I I College or HNC: Okanagan College Semester or Term:Study Semester II anumatOR WM (Winter) PROFILES

Hours Per Week

Course Name and Transfer Community No. of Number (Cr. Hrs.) to UDC ?heorySeminar Lab HospitalWeeks Total Cosments SupervisedUnsupervised

. . *English 121 Eng., 100 3 15 45

*Biology 123 Unassign- 3 3 15 ed Sc. (1.5)

*Psychology 121 Psych.100 3 15 45

Health Science 121 15 30

Nursing 121 15 75

Nursing 122

a.) Laboratory 12 3 36 ------,----, ------1 b.) Hospital 6 hours x 24 times 144 12 x 6 hours- Medicine .------..... + 12 x 6 hours - Sorg.

.4- 11111 Peds. TOTAL 1111111.811 15 15 465

AverageStudent HoursPer Week*, 465 4 15,,, 31

col 360 361 0)

Semester or Term: Work Semester I 411ege or DOC: Okanagan College SEHRSIRR OR 7 TB (Summer) PROirliJ'S

Hours Per Week

4 No. of Transfer Community Course Waste and --HospitalWeeks Total Comments Number (Cr. Hrs.) to UBC theorySeminar Lab SupervisedUnsupervised Basing May '83-Student 8x20 hrs 6 160 works as a nurses' Nursing 130 aide under the supervision of a registered nurse. The student must work a minimum of - 50 shifts i.e. - 7 hrs per shift but can be 12 hrs shifts

TOTAL 160

3C2 36 Collets* or MSC: Okanagan College Semester or Term Study Seawater II1 SWUM* OR TIMM (Fall) rionuts

Hours Per Week

Course Name and Transfer Community No. of Number (Cr. Hrs.) to USC Theory3eminar Lab HospitalWeeks Total Comments SupervisedUnsupervised

*Social Science Possibly 3 13 39 elective

*Biology 216 No 2 13 26

*Biology 217 No 2 13 26 (microbiology)

Health Sciences 1 13 13 211

Nursing 211 5 13 65

Nursing 212

a.) Laboratory 16 2 32

b.) Hospital 16 11 192 Med./ours. pads.

TOTAL 13 16 16 361

Average Student Hours Per Week0 361 13 0 27.8

364 365 Study Semester IV College or ONC: Okanagan College Semester or Term: singstsa at nu (Winter) mon Us

Hours Per Week

Course Name and Transfer Community No. of Comments Number (Cr. Hrs.) to UBC TheorySemnar Lab HospitalWeeks Total Supervised Unsupervised

*Social Science Possibly 15 45 electire

*Biology 226 No 15 30

Health Science 221 2 15

Nursing 221 15 75

Nursing 222

a.) Laboratory 2 15 30

in..111111.111.11.1111161111.1011.1N../ Psychiatric b.) Hospital 16 6 96, 16 6 96 083.' TOTAL 12 2 16 402

Average Student Hours Per Week 402 4-15 26.8

o Semester or Term:Work Semester TT College or UIIC: Okanagan College SEMESTER OR TERM (Summer) PROFILES

Hours Per Week

. No. of Course Name and Transfer Community Total Comments Number (Cr. Hrs.) to,UNC Theory Seminar Lab HospitalWeeks 4 SupervisedUnsupervised T...... 37.5 12 450 Preceptorship most Nursing 230 --,workone month each in three of the following areas: 1.) Pediatrics 2.)Obstetrics 3.) Psychiatry 4.)Medicine/Surgery in small hospital& exoerience will be - general rather than ---,specific

TOTAL 410-450

363 CO 36 Oco

or UNC: Okanagan College Semester or Term: Study Semester V SEMISTInt Olt TRIM (Fall) IPIROFILES

Hours Per Week Imwww-,.-....r.-. Course Name and Transfer Community No. of Number (Cr. Hrs.) to UBC TheorySeminar Lab HospitalWeeks Total Comments SupervisedUnsupervised

Health Science 311 2 13 26

Nursing 311 4 13 52

Nursing 312 .."401P %.,MTIT. Hospital 16 208 Refer to page 1.72

Group A not usual- Each student has a less ly than 120Total varied experience 136

Group B approx. Total 72

Group C not more than 16 bra in total

Nursing 313 3 13. 39

TOTAL 9 325

Average Student Hours Per Week 325 # 13 25 -g -281 -

Table 28

11821111111101 11061111 011g898161

Name: U.S.C. amber of Semesters/Teruo 2 tear

Number of Terms of Seamatatm is program 8 Stadosto Ester Programs *see ATear

INIKS 1811111111 OR SRNs Fall Tinter entail SprimatimmearSommer Total A.) Orientations 01.1.0.11MONPM I 12s) S.) Inetrotioaals 13s3 110 103

C.) Svaluation: 1 -1/224 1-1/2x4 12

TOTAL IPS S8 116

TOTAL WEIRS IN PROGRAM: INSTRUCTIONAL 103 4.3 24 moo. INSTRUCTIONAL + ORIENTATION EVALUATION 116 4.3 27 mos. 52 wka 12 mos. 4.3 wise/mo

TOTAL 1131/118 ree MIST= OR Inlis Nursing

Seppirt Seminar+ Commmaity Semester or Term: Courses Theory Lab 1221=11q.Umeugervieed possItak

Tear I (fall) 208 104

Tear 1 (minter) 221 26 78 .00.11.010011.1. 78

Tear II 247 104 54 312 111100.1.110 WPM.

Tear III (Oemeric) 221 154 34 162 110 0111.1.111M.MI

Tear III (Poet-EN) 247 208 13 117 O4 .1.11.10/..11=Mft

TearIV 182 221-247 52 169 10.4111.11 169

TOTAL SOURS Or 1079 693-713 218 311 0 669 ORNERIC PROCRAN

TOTAL MRS EINIONASs Total Noma

A.) Support Coaress*s 1079 16

S.) Nursiegs ?beery 693-713 23 Lab Comms1...sy - Score, 461 211 Olaupetviaad Neepital TOTAL 200-ftso

*Coutes, spot taught by Sarnia* Faculty At

Tear I (Pall Term) College or UNC: U.S.C. Semester or Urns sews=OR URN PROTIUM

flours Per Week

Course Name and Community No. of ... HospitalWeeks Total Comments Number (Cr. Hrs.) TheorySeminar Lab -_ ------SupervisedUnsupervised

1 Nursing 101 26 Lecture 2 13 Stated on Page 32 a.) Campus Lab January 1980 Seminar 6 13' 78 submission

*English 100 3 13 39

*Psychology 100 3 13 39 ------*Zooloc. 153 3 3 13 78 (Human o.) .11.01..g. *Nome Sconomice 3 . . 13 39 203 or 209 ----.. *Physical Ed. 203 1 13 13 ---__---Cond. TOTAL 14 10

Average Student Hours Per Week so 312 f 13 N 24 333 College or OUC: U.E.C. Semester or Term Year I (Spring Term) SEMESTSIS Oa TIM monLES

Hours Par Wee)

Course same and Community No. of Number (Cr. Hrs.) TheorySeminar Lab HospitalWeeks Total Comments SupervisedUnsuperviser

Nursing 101 2 13 26 a.) Theory

b.) Campus Lab Seminar 13 78

c.) Patient Care 6 13 78 Page 32 of: Program Experience Submission

*English 100 3 13 39

*Psychology 100 3 13 39

*Zoology 153 3 3 13 78

*Microbiology 133 2 2 13 52

... *Physical Ed. 203 I 13 13

TOTAL 13 12 408

Average Student Hours Per Week 408 * 13 ga, 31

3"J 3'76 03

"Allege or MC: V.B.C. Semester or Term: Year II (Fall + Spring) ODOOMOtatWIN PROFILES

Hours Per Week

Course Name and Community No. of Number (Cr. Ars.) TheorySeminar Lab .. -.HospitalWeeks Total Coements SupervisedUnsupervised

Nursing 201

26 104 a.) Theory 3 1 r

b.) Hospital 12 26 312 4 Weeks Introductory period in medical or c.) Lab 2 , 26 54 surgical setting, they ,rotatebetween a *Pharmacology 240 Fall Pall 39 surgical, medical and 3 13 psychiatric setting

letathology 373 1 26 26

*Anthropology/ 3 26 18 Sociology

*Elective hints= 26 78 3

*nye. Ed. 203 1 26 26 (Leval II)

TOTAL Fall 13 1 3 , 12 717 Spring 10 . . . Average Student Hours Per Week - 717 * 26 se 27.6

"dy 37 : Co or Ms 0.8.C. Semester or Trm: Year Ut Uenerie Students

Hours Per Week .

Course and Cemmunity No. of Number (Cr. s.) Theo nor Lab ------HospitalWeeks Total Comments SupervisedUnsupervised

Nursing 301 Fall

a.) 11.2ory 2 2 13 52 .

b.) Learning 2 21 1st and 7th Week Centre (lab) Maternity

c.) Hospital 10 6 60 Maternity

10 5 50 Pediatrics

d.) Community Total 25 25

Nursing 303

a.) Theory/ 1 2 Spring 39 Seminar 13

b.) Clinical 9 Spring 117 13

Nursing 304 3 Spring 39 13

Nursing 305 2 1 Spring 26 13

*Epidemiology 426 3 26 78

*Mathematics 203 3 Fall 39 13

_ *Elective Min 3 26 78

*Physcal Ed. 203 1 26 26

TOTAL 4 10 663 ]

. AverageStudentHours PerWeek 25.5 7 9 OPPM01.10111141MP~~1,1111111011111/ Celle.* or MCI U.S.C. SNISISTSIt OR TERN Semester or TermsYear III Post R.N. Students

Hours Per Week

Course Name and Community No. of Number (Cr. Hrs.) Theory Seminar Lab HospitalWeeks Total Comment. SupervisedUnsupervised

Nursing 302:

a.) Theory 4 4 Fall 13 104

b.) Clinical 8 Fall 104 13

Nursing 303

a.) Theory 1 Spring 39 13

b.) Clinical 9 Spring 117 13

Nursing 304 3 Spring 39 L3

Nursing 305 2 Spring 26 13

*Epidemiology 4.6 3 26 78

*Mathematics 203 3 Pall 39 13

*Elective Min 3 26 78

*Physcal Id. 203 2 26 52

TOTAL 676

Average Student flours Per Week P 689 * 13 ,, 26 j..., --i I + h

College or UDC: U.B.C. Semester or Tenn Year IV INDIRSTERMMUS OR WOW Both Generic + Post-R.N. Students

HoursPer Week ---,A-- Course Name and No. of Number (Cr. Hrs.) TheorySeminar Lab HospitalNeeks Total Comments SupervisedUnsupervised

Nursing 403 2 to3 26 52-78 1.) Theory

2.) Lab 2 26 52

3.) Hospital 12 13 156 Patients with long / tern illness 4.) Community 12 13 156

Nursing 405 2 1 Spring 39 13

Nursing 406 2 1 1 Fall 52 13

Nursing 408, 409 \ 3 2u 78 or Clinical Electives . ,*Electives min. 6 23 156

*Physical Bd. 203 1 26 26 Level III

TOTAL 15 2 3 13 13 767-741

Average Student Hours Per Week 767 t 26 w 29.5 or 793 f 26 - 10.5

353 384 -289-

Table 29 11.241111.10 INUMULTIMCI INMIS MINIM

Name: Vancouver Community Collme (Langer.) Number of Semesters /Terms 3

Number of Terms or Semesters inprogram 6 Students Enter Program: three A Year 10,11...m VIM PER SINIESTIOt OR TM: Fall Winter S ri S ri armor Summer Total A.) Orientation:

11.3i Instructional: 13x2 13 -1/2x2 13 -1/2x2 80

C.) Evaluation: 1x2 1x2 1x2 6

30 .41111.111. 31 31 92 TOTALmossIN PROGRAM: Instructional 80 + 4.3 18 mos. 3 wks. Instructional + Orientation + Evaluation 80+6+6.92/4.3 21 mos. 1 wk 52'+ 12 mos. 4.3 wks/mo.

TOTAL SOURS PU SWUM at TERM: Nursing

Support Theory + Community Semester or Term: Courses* Seminar Lab SupervisedUnsupervised Hospital

I 172.9 79.8 40 4 70

II 133 74.8 40 144

III 106.4 163.7 28 3 192

Iv 106.4 74.5 40 192

V 66.5 312

VI 26.6 416-448

VII

VIII 11111......

TOTAL HOURS 518.7 485.6 148 4 3 1326-1358

0111110111 TOTAL NOES IN MUM Total Hours Percentage,

A.) Support Courses*: 510.7 20.6

S.) Nursing: Theory + Seminar 485.6 19.3 Lab 148 5.9 Community - Supervised 4 - Unsupervised Hospital 1326 TOTAL 24M -2518 1001 411=11111111111.1.11.11111M1111.111,

*Courses not taught by Nursing Faculty College or BBC:Vancouver Community College Semester or Term: Semester I (Langars) MOM OR TIM FROMM

Hours Per Wigek

Course Wave sad Transfer Calamity No. of

Number (Cr. Hrs.) to 09C TheorySeminar Lab ' HospitalWeeks Total Comments SupervisedUnsupervised

Nursing 135 5 13.3 66.5 Includes lectures, (theory) discussions, Seminar group work, commupity visit presentations

Nursing 138 13.3 53.2

1.) Lab 4 10 40 6CI1 and Medicine

2.)Hospital. 10 4. 40

6 30

Total 3.) Community ' 4 4 hrs/semsater 4 preschool

*Biology 121 Zoology 3 1 2 13.3 79.8 153

*Psychology 115 0.9.C. 3 1 13.3 53.2 Psych 101

*Physical Ed. 117 1 2 13.3 39.9

Phermslogy 1 13.3 13.3.

TOTAL 13 2 8 Total average 366.7 4 7.5 V f .-----4,------...... ---.., . Average StudentHoursPer Meek 366-7 13.327-6 College or WC: Vancouver Community College Semester or Term: II (Langer') SEINSTIK eit MINIUM

Hours Per Week .

Course Name and Transfer Community Ho. of Number (Cr. Hrs.) to 0BC. TheorySeminar Lab ----HospitalWeeks Total Comments SupervisedUnsupervised , Nursing 235 5 + 13.3 66.5 (nursing 235 taught another + during 1-8 hours lab 8 bra/ a time

Semester , .., Nursing 238

1.) Lab 4 10 40 ------F"-----L. 2.) Hospital 12 12 144 4 4 . *Biology 221 Zoology 3 1 2 13.3 79.8 153

*Psychology 215 Psych 100 3 1 13.3 53.2 .

TOTAL 11 2 6 12 391.5

Average StudentHoursPer Week.., 391.5+ 13.3 29.4

356 3Si /- College or SSC: Vancouver Community College Semesteror TennIII (Langara) mournORTHIN PROFILES

Hours Per Week .

. . Course Name and Transfer Community No. of Number (Cr. Hrs.) to UIC Theory Seminar Lab HospitalWeeks Total Comments SupervisedUnsupervised

Nursing 335 5+44 hrs 13.3 66.5+44

Nursing 338 - 1.) Lab 4 7 28

2.)Hospital . 16 12 192 6 week. maternity,' 16 bre/wk 6 weeks Psychiatry 16 hrs /wk

3.) Community students visit - of 13 3 total 3 agencies -

*Siology 421 Zoology 3 1 13.3 53.2 153

PhIrmacology 215 3 1 13.3 53.2

'English 127 or English 3 1 13.3 53.2 English 126 100

TOTAL 11 3 4 16 493.1

Average Student HoursPer Week 493.1 4-13.3 37.1 ,..;:-`2' College or HOC:Vancouver Community College Semester or Term: IV (Langara) SHISESTIRnortut Olt TENN

Hours Per Week

Course Name and Transfer Community No. of Number (Cr. Hrs.) to UIC TheorySeminar Lab ------t-----HospitalWeeks Total Comments SupervisedUnsupervised

Nursing 435 5+8 13.3 66.5+8 Reports back from 74.5 Enterstoasl visits Nursing 438 MEM 1.) Lab 4 10 40

2.) Hospital 16 6 96 Medicine

16 6 96 Surgery

*Biology 321 3 1 13.3 53.2

, *Inglis!: Elective English 3 1 13.3 53.2 (can be taken 100 over time before Semester VI

1 TOTAL 6 16 412.9 " I 2 Average StudentHoursPer Weekgil, 412.9 4. 13.3 P.m 31.1

392 393 College or HOC: Vancouver Community College Semester or Terms V (Leasers) SIIMESTKR ORTON

PlOVILNS Cl

Hours Per Week

Cosmos Name and Transfer Coemunity No. of Number (Cr. Hrs.) to UNC TheorySeminar Lab HospitalWeeks Total Comments SupervisedUnsupervised

Nursing 535 13.3 66.5

Classroom

Sbaugtnessy Spinal Cord Unit

Nursing 538

Hospital 24 7 168 Pods

24 6 144 Medical & Surgery

TOTAL 378.5 .

. Average Student Hours per meek- 378.5 13.3 " 28.5 393 Semester or Term: Semester VI College or NEC: Vancouver Community College (Langara) SEMESTER OR TEEM PROFILES

HoursPer Week . No. of Course Na.. and Transfer Community Weeks Altai Comments Number (Cr. Hrs.) to USC TheorySeminar Lab Respite! SupervisedUnsupervised

Nursing 648 26.6 .) Theory 13.3

32 13 or416,440 Variety of clinical b.) Hospital 14 experience

TOTAL 32 442.6- 474.6

Average Student Hours Per Week 442.6+13.3 33.2 - 35.7

397 396 APPENDIX -297-

Page reference

1.Terms of Reference 299

2.R.NA.13.C. Approval Griteria 301

3.List of Program Docutr,;:its 313

4.Survey 315

5.Guidelines fOr On-Site Visit 323

6.Correspondence 329

399 -299-

Terms of Reference for RN - MN Program Comparison ftjam; To compare the educational content of four diploma College nursing programs with the generic University baccalaureate program in nursing.Is there a difference between these two types of programs, and if so, what are those differences?

Tenni of Reference: 1.To make specific comparisons between each of the four individual College programs* and the Uniiiiiiity program with respect to a.philosophy (Y the educational institutions, b.philosophy of the nursing programs, including the "nursing model", c.terminal, level and course objectives of the nursing programs, d.specific differences: i.hours of instruction in each "specialty", i.e., theory, laboratory, clinical II.textbooks and other teaching aides Ili.depth / level of learning and span/ width of learning, to be measured by a comparison of a sample of specific skill objectives, i.e., one sample from each of the six cognitive con potency areas, and one sample from each of the ten manual skill categories, iv.types of students, i.e., entrance requirements (and demographics?),- v.evaluation techniques. 2.To make site visits to clarify with nursing Program Director and/or Faculty any ambiguities and to include any recent revisions, for all five programs. 3.To synthesize findings into one overall comparisdh (i.e., 1.a. - d.) of College diploma and University baccalaureate nursing program educational content.

4.To submit a report on findings to the Ministry of Education by October 1982.

The four College programs are:Cariboo, Okanagan, V.C.C. (Langara) and Camosun.

June 22, 1982 101- 2.R.N.A. APPROVAL CRITERIA Approval fOr the purpose of nurse registration is The 111.NA.B.C. Approval Propose Association to The Registered Nurses' Association ofBritish Co- granted by the Registered Nurses' the nursing education programs which meet the stan- lumbia has sal its prime purpose the furthering of Directors. These standard of nursing practice in order to ensureeffi- dards determined by the Board of standards are the criteria listed on pages5 to 8 cient service to the peopleof British Columbia, which the criteria accomplishes this of this document. The process by One of the ways the Association evaluated is outlined education programs pre- are applied and the programs purpose is by approving on pages following 9 through12. Only graduates paratory to nurse-registration; that is, setting stan- to apply for nursing education proof approved programs are eligible dards which preparatOry licensute as a registered nurse and thepublic is grams must meetand evaluating all such programs The authority to approve thereqy assured that the new registrant isadequately against those standards. prepared for safe practice. such programs has been givento the Registered B.C. has been Nurses' Association of BritishColumbia by the pro- The Registered Nurses' Association of vincial goiernment through theRegistered Nursei involved m establishing standards for nursingedu- 1919 when the first Act in the following way. cation in British Columbia since survey of "TrainingSchools" was made by the Re- The Registered Nurses Act specifies that only those would of the Registered Nurses' gistrar. A year later it was arranged that there persons who are members be an annual inspection of all trainingschools and Association of B.C. areentitled to use the title of train- R.N., or other- in 1922 the Association took a definite stand Registered Nurse or the abbreviation ig school methods, what constituted essentialmini- wise represent themselves tothe public as registered made tor the Columbia (sections 12 through 16). mum equipment and the provision nurses in British proper teaching of theory. In1924 rules pertaining One requirement for membershipin the Association curriculum for of nursing as to schools of nursing and a standard is graduation from an approved school training schools were revised and endorsedSince stated in section 13 of the Act: then periodic review and revision ofthe criteria. "13. A person who satisfies theBoard of Directors approval pro- who is either policies and procedures used in the that he is of good moral character and cess have been made toreflect changes in nursing (4) a graduate of an approved schoolof nursing Committee on Approval arranged by and education. In 1972 the who has passed the examinations of Schools of Nursing was establishedand since the Board of Examiners under thisAct, or formal- school of nursing. and then the approval process has become more (b)a student in an approved ized This edition of the criteria,policies and pro- who cedures which replaces the 1973 documentand the applies in writing in the form prescribedby the (c) interim 1976 document, representsthe latest stage Board of Directors, and -. in the evolution of the approval process (d)pays the membership fee, reference is entitled tobecome*member of the Association.'" This publication has been prepared as a for those who have the responsibilityfor the develop- An "approved school of nursing" is definedin Sec- ment and implementationof nursing education pro- tion 2 of the Act to mean "an institutionoffering a registration, and for has been grams preparatory to nurse programme for the training of nurses that those who are involved or have aninterest in the approved by the Board of Directors under the pro- approval process for nursing programs inBritish visions cf this Act". The Board is empoweredunder ColumbiaIt describes the purposes andthe 'ad- Section 8 of the Act to "make regulations. subject ministration of the R.N.A B.0 approval programand to the approval of the lieutenant-Governor in Coun- procedures for ob- curricula and standards of states the criteria, policies and cil,concerning the taining and maintaining approvalofanursing schools of nursing."4 program

elimiawattrwwwwwwweiwWwW.taiwINgPffNXIII R.N.A.B.C. Constitution and By-laws,Constitution - Article II, $ Requirements for membership ofapplicants al- ready registered elsewhere arespecified in section 14 of the Act. 4 Other sections of the act whichpertain to nursing education programs preparatory toregistration are 9-11 (Board of Examiners, examinations),26 (operation of schools of nursing), and 27(qualifications for admission to schools). s Kerr. Margaret E. "Brief Historyof the Registered Nurses' Association of British Columbia",R.N.A.B.C. Files, 1944. 401 -302- Administrative (Structure

In British Columbia the responsibility for approving nursing. programs has been delegated by the Prov- ince to the Board of Directors of the Registered Nurses' Association of British Columbia. The following indicates how the Association carries out this The right to set standards which must be met by nursing programs preparatory to nurse registration responsibility. and so evaluate programs against those standards is both a privilege and a serious responsibility. In accepting this responsibility the Registered Nuries' R.N.A.B.C. Association of British Columbia has as its main OF DIRECTORS purpose: To safeguard the public by ensuring that programs preparatory to nurse registration meet minimum 4r standards for nurse registration. EXECUTIVE A secondary aim is: COMMITTEE To improve the quality of programs preparatory to nurse registration throiigh the process of periodic program evaluation by the parent institution fol- 1 lowed by external appraisal and follow-up. COMMITTEE ON APPROVAL OF SCHOOLS OF NURSING

The BOARD OF DIRECTORS consists of seven electel officers, the Executive Director (non-voting), ten directors from electoral districts and amaximum of four additional persons, not members of theAs- sociation. One representative of the student membership may be appointed. The Floard performs the duties specified in the Registered Nurses Act, and in addition, duties outlined in the By-laws of the Association. It meets at least six times each year, usually every second month. While the Board maintains the decision-making responsibility in the approval process, committees and staff contribute to the process. The EXECUTIVE COMMITTEE has the authority to act and perform such functions deemed necessary by the Board between meetings of the Board:to act as a coordinating body for activitiesof the three functional areas Statutory Responsibilities, Pro- fessional Affairs and Social & Economic Issues; and to act in an advisory capacity to theBoard. The membership consists of the President, Vice-Presi- dent,fiveDirectors-at-Large and theExecutive Director (non-voting). The duties of the Directors-at- Large include reporting to the Executive Committee developments in and needs related to the three R.N.A.B.C.functional areas, Contained inthese terms of reference is responsibility for thedevelopment, review and revision of criteria. policies and 4,32 3 -303- procedures for approvalof programs preparatory to nurse registration. The COMMITTEE ONAPPROVAL OF SCHOOLS OF Definitions NURSING,,a standing committeeof the Board, reviews ttl/nursing programs.Its terms of reference INTENT TO ESTABLISH PROGRAMPHASE the are: the-de- pekiod during which the educationalinstitution is to receive andreview reports relative to proposal educational pro- stu*ing the feasibility of and developing a velopment and implementation of phase terminates with the to nurse registration; for a nursing program; the grams preparatory granting of permission by the appropriateauthorities to evaluate these programsusing the established to establish the program. criteria; PLANNING PHASE the period during which the to make recommendationsto the Board of Direc- e*/ the policies and proce- program is initiallydeveloped. This phase ends with tors in accordance with from the program. dures for approval of programspreparatory to the first graduation of students the period during which nursing registration.' OPERATIONAL PHASE the total program is in progress.Tpis phase begins Its membership consistsof a chairman and at least after thefirstgraduation of students from the ten other personsappointed by the Board, at least program. one of whom shallbe a member of the Board. Indi- the institution of term and are appointed EDUCATIONAL INSTITUTION viduals serve for a three year which the nursing educationunit is an integral part. as follows: NURSING EDUCATION UNIT the echo* depart- one member ofthe Board; ment orter administrative divisionoffering the one governmentnominee representing the Minis- nursing program. try of Education; ADMINISTRATOR OF THE NURSINGUNIT the one educatorrepresenting the field of general director, chairman, or head of thenursing education education; unit. twoemployers of nurses, i.e. directors orassistant PROGRAM the currict.'.im, the resources,and all directors of nursing representingboth community of the activities planned toachieve a stated edu- and hospital agencies: cational purpose. CURRICULUM the plan for learning which spe- six nurse educators: learning ex- two members who have abroad background and cifies objectives, prerequisites, content, experience in nursing. periences and methods of evaluation. a non-nursing course If any member is currentlyinvolved with a program SUPPORTIVE COURSE member will withol.awfrom which provides necessaryknowledge and skills under discussion, that biological and soeiaI that portion of the committeemeeting. basic to nursing courses, e.g. sciences. R.N.A B C. staff members fromEducation Services are responsiblefor the following dutiesrelative to the approval process: providing secretariate and resourceservices to the Committee on Approvalof Schools of Nursing (they attend all meetings. butdo not vote); interpreting criteria, tio holes,and procedures; providing consletation to programson request: interpreting R,WA.B.0approval reports and decisions,

N A.B.0 Constitution &By-laws, (1977). Article IX. Section 1, c, 10 3 4 -304-

Approval for the purposes of nurse registration is granted by the Registered Nurses' Association of ApprQval British Columbia to a nursing education program which meets certain predetermined standards. These standards are stated in the form of criteria and are Criteria outlined in the following pages of this document. The statement of criteria for the approval of nursing programs has been designed to be applicable to all types of basic nursing education programs. ItIS limited to acceptable standards which must be met in order. to assure that nurses graduating from basic programs will have the necessary preparation lb give effective, safe nursing care and be eligible to write the qualifying examinations for nurse registration in British Columbia. The criteria are intentionally broad to allow for variation among schools. Such details as hours of instruction and hours of clinical experience, are intentionally omitted. Criteria have been developed fix twophases of program development the planning phase and the operational phase, (see Definitions). In thisdocu- ment the criteria are stated for the operationalphase. and where' there are different expectationsfor the planning phase, these are indicatedand defined in footnotes. The criteriaare divided into six sections Beliefs and Purposes, Curriculum,Resources. Or- ganization and Mministration, Faculty, and Students. There is one major criterion in eachsection and only Programs meetingallSix major criteriawill be granted approval. The major criteria are necessarily broad. Eachis made up of several component parts whichcan be seen as subordinate or minor criteria. A program being evaluated is measured against each minor criteria in a given section. When a significantma- jority of the minor criteria in a section are met, then s the major section criterion is judged to be met. The purposes of the approval criteriaare to provide- -the standard against which nursing educationpro- grams are measured by the Committee on Ap- proval of Schools of Nursing and the Board of Directors of the Registered Nurses' Association of British Columbia; a guide for those who are considering or have the responsibility for developing a basic nursing education program.

' The Association has explored the use ofa weighting system to assist the Approval Committee determine whether or not a ''significant majority" ofminor criteria are met but no useful system has yet been found. As a result, the assessment of "significant majority" is made in terms of the Committee's best judgement.

5 4 C 4 k -305-

CRITERIA FOR THE ODERATIONAL PHASE 2.4 The content and learning experiences of the 1.0 The be0efs and purposes of the nursing curriculum gram provide the basis necessary for the deve .41derive from PIO design of the curriculum ment, Implementation and evaluation of *a program .42 are sufficient to achieve the curriculum preparatory to nurse registration In British Colum- objectives .43 are organized into units,tog. courses) n The beliefs as stated which allow for sequence, continuity and .11include a definition of miming and nursing integration education .44are realistic in terms of the time and re- .12 are internally consistent and congruent sources available for learning. with One another 2.5 content and learning expericoes of each .13 give direction for the development, imple- course the curriculum mentation aryl evaluation of the nursing .51eve an integral part of and consistent with program. the design of the curriculum 1.2 The purposes as stated .52 have defined objectives which make clear .21are consistent with the beliefs the behavioural expectations for the learner 22 are realistic for the program :53 are sufficient to allow for achievement of .23 are appropriate for a program preparatory the objectives to nurse registration in British Columbia. .54progress in a meaningful sequence 2.0 The curriculum provides ap effective means of .55 are provided using appropriate instruc- achieving the purposes of the nursing program. tional approaches and resources 2.1 The curriculum is based on the stated beliefs .56 are systematically evaluated. of the program. 2.6 The evaluation of student achievement in the 2.2 The curriculum objectives program .61 is based on objectives .21are stated in behavioural terms .22 are sufficient to achieve the purposes of .62uses a variety of techniques and tools ap- the program propriate to the behavioural outcomes .23 are in accord with, but not necesasrily limi- .63is carried out at intervals designated by the ted to, the behavioural expectations speoi. curriculum design. fled by the R.N.A.B.C. for a graduate of a 2.7 The evaluation of the curriculum' program preparatory to nurse registration .71 it, a systematic process .72 .24 are realistic in relation to the time and re- is comprehensive sources available. .73 makes use of sound appraisal techniques 2.3 The design of the curriculum and tools .74 .31identifies the main concepts of the curricu- forms the basis of o.igoing curriculum de- lum and theinlpr- relationshipsofthe velopment. concepts .32 allows for the realization of the curriculum objectives 33 gives direction for the sole lion, organization and sequence of co ent and learning experience.

IF'Criteria for Planning Phase, if different from Oper- ational, Phase, will be staled in footnotes. Planning Phase 2.7There is a plan for regular evaluation of the curriculum which encompasess the following 4 .71a systematic process :72 comprehensiveness .73 use of sound appraisal methods .74contributic..1to ongoing curriculum development. 405 6 -306-

3.0 The resources, facilities and services are ade- 4.0 The organization and administration of the quate and appropriate for the Implementation of nursing education unit facilitates the development the nursing program. and Implementation of the nursing program. 3.1Physical facilities of the education institution 4.1The administrative philosophy of the nursing meet the needs of the program with respect to education unit as stated is .11offices for the chairman, faculty and sup- .11compatible with that of the educational in- port staff stitution .12 classrooms, laboratoriesandseminar .12 congruent with the beliefs and purposes of MOMS the nursing program. .13 accessible space for interviewing, coun- 4.2 The administrative structure and process of the selling, independent learning and study. nursing education unit as described and for meetings .21derive from the administrative philosophy .14 space for equipment and instructional ma- of the unit terials. .22 identity administrative positions and com- 3.2 Clinical resources used to meet the needs of the mittees with terms of reference program, provide .23 delineate lines of authority. .21sufficient learning experiences for students .24 delineate channels of communication .22suitable learning experiences for students .25 outline the decision making process .23 accessible educational spaceforlec- .26 promote planning to achieve both long and tures. conferences, interviews, independent short term goals. learning and for faculty use. 4.3 The administrator of the nursing education unit 3.3 Written agreements with each agency orinsti- has the authority and responsibility for the management of the nursing education unit, including the ex- tution used for student clinical practice penditure of the funds in the approved budget. are in effect .31 unit .32provide for the protection of the rightsof 4.4 The management of the nursing education the patients, the students and parties to the makes provision for .41appropriate allocation and utilization of re- agreements . .33 ensure faculty control of student learning sources, that is, funds, facilities,materiels, experiences. equipment and personnel .42 effective communication with administra- 3 4 Library resources (books, journals, audio-visual tive and other units within the institution, materials, and equipment) are and with community agencies and regula- .41 current tory bodies .42available in sufficient number and variety .43 appropriate use by faculty of opportunities .43accessible for professional development. 44 suitable to learning objectives and learning needs of students. 4.5 The system established for keeping records of students, faculty, curriculum, and operation of the 3 5 Supportive resources and services include nursing education unit ensures that .51sufficient supportive staff (eg secretaries, the records are both secure and accessible clerks, laboratory assistants) assigned to .51 the nursing education unit to enable the to authorized individuals 52 the information is accurate, relevant, suffi- unit to operate effectively cient and up-to-date. .52registrar services available to the program and its applicants, students aid graduates .53 mechanisms to protect the health of students and clients 54 educational counselling services and re- medial activities for students available in the institution .55personal counselling services for students available in the institution or by referral.

7 -307-

5.0 The nursing faculty and theconditions of em- 5.6 The policies and practicesrelated to nursing yment are appropriate for thedevelopment and faculty make provision for of the nursing program.' .61planned distribution of workload and re- Individual nurse teachers have thefollowing sponsibilities 5.1 follow-up and co- quatifications .62 time for pre-planning, ordination of clinical. experience in addition .11 master's degree or comparableachieve- ment' to student contact hours .12 preparation or experience inleaching .63 professional development time to beused .13 recent experience in clinical nursing. to maintain expertise in areas of respon- education unit sibility 5 2 The administrator of the nursing relief in the event of illness or other ab- has the :ufiowing qualifications .64 sences. .21master's degree or comparable achieve- ments 6.0 The ',revisions made inMahon to students fa- .22 preparation in education andadministra- cilitate their admission to, promotion through, and tion involvement hi the nursing program. .23 experience in teaching 6.1 The student enrollment, both in numbers and .24 experience in leadership positions. frequency of intake, is compatible with the resources 5.3 The administrator of the nursingeducation unit available.' and nurse teachers all have current nurseregistra- 6.2 Information for prospective students concerning tion in British Columbia. the program is 5.4 The nursing faculty issufficient in number .21clearly stated .41to develop, implement andevaluate the .22available nursing program .23 accurate and comprehensive. 42 to ensure adequate guidance for students In establishing the number of faculty requiredfor and safe nursing care for patients. any nursing course thefollowing factors must be 5.5 The nursing faculty has :,variety of skills' ne- considered cessary to develop,implement and evaluate the -the learning objectives nursing program. -the learning needs of students -the patient needs -the teaching and clinical skills of faci!ty Planning Phase5.0The nursing faculty (actual -the clinical setting, e.g.spatial arrangements. and projected) and the conditionsof employment staffing patterns, occupancy, etc development and implemen- are appropriate for the 6.3 The policies and practices governing thead- tation of the nursing program. mission of students are Comparable achievement shall beestablished for terms of com- .31 clearly stated persons with baccalaureate degrees in .32 congruent with the beliefs and pirposesof .all to be related to the binations of the folloWing the program individual's responsibilities .33 congruent with the requirements of the -post-basic qualifications R.N.A.B.C. -work experience of quality to the profes- 6 4 The policies and practices governingprc-T'ct;or. -evidence of on-going contribution co ad- sion and/or community. and graduation of students and the granlif.g In establishing tne numberof faculty required for vance credit are any nursing coursethe following factors must be .41clearly staled .42 determined and implemented by nursing considered the learning objectives education unit -the learning needs of students .43available to students. participate in -the patient needs 6.5 Students have the opportunity to -the teaching and clinical skills offaculty the development, implementationand evaluation of --the clinicalsetting,e.g.spatial arrangements. the nursing program.' staffing patterns, occupancy, etc. Variety of skills within a faculty shouldinclude -leadership -curriculum development and instructionaldesign -Pursing expertise in the major clinical areas Planning Phase 6.1 The plans forstudent enrollment, both in number andfrequency of intake, are compatible with the resources available. Planning Phase 6.5Plans axist for student participation in the development,implementation and evaluation of the nursing program. 8 0 7 -308-

I Proparsdion and submission of Oho programs r9P9It Program appraisal is initiated when theeducation Approval institution offering the nursing program preparesand submits the program report to theR.N.A.B.C. The program report is used by theCommittee on Ap- Policies proval of Schools of Nursing as theprimary document in the appraisal of the program.Therefore, the and importance of this report cannot be overemphasized. ReportProps/Wow The program report must be based upon thecriteria Procedures for approval of programs preparatorytonurse regls- trelon. While the criteria serve as thebasis of the entire Full moods shall be arranged and writtenunder the approval process, it isnecessary that the administra- headings of the criteria tive officers and faculty ofthe educational institution Beliefs and Purposes offering the nursing programunderstand the related Curriculum policies and procedures foreach stage of the pre- Resources case. These are outlinedin this portion of the &cu. --Organization and Administration ment and are stated in italicletters. Elaboration or Faculty explanation of the policies andprocedures is pro- Students vided in regular type. Progress reports shall provide the Information re- PROGRAM APPRAISAL quested or be written to address the specificcriteria Programs are appraised using the approvalcriteria. indicated by the R.N.A.B.C. Full reports submitted by the institution servetwo Basis'of Program Appraisal: purposes: For the purpose of nurse registration in theprovince Committee education pro- the basis for program appraisal by the of British Columbia, basic nursing on Approval of Schools ofNursing; grams are required to meet certainpre - determined --as a tool for faculty to use in programdevelopment standards as stated in the CRITERIA section. and evaluation. The criteria are divided into six sections Beliefs Therefore, the criteria should be studiedcarefully and Purposes, Curriculum,Resources, Organization so that when the report isprepared, sufficient sub- and Administration, Faculty, andStudents. There is stantiating information will be provided sothat the one major criterion in eachsection, and all six of reader can determine if each criterion is met.Pre- these must be met in order for approvalto be senting sufficient information in the programreport granted. Each of the major section criteriais com- is the responsibility of the submitting institution.The posed of several subordinate or minorcriteria. If, in institution may request advice from theR.N.A.B.C. the judgement of the R.N.A.B.C., asignificant major- Education Services staff during report preparationif ity of these subordinate, minor criteria aremet, then questions arise or assistance is desired. the major section criterion is judged tobe met. Progress reports will be examined in conjunction Frequency: with previous reports submitted by theinstitution; Program appraisal must take place atleast every therefore, information previously supplied need not three years. be duplicated, The format of progress reportsshould be appropriate to the information requested. Report Submission: The institution shall submit a written reportwith fifteen copies to the R.N.A.B.C. on the dalespeci- fied. For a new program this date shall be atfeast three months prior to the intendedadmission of students. For programs in operation, thedate is specified at the time of the previous review. Full reports are required at least every three years. Progress reports shall be submitted at the time specified by the Board of Directors.

9 -309-

The fifteen copies of the report should be sentto: Visitors' Report Education Services The visitors prepare a report which supplements the Registered Nurses' Association of institution's report in order that a complete picture of British Columbia the program in relation to each area of the criteria 2130 West 12th Avenue is presented. Vancouver. B.C. The visitors' report is submitted to the Committee on V6K 2N3 Approval of Schools of Nursing. If a delay in submitting a program report is antici- Time should be allowed during the visit for the visi- pated. the Education Services staff should be con- tors to draft their report. At theconclusion of the tacted immediately. visit the visitors will review theirfindings with the program head to clarify anymisunderstanding or Site Visite misinterpretations. Purpose: Site visits are made IN Program Review and Evaluation to clarify or amplify information submittedby the Review Process: institution The review and evaluation of a program for the pur- to gain additional informationthat may be needed poses of nurse registrationis the responsibility of the or information that cannotbe supplied in a report R.N.A.B.C. Committee on Approval of Schools of to serve as a communicationlink from the institu- Nursing. The Committee uses as the basis for its tion to the Committee on Approval ofSchools of evaluation the report and otherinformation sub- Nursing mitted or presented by the institution and the visitors' nursing program Frequency: report. Representatives from tho full under review may attend a part of theCommittee A site visit is made to an institution each time a meeting during which their program is being re- report is submitted or as required. viewed. Visitors: The program is reviewed according to the criteria The visitors are two members of theCommittee on for approval of nursing programs preparatory to of the Approval of Schools of Nursing or a member nurse registration. The Committee compiles its find- and a Committee on Approval of Schools of Nursing ings into a report, and makes its recommendations designated visitor(s). to the Board of Directors of the RN.A B.C. (see de- Timing 11 Arrangements: cisions regarding approval status. page11). II any The visit is made approximately two weeksfollowing member of the Committee is currentlyemployed by the submission of the report bythe institution. The the institution whose program is underdiscussion visit is usually two days in length. that member does not participate inthe review ano The R.N.A,B.C. or the visitors makeall the necessary appraisal of the program. travel and accommodation arrangements.The ex- The recommendations and the report of theCommit- penses of the visitors arepaid by the Association. tee on Approval of Schools of Nursing aresubmitted The R.N.A.B.C. consults with theinstitution to ar- to the Board of Directors for considerationand derange the dates of thevisit. Efforts are made to avoid cision. Reports are considered confidentialby the disrupting the ongoing dailyactivities of the institu- Board members. tion as much as possible and toadjust the schedule The Committee will review a nursing program ap- to the institution'sconvenience whenever feasible. proximately two to three weeks followingthe sub- if a visit is The institution is requested toplan an agenda which mission of the report by the institution for the visitors to meet not required. If a visit is required,then the review would allow an opportunity of the program will be approximatelyfour to five with the following individuals or groups institution administrative representatives of theinstitution weeks after the report is submitted by the This time interval is required to allow forcirculatioh director or chairman of the program meetings. representatives of the nursingfaculty and study of reports prior to Committee other faculty as required Attendance by program representatives atApproval students enrolled in the program Committee meetings is on an entirelyvoluntary basis director of nursing or otherrepresentatives of the and at the institution's request and expense. major clinical agencies. The following guidelines pertain toattending Com- A copy of the agendashould be submitted with the mittee meetings. normally consist of report. 1. The representative group will no more than 5 persons (for spacereasons) inc may includeadministrators,instructors,inc students.

409 10 -310- 2. The group will attend a portion of the meeting for No more than two consecutive warnings can be the following purposes granted. to alto* the Committee to clarify its role and When a moral.) is given a warning, the Board re- procedures to the visitors (5-10 mins) quests a progress report, a review and/or visit to provide an opportunity for a spokesman of within a specified period of time. The progress report the school .to give a short verbal explanation and/or review and/or visit are used to decide to of the school's program and situation, if the remove or continue the warning. school desires (5-10 mins) e.With a combination of the above to provide an opportunity for members of the The Board may request a progress report at any Committee toreceiveclarificationof the time for specific and dearly defined reasons. school's written submission. (20-30 mins) 2. APPROVAL IS DEFERRED. The A.N.A.B.C. defers The Board meets approximately every two months. action on a program which does not have approval, Meetings of the Committee on Approval of Schools when of Nursing are scheduled, therefore, two b, three a.there are weaknesses in the program which can weeks prior to Board meetings. The time interval be minimized or eliminated in a short period of between the two meetings Is reqtered to finalize time; minutes and reports and to circulate materials to b.there is insufficient information about some im- Board members. The review process, from the time pacts of the program which prevents a complete the institution submits its report until the Board has assessment. completed its appraisal, takes approximately six to The decision to defer is made only for programs eight weeks. which do not have approval. Within the time period set, the R.N.A.B.C. reappraises the program based DECISIONS REGARDING APPROVAL STATUS upon the report submitted by the institution which Alternative Decisions: states the action taken or which provides the infx- mation required, or other specified conditions. Based on the appraisal of the program and the re- At times the Committee may defer making a recom- commendations of the Committee on Approval of mendation about a program to the Board in order to Schools of Nursing, the R.N.A.B.C. Board of Directors seek additional information. This situation is not will make one of the following decisions regarding deferring approval and in such a situation the pre- approval:, vious approval status remains in effect until a deci- 1. APPROVAL IS GRANTED sion is made. a.Without recommendations and with a date for 3. APPROVAL IS DENIED. The R.N.A.B.C. denies the next review. The maximum period between approval when reviews is three years; a. a program that has been placed on warning does The time period specified between reviews is depen- not present sufficient evidence that the criteria dent upon the stage of development of the program. are met; or For example, a new program while in the planning b. a program which does not have approval fails to phase requires more frequent review, whereas the present sufficient evidence that the criteria are review of an established program in the operational Mat phase usually is less frequent. Approval is denied only after two consecutive warn- b.With recommendations and a date forthe nexLiings have been given (see 1.d.). review, Notification of Board Decisions: c.With recommendations and a request for a progress report within a specified period of time; After the Board of Directors has considered the re- The date for submission of the progress report is report and recommendations of the Approval Commit- lated to the reason for the request, e.g. provision tee and made a decision regarding approval of a of additional information, indication of fulfillment of program, the submitting institutionis notified in recommendations, evidence that a particular cri- writing of the Board's decision and a copy of the terion is now met, etc. The progress report is used report of the Committee on Approval is enclosed. in conjunction with earlier reports to form the basis The report with a covering letter is sent to the execu- of the Board's decision. tive officer of the institution with copiPs to the pro- d.With a warning and a time limit gram head and division head. i)when a program has made limited progress in Following written notification, an Education Services regard to improvement or resolution of weak- staff member contacts the institution to arrange a nesses since last review; or follow-up conference withadministrative and/or ii) when a program has lost some of its strengths faculty representatives. since last review and therefore is failing to The purpose of this conference is to provide any meet criteria; necessary interpretation, clarification, or explanation of the Board's decision(s) and of the Committee's Adapted by permission from "Policies and Proce- report. This conference is usually held in the institu- dures of Accreditation for Programs in Nursing Edu- tion and at the convenience of institutional repre- cation", New York. National League for Nursing sentatives. 1916. 410 11 -311-

APPEAL OF APPROVAL DECISIONS The notification of intent to establish a new program should be made at least one year in advance of the A program that is denied approval may appeal this planned admission of students so that approval for decision. The notice of intent to appeal must be filed the purposes of nurse registration can be gained within 30 days of receipt of the Board's decision prior to the admission of the first students. and the report. When a decision is appealed the prior approval status of the program is maintained until Public educational institutions do not require the per- the disposition of the appeal. mission of the Association to establish, conduct or maintain a nursing program. However, the P..NA.B.C. Atter receipt of appeal notice, the Board names an does have guidelines which can be used during the appeal panel and schedules a time for the appeal "intent to establish phase". These guidelines proceedings. be helpful in obtaining permission from other outhor- An appeal panel is composed of five individuals who dies, and in obtaining approve/ for the purposes .~r are not members of the Committee on Approval of nurse registration at a later phase of progrrn de- Schools of Nursing. Two of the members shall be velopment. nurse educators. The panel members must be acceptable to the institution requesting the appeal. Intorination to be Provided: Representatives of the institution shall present a The information provided in the letter to the Board written rationale for the appeal and meet with the of Directors snout(' include appeal panel to answer questions and provide addi- Nome and address of the institution tional information. The appeal panel determines whe- Name and title of the executive officer of the ther the Board of Directors made a correct decision institution based on the evidence submitted. It rules either to Type of program to be developed uphold the Board or to request the Board to re- Confirmation of permission by the appropriate authorities for the establishment of the program consider its decision. Organizational structure of the institution showing the proposed position of the nursing program CONFIDENTIALITY Name and title of the contact person if not the Reports of the R.N.A.B.C. Committee on Approval, executive officer information gained from site visits, and reports sub- Statement of philosophy and purposes of the insti- mitted by the institution offering the nursing program tutions and its beliefs in relation to nursing edu- are kept confidential unless the institution notifies the cation Association that any one document can be released Proposed planning schedule of implementation of to specified individuals, groups, or for general dis- the new program. tribution.The approval status (approval or non- The R.NA B.C. Board of Directors acknowledges the approval) of a program is considered public infor- letter of intent and outlines the steps to be taken in mation. seeking approval. As approval for the purposes of Programreportsare frequentlyplacedinthe nurse registration is granted to a nursing program R.N.A.B.C. Library for general distribution with the and not to an institution, the FI,N.A.B C. makes a permission of the institution. decision concerning approval status only after the program has been developed and reviewed ESTABLISHING A NEW PROGRAM Notification: CLOSING A PROGRAM When an institution wishes to establish a new nursing When a decision is made to close a nursing program, program, the notification of intent to do soshould a letter of intent to closeshall be sent to the be made in writing to the Board of Directors of the R.N.A.B.C. As soon as possible after the decision Registered Nurses' Association of British Columbia to close is made, the plan for closing is submittedin at least one year before the planned entranceof writing to the R.N.A.B.C. The plan should include: students into the program. The projected date of closure (graduation of the When _A institution is anticipating and exploring the last class of students) ensuring that the enrolled stu- establishment of a new nursing program, information - --Ways and means of or advice may be sought from theA.N.A.B.C. Con- dents complete an approved program sultation is available through the Association's Edu- Arrangements for the continuation of services essential to the program during the phasing-out cation Services to assistininitial planning and 4 assessment. Ways and means of maintaining permanent records of the program and each graduate. Upon receipt of the plan, the R.N.A.B.0 reviews the plan and makes arrangements regarding further reviews of the program.

12 4 1 1 -313 -

LIST OF PROGRAM DOCUMENTS

The following are the documents which were given to the investigator and used as the source of data collection by the investigator:

1. College and University Acadmenic Calendars for 1982-1983.

2. Camosun College - a.) excerpts from the program submissions to the R.N.A.B.C. i.) Beliefs and philosophy ii.) Purpose of program iii.) Curriculum and level objectives iv.) Course Descriptions and Objectives for all nursing courses v.) Course Descriptions and Objectives for all support courses. b.) College Mission and Goal Document c.) Sample modules d.) Sample Clinical Evaluation Tools e.) Exam Blueprints for nursing courses f.) Required Testbook list g.) Timetables for nursing courses h.) Correspondence in Appendix D.

3. Cariboo College - a.) Complete program submission to R.N.A.B.C. b.) Ex'sm Blueprints c.) Timetables for all nursing courses d.) Nursing Assessment Guidelines a.) Correspondence in Appendix D.

4. Okanagan College - a.) Complete program submission to R.N.A.B.C. b.) Exam Blueprints c.) Timetables for all nursing courses d.) Nursing Assessement Guidelines e.) Correspondence in Appendix D.

S. U.B.C. - a.) excerpts from the program submissions to the R.N.A.B.C. i.) Philosophy of the University ii.) Philosophy and beliefs of the nursing program iii.) Purpose of the program iv.) Curriculum and level objectives v.) Course DeScriptions and objectives for all nursing courses vi.) Course Descriptions and objectives for some support courses b.) All Clinical Evaluation tools for all nursing courses c.) Exams for some nursing courses d.) Complete Levelling of Nursing Skills Working Document, January 1982. e.) Correspondence in Appendix D. -314-

6. V.C.C. a.) Complete program submission toR.N.A.B.C. b.) All Learning packets C.) Exams for all nursing courses d.) All Clinical Evaluation tools for allnursing courses e.) All timetables for nursing courses f.) Correspondence in Appendix D.

413 -316-

b) the context of practice (i.e. the situation inwhich the student is to perform the task of theobjective), in order to determine the scope of theobjective.

The accuracy of each program'sobjectives analysis will be verified with each program. This analysis of the objectives should accomplish the task of describing the depth and scopeof content.

. It would be advantageous to demonstrate indetail how each program implements the realisation of these objectives.However, due to limitations of time and resources, the universal contentof each program is beyond the scope of this project. Therefore, I as enlisting your cooperation:

2) To select specific behavioral objectivesthat will be, described in some detail, for instance:

a) the type and nature of program content

b) the process of instruction, e.g.timeframe and techniques

c) the level of performance expected.

The same set of objectives will bedescribed for each of the five programs. The selection of these commonbehavioral objectives will determined by the completion of the enclosed survey.

This survey tool was developed using thefollowing documents as guide-

lines:

a) COMPETENCIES AND SKILLS RED FOR NURSE REGISTRATION FOR A GRADUATE OF A BASIC PROGRAM, INTERIMWORKING DOCUMENT, R.N.A.8.C., March, 1978.

b) ESSENTIAL HANUAL.SKILLS FOR A NEWGRADUATE OF A PROGRAM PREPARATORY TO NURSE REGISTRATIONR.N.A.B.C., June, 1978. -316-

b) the context of practice (i.e. thesituation in which the student is to perform the talk of theobjective), in order to determine the scope of the objective.

The accuracy of each program'sobjectives analysis will be verified with each program. This analysis of the objectives should accomplish the task of describing the depth and scope of content.

It would be advantageous to demonstratein detail how each program iipleeents the realisation of these objectives.However, due to limitations of time and resources, the universal contentof each program is beyond the scope of this project.Therefore, I an enlisting your cooperation:

2) To select specific behavioral objectivesthat will be

described in some detail, for instance: .

a) the type and nature of program content

b) the process of instruction, e.g.timeframe and techniques

c) the level of performance expected.

The same set of objectives will bedescribed for each of the five programs. The selection of these commonbehavioral objectives will determined by the completion of theenclosed survey.

This survey tool was developed usingthe following documents as guide-

lines:

a) COMPETENCIES AND SKILLS REQUIRED FOR NURSEREGISTRATION FOR A GRADUATE OF A BASIC PROGRAM INTERIMWORKING DOCUMENT, R.N.A.B.C., March, 1978.

b)ESSENTIAL MANUAL.SKILLS FOR A NEWGRADUATE OF A PROGRAM PREPARATORY TO NURSE REGISTRATIONR.N.A.B.C., June, 1978. -317-

The rationale for using these two documents as the framework for identifying selected curriculum content are:

1) The R.N.A.B.C.'s COMPETENCIES AND SKILLS document reflects the behaviours impacted for new graduates by the nursing profession- in B.C. This document encompasses the three domains of learning: cognitive, affective and psychomotor.

;) The R.N.A.I.C.'s'ESSENTIAL MANUAL SKILLS dccument categories, and lists skills required by graduates. Therefore, it is a convenient framework for the psychomotor domain.

3) Both these documents are readily available through and endorsed by the R.N.A.B.C. In addition, as the R.N.A.B.C. is the nursing programs' approvals body, these documents may be used by the five programs being studied.

4) Currently, there are no other guidelines available to nursing educators in B.C. which specifically delineate ,.hose behaviours which should be included in a preparatory R.N. or B.S.N. curriculum.

In conclusion, ',Arne complete this survey keeping in mind that there is a limitation of time and resources which does not enable me to describe all the content in each of the programs.

Please complete this survey prior to the N.E.C.B.C. sleeting October 21 and 22. Liza Kallstrom will collect the completed survey on October 21, at this meeting. I will tabulate the responses and present the findings to you on October 22, when I will be attending the meeting.

Thank you in advance for your cooperation. By completing this survey, you have reduced the bias of the selection process. -318-

I sill be using this set of objectives as part of the framework for the on-site visits.

If you require further information, please contact ma at 734-0536.

Sincerely, 40

Pauline Zabswiki

2610 MlacKenixe Street- Vancouver, B.C. V6R 4A1

cc: Liza Kallstrom

Attachment: Terms of Reference

Enclostre: Survey Envelope -319-

B.C. MINISTRY OF EDUCATION

R.N. - B.S.N. PROGRAM COMPARISON PROJECT

SURVEY TO SELECT A SET OF OBJECTIVES

FOR A DETAILED DESCRIPTION

PURPOSE To select a set of nursing objectives that willreflect

a) the type and nature of program content

b) the process of instruction of that content (i.e.timeframe, techniques, etc.)

c) the level of performance expected DIRECTIONS There are three parts to thissurvey. Part A is only applicable to program heads. Part B and C is to be answered by all.

Part A - General PLEASE DRAW A CIRCLE AROUND THE ANSWER THAT BEST.EFLECTS YOUR

PROGRAM.

1. Is the R.N.A.B.C.'s COMPETENCIES AND BRILLS,INTERIM. WORKING DOCUMENT, March, 1978 used as a guideline in your program's curriculum? Yes No

2. Is the R.N.A.B.C.'s ESSENTIAL MANUAL SKILLS,June; 1978 Document used as a guideline in yourprografes curriculum? Yes No

October 15, 1982 -320-

Part B Competencies and Skills The R.N.A.B.C.'s Interim Working Document entitled COMPETENCIES AND

SKILLS REQUIRED FOR A GRADUATE OF A BASIC PROGRAM, March, 1978states 15 broad competencies and skills in behavioral terms. They are the following items which require your weighting.On a scale of 0 - 5, with "0" as low priority and "5" as high priority, pleaseuse your judgement in determining whether the named item should be includedin the study. PLEASE DRAW A CIRCLE AROUND THE ANSWER THAT BEST REFLECTS,YOUR JUDGEMENT.

ANSWERS I PROFESSIONAL BEHAVIORS Low High 1. Demonstrates responsibility and accountability

in nursing practice. 0 1 2 3 4 5 2. Demonstrates socialization into the nursing

profession. 0 1 2 3 4 5

II NURSING A. Nursing Process 3. Accepts the problem-solving process as the

basis of nursing practice. 0 1 2 3 4 5 4. Demonstrates cognitive skill in using the

problem-solving approach. 0 1 2 3 4 5 5. Demonstrates ability to use the nursing process

in providing nursing care. 0 1 2 3 4 5

6. Reports and records accurately and concisely 0 1 2 3 4 5 B. Techniques 7. Demonstrates psychomotor skill in giving

nursing care. 0 1 2 3 4 5 8. Uses a repertoire of techniques essential to

the provision of nursing care. 0 1 2 3 4 5 C. Patient/Client Teaching

9. Teaches individuals in order to help thee meet

their learning needs related to health. 0 1 2 3 4 5 10. Guides patients toward a better understanding

of their health needs and potentialities. 0 1 2 3 4 5 -321-

III INTERPERSONAL RELATIONSHIPS (social, therapeutic, professional) 11. Demonstrates a caring attitude in giving

nursingcare. 0 1 2 3 4 5

12. Demonstrates communication skill in the

practice of nursing. 0 1 2 3 4 5 13. Demonstrates ability to work cooperatively within the health team in the provision of

nursing care. 0 1 2 3 4 5

IV ADMINISTRATIVE BEHAVIOURS - (Behaviours involving planning, organizing, directing, controlling and evaluating the care of patients and the work of others).

14. Demonstrates leadership ability in the

provision of nursing care. 0 1 2 3 4 5

15. Demonstrates organizational ability in

providing nursing care. 0 1 2 3 4 5

16. What number of items from this list would 1 2 3 4 5

you consider to be a reasonable number of 6 7 8 9 10 items to describe in some detail? 11121314 15

Part C - Essential Manual Skills The R.N.A.B.c.'s document entitled ESSENTIAL MANUAL SKILLS FOR A NEW GRADUATE OF A PROGRAM PREPARATORY TO NURSE REGISTRATION, June, 1978, classifies t:- skills into 10 broad categories. They are the following items which require your weighting. On a scale of 0 - 5, with "0" as low priority and "5" as high priority, please use your Judgement in determining whether the named item should be included in the study.

PLEASE DRAW A CIRCLE AROUND THE ANSWER THAT BEST REFLECTS YOUR JUDGEMENT. Low High

1. Do 'physical assessment techniques. 0 1 2 3 4 5

2. Administer Personal Hygiene. 0 1 2 3 4 5

3. Provide Comfort Measures. 0 1 2 3 4 5

4. Maintain Fluid and Nutritional Balance. 0 1 2 3 4 5

420 -322-

5. Administer Medications. 0 ; 2 3 4 5

6. Carry Out Aspetic Procedures. 0 1 2 3 4 5

7. Carry Out Procedures. 0 1 2 3 4 5

8. Assist with Procedures. 0 1 2 3 4 5

9. Manipulate, Operate and Care for Equipment. 0 1 2 3 4 5 10. Ambulate and Transport Patients. 0 1 2 3 4 5

11. What number of items from this list would you 1 2 3 4 5 consider to be a reasonable number of items 6 7 8 910 to describe in some detail?

SIGNATURE

Thank you for your cooperation in completing this survey.

Pauline Zabawski -323-

5.GUIDELINES FOR ON-SITE VISIT

A. Questions on Selected Objectives

- attached

B. Clarification and Verification of Data Collected

- included -325-

SOMMER! OW ONTA OW SOME 10 MX= A SIT OP ougerms DOR A mum otscurnow

I. 01,1110OCIES AM IR ma

Total of Responses ResponsesMean

I PROVESSIOMAL IMUNAVIORS I. Demonstrates- responsibility and 5+1+5+50+1 22/6 3.6 accountability in enrolee practice. 2. Demonstrates socialisation into the 1+5+3+3+5 17/5 3.4 the nursing profession. II SWUM A. Nursing Process 3. Accepts the problem-solving process 1+2+5+5+1 14/5 2.8 as the basis of nursing practice. 4. Demonstrates cognitive skill in using 4+5+5+5+5 24/5 *4.8 the problem-solving approach. S. Denonstrates ability to use the 5+1+5+5+5+5 26/6 *4.3 nursing process in providing nursing Care. 6. layette sod records accurately and 1+3+5+5+1 14/5 2.8 concisely. B. Techniques 7. Demonstrates psychomotor skill in 5+1+4+3+445 22/6 3.6 giving nursing care. 8. Uses a repertoire of techniques 5+3+3+4+1 18/5 3.6 essential to the provision of nursing tare. C. Patient/Client Teaching 9. Teaches individual, in order to help 3+3+3+3+5 17/5 3.4 them meet their learning needs related to health. 10. Guides patients toward a better under -5+4+5+3+4+5 26/6 *4.3 sandine of their health needs and potentialities.

III ISTIRWRISOMAL RELATIONSWIPS (social, therapeutic, professional) 11. Demonstrates a caring attitude in 5+5+5+2+1+5 21/6 2.6 giving nursing care. 12. Demonstrates communication skill in 5+4+5+5+4+5 28/6 *4.6 the practice of nursing. 13. Demonstrates ability to work 1+4+4 +3+1 13/5 4.0 cooperatively within the health team in the provision of 'turfing care.

IV ADMINISTRATIVE SXMANIOORS (Sehavioure involving planning, organising, directing, controlling and evaluating the care of patients and the work of others). 14. Demonstrates leadership ability is the1+4+5+5+5 20/5 4.0 provision of nursing care. 15. Demonstrates organisational ability in5+5+5+3+445 27/6 *4.5 providing Morelos care. 16. What number of itesm from this list 5+7+1+3+4 or 23/5 4.6 would you consider to be a reasonable 5 number of items to describe in some detail?

*The fine coupeteneles sod skills which will bedescribed in sons detail. -326-

It. rqffit w+Shills) reainvarrestleagu r ng the answers to the following four questions for each of the five selected overall :marionette and skills, as well as the contributing competencies and skills listed under each of the overall competencies and

1. What content le taught to achieve the competency and skill? 2. In which course is the content taught? 3. What amount of ties is devoted to the content that in taught? 4. low if the competency and skill evaluated in:

e. The claareen, if applicable? b. The lab, seminar or tutorial, if applicable? c. The hospital setting, if applicable? d. The commuelty settles, if applicable? o. Other?

The contributing Competencies and Skills for the.five selected Competencies and Skill* are:

6. Demonstrates cognitive skill in using the profile -solving approach.

4.1 USO8 appropriate sources of data collection. 4.2 Recognises significant data. 4.9 Interprets data knowledgeably. 4.4Validate* interpretations systematically. 4.5Doses conclusions on sufficient data and the interpretations. 4.6 Formulates an appropriate course of action based on the conclusions. 4.7 Evaluates the outcomes systematically.

5. Demonstrates ability to use the nursing process. in providing nursing cars.

5.1 Assess the patient. 5.2 Plane nursing care. 5.3 Implements the plan of care. 5.4 tvalustes the outcomes of nursing rare. 5.5Takes action based on the OVL_WIK/04.

10. Guides patients toward better understanding of their health needs and potentialities.

10.1 Recognises indicators of the need for health counselling. 10.2 Explores with the patient the nature of the problem. 10.3 Identifies with the patient alternative ways to dealing with the problem. 10.4 Fa:plains to the patient and family the services provided by various ember, of the health team. 10.5 Assists the patients to select the appropriate alternative. 10.6 Supporta the patient in taking action relative to hie declaims.

12. Deeonetrate* communication skill in the practice of nursing.

12.1 Eetablishee a climate conducive to effective communication. 12.2 Displays as objective attitude. 12.3 Wes verbal and non- verbal language appropriate to the eitostioe. 12.4 Listens carefully. 12.5 Perceives verbal and non-verbal cues. 12.6 Interprets verbal and non-verbal behavior. 12.7 Validates interpretation. 12.6 Responds appropriately to the verbal or non - verbal hohlyinr. -327-

15. Semeneteates organisational ability in providing nursing care.

15.1 Sete prieritiee for the nursing cars of an assigned group of patients. 15.2 Delegates nursing care activities to appropriate personnel. 15.3 Supervises auxiliary nursing personnel. 15.4 'Valuate, the nursing cars given by auxiliary nursing personsel. 15.5 Take* respowilmility for eursieg care activities delegated to others.

III. SUMMARY OP DATA OF sunny TO SST Of OSACTIVES IMO .

Total of Responses RookonsesMean

ESSENTIAL MANUAL SKILLS T. oo physical assessment techniques 4.50405030 26/6 *4.3 2. Administer personal hygiene 2,2,1,5,5 15/5 3.9 3. Provide comfort 'measures 2,1,1,5,5,5 19/6 3.2 4. Maintain fluid and nutritional balance 4,3.4,3,4,4 24/6 *4.n S. Administer medications 2,4,4,5,5.5 25/6 *4.2 6. Carry out aspetic procedures 5.4,2.5,3,5 24/6 *4.0 7. Carry out procedures 5.5,3,2,3 16/5 3.6 S. Assist with procedures 5,1,1,2,1 14/5 2.4 9. Manipulate, operate and care for 5,2,1,4 12/4 1.0 equipment 10. Ambulate and transport patients 3.3.4.4 14/4 i.S 11. What number of items from this list 3,3,4 or 16/5 3.2 would you consider to be a reasonable 5,3,2 flusher of items to describe in some detail?

IV. QUESTIONS (Easeetial Manual Shill.)

I will be requiring the answers to the following questions for each of the four selected categories of manual skills:

1. What skills are included under each of four categories for your propos? 2. What is the specific content areas included for each of the skills? 3. In sitch course is the content taught? 4. What amount of time is devoted to the content that istaught? 5. Nor is the skill evaluated in:

a. The classroom, if applicable? b. The lab, onsinar or tutorial, if applicable? c. The hoeptial satins, if applicable/ d. The community setting, If applicable? e. Other?

I will have some of this information from the Skills Lists,Clinical Evaluation Tools, Comm Objectives, etc. Therefore, it will 110, only necessary to confirm the answers.

Thank you for cooperating with the survey!

425 -328-

V. *maims,

The following are an expanded set of questions which have been suggested during the first on-site visits. These questions may provide further direction to prepartion of materials for your visit.

1. Which of the terminal or curriculum objectives, stated in the curriculum of your program correspond to each of the five selected competencies and skills?

2. How is the nursing process taught and evaluated in your program?

a. Is it taught as a unit or in parts? b. Are phases of the nursing process emphasised in selected semesters, terms or years? c. Is there a differentation between problem-solving and the nursing process in your program? d. What is the relationship between Competencies 4 and 5, stated; -approached in your program? e. In which course or courses is the nursing process taught in your program? f. Is it possible to identify the actual time spend in teaching and evaluating the nursing process in your program? g. Which textbooks are presently being used in your program as a resource for teaching the nursing process?

3. In which course is the following taught, evaluated and which textbooks are used as a resource for the teaching this:

a. Patient Teaching b. Communication Skills c. Organizational Skills

4. Is student competency or proficiency with psychomotor skills evaluated or tested in the educational setting prior to performance in the practice setting?

FORT= DOCOMOTATION THAT IS IHED TO DESCRISK 1 IDOCATIONAL

a. Proficiency or skills lists b. Timetables for Merging and support courses (i.e. weekly schedule of content covered in classroom, lab, seminars, tutorials, etc..) c. Blueprints for exams.

Thank you,

Pauline Zabawski December 1, 1982 CORRESPONDENCE

427 srovincsot ilmtvat British Columbia Education 11,11S" Caul I V$ $X4 ressortoft (6043d7.5191 °MCC CI 704 -329- 01 Pin v tiapr EO4tAfpti

July 8, 1982

MINISTiViCiFEDiaTION hat .Secoadsfy OfPonment Provost Serv4vs Drnsoon Isidimond $ Dr. MarilynWillman, Director . School of Nursing JUL 16 1982 University of BritishColumbia Vancouver, B. C. JUL 1 IL.- ,

Dear Dr.Willman: two studies, the The Ministry ofEducationis currently. ..Wemed..in objective being tomake certain that theCol llie nursing programs are meetingexpectations and theneeds of the industry. the Generalresponsi- One study involves acommittee Chemed with the impact of offeringthe current two-year bility of studying The Committee Nursing program over athreecalendar yearperiod. Clement and K. A.McIver of theMinistry of is comprisedof Terry Don Couch of the education; Hugh McGannof the Ministryof Health, either Sally MacLean orPat Cutshell (as Academic Council and Ministry is appropriate) of theR.N.A.B.C. E. Kallstrom of the functioning as secretariatto the Committee. Pauline Zabawski, undercontract The second studyis being done by comparison of the variousCollege with the Ministry,and involves a cannot bemeaningfully accom- nursing programs.Such a comparison at U.B.C. What is plished without referenceto the degree program qualitative differences required is a betterunderstanding of the baccalauriate programsin nursing. Therefore; between diploma and compari- this relativelydetailed curriculum in order to facilitate U.B.C.'s greatly appreciateobtaining a copy of son, we would (the full report) and a copy curriculum submission tothe R.N.A.B.C. students. of the selectioncriteria for post-basic M. Liza Kallstrom, require furtherinformation, please contact If you Way, Richmond, phone218 -3433. Department ofEducation, 7451 Elmbridge Yours truly,

Grant L. Fisher Assistant Deputy Minister Post-Secondary

cc: A. Soles,A/Deputy Minister Universities, Science8 Communication Science, U.B.C. M. Wedipohi,Dean of Applied

rorA(./.4.44)4 428 Province of Ministry of P- T.Seconclary Deparamt0 British Columbia Education 7451 Eimbnago Way Rttlxt and British Columbia -330- V8X 1138 Phone: (604) 2711-3433 41111.1M1.1=11=1.7111111*

July 13, 1982

Ms. Thelma Brown Director Nursing Program Cams= College 1950 Lansdowne Road

_ Victor (a, B.C. V8P 5J2

Dear Thelma:

As you are aware, the Ministry of Education is currently undertaking a study to compare the educational content of four College diploma nursing programs with the generic baccalaureate program at U.B.C. The. four College programa are -- Camogun, Cariboo, Okanagan and Vancouver Community College.

The study will be carried out by Pauline Zabawski, under contract with the Ministry. She will contact you later this summer to arrange for a visit to your College to meet with you and your curriculum coordinator in order to discuss recent curriculum revisions.

I would greatly appreciate it if you would send Pauline a copy of your program submission to the R.N.A.B.C. Her address is: Ms. Pauline Zabawski 2610 MacKenzie Street Vancouver, B.C. V6X 4AI

If you require additional information about the study please call me at 278-3433 or Terry Clement at 387-3658.

Thank you for your cooperation with our project.

Yours very truly,

E. Kallstroa Coordinator Health Programs

ER /mew

c.c. Dr. T. Clement Province of '.!,marryof 7J51 E mpf.zge Way British Columbia Elio/11*n R.chmci Cchurncia V6X 1B5 -331- Pnone 278.3433

13 July,*1982.

Ms. Mary Kruger, Director, Nursing Program, Vancouver Community College, Langer& Campus, 100 H. 49th Avenue, Vancouver, B.C., V5Y 2Z6.

Dear Mary:

As you are aware, the Ministry of Education is currently undertaking a study to compare the educational content of 4 College diploma nursing programs with the generic baccalaureate program at U.B.C.The 4 College programs are -- Camosun, Cariboo, Okanagan and Vancouver Comm:la- ity College.

The study will be carried out by Pauline Zabswski under contract with the Ministry. She will contact you later this summer to arrange for a visit to your College to meet with you and your curriculum coordinator in order to discuss recent curriculum revisions.

If you require further information about the study please call me at 278-3433 or Terry Clement at 387-3658.

Thank you for your cooperation with our project.

urs very truly,

E. Kalls om, Coordinator, Health Programs.

EK:ejd cc: Dr. T. Clement ... Provinceof M.nistry of 7451E'twiege Way British Columbia Education R:chmonc, sflus.. Columbia -332- V6X 11311 Prime. 27a.3433 emftaa..

13 July, 1982.

Na. J, Funke-Furber, Director, Nursing Program, Cariboo College, P.O. Box 3010, 900 McGill Road, Kamloops, 11.4., V2C 5N3.

Dear Jeanette:

As you are aware, the Ministry of Education is currently undertaking study to compare the educational content of 4 College diploma nursing programs with the generic baccalaureate program at U.S.C. The 4 College programs are-- Camosun, Cariboo, Okanagan and Vancouver Commun- ity College.

The study will be carried out by Pauline Zabawski under contract with the Ministry. She will contact you later this summer to arrange for a visit to your College to meet with you and your curriculum coordinator in order to discuss recent curriculum revisions.

If you require further information about the study please call me at 278 -3433' or Terry Clement- at 387-3658.

Thank you for yourcO4 ation with our project.

Yours very truly,

E. Kallstrom, Coordinator, Health Programs.

EK:ejd

cc: Dr. T. Clement --PusttreorgaTtWanfrav British Columbia Education 7451 Vail:INV. Way Rid 'MON British -333- V6X 188 Pnone. (604) 278.3433

July 14, 1982

Ms. Gail Prowse Director NurAng Program Okanagan College 1000 KLO Road Kelowna, B.C. VlY 4X8

Dear Gail:

As you are aware, the Ministry of Education is currently undertaking a study to compare the educational content of four College diploma nursing programs with the generic baccalaureate program at U.B.C. The four College programs are: Camosun Cariboo Okanagan Vancouver Community College

If you require further information about the study please call me at 278-3433 or Terry Clement at 387-3658.

Thank you for your cooperation with our propsct.

Yours very truly,

L. Kallstrom Coordinator Health Programs

1.K /mew c.c. Dr.-T. Clement

432 -334- k Camoeun Cofer 1950 Utnsdowne Road, Vickwia, British Columbia V8P 5J2 / Phone (804) 592-1281

DIVISION OF HEALTH b HUMAN SERVICES

1982 07 23

Ms. Pauline Zabawski, 2610 MacKenzie Street, Vancouver, B.C. VBX 4A1

Dear Ms. Zabawski:

Re: Nursing Program Study - Ministry of Education

I received a letter from Elizabeth Kallstrom asking for a copy of our program submission. Since we are still in the approval process of the R.N.A.B.C., we have several submissions of varying lengths and relevance. The study you are undertaking is an important one and I would like to submit information that is correct and comparable to the other programs. Could you please get in touch with me to clarify the terms of reference of the study and/or itemize specifically the data you require. I can be reached at 592-1281, local 285, as well as the above address.

ours sincerely,

Thelma rown, Chairperson, Nursing Progams. TB:pk cc: Elizabeth Kallstrom, Coordinator, Health Programs, Ministry of Education. August 4, 1982

ms. Thelma Brown Director Nursing Program Camosun College 1950 Lansdowne Road Victoria, B.C. V8P 5J2

Dear Thelma

As I promised in our phone conversation of July 28, I am forwarding a copy of the description of the study I have been contracted to perform by the Ministry of Education. I received these Terms of Reference from Lisa Kalistrom on July 5, 1982. This project is to be completed by October 31, 1982.

Evaluation techniques, tools, objectives and strategies may be included as item 1,d),v), if Lisa and Terry Clement agree.

If you require further information, please contact me at 734-0536 after 1330 hours next week and anytime following August 13, 1982.

I look forward to receiving the information required from your program.

Sincerely

01/4

rauline Zabawski 2610 MacKenize Street Vancouver, B.C. V6K 4A1 cc: Lisa Kallstrom -336- Camosun College 1950 Lansdowne Road. Victoria, British Columbia V8P 5J2 /Phone (604) 592 -1281

%IF DIVISION OF HEALTH & HUMAN SERVICES

August 23, 1982.

Ms. Pauline Zabawski, 2610 McKenzie St., VANOOUVER, B.C. V6K 4A1

Dear Pauline:

Enclosed are the materialswhich you have requested for purposesof your Ministry study. In this letter I willdescribe our teaching; approach and how our textbooks arechosen. underpinnings of At our May 31 FacultyMeeting, we reviewed again the attached. The our teaching strategy.Minutes of that meeting are operatic:man:cation of thisphilosophical stance is onewhich encourages Students the student to assumeresponsibility for his/her ownlearning. are expected to preparefor classes utilizingthe theory and/or concept The class time is spentapplying the theory to casestudy situations, modules. Similarly reviewing areas of difficulty, orproblem solving in other ways. whatever self-study with the skill modules, thestudents are expected to do The they require and to practicebefore Signing up for acompetency test. pass the competency test is assessed on apass/fail basis and students must for direct patient skill before they can go tothe clinical area that week care experience.

The major textbooks that we areusing this year are:

frfoebl, Spratto, The purse's Drug Handbook -"Phipps, Long, Woods,Medical-Surgical Nursing wKozier, Erb,Fundamentals Atkinson,Murray, Understanding the Missing Process Ministry of Health, Baby's Hest Chance ...Sackheim, Robins, programied Mathematics for Nurses particularly well suited we are finding that theavailable textbooks are not It is very difficult tofind textbooks that are to our nursing program. would love to oriented to a generalistnursing model. Oarfaculty members Textbook have the tine to writs atextbook more suitable to our program. early Spring based onindividual review committees areusually formed in the forms which are teacher's areas of interest. We have standardized review completed and considered bythe teaching team.' .i2 -337- Columbia V8P 5J2 / Phone (804) 592-1281 Al°I COMM College 1950 Lansdowne Road, Victoria, British NOr olvisioN OF HEALTH d HUMAN SERVICES

Pauline Zabawski August 23, 1982 2.../

Final choices are discussed with the TeamLeaders from both teaching teams to insure continuity between Year I and Year II.

I will conclude this letter with some generalcomments about the terms of reference which I appreciated receiving from you. I don't know the meaning of the word "specialty"in item 1.d.1. I sincerely hope that with the encouragement of curriculae based on a nursingmodel this is not the medical model "specialty" of medicine, surgery, pediatrics,obstetrics and psychiatry. To encourage one model and measure withanother, seems counterproductive to say the least.

I am unclear about the cognitive andmanual skill competency areasmentioned 1.41.3. I may not have submitted the data youwish to have and yet this particular item appears to be a critical onein view of the overall purpose of your study. Perhaps more clarification, to ensurecomparable data, could be forthcoming.

I expect to hear from you to makearrangments for the on -site visit. We can perhaps clarify questions at thattime.

Yours sincerely,

Thelma Brown, Chairperson, Nursing Department.

TB: ks G.C. Encls.

436 August 26, 1582

Ms. Gail Prowse Diessotovi pursing Program Okanagan College 1000 IILO Rood Kelowna, OA.- V1V 4XO

Omar Ms. Prowess

With reference to Lisa Hillstrom's litter of July 14, I am writing you to provide further inforiation an the project I have been contracted to perform.

Please find enclosed a copy of the description of the study which I received from Lisa Hillstrom on July 5. In addition, Lisa has given me the vat recent R.N.A.O.C. program submission or your Tsrogra.1 and Okanagan Zollegm's 1982-83 Calendar. I have reviewed bath of these documents in relation to !tem 1 of the,anohosed Terms of Reference. I have severe/ questions which have *risen during this review,which can be clarified during a site visit later this September. However, please send me a copy the textbooks which will be used this fall and next spring.

I will be contacting you later to arrange a site visit, if you require further about this project, please contact me at 734..0536.

I look forward to meeting you next month.

Sincerely

Pauline Zeisweki 2611 Maciiinize Street Vancouver, B.C. Vai 4AI

Cc ccs Lisa Kallstrom August 26, 1182

moo Jeanette Funkefurbes Director, Nursing Program Cariboo College, P.O. Box 3110, VA McGill Road Kabops, B.C. V2C 5113

Deer Jeanette

An I promised in our phone conversation of yesterday, I am forwarding a copy of the desaripOian of the study I have bean contracted to perform by the Ministry of Education. I received these Terms of Reference from Lisa Hillstrom on July 5, 1952.This project is to be completed tly October 31, 1182.

Evaluateon techniques, tools, objectives and strategies *nibble included, to assist in describing the depth/level of competency required by the learner.

I look forwevd to receiving the information I require to complete Item 1 of these terms of reference.

I will be contacting you later In September to arrange an on -site visit to verify the interpretation I have given your program.

If you require further information, plesse contact me at 734.0536.

Thank you for being so cooperative end supplying is with the draft of your program submission, Aprovsl Criteries 1 and 2.

Sincerely

Pauline Zebeweki 2610 Mackenize Street Vancouver, O.C. %A 4141 cc* Liss Hillstrom 438 -340-

Memo to: Mary Kruger From; Pauline Zabawaki Date: August 27/S2 Celbeemen, Nursing Program Vancouver Community College Lingers Campus

RE: MINISTRY OF EDUCATION PROJECT ON RN - BSN COMPARISON

As I promised in our phone conversation of August 25, I am leaving you some information on this project which I havebeen contracted to perform.

Please find enclosed, the following;

1. Terms of Reference or the project which I received from Lisa Kallstrom on July 5.

2.A list of questions which I need clarified before I can continue. 3. Profile 3. Profile cards which I have developed using your lestR.N.A.B.C. program submission end the VCC (Langers) Calendar 1982 and 1983.

Mary, in addition, -to Item 1 of the Terms of Reference, I willbe using clinical evaluation tools and classroan evaluation techniques to describe the depth and level of competency required by students. to meet objectives.

I would appreciate any assistance you can provide me towardcompleting this project by October 31, 1982.

I look forward to our brief meeting on August 31, 1982, so thequestions I have may be addressed.

Have a great weekendl If you require further information, please . contact me at 734-0536.

Pauline Zabewski 2610 MecKanize Street Vancouver, B.C. VGK 4AI -341

MEMO TO: Dr. Marilyn Willman From: Pauline Zebewski Director UBC School of Nursing Dote: August 27, 1982

RE: B.C. MINISTRY OF EDUCATION PROJECT Rh - BSN PROGRAM COMPARISON

Please find attached the Terms of Reference of thin project which I received from Lisa Mallstrom on July 5. qTria.-4.4..-409e-aseeeesh deirtgn-fOrmVitirmerelee4.- Evaluation techniques, tools and strategies will also be included, in order to describe the level of expectation that is required of students in the individual programs.

The sources of data I am using ere:

1.) The individual program's R.N.A.B.C. submission reports, in particular, the content included under Approval Cri- teria 1 and 2.

2.) The educational institutions Calendars for 1982 - 1983.

i will be making site visits, to clarify and verify the data I have collected, during September and early October.

The final synthesize of findings will be forwarded to the Ministry of Education by October 31, 1982.

I would appreciate any suggestions you have for this project.

If you require any further information about this project, please contact me at 734-0536. I will be a full-time graduate student this fall, so it may be easier to contact me by mail at

2610 MacKenize Street Vancouver, B.C. V6M 4AI

Thank you, in advance, for any information and assistance that you will provide. -342-

THIEUNIVERSITYOFBILMSHCOLUMBIA 1.11.C. 1411114 IIKALTH =M C= MALL VAIWOUVER, R.C. VII iws

TM SCHOOL Of NURSING

August 31, 1982.

Ms. Pauline Zabawski 2610 Mackenzie Street Vancouver, B.C. V6K 4A1

Dear Ms. Zabawski:

Enclosed are the documents requested in Mt. Fisher's letter and in my discussion with you on August 27. Specifically, these are the School's R.N.A.B.C. submissions related to Criteria 1 and 2 as set forth in the approval of schools document. As we determined, you have a copy of the 1982/83 U.B.C. Calendar.

Please contact me if there are questions regarding the above material. I look forward to reviewing the U.B.C. material prior tothe inclusion in your report.

Yours sincerely,

Marilyn D. Willman, R.N., Ph.D., Professor and Director.

Enclosures.

MDW/th

4 -343- okanaqn college1000 ICLO Rood, Kelowna, BC. VI Y 4X8 retephom 762.5445

September 16, 1982

Pauline Zabawski 2610 Mackenzie Street Vancouver, B.C. V6K 4A1

Dear Pauline:

We are pleased to be participants in your study of diploma and degree programs in nursing education. The textbooks listed are the ones presently being used although our faculty will be reconsidering the Medical-Surgical Nursing text and Pediatric text this October with the possibility of changing them for Winter semester.

Looking forward to meeting you during your site visits.

Sincerely,

Gail Prowse Coordinator, Practical & Diploma Nursing Programs

GP/rb

Attachment

CENTRES IN REVELSTOKE SALMON ARM ARMSTRONG VERNON KELOWNA SUMMERLAND PEN'TICTON OSOYDOS 4 2 Pibewski DATE: Sept. 29, 1187 444- MEMO TO: Dr. Marilyn Willman FROM: Paulis Director U8C School of Nursing

RE: 8.C....utationProt Co rison

research design for Thank you for your willingnessto advise me on the the following componentof thiedescriptivestudy: 1., a., iv., C., Depth/level of learninq end span/width of learning to be measured by acomparison of a apple from a each of the 6 cognitivecompetency areas, and onesample from each of the 10 manualskill categoric/P.(P1msrefer,to the Project's Terms ofReference.) describe the level I understand the purposefor such a task is to educational content which eachof the or depthand.width or.spen of Each of the four college five programs includein their curriculums. nursing programs will then becompared to the U.B.C.8.S.N. program. Please find attached twopossible proposals foraccomplishing this suggestions you may have. task. I will welcome any prepared, based on the In addition, I will bringthe drefr work I have However, program submissionsof the 8.5.N program andthe U.B.C. Calendar. complete the data collection: I will require thefollowing before I can In the 1.) The clinical evcluationtools presently being used program. that are presently 2.) The course objectivesfor all required courses If these are not avail- being used. (le- excluding electives.) able from you, pleasesuggest were I can obtainthem. (ie- Courses not beingtaught by the School ofNursing.) registered nurses, 3.) The Selections Criteriaused for entering other than thosestated in the 1982.1983U.B.C. Calendar. program 4.) Any documents which arebeing used in the B.S.N. for manual which desCribe theexpected level of performance skills. (eg.- proficiency skillslists) and your comments onthe proposals. I look forward to ourmeeting tomorrow alternate research The Ministry of Educationstuff would welcome en design if either of thesedo not meet with yoursatisfaction. it0

41,

17P 44J Afrj -345-

RESEARCH PROP054 *

A.. SUMMARY of the required courses An analysis ofthe course objectives for each taxosony to describe of each program would beaccomplished by using a the level of competency asindicated by the wording of theobjectives.. An analysis of the level ofexpectation would beaccomplished by using Therefore, the the same taxonomy to describethe clinical evaluation. three domains of learningwould be described /fadingto the different- iating of the level and soonof learning.in each program.

S.) PROTOCOL included 1.) The objective is to describe thedeath /level of content in each of the five programs. \*N.Z/ framework that could 2.) An article is attached whichwill describe the be used to describe theobjectives. this study would be: 3.) The general strategy to conduct COMPETENCY AND SKILLS WorkingDocument a.) To use the R.N.A.S.C.'s (enclosed) as the conceptualframework for grouping the level and course objectives. used for the cognitive domaininc b.) 3loc-'s taxonomy woulc be Krathwohlis taxonomw for theaffective domain. could els: c.) The level of competencyfor the psychomotor domain be described usingthis method or the proficiency list!' developed in most programscould be used. .) The criteria for the successof this design would be decency:- upon agreement byall five program heads. In addition,

e.) all objectives would haveto be those currently in use.

c..) all objectives are wellwritten. the taxonomic level determined. c.) all program heads verify

5.) Advantages -all encompassing Disadvantages timeconsumming c large amount ofdata.

444 -344-

0 RESEARCH PROPOSAL 02 / A..SUMMARy An analys s of the content and performance level of selected competencies and skill would be accomplishedby describing the content included, presented.and evaluated for each selected behavior. tile B. Protocol 6,1 I.) The objective is to 'ascribe the depth/level of selected behaviors taught in each of the five programs. 2.) The general strategy to conduct this study would be to use:

a.) the R.N.A.O.C.'s Comontency and Skills Working Document a-d the R.N.A.S.C.'s Essential Manuel Skills Document as the competencies and skills included in all programs. b.) The five nursing program heads plus Sally Maclean would be asked to select'the specific competencies and skills. c.) each selected area to be investigated would be described in depth including the taxonomic level, specific content and teaching methodol6In 3.). The criterie for success of this design would be doendent uoor cooperation by all progrei heads and sally MacLean. (Mary Krueger does not agree with this design)

4.) Advantaoes -conservation of tine -a study which may be more easy to read and digest Disadvantages -may not accurately reoresent the total orobram (Mary's obiectior* -content emphasis in courses changes with different faculty -347-

November 12, 1982

Mrs. Thelma Brown Chairperson, Nursing Programs Camosun College 1950 Lansdowne Road Victoria, 8.C. V8P 532

Dear Tnelm4.

Re: Ministry of Education R.N. - B.S.N. Program Comparison Project

In pre;:armtion for 0,y on-site visit, Nover.4er 19, 1992, I am for,,p,rding guidelines for ttse nn-Site Visit (Attached). As outlined, there are two objectives for (I-. visit, they are:

a.) to collect data on the selected competencies and skills b.) to.review the data I have compiled to date.

The data I am collecting on part a.) W11 be used by me in this study, to describe the ed.netionel content and the process of instruction or lethodology of tNe educational princes. I wiles l not be using the data to evaluatd y" r program, students or graduate performance, etc.. I ' willing ti 41ter or expand the questions I have poised in relation to the selected competencies and skills, if you do not perceive that these questions do not encmemme$,s the intent to describe content or methodology. The data I have compiled to date and wish to receive feedback on, includes the following:

a.) sum-reiyof the Philosophyeof the College. b.) Overview of the Philosophy ?our nursing program. c.) Summary of the Major Units from,your Model of Nursing. d.) Student Admission requirement; fin entry to your program. r) Samester Profiles. r,) Instructional Hours Overview. Description of the terminal and level objectives. h.) Description of the textbooks and instructional sides.

The date from the lest two items will be evailahle at the time of my vivit(perhaps before!). I have also included the following reference materiel, which may provide you with further information on the methodology I have selected for this descriptive study:

CNA A DEFINITION OF NURSING PRACTICE .STANDARDS FOR NURSING PRACTICE, CANADIAN NURSES ASSOCIATAON, Ottawa, June 1980, pages 17-22.

GEISSLER, Elaine M. "Matching Course Ohj.ltives to Course Content", NURSING OUTLOOH, Septeember, 1974, Vol. 22, No. 9, pages 579-582. 446 ..../2 -348 --

-2- "-7r!s, Lynn Lv-.ns and Fitz-Gitl!inn, ^n--11 '-!'or, KIld TO 0E.N. JITH GOALS-'.D1 ClJECTIVES,*+. *Me n2verly !I'Is/ Sacei5uhlications. 197E4.

At the ti!re of my visit, I would appreciate the answers to all the questions I have stated. However, if this inforltion is not availably on Novehber 19,1.982,I hope to receive the !nfpr-ation by Decehber 7, 14(12. I am returning your copy of my letter of Octoher 15, 1982, which was enclosed with your co -'oleted survey. I look forward to our heetino on Friday, Nove-her 19. I will -eet voU at oJr office at 10:30 a.m.. I will be ava'ilaple to you and Your faculty for the rerrainder of the day. I' you reouire further information before g-ly visit, olease confect -e at 734-0536. I ah usually at this hu7ber Tuesdays, '.ledn?soays Fridsys iefore 11:30 a.m..

Slkoerely

?aul;ne 2610 !'e.:erlize Street Vancouver, 9.0. VGK 4A1 cc; Liza Kallstro-1

Enclosures: -349- November 18, 1982

Mrs. Jeanette Funke-Furber Director, Nursing Program Cariboo Collitge P.O. Box3010 900 McGill Road Kamloops, B.C. v2C 5N3

Dear Jeanette

RE: B.C. MINISTRY OF EDUCATION R.N. - B.S.N. PROGRAM COMPARISON PROJECT

In preparation for my on-site visit, I m forwarding guidelines for the visit, they are attached.As outlined, there are two objectives for the visit, they are:

a.) to collect data on the selected competencies and skills, and b.) to review the data I have compiled to date.

The data I am collecting on part a.) will be used by me in this study, to describe the educational content and the process of instruction or methodology of the educational process. I will not be using the data to evaluate your program, students or graduates performance, etc.. I am willing to alter or expand the questions I have poised in relation to the selected competencies and skills, if you perceive that these Questions do not encompass the intent to describe content or methodology. The data I have compiled to date and wish to receive feedback on, includes the following:

a.) Summary of the Philosophy of the Educational Institution. b.) Overview of the Philosophy of'your nursing program. c.) Summary of the Major Units from you Model of Nursing. P.) Student Admission Requirements for entry to your program. e.) Semester or Term Profiles. f.) Instructional Hours Overview. g.) Description of the terminal and level objectives using the coding sheet I have developed. h.) Description of the textbooks end instruct4onal aides.

The date from the last two items will be available at the time of my visit (perhaps before). I have also included the following reference material, which may provide you with further information on the methodology I haveselected for this descriptive study:

CNA.A DEFINITION OF NURSING PRACTICE .STANDARDS FOR NURSING PRACTICE, CANADIAN NURSES ASSOCIATION, Ottawa, June, 1980, pages 17-22.

448 CODE SHEET AND CATEGORIES for describing the objectives.

GEISSLER, Elaine M. "Matching Course Objectives to Course Content", Nursing Outlook, September, 1974, Vol. 22, No. 9, pages 579-582.

Morris. Lynnlyons and FitzGibbon,Carol Taylor, HOW TO DEAL WITH GOALS AND OBJECTIVES, BeverlyHills/Sage Publications, 1978.

In addition to the questions I haveasked on the enclosed data, I require an answer to a very importantquestion about the instructional hours or out-of-class workloadof students in your program.The question is:

WHAT IS THE AVERAGE NUMBER: OF HOURS OFHOMEWORK REQUIRED EACH WEEK BY THE STUDENT FOR SUCCESSFULCOMPLETION OF EACH COURSE IN YOUR PROGRAM? IF THIS QUESTION CAN NOT BE ANSWEREDFOR YOUR PROGRAM. PLEASE SPECIFY THE RATIONALE OFINABILITY TO CALCULATE THESE HOURS.

The rationale for asking this questionis that Cemosun College uses in-class workload and out-of-class workloadto determine the instructional hours per week based on the instructionaltechnique of independent learning modules. Therefore, to accurately compare theamount of instruction and student workload between thefive programs,-comparsble data must be used by anyone makingcomparisons between the programs. I em willing to accept an anwser tothis question that states that this data is not available until furtherresearch has been completed. At the time of my visit, I would appreciatethe answers to all the questions I have poised. However, if this information is notavailable, I hope to receive the information byDecember 10, 1982. I look forward to our meeting on Friday, November 26, 1982. I will be arriving in Kamloops the evening before, end leavins Kamloops at7:50 pm. on November 26. I will available to you and your faculty all day Friday, however, I am not sure of the time I will meet you at the college. There- fore,I will phone you next week, to confirm the starting time of our meeting. If you require further information before my visit,please contact me at 734-0536. I em usually at this number Tuesday and Wednesday before 11:30am. and after 8:00pm.. I will be visiting Gail Prowse in Kelowna on November 25, if there is any change in yourplans for our meeting.

Sincerely

Pauline Zabawski 2610 MacKenize Street Vancouver, B.C. V6M 4A1

CC: Liza Kallstrom -351- November 18, 1982

Ms. Gail Prowse Coordinator, Practical end Diplome Nursing Programs Okanagan College 1000 KU) Road Kelowna, 8.C. V1Y 4X8

Deer Gail

RE: 8.C. MINISTRY OF EDUCATION R.N. - B.S.N. PROGRAM COMPARISONPROJECT

In preparation for my on-sitevisit, I am forwardingguidelines for the visit, they are attached. As outlined, there are twoobjectives for the visit, they are:

a.) to collect data on the selectedcompetencies end skills, and b.) to review the data I have compiledto date.

The date I am collecting on parta.) will be used by me in this study, to describe the educational contentand the rocess of instruction or methodology of theeducational process. I will not be using the data to evaluate your program,students or graduates performance,etc.. I am willing to alter or expendthe questions I have poisedin relation to the selected competencies andskills, if you perceive that these questions do not encompass the intent todescribe content or methodology. The date I have compiled to dateand wilt' to receive feedback on,includes the following:

a.) Summary of the Philosophy of theEducational Institution. b.) Overview of the Philosophy of yournursing program. c.) Summary of the Major Units from youModel of Nursing. di.) Student Admission Requirements forentry to your program. e.) Semester or Term Profiles. f.) Instructional Hours Overview. g.) Description of the terminal andlevel objectives using the coding sheet I have developed. h.) Description of the textbooks endinstructional aides.

The date from the last twoitems will be available at thetime of my visit (perhaps before). provide I have also included thefollowing reference materiel, which may you with furtherinformation on the methodologyI have selected for this descriptive study:

CNA.A DEFINITION OFNURSING PRACTICE .STANDARDS FOR NURSINGPRACTICE, CANADIAN NURSESASSOCIATION, Ottawa, June, 1980, pages17-22.

..../2

450 -352- 2 -

CODE SHEET AND CATEGORIES for describing the objectives.

GE/SSLER,,Elaine M. "Matching Course Objectives to Course Content", Nursing Outlook, September, 1974, Vol. 22, No. 9, pages 579-582.

Morris, Lynn.Lyons and Fitz-Gibbon, Carol Taylor,HOW TO DEAL WITH BOALS AND OBJECTIVES, Beverly Hills/SagePublications, 1978.

In addition to the questions I have asked onthe enclosed data, I require en answer to a very importantquestion about the instructional hours or out-of-cless workload ofstudents in your program. The question is:

WHAT IS THE AVERAGE NUMBER OF HOURS OF HOMEWORKREQUIRED EACH WEEK BY T4E STUDENT FOR SUCCESSFUL COMPLETION OFEACH COURSE IN YOUR PROGRAM? IF THIS QUESTION CAN NOT BE ANSWERED FORYOUR PROGRAM. PLEASE SPECIFY THE RATIONALE OF INABILITY TOCALCULATE THESE HOURS.

The rationale for asking this question isthat Cemosun College uses in-class workload and out-of-class workload todetermine the instructional hours per week based on the instructionaltechnique of independent learning modules. Therefore, to accurately compare the amountof instruction and student workload between thefive programs,-comparable data must be used by anyone makingcomparisons between the programs. I am willing to accept an anwser to thisquestion that states that this data is not available until further researchhas been completed. At the time of my visit, I would appreciate the answersto all the questiOns I have poised. However, if this information is notavailable, I hope to receive the information by December10, 1982. I look forward to our meeting onThursday, November 25,1982. I will be arriving on P.W.A. flight number100 at 8:53 am., thank you in advance for picking me up at the airport. I will be leaving for Kamloops at 4:45 pm., so I will be available to youand your faculty far the entire day, if you wish. If you require further informationbefore my visit, please contact me at 734-0536. I em usually at this numberTuesdays, Wednesdays and Fridays before 11:30am. and after 8:00 pm.

Sincerely

Pauline Zabawski 2610 MacKenize Street Vancouver, B.C. V6K 4A1

cc: Liza Kallstrom -353-

Gecember 1, 1982

Ms. Gall Prows' Coordinator, Practical and Diploma Nursing Programs Okanagan College 1000 ML.O Road Mahone, S.C. Viv de

Dear Gail

RE: S.C. MINISTRY OF EDUCATION R.N. - S.S.N. PROGRAM COMPARISON PROJECT

As a follow up to my recent pleasant visit to you, I am enclosing a list of questions which we could not address. I have and will be asking AM the chairman of the nursing programs these same questions. I am still waiting for the results of the research I have done to determine tt accuracy of the coding method I have developed. Therefore, at present, I am unable to send you the description of the objectives. Hopefully, this will completed'shortly. Thank you again the enjoyable day I had with your faculty, dean and you. I appear to have recovered from my illnese,following my return to Vancouver. If you require further information, please contact me at 734-0536.

Sincerely

/ f

Pauline Zabawaki 2610 MacKenize Street Vancouver, S.C. V6K 4A1 cc: Liza Kallstrom -354-

okanacian colleqe1000 KLO Rooe Kelowna B C Vi Y 4X8 Telephone 762-5445

December 23, 1982

Pauline Zabawski 2610 MacKenzie Street Vancouver, B.C. V6K 4A1

Dear Pauline:

The second set of questions proved to be most helpful. We originally tried to answer the first set by each teacherattempting to estimate the time devoted to those objectives within his/hercontent and found it a horrendous job yielding unreliable results. These objectives being such broad end goalsare so much the product of the whole socialization that to be exact about "what content","what number of hours" is like trying to pull out all the membranesof an orange and say this is what it looks like and where it is inside.

We are hoping that you do not think thisis a cop out and that from the broader stuff you are still getting comparabledata. We feel a special sympathy for your task, and are pleased if thestudy becomes a medium for more discussion and understanding ofnursing education within the Ministry. Keep up the good work and best wishes withyour degree goals.

Yours truly,

AtT ft'

itProwse Coordinator, Practical Diploma Nursing Programs

SP/rb

Attachment

CENTRES IN REVELSTOKE SALMON ARM ARMSTRONG VERNON KELOWNA SUMMERLAND ,) f PENTICTON -355-

Camoetm College1950 Lansdowne Road, Victoria. British ColumbiaVIP5J2 IPhone (604) 592 -1281 1PF

DIVISION OF HEALTH & HUMAN SERVICES

1982 12 23

Hs. Pauline Zabawski, 2610 MacKenzie St., VA/421JVER, B.C. V6K 4A1

Dear Pauline:

Your letter of Dec. 1 requests a setof timetables and these are attached. The documentation requested at theon-sit- visit has been sent to you by Helen Betey. The only point I'd like to add now is in rogards to theout-ot-class workload hours. These are currently under review at Camospn Collegeand may be revised in the future. Perhaps you could note this on your"Summit= or 'It= Profiles" documentation.

Thank you.

Sincerely,

Thelma Brown, Cbordinator, NUrsing Programs.

113/kis /Attache. c.c. -356- THE UNIVERSITY OF BRITISH COLUMBIA INTIRDIPARTMENTAL M EMORAN DUM

Pauline Zabawski 11, Flt,a,a4LDr. Marilyn D. Willman School of Nursing. ,..,,...r1.111=1181.11110+1=1=IPT,..101m1.14.1.1IPPRImel..041.1101111.11111

January 25, 1983.

ftmemminowftrAp.-.4nomm==mmom====mmomm Re: Additional Data for Study of Programs

1) The summary of the UDC Model is satisfactory.

2) Relation of program objectives to selected competencies and skills:

4. DttjrgSLigEpemonstratescnitiveskillirerobl-solvitemiaroath.

Numbers 1 through 4 under Fou dationsfor Professional Nursing Practice. Numbers 1, 2, 3, 4, 5, 7, 10, 11, 12 under Professional Nursing Practice.

5. tem__....__z2rsjl.tLR_pDemonstratesabilittousettlrocessinrovidthgnursincare.

Numbers 1 through 4 under Foundations. Numbers 1 through 12 under Practice.

10. Guides patients toward a better understanding of the health needs and potentialities.

Numbers 1 through 4 under Foundations. Numbers 1 through 12 under Practice.

12. Demonstrates communication skill in the practice of nursing.

Numbers 1 through 4 under Foundations. Numbers 1, 2, 3, 4, 5, 6, 10, 11, 12 under Practice.

15. Demonstrates organizational ability in providing nursingLcare.

Numbers 1 through 4 under Foundations. Numbers 1 through 15 under Practice.

3) Exam blueprints will be provided when available.

4) It is not possible to report "average number of hours ofhoMework required each week" because these data are not collected. No such figure is used in estimating a total workload for students in the School of Nursing.

-A.41,t41,17-44' Marilyn D. Willman.

;''!", tj June 20, 1983

Ms. Gail Prowse coordinator of Practical and Diploma Nursing Programs Okanagan College 1000 KLO Road Kelowna, B.C. V1Y 4X8

Dear Gail:'

Re: R.N. - B.S.N. Program Comparison Project B.C. Ministry of Education

Thank you for reviewing and commenting on your program's component of the report for this study. I have appreciated your feedback.

Please find enclosed the revised pages. Hopefully, these will now be acceptable for inclusion in the report.

I would appreciate your response as early as possible, as I hope to have the report completed shortly.

I may be contacted at 734-0536 or by mail until the end ofJune.

cerely,

Pauline Zabawski 2610 MacKenzie Street Vancouver, B.C. V6K 4A1

Enc.

cc: Liza Kalistrom

456