APPLICATION FOR MINISTERIAL CONSENT TO THE POSTSECONDARY EDUCATION QUALITY ASSESSMENT BOARD
HONOURS BACHELOR OF SCIENCE IN NURSING
Submitted by:
SAULT COLLEGE
www.saultcollege.ca
May 2021
ABSTRACT
The proposed Sault College Bachelor of Science in Nursing (Honours) Degree; and the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing Degree Bridge program will meet important regional demand for registered nurses in northern Ontario.
The Ontario College degree program is aligned with the Ontario Qualifications Framework for Baccalaureate/Bachelor’s Degree: Honours, facilitating pathways into graduate studies. The program has also been designed to achieve the professional competencies defined by the College of Nurses of Ontario (CNO). Sault College will seek CNO program approval, following Ministerial Consent.
The BScN Program at Sault College is designed to provide nursing students with the knowledge and skill set necessary for quality professional nursing practice. This is achieved with curriculum that supports the development of a value system that respects history, diversity, human rights, and human dignity.
The program is designed for an in-class, in-person learning experience; courses will incorporate hybrid delivery models, providing students with flexibility and variety in their learning experiences.
CONTENTS SECTION 1: INTRODUCTION ...... 4 College and Program Information...... 4 Executive Summary ...... 5 Introduction ...... 8 SECTION 2: DEGREE LEVEL STANDARD ...... 15 Depth and Breadth of Knowledge ...... 16 Conceptual and Methodological Awareness/Research and Scholarship ...... 31 Communication Skills ...... 32 Application of Knowledge ...... 34 Professional Capacity/Autonomy ...... 36 Awareness of Limits of Knowledge ...... 36 SECTION 3: ADMISSION, PROMOTION AND GRADUATION ...... 38 Admission Requirements ...... 38 Advanced Standing and Degree Completion ...... 44 Registered Practical Nursing (RPN) to BScN Bridging Program ...... 44 Prior Learning Assessment ...... 50 Promotion and Graduation ...... 50 Academic Withdrawal, Sanctions and Suspensions ...... 51 SECTION 4: PROGRAM CONTENT ...... 52 Program Overview ...... 52 Non-Core (Breadth) Courses in BScN ...... 76 Course Outlines ...... 78 Course Schedule...... 79 Work Integrated Learning ...... 82 Program Advisory Committee ...... 94 SECTION 5: PROGRAM DELIVERY ...... 98 Quality Assurance of Program Delivery Methods ...... 98 Support for Teaching and Learning ...... 99 Student Feedback ...... 103 Online Delivery ...... 104
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SECTION 6: CAPACITY TO DELIVER ...... 105 Faculty Qualifications for Undergraduate Programs ...... 108 Faculty Policies ...... 109 College Services and Resources ...... 111 SECTION 7: CREDENTIAL RECOGNITION ...... 129 Labour Market Analysis ...... 129 Employer Commitment ...... 137 SECTION 8: REGULATION AND ACCREDITATION STANDARD ...... 149 SECTION 9: NOMENCLATURE ...... 151 SECTION 10: INTERNAL QUALITY ASSURANCE AND DEVELOPMENT ...... 153 SECTION 11: ACADEMIC FREEDOM AND INTEGRITY ...... 155 Academic Freedom ...... 155 Academic Honesty ...... 156 Intellectual Property, Ethical Research and Copyright ...... 157 SECTION 12: STUDENT PROTECTION ...... 161 Public Information ...... 161 Student and Consumer Interests ...... 161 SECTION 13: OPTIONAL MATERIALS ...... 175 SECTION 14: POLICIES ...... 193
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SECTION 1: INTRODUCTION
COLLEGE AND PROGRAM INFORMATION
Full Legal Name of Organization Sault College of Applied Arts & Technology
Operating Name of the Organization Sault College
URL for Sault College https://www.saultcollege.ca/
Proposed Degree Nomenclature Honours Bachelor of Science in Nursing
Proposed Program Location Sault College 443 Northern Ave. E. Sault Ste. Marie, ON, Canada P6B1E2
Contact Information Responsible for this Submission and for Site Visit:
Jill Pateman Academic Development and Quality Manager Sault College 705-759-2554 ext. 2676 [email protected]
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EXECUTIVE SUMMARY
Sault College is seeking Ministerial Consent under the Postsecondary Education Choice and Excellence Act, 2000, for the following programs:
1. Bachelor of Science in Nursing (Honours) Degree; and 2. Registered Practical Nurse (RPN) to Bachelor of Science in Nursing Degree Bridge program
Anticipated Program Start Date: September 2022 Anticipated Enrolment: 65 direct entry students in Year One
Sault College has delivered all four years of the Collaborative Bachelor of Science in Nursing degree with Laurentian University since 2001. The College has the capacity to deliver a high-quality degree program, aligned with the standards outlined for public colleges by the Postsecondary Education Quality Assessment Board (PEQAB).
Sault College recognizes the importance of improving access, retention, and success for underrepresented groups. The BScN program will reserve 10% of the seats in each intake for graduates of the Pre-Health – Pathway to Advanced Diplomas and Degrees One-Year Ontario College Certificate program. Five percent of the seats in the program are reserved for applicants self-identified as being of Indigenous decent; five percent of the program’s seats for International students.
A stand-alone nursing degree in Sault Ste. Marie would enable means response to need of the community and of the entire Algoma district of northern Ontario in a timelier manner than otherwise able while connected to the university system. The program at Sault College has been designed with a curriculum geared to the population health needs and the cultural aspects of the local region. In addition to the continued need for a BScN degree locally, there is also a need for a Registered Practical Nursing (RPN) to BScN Bridging Program. Sault College is developing a RPN to BScN Bridging Program to further support the College’s ability to serve the need in the Algoma district, and beyond, for registered nurses.
Sault College has a well-established network of partner organization in the region. These partners provide work-integrated learning opportunities for students and rely on the program’s graduates to staff their agencies with job-ready knowledge and skills. Letters of support form several of the College’s partners are included with this submission.
Sault Ste. Marie is four hours from the next Ontario city with a Bachelor of Science in Nursing program. The City is located within the North East Local Health Integrated Network, (LHIN), which serves a vast area of 400,000km2 in north eastern Ontario. Sault College is one of four post-secondary institutions in the NE LHIN, to offer a BScN degree. The region includes 34 hospitals, 42 long-term care homes, 1 community care access centre, 64 community support service agencies, 48 mental health and addictions
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agencies, and 6 community health centres. North East Local Health Integration Network (LHIN) (nelhin.on.ca). Registered nurses are in great demand in the region, and beyond.
Sault College has in place all resources required to deliver the degree program and ensure students are well supported through the College’s physical and technological infrastructure and by the best in-class student support services and teaching staff. Quality of learning experiences and of student services have both consistently been graded among the top three institutions in the province by Sault College students throughout the past decade. The College has a quality assurance mechanisms, including policies and procedures, to ensure students are supported in achieving the program’s intended outcomes.
To ensure strong evidence-based educational foundation for students in the program and employability of the program’s graduates, the program learning outcomes are fully aligned with the Degree-Level Standards for Baccalaureate/Bachelor Degree (Honours) programs as outlined in the Ontario Qualifications Framework; the College of Nurses of Ontario (CNO) Entry-to-Practice Competencies; the Canadian Association of Schools of Nursing (CASN) Standards; and, the Indigenous Learning Outcomes (ILOs) developed by The Negahneewin Council in response to the Indigenous Education Protocol, with input from an ad-hoc program advisory committee representing healthcare organizations throughout the Algoma district.
The Program will be submitted for approval through CNO and following graduation of the first intake of students into the program, for accreditation by the Canadian Association of Schools of Nursing (CASN).
The BScN Program of Study consists of 122 course credits across 34 courses in four years. There are 28 core courses, which provide the specialized knowledge and skills for a graduate nurse (generalist) with strong foundational knowledge in science. Complimenting the in-class, didactic learning, students engage in 1,230 hours of work integrated learning through clinical placements and 252 on-campus lab hours. The table on the page below presents the program of study at-a-glance, indicating the mix of core and non-core (breadth) courses.
The program is designed for an in-class, in-person learning experience; courses will incorporate hybrid delivery models, providing students with flexibility and variety in their learning experiences. The two courses in the final semester of study (Semester 8) are planned as on-line delivery. This delivery plan enables students to consolidate the final practicum experience in an approved out-of-town placement if they choose.
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CORE & NON-CORE COURSES
Core = C Semester Course Code Course Title Non-Core = NC BSCN1000 C Clinical I: The Fundamentals of Nursing BSCN1001 C Relational Practice I: Reflection 1 BSCN 1002 C Professional Growth I: Introduction to Professional Nursing BIOL1050 C Human Anatomy and Physiology I SSC110 NC-Mandatory Introduction to Indigenous Canada BSCN1100 C Clinical II: Health Assessment BSCN1101 C Relational Practice II: Communication in Nursing 2 CHEM1150 C Biochemistry BIOL1150 C Human Anatomy and Physiology II PSYC1150 NC-Mandatory Lifespan Development BSCN2000 C Clinical III: Medical-Surgical Nursing BSCN 2001 C Pharmacology I 3 BSCN 2002 C Health Informatics BIOL2050 C Introduction to Microbiology PATH2050 C Pathophysiology I BSCN2100 C Clinical IV: Medical-Surgical Nursing BSCN2101 C Professional Growth II: Ethics 4 BSCN2102 C Pharmacology II PATH2150 C Pathophysiology II NUTR2150 C The Science of Nutrition BSCN3000 C Clinical V: Mental Health BSCN3001 C Clinical Nursing in Community Settings 5 BSCN3002 C Obstetrics & Reproductive Health NC - Elective Student Choice (Non-Core) BSCN3100 C Clinical VI: Child & Family Health BSCN3101 C Population Health 6 BSCN3102 C Nursing Research I: Quantitative STAT3150 NC-Mandatory Statistics (Mandatory Non-Core) BSCN4000 C Clinical VII: Advanced Clinical Concepts I BSCN4001 C Professional Growth III: Nurses Influencing Change 7 BSCN4002 C Nursing Research II: Qualitative NC- Elective Student Choice (Non-Core) BSCN4100 C Clinical VIII: Advanced Clinical Concepts II 8 BSCN4101 C Professional Growth IV: Leadership & Management
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INTRODUCTION
Sault College’s Bachelor of Science in Nursing (BScN) Program acknowledges that we are located on the traditional territory of the Anishinaabe peoples of the Robinson-Huron Treaty area. As a nursing education program, we recognize the critical relationship between people, land, and health. (Richmond, 2015). We thank all the generations of people who have taken care of this land, for thousands of years.
ABOUT SAULT COLLEGE
The Vision of Sault College is to make our society a better place by providing a transformative life experience through empowering those who study with us to think and learn in progressive, innovative ways, including those we have not yet imagined.
Our Mission is to be recognized as the pre-eminent student-centred post secondary institution in the province with an unyielding dedication to giving students the tools to reach their goals, and in doing so, be a cornerstone of the communities we serve. With this impressive mission and vision, we are driven to providing an increasing number of relevant and impactful learning opportunities that lead to strong career paths in support of an economy needing highly skilled and trained workers.
Sault College transforms the lives of students by providing innovative post-secondary education and training, granting Ontario College certificates, diplomas, advanced diplomas, graduate certificates, and degrees to those who study here. As of the Winter 2021, the postsecondary program offering mix is as follows:
• 16 Ontario College Certificate programs • 33 Ontario College Diploma programs • 7 Ontario College Advanced Diploma programs • 24 Ontario College Graduate Certificate programs • 1 Collaborative Bachelor of Science in Nursing Degree program
Sault College is seeking Ministerial Consent to offer the Bachelor of Science in Nursing program as a stand-alone Ontario College degree program, with the first intake of students into Sault College’s independent program planned for September 2022. This will be the College’s first degree program for which it is the credential granting body. In addition to the Bachelor of Science in Nursing degree, the first intake of students in a Bachelor of Engineering degree program in collaboration with Humber College is planned for September 2021. Students will earn a Humber College degree while studying all four years at Sault College.
Sault College is proud and excited to deliver high-quality Ontario College degree programs, contributing to the economic and social development of northern Ontario.
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Sault College has historically responded to the educational needs of northern residents, with a program mix which is constantly informed by local industry and community partners and the interests of students in the region surrounding Sault Ste. Marie.
On average, 20% of the College’s student body each year self-identify as being of Indigenous decent. Sault College’s commitment to Indigenous students was further solidified with the signing of a National Indigenous Education protocol and a resolved commitment to contribute to the reconciliation between Indigenous people and other Canadians. The College is committed to forging a reconciled relationship with First Nations, Metis and Inuit peoples and a commitment to move forward in a spirit of trust and collaboration. In 2017, Sault College was selected as the Colleges and Institutes Canada (CICAN) Indigenous Learning gold medal winner.
The community college has emerged over the past half decade as an active contributor in making Ontario a global leader in postsecondary education. While in September 2016 there were 72 International students, representing 3% of the college’s student body, five years later in September 2020, there were 1064 International students studying with the college, representing 42% of the students enrolled fulltime in Ontario College credential programs.
ALIGNMENT WITH THE COLLEGE STRATEGIC MANDATE AGREEMENT
In the Sault College Strategic Mandate Agreement of 2017-2020, Health Sciences and Applied Arts (Community Services, Media, Design, and Justice Studies) are noted as areas of institutional strength and expansion. In the current Strategic Mandate Agreement (SMA3) 2020-2025, the focus is on Work Integrated Learning; e-Learning; micro-credentials; International Student enrolment; improved employment and graduation rates; and the cultivation of an understanding and appreciation of Indigenous history, culture, and traditions.
To expand and strengthen Health program offerings, Sault College developed the following Ontario College Credential programs in the last 12-18 months:
• Personal Support Worker – Accelerated • Personal and Developmental Support Services • Enhanced Practice for Internationally Educated Nurses – Acute Care • Professional Nursing Practice for Internationally Educated Nurses – Gerontology and Chronic Illness
Enhanced Practice for Internationally Educated Nurses – Acute Care and Professional Nursing Practice for Internationally Educated Nurses – Gerontology and Chronic Illness were developed to serve internationally-trained nurses - those who are already Registered Nurses in their home countries - to become registered with the College of Nurses of Ontario.
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Work integrated learning is an integral part of education in the college system and especially in programs where the graduate enters a regulated profession, such as nursing.
The chart below lists the programs in the School of Health, Community Services, Interdisciplinary Studies, Media, and Design. The programs shaded in light blue are those programs within a regulated profession and which have a work integrated learning experience imbedded within the program of study. The programs shaded with green and those shaded with grey also incorporate experiential learning to prepare the graduates for employment or to begin their own business.
Several of the programs listed have participated in interprofessional educational (IPE) events with the BScN program over the years. Student in the programs participating in the IPE have done so in partnership with other students in the community, such as Northern Ontario School of Medicine (NOSM) residents and pharmacy or dietitian students from different universities.
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School of Health, Community Services, Interdisciplinary Studies, Media and Design
Full-Time Programs
Health Community Services Interdisciplinary Studies Media & Design
Laurentian University Collaborative Child & Youth Care Language & Communication Digital Film Production BScN Degree
General Arts & Science– English Practical Nursing Diploma Social Service Worker Graphic Design – Digital Media for Academic Purposes
Social Service Worker – General Arts & Science– One Personal Support Worker Game - Art Indigenous Specialization Year
Personal Support Worker – General Arts & Science– Early Childhood Education Accelerated University Transfer
Child & Youth Care – Seven Gerontology (Multidisciplinary) Math Generations Education Institute
Enhanced Practice for Internationally Early Childhood Education - Seven Educated Nurses – Acute Care Generations Education Institute
Social Service Worker – Professional Nursing Practice for Indigenous Specialization Internationally Educated Nurses – Gerontology and Chronic Illness -Oshki-Wenjack Indigenous Education Institute
Pre-Health Sciences Pathway to Police Foundations Advanced Diplomas & Degrees
Pre- Health Sciences Pathway to Protection, Security & Certificates and Diplomas Investigation
Personal and Developmental Hairstyling Support Services
Fitness and Health Promotion Esthetician
Occupational Therapist Assistant & Community Integration through Physiotherapist Assistant Co-Operative Education (CICE)
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Another focus of the SMA3 is the understanding and appreciation of Indigenous history, culture, and traditions. Faculty from the Indigenous Studies area have developed coursework, which will educate students on the historical and contemporary issues of Indigenous people in Canada. This course has been created to assist in the meeting of the Indigenous Learning Outcomes and the Truth and Reconciliation Commission’s Call to Action #24.
Building a Strong Fire (2018) is a unique document outlining Indigenous Quality Assurance Standards for the Ontario College system. The six northern Colleges which developed these standards, are Cambrian College, Canadore College, Collège Boréal, Confederation College, Northern College, and Sault College (http://www.northernc.on.ca/indigenous/building-a-strong-fire/). Sault College plans to apply these standards, at a program level, in the proposed BScN program.
To increase the understanding of how nurses and other healthcare providers can best improve the quality of life of our Indigenous families and friends, an Indigenous Health Circle is in the development process. Representatives of our local Indigenous communities, faculty, administration, students, and graduates are being invited to join this circle. The term “health” is being used in its most holistic form, with the Medicine Wheel and the Seven Grandfather Teachings in mind. It is our hope, the members of this Indigenous Health Circle will advise the faculty and administration of the Proposed BScN Program. The advice elicited from this circle of individuals will help inform health care students about topics, including Indigenous history, current and multigenerational issues which impact the health of the Indigenous people, as well as traditional health and healing practices.
To assist students in obtaining employment upon graduation, employers are encouraged to contact Employment Solutions and our Student Employment Centre to provide job descriptions and postings. Employers are invited to present recruitment information to the classes of students they wish to hire, prior to graduation, for example fourth year BScN students. Many Sault College programs include job preparatory elements during the final semester, which support the students to develop their resumes, cover letters, portfolios, and interviewing skills.
DEVELOPMENT OF THE BACHELOR OF SCIENCE IN NURSING PROGRAM
THE WORKING GROUP
The Sault College Stand-Alone Degree Working Group consists of the Dean (Health, Community Services, Interdisciplinary Studies, Media & Design); Chair of Health Programs; and four Professors.
This Working Group has developed the BScN program based on input from the full-time faculty members, student feedback; a review of trends in both nursing and nursing education; a risk assessment; and a review of nursing programs (provincially, nationally, and internationally). Throughout the process of the curriculum and policy development, faculty provided
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feedback on a weekly basis. Each one to two weeks, elements of the program development, curriculum, and policies were shared with the faculty to review and provide input. Faculty could offer their input via email, on Microsoft Teams, or during a virtual one-hour meeting. Faculty also participated in surveys to provide suggestions, opinions, and comments.
A conceptual diagram is presented in Section 13: Optional Materials, showing that the members of the working group are interconnected and interact frequently with the different people, groups, and preparatory documentation, providing information for the development of the BScN Stand-Alone Degree Program.
RESEARCH
In preparation for curriculum development of the new stand-alone, direct-admission BScN Program and for the RPN to BScN Bridge Program at Sault College, an initial literature review was conducted to identify: (1) trends in nursing, (2) trends in nursing education, and (3) the most common curriculum models.
Once the literature review was completed, nursing faculty and administrators identified stakeholders who could provide information for the working group to consider when developing curricula for the two programs. Focus groups were conducted in 2020, with recent graduates from our BScN Collaborative Nursing Program at Sault College. These practicing registered nurses (RNs) participated in one of two one-hour long, 10 question, faculty-led sessions focused on developing a Direct-admission BScN Program. Afterward, 147 registered practical nurses (RPNs) responded to a five-question survey providing their input about a RPN to BScN Bridging Program for those interested, in the community. Findings from these sources have been communicated to Sault College Nursing Faculty via department meetings.
The initial step in determining the curriculum model to use for the proposed Stand-Alone BScN Degree was to review nursing programs currently enrolling students. During the 2020 Fall Semester when some placements were restricted due to Covid-19, the faculty assigned a group of students to a nursing education and leadership placement with the Dean of Health, Community Services, Interdisciplinary Studies, Media & Design. The students were assigned to gather information on a variety of nursing programs provincially, nationally, and internationally. The general data gathered on each program was length, curriculum model or focus, courses, clinical hours (total hours, types, and year started), simulation use, labs, accrediting body, NCLEX preparation and success rates (see Curriculum Information from Various Nursing Programs in the supporting documents folder). The students were also requested to do a literature review regarding different curriculum models, such as: concept-based; competency- based; problem-based, blended, and Caring or other nursing theory-based programs (see Literature Review – Nursing Curriculum in the supporting documents folder). This information was extremely helpful in determining the next steps in curriculum development for the proposed Stand-Alone BScN program.
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Analysis of the different nursing programs provided the following commonalities:
– Professional Growth Courses (integrating Ethics or in a separate course) – Practice Courses with placement in a variety of settings – Communication and/or Relational Practice Courses – Sciences – Anatomy & Physiology and others – Leadership (some included Management) – Use of Simulation and Lab skills – 1-2 Research Courses – Nursing or Health Informatics – Electives to broaden the students’ education outside of nursing
THE PROGRAM DESIGN The faculty team discussed the elements determined to be important in a BScN program and considered the feedback students had provided over time, related to the current collaborative program. After a review of other nursing programs, the working group outlined the courses for a draft curriculum. The working group offered the initial draft of courses, to the main faculty group for feedback and changes were made once consensus was achieved.
The faculty team decided to develop a BScN program which incorporates multiple features, such as:
– a competency-based curriculum utilizing the College of Nurses of Ontario RN entry-to-practice competencies – problem-based case studies, learning activities, and simulations to support the development of clinical judgement – placement experiences in every semester – four key concepts levelled throughout the program – multiple concepts which are threaded through the program; – preparation of students for the computer adaptive, multiple choice registration exam – foundational education on nursing theories with freedom for faculty and students to adopt the worldview most appropriate for them as individual practitioners or researchers
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SECTION 2: DEGREE LEVEL STANDARD
The Ontario College Honours Bachelor of Science in Nursing (BScN) Degree is a program in an applied area of study and must meet the following criteria:
• a technical or professional education based on the fundamental principles in each field;
• application of theory to practice, of learning by doing, and of converting personal experience into knowledge and skills through laboratory, applied research, and work experience;
• cultivation of the analytical skills to evaluate new information and the ability to apply new knowledge to the field; and,
• a balance of professional study (core course) and breadth courses (non-core) to enhance students' understanding of the environment in which they will function as professionals and as educated citizens and to enhance their understanding by exposure to disciplines outside their main field of study.
The proposed Sault College BScN has been developed with the criteria of a degree in an applied area of study, as well as the competency expectations of a someone holding a Baccalaureate/Bachelor (Honours) degree, as outlined in the Ontario Qualifications Framework. The competency categories are as follows:
a) Depth and Breadth of Knowledge
b) Conceptual & Methodological Awareness/ Research and Scholarship
c) Communication
d) Application of Knowledge; Professional Capacity/Autonomy
e) Awareness of Limits of Knowledge
This application is a summary of how the proposed Sault College BScN program meets the different elements of the competencies required by an Honours degree holder. Although these elements will be addressed individually, there are many aspects, which are integrated, inter and/or intra dependent on others.
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DEPTH AND BREADTH OF KNOWLEDGE
The proposed Stand-Alone BScN Degree for Sault College has been developed to meet the degree level expectations of the Ontario Qualification Framework and PEQAB, the College of Nurses of Ontario (CNO), and the Canadian Association of Schools of Nursing (CASN).
Throughout the program, there is a constant interplay between the acquisition of theoretical knowledge, the practical application of knowledge and skills, and reflection to improve one’s practice. When developing the curriculum, Webber’s (2002) curriculum framework was adapted for this proposed program. The original curriculum framework utilized the following pillars of knowledge, skills, values, meanings, and experience; with the concept of caring to connect the pillars. The adaptation of this structure uses the concept of caring to connect and apply to the cornerstones of knowledge, skills, values, practice and reflection. When determining how to adapt the Curriculum Framework by Webber (2002) to meet the needs of the proposed Sault College program, the faculty considered the definitions of each element.
The Faculty accepted Webber’s descriptions for knowledge and skills for the BScN program while the definitions for values and reflection are from our concept document. The definitions for practice are from the CNO (2020) and Benner (2010).
The original framework was adapted because reflection helps nurses or nursing students apply meaning and understanding to an experience (Stevens-Long, 2012; Taylor, 2008). Webber’s description of experience is that of the nurse (or nursing student) but does not refer to the lived experience of the individual the nurse cares for. Within nursing practice, the nurse (or nursing student) focuses on the lived experience of the individual(s). Reflection captures the nurse’s experience (as described by Webber).
CURRICULUM FRAMEWORK
The proposed BScN program for Sault College has adapted Webber’s (2002) curriculum framework from the pillars of knowledge, skills, values, meanings, and experience to those of knowledge, skills, values, practice, and reflection. Of the terms used by Webber in her article, the definitions for knowledge and skills remain appropriate. The definition chosen by the program team for values is similar to the one used by Webber.
The definitions or references for reflection and practice are from the CNO and other sources. In the original framework, the author describes experience from the perspective of the nurse or nursing student but does not refer to the person receiving attention. Practice, on the other hand, focuses on the importance of nurses caring for individual(s); and the impact a nurse can have on the person’s lived experience.
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There are different models of reflection, which help a nurse apply meaning and understanding to an experience. Reflection captures the nurse’s experience (experience as described by Webber). The professional nurse uses reflection to improve their practice through the active review of a previous situation. From this review, the nurse extracts meaning and understanding, for the purpose of improving their practice in the future.
The table below shows Webber’s defined pillars next to those chosen for the curriculum framework of the Sault College Bachelor of Science in Nursing degree program.
Webber (2002) Webber’s definitions Sault College BScN Definitions
The cumulative, organized, and dynamic body of scientific and The cumulative, organized, and dynamic body of scientific and phenomenological information used to identify, relate, phenomenological information used to identify, relate, understand, Knowledge Knowledge understand, explain, predict, influence, and/or control nursing explain, predict, influence, and/or control nursing phenomena phenomena (Johnson & Webber, 2001; Webber, 2000) (Johnson & Webber, 2001; Webber, 2000)
Deliberate acts or activities in the cognitive and psychomotor Deliberate acts or activities in the cognitive and psychomotor domain domain that operationalize nursing knowledge, values, that operationalize nursing knowledge, values, meanings, and Skills meanings, and experience Skills experience
(Johnson & Webber, 2001; Webber, 2000) (Johnson & Webber, 2001; Webber, 2000)
Enduring beliefs, attributes, or ideals that establish moral boundaries of what is right and wrong in though, judgement, character, attitude, and behaviour and that for a foundation for “Professional nursing values are defined as important professional decision making throughout life. (Johnson & Webber, 2001; nursing principles of human dignity, integrity, altruism, and justice Values Values Kozier et al,. 1997) that serve as a framework for standards, professional practice and evaluation.” (Fahrenwald, et al., 2005) Values reflect individual, family, social, cultural, and religious influences, as well as personal choice.
“The practice of nursing is the promotion of health and the assessment of, the provision of care for and the treatment of health conditions by supportive, preventive, therapeutic, palliative and rehabilitative means in order to attain or maintain optimal function.”
(CNO, 2020, p.1) The context, purpose, and intent of language….The language Meanings and associated meanings in nursing are derived from nursing Nursing Practice “Nursing as a social practice and tradition has focal practices that knowledge, skills, values, and experience. (Webber, 2002, p.20) embody the meanings of caring for the other in health, vulnerability, or illness.” (Benner, 2010, p.192) “The presence of a nurse shows a personal and healing relationship between nurses and patients on the basis of the respect for humanity. The experience of having a nurse who is connected and present has the potential to significantly impact the lives of individuals.”
Professional nurses need to regularly perform reflection upon the practices they provide and respond to insights learned from that self- The unique and active process of defining, refining, and accounting. It is an intentional act of thinking, analyzing, and learning changing KSVME used in clinical reasoning as a result of actively from past experiences with both a content and process evaluation engaging in nursing situations over time. (Webber, 2002, p. 20- component. Practice reflection is accompanied by a commitment to 21) an individualized action plan aimed at strengthening the safety and Experience Reflection quality of one’s nursing service. (adapted from CNO: Practice Reflection Document, 2018).
Critical reflection is a method used in professional practice where Change, not the passage of time, is the defining characteristic of individuals interpret the significance of their experience to experience (Benner, Tanner, Chesla, 1996) determine prospective action (Stevens-Long et al, 2012; Taylor, 2008).
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The courses in each semester provide foundational knowledge, nursing, and communication skills, all within the context of professional values. Students can apply their knowledge and skills in a clinical setting where professional values guide their communication, attitude, and behaviours. This is all done within the context of caring. Students learn to reflect on their practice, with the goal of ongoing improvement. Reflection is the process of reviewing one’s work, extracting personal meaning from the experience(s), and then determining how to improve practice (CNO, 2021).
When in practicum, a Clinical Instructor guides and supervises the students in groups of six to eight. The Clinical Instructor monitors the students in the application of safe nursing care and assists them to process the various learning opportunities. Each semester of courses has been developed to scaffold student learning and practice, throughout the program. Community nursing experiences are offered during the program, with the largest number of hours offered in Year Three. Many of these hours are to work on projects for various clinical agencies. Some hours are for observational or limited participatory experiences. The placement settings from Year One to Year Four range from community agencies, public health, long-term care, and hospitals. Students gain experience in the acute and non-acute care of the elderly, infants, children, youth, and adults. In Year Four, the Lead Course Professor places the students with preceptors in a variety of settings. Students practice in an acute care setting in one semester, and in a non-acute setting, such as long-term care or public health, in the other semester of their fourth year. Professors use simulation in the nursing labs to provide practice experience across the curriculum.
As students progress through the program their nursing knowledge of theory, concepts, interventions, skills, current trends, and professional expectations; continues to increase. Students are taught the importance of lifelong learning in nursing and constantly advancing their knowledge to keep pace with the profession. The program learning outcomes (PLO) and individual course learning outcomes were developed according to the Ontario Qualifications Framework (OQF). The program and course learning outcomes were also developed to meet the expectations of the College of Nurses of Ontario (CNO) entry-to-practice roles.
The table on the next page shows the program learning outcomes mapped to the degree level elements and to the College of Nurses of Ontario Entry to Practice Roles to demonstrate how the basic structures of the program meet the necessary expectations of a degree program.
In addition to the high-level mapping described above and shown below, each of the courses in the proposed curriculum have been mapped to the degree level elements to illustrate the value of each course in meeting the criteria of a baccalaureate degree in nursing. This map is shown below the outcomes mapping (beginning on page 20).
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Program Learning Outcomes PEQAB Degree (Honours) Level Standard CNO ETP Role
Depth and Breadth of Knowledge Clinician Meet the professional practice requirements Conceptual & Methodological Awareness/Research Professional as identified in the current Entry-to-Practice and Scholarship Competencies and Professional Standards of Communication Skills the College of Nurses of Ontario Application of Knowledge Professional Capacity/AutonomyAwareness of Limits of Knowledge Provide safe, competent, holistic care to Clinician diverse individuals, groups and populations in Depth and Breadth of Knowledge Professional a variety of contexts based on the principles of Communication Skills Leader nursing knowledge, ways of knowing, ethics, Application of Knowledge relationships, and cultural safety. Professional Capacity/Autonomy Awareness of Limits of Knowledge Build professional relationships in a Depth and Breadth of Knowledge Professional collaborative environment with other health Communication Skills Collaborator care providers and the client, to actively Application of Knowled Coordinator engage in collaborative decision-making Professional Capacity/Autonomy Communicator
Contribute to the nursing profession and Depth and Breadth of Knowledge healthcare through the practice of critical Conceptual & Methodological Awareness/Research Professional inquiry, self-reflection and a commitment to and Scholarship Leader professional growth through lifelong learning. Communication Skills Scholar Application of Knowledge Professional Capacity/Autonomy Awareness of Limits of Knowledge Depth and Breadth of Knowledge Clinician Utilize critical thinking and reasoning to make Conceptual & Methodological Awareness/ Communicator evidence-informed clinical judgements. Research and Scholarship Communication Skills Application of Knowledge Professional Capacity/Autonomy Awareness of Limits of Knowledge
Practice nursing while demonstrating advocacy Depth and Breadth of Knowledge Professional and leadership at the professional, political, Communication Skills Leader and societal levels; in accordance with the pplication of Knowledge Advocate values of social justice and equity. Professional Capacity/Autonomy
Utilize available technologies to communicate, Depth and Breadth of Knowledge Professional educate, and provide appropriate care in a Communication Skills Educator variety of contexts. Application of Knowledge Professional Capacity/Autonomy
Manage the care of people across the lifespan Depth and Breadth of Knowledge Clinician who have stable and unstable outcomes. Conceptual & Methodological Awareness/Research Collaborator and Scholarship Coordinator Communication Skills Application of Knowledge Professional Capacity/Autonomy Awareness of Limits of Knowledge Practice in a broad range of settings, with an Depth and Breadth of Knowledge Clinician emphasis on rural communities. Communication Skills Collaborator Application of Knowledge Professional Capacity/Autonomy
Practice with an understanding of the history, Depth and Breadth of Knowledge Professional ways of knowing, and culture of the Communication Skills Leader Indigenous Peoples of Canada. Application of Knowledge Advocate Professional Capacity/Autonomy Awareness of Limits of Knowledge
Identify, support and effect appropriate Depth and Breadth of Knowledge Professional change in healthcare. Conceptual & Methodological Awareness/Research Leader and Scholarship Advocate Communication Skills Application of Knowledge Professional Capacity/Autonomy
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Depthand Breadth of
Knowledge (DLE1)
Conceptual &
Methodological
Awareness(DLE 2)
CommunicationSkills
DLE3
Applicationof
Knowledge (DLE4)
Professional
Capacity/Autonomy
(DLE5) Awarenessof Limits of Course Knowledge (DLE6) Semester 1
Anatomy & Physiology I DLE1 DLE2 DLE4
Professional Growth I: Introduction to Professional Nursing DLE1 DLE2 DLE3 DLE5 DLE6
Relational Practice I: Reflection DLE1 DLE2 DLE3 DLE4 DLE5 DLE6
Clinical I: The Fundamentals of Nursing DLE1 DLE3 DLE4 DLE5 DLE6
Non-Core I: Introduction to Indigenous Canada DLE1 DLE2 DLE5 DLE6
Semester 2
Anatomy & Physiology II DLE1 DLE2 DLE4
Relational Practice II: Communication in Nursing DLE1 DLE2 DLE3 DLE4 DLE5 DLE6
Clinical II: Health Assessment DLE1 DLE3 DLE4 DLE5 DLE6
Biochemistry DLE1 DLE2 DLE4
Non-Core II: Lifespan Development DLE1 DLE3 DLE4
Semester 3
Clinical III: Medical-Surgical Nursing I DLE1 DLE3 DLE4 DLE5 DLE6
Pathophysiology I DLE1 DLE2 DLE4
Pharmacology I DLE1 DLE2 DLE4
Microbiology DLE1 DLE2 DLE4
Healthcare Informatics DLE1 DLE3 DLE5 DLE6
Semester 4
Clinical IV: Medical-Surgical Nursing II DLE1 DLE3 DLE4 DLE5 DLE6
Pathophysiology II DLE1 DLE2 DLE3
Pharmacology II DLE1 DLE2 DLE3
Professional Growth II: Ethics DLE1 DLE2 DLE3 DLE4 DLE5 DLE6
Non-Core III: The Science of Nutrition DLE1 DLE2 DLE3
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Depth and Breadth of
Knowledge (DLE1)
Conceptual &
Methodological
Awareness (DLE 2)
Communication Skills
DLE3
Application of
Knowledge (DLE4)
Professional
Capacity/Autonomy
(DLE5) Awareness of Limits of Course Knowledge (DLE6)
Semester 5
Clinical V: Mental Health DLE1 DLE3 DLE4 DLE5 DLE6
Clinical Nursing in Community settings DLE1 DLE2 DLE3 DLE4
Obstetrics and Reproductive Health DLE1 DLE3 DLE4
Non-Core IV: Student Choice DLE1 DLE6
Semester 6
Clinical VI: Child and Family Health DLE1 DLE3 DLE4 DLE5 DLE6
Population Health DLE1 DLE2 DLE3 DLE4
Nursing Research I: Quantitative DLE1 DLE2 DLE4
Non-Core V: Statistics DLE1 DLE2 DLE4
Non-Core VI: Student Choice DLE1 DLE6
Semester 7
Clinical VII: Advanced Clinical Concepts I DLE1 DLE3 DLE4 DLE5 DLE6
Nursing Research II: Qualitative DLE1 DLE2 DLE4
Professional Growth III: Nurses Influencing Change DLE1 DLE2 DLE3 DLE5 DLE6
Semester 8
Clinical VIII: Advanced Clinical Concepts II DLE1 DLE3 DLE4 DLE5 DLE6
Professional Growth IV: Leadership and Management DLE1 DLE2 DLE3 DLE5 DLE6
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MAPPING DEGREE LEVEL ELEMENTS WITH COURSES (PROGRAM OF STUDY)
In consideration of the importance of accreditation by the Canadian Association of Schools of Nursing (CASN), and the need to meet the standards set out by this accrediting body; the proposed program learning outcomes and the individual courses were mapped against the National Nursing Education Framework (2015). The National Nursing Education Framework is made up of six domains with accompanying guiding principles and essential components. The six domains are: a) Knowledge; b) Research, Methodologies, Critical Inquiry and Evidence; c) Nursing Practice; d) Communication and Collaboration; e) Professionalism; and f) Leadership. This comparison illustrates the depth and breadth of knowledge of the proposed BScN program, on a national level and within the profession.
Canadian Association of Schools of Nursing National Nursing Education Framework: Final Report 2015 Domain 1: Knowledge Sault College BScN Program Outcomes Sault College BScN Program - Courses GUIDING PRINCIPLE Meet the professional practice requirements as identified in Clinical I: The Fundamentals of Nursing Programs provide a broad knowledge base in nursing and nursing related the current Entry-to-Practice Competencies and Professional Clinical II: Health Assessment disciplines to support a generalist preparation. Standards of the College of Nurses of Ontario. ESSENTIAL COMPONENTS Clinical III: Medical-Surgical Nursing I The program prepares the student to demonstrate… Provide safe, competent, holistic care to diverse individuals, Clinical IV: Medical-Surgical Nursing II 1.1 Foundational knowledge of nursing including nursing history, nursing groups, and populations in a variety of contexts based on the theories, and other theories relevant to nursing practice. principles of nursing knowledge, ways of knowing, ethics, Clinical V: Mental Health 1.2 Foundational knowledge of human development and functioning over relationships, and cultural safety. Clinical Nursing in the Community Setting the lifespan that builds on secondary education, from natural & life sciences, and from behavioural & social sciences (anatomy, physiology, Contribute to the nursing profession and healthcare through Obstetrics and Reproductive Health microbiology, biochemistry, pharmacology, nutrition, pathophysiology, the practice of critical inquiry, self-reflection, and a Population Health genetics, psychology, sociology). commitment to professional growth through lifelong 1.3 Foundational knowledge of the health-related needs of diverse clients learning. Clinical VI: Child and Family in rural and urban settings to provide promotive, preventive, curative, Clinical VII: Advanced Clinical Concepts I rehabilitative, and end-of life nursing care. Utilize critical thinking and reasoning to make evidence- 1.4 Knowledge of professional and organizational structures (i.e., informed clinical judgements. Clinical VIII: Advanced Clinical Concepts II regulatory, professional, and union), socio-political, historical, and Relational Practice I: Reflection economic contexts of nursing practice. Practice nursing while demonstrating advocacy and 1.5 Knowledge of the use of information technology in nursing care, leadership at the professional, political, and societal levels; in Relational Practice II: Communication in Nursing including epidemiology and statistics. accordance with the values of social justice and equity. Professional Growth I: Introduction to 1.6 Foundational knowledge of relational practice (focusing attention on intrapersonal, interpersonal and contextual variables) to impact health Utilize available technologies to communicate, educate, and Professional Nursing outcomes of individuals, families, and communities. provide appropriate care in a variety of contexts.
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1.7 Knowledge of ethical nursing practice within a legal context in dynamic Professional Growth II - Ethics healthcare systems and in emergent and multifaceted health situations. Practice in a broad range of settings, with an emphasis on Professional Growth III: Nurses Influencing 1.8 Knowledge of primary health care in relation to health disparities, rural communities. vulnerable populations, and the determinants of health. Change 1.9 Knowledge of social justice, population health, environment, and Practice with an understanding of the history, ways of Professional Growth IV: Leadership & global health issues. knowing, and culture of the Indigenous Peoples of Canada. 1.10 Knowledge regarding healthy work environments including Management collaborative skills, leadership theories, and effective team functioning and Identify, support and effect appropriate change in healthcare. Pathophysiology I & II conflict resolution. 1.11 Knowledge of the art and science of professional caring for persons, Pharmacology I & II families, or communities. Healthcare Informatics Lifespan Development Biochemistry Anatomy & Physiology I & II Microbiology The Science of Nutrition Introduction to Indigenous Canada Statistics
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DOMAIN 2: RESEARCH, METHODOLOGIES, CRITICAL Meet the professional practice requirements as identified in the current Research I: Quantitative INQUIRY & EVIDENCE Entry-to-Practice Competencies and Professional Standards of the College Research II: Qualitative of Nurses of Ontario. GUIDING PRINCIPLE Statistics Programs foster the development of critical thinking and Provide safe, competent, holistic care to diverse individuals, groups and Clinical I: The Fundamentals of Nursing research abilities to use evidence to inform nursing practice. populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety. Clinical II: Health Assessment ESSENTIAL COMPONENTS Clinical III: Medical-Surgical Nursing I The program prepares the student to demonstrate… Contribute to the nursing profession and healthcare through the practice 2.1 An appreciation of the salience of inquiry for nursing as a of critical inquiry, self-reflection and a commitment to professional growth Clinical IV: Medical-Surgical Nursing II profession and a discipline. through lifelong learning. Clinical V: Mental Health 2.2 The ability to seek, locate and interpret a broad range of information, knowledge, evidence, methodologies, and Utilize critical thinking and reasoning to make evidence-informed clinical Clinical VI: Child and Family practice observations within the profession and across judgements. Clinical VII: Advanced Clinical Concepts I disciplines. 2.3 Critical thinking skills to use relevant information, Practice nursing while demonstrating advocacy and leadership at the Clinical VIII: Advanced Clinical Concepts II knowledge, and communication technologies to support professional, political, and societal levels; in accordance with the values of Clinical Nursing in the Community Setting evidence-informed nursing practice. social justice and equity. 2.4 The ability to formulate research questions arising from Obstetrics and Reproductive Health nursing practice and analyze research findings. Utilize available technologies to communicate, educate, and provide 2.5 The ability to compose a written academic argument. appropriate care in a variety of contexts.
Manage the care of people across the lifespan who have stable and unstable outcomes.
Practice in a broad range of settings, with an emphasis on rural communities.
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CASN Domain Sault College BScN Program Outcomes Sault College BScN Program - Courses DOMAIN 3: NURSING PRACTICE Meet the professional practice requirements as identified in the current Clinical I: The Fundamentals of Nursing GUIDING PRINCIPLE Entry-to-Practice Competencies and Professional Standards of the College Clinical II: Health Assessment Programs provide practice learning experiences to develop of Nurses of Ontario. safe, competent, compassionate, ethical, and culturally safe Clinical III: Medical-Surgical Nursing I entry-level nurses. Provide safe, competent, holistic care to diverse individuals, groups and Clinical IV: Medical-Surgical Nursing II ESSENTIAL COMPONENTS populations in a variety of contexts based on the principles of nursing The program prepares the student to demonstrate… knowledge, ways of knowing, ethics, relationships, and cultural safety. Clinical V: Mental Health 3.1 Holistic and comprehensive assessment of diverse clients, Clinical Nursing in the Community Setting to plan and provide competent, ethical, safe, and Build professional relationships in a collaborative environment with other compassionate nursing care. health care providers and the client, to actively engage in collaborative Obstetrics and Reproductive Health 3.2 The use of clinical reasoning, nursing knowledge, and other decision-making. Population Health evidence to inform decision making in diverse practice situations. Contribute to the nursing profession and healthcare through the practice Clinical VI: Child and Family 3.3 The ability to synthesize findings to develop or modify a of critical inquiry, self-reflection and a commitment to professional Clinical VII: Advanced Clinical Concepts I person-centered plan of care. growth through lifelong learning. 3.4 The ability to recognize and respond safely, competently Clinical VIII: Advanced Clinical Concepts II and ethically to rapidly changing client conditions and Utilize critical thinking and reasoning to make evidence-informed clinical contexts. judgements. 3.5 The ability to monitor and manage complex care of clients in stable and unstable contexts using multiple technologies.
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3.6 The use of information technologies to support quality Practice nursing while demonstrating advocacy and leadership at the patient care. professional, political, and societal levels; in accordance with the values of 3.7 The capacity to engage in RN entry level scope of practice social justice and equity. as defined by the provincial/territorial regulatory body. 3.8 Engagement and leadership in the provision of comfort Utilize available technologies to communicate, educate, and provide care including pain and symptom management. appropriate care in a variety of contexts. 3.9 The ability to counsel and educate clients to promote health, symptom and disease management. Manage the care of people across the lifespan who have stable and 3.10 The coordination of patient care in collaboration with unstable outcomes. individuals, families and other members of the healthcare team. Practice in a broad range of settings, with an emphasis on rural 3.11 The ability to facilitate client navigation through health communities. care services. 3.12 The ability to promote health of individuals, families, Practice with an understanding of the history, ways of knowing, and communities, and populations through actions to address culture of the Indigenous Peoples of Canada. health disparities. 3.13 The use of the core elements of patient safety and quality Identify, support and effect appropriate change in healthcare. care.
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CASN Domain Sault College BScN Program Outcomes Sault College BScN Program - Courses DOMAIN 4: COMMUNICATION & COLLABORATION Meet the professional practice requirements as identified in the current Clinical I: The Fundamentals of Nursing Entry-to-Practice Competencies and Professional Standards of the Clinical II: Health Assessment GUIDING PRINCIPLE College of Nurses of Ontario. Programs prepare students to communicate and collaborate Clinical III: Medical-Surgical Nursing I effectively with clients and members of the health care team. Provide safe, competent, holistic care to diverse individuals, groups and Clinical IV: Medical-Surgical Nursing II ESSENTIAL COMPONENTS populations in a variety of contexts based on the principles of nursing The program prepares the student to demonstrate… knowledge, ways of knowing, ethics, relationships, and cultural safety. Clinical V: Mental Health 4.1 The ability to communicate and collaborate effectively Clinical Nursing in the Community Setting with diverse clients and members of the health care team to Build professional relationships in a collaborative environment with provide high quality nursing care. other health care providers and the client, to actively engage in Obstetrics and Reproductive Health 4.2 The ability to self-monitor ones beliefs, values, and collaborative decision-making. Population Health assumptions, and recognize their impact on interpersonal relationships with clients and team members Contribute to the nursing profession and healthcare through the Clinical VI: Child and Family 4.3 The ability to communicate using information practice of critical inquiry, self-reflection and a commitment to Clinical VII: Advanced Clinical Concepts I technologies to support engagement with patients/clients professional growth through lifelong learning. and the interprofessional team. Clinical VIII: Advanced Clinical Concepts II 4.4 The ability to articulate a nursing perspective and the Practice nursing while demonstrating advocacy and leadership at the Relational Practice I: Reflection scope of practice of the registered nurse in the context of the professional, political, and societal levels; in accordance with the values health care team. of social justice and equity. Relational Practice II: Communication in Nursing 4.5 The ability to collaborate with diverse clients, adapt Professional Growth II - Ethics relational approaches appropriately and accommodate Utilize available technologies to communicate, educate, and provide varying contextual factors in diverse practice situations. appropriate care in a variety of contexts. Professional Growth III: Nurses Influencing Change 4.6 The ability to contribute to positive health care team Professional Growth IV: Leadership & Management functioning through consultation, application of group Manage the care of people across the lifespan who have stable and communication theory, principles and group process skills. unstable outcomes. Healthcare Informatics Practice in a broad range of settings, with an emphasis on rural communities.
Practice with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada.
Identify, support and effect appropriate change in healthcare
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CASN Domain Sault College BScN Program Outcomes Sault College BScN Program - Courses DOMAIN 5: PROFESSIONALISM Meet the professional practice requirements as identified in the current Professional Growth I: Introduction to Professional Entry-to-Practice Competencies and Professional Standards of the Nursing GUIDING PRINCIPLE College of Nurses of Ontario. Programs prepare students to meet standards of Professional Growth II - Ethics professional nursing practice and conduct and become Provide safe, competent, holistic care to diverse individuals, groups and Professional Growth III: Nurses Influencing Change lifelong learners. populations in a variety of contexts based on the principles of nursing ESSENTIAL COMPONENTS knowledge, ways of knowing, ethics, relationships, and cultural safety. Professional Growth IV: Leadership & The program prepares the student to demonstrate… Management 5.1 The ability to practice within the context of professional Build professional relationships in a collaborative environment with other standards of practice, ethical, regulatory, and legal codes. health care providers and the client, to actively engage in collaborative Relational Practice I: Reflection 5.2 An understanding of the significance of fitness to practice decision-making. Relational Practice II: Communication in Nursing as it relates to self-care and life-long learning. 5.3 The ability to act as a role model for the intraprofessional Utilize critical thinking and reasoning to make evidence-informed clinical nursing team. judgements. 5.4 The ability to maintain professional boundaries with clients and other members of the health care team. Practice nursing while demonstrating advocacy and leadership at the 5.5 The ability to ensure client confidentiality and privacy professional, political, and societal levels; in accordance with the values (including in the context of social media). of social justice and equity. 5.6 An understanding of the importance of participating in a professional nursing organization. Educate, and provide appropriate care in a variety of contexts. 5.7 Foundational knowledge and skills required to pursue graduate studies as desired. Identify, support and effect appropriate change in healthcare.
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CASN Domain Sault College BScN Program Outcomes Sault College BScN Program - Courses DOMAIN 6: LEADERSHIP Meet the professional practice requirements as identified in the Professional Growth I: Introduction to Professional current Entry-to-Practice Competencies and Professional Standards of Nursing GUIDING PRINCIPLE the College of Nurses of Ontario. Programs prepare students to coordinate and influence Professional Growth II - Ethics change within the context of nursing care. Provide safe, competent, holistic care to diverse individuals, groups Professional Growth III: Nurses Influencing Change ESSENTIAL COMPONENTS and populations in a variety of contexts based on the principles of The program prepares the student to demonstrate… nursing knowledge, ways of knowing, ethics, relationships, and Professional Growth IV: Leadership & Management 6.1 The ability to influence the development of programs to cultural safety. Clinical I: The Fundamentals of Nursing improve health outcomes. 6.2 Leadership abilities in the coordination of a healthcare Build professional relationships in a collaborative environment with Clinical II: Health Assessment team, including the delegation of tasks, performance other health care providers and the client, to actively engage in Clinical III: Medical-Surgical Nursing I evaluation, and facilitation of continuity of care. collaborative decision-making. 6.3 The ability to collaborate with and act as a resource for Clinical IV: Medical-Surgical Nursing II LPNs or other members of the health care team to meet the Utilize critical thinking and reasoning to make evidence-informed Clinical V: Mental Health patient/client needs. clinical judgements. 6.4 The ability to analyze and influence public policy related Clinical Nursing in the Community Setting to health. Practice nursing while demonstrating advocacy and leadership at the 6.5 The ability to advocate for change to address issues of professional, political, and societal levels; in accordance with the social justice, health equity, and other disparities affecting values of social justice and equity. the health of clients. Educate, and provide appropriate care in a variety of contexts.
Manage the care of people across the lifespan who have stable and unstable outcomes.
Identify, support and effect appropriate change in healthcare.
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In honour of and with respect for the Truth and Reconciliation Commission, the proposed BScN Program meets the following Call to Action (#24), within the developed courses.
We call upon medical and nursing schools in Canada to require all students to take a course dealing with Aboriginal health issues, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism.
The Indigenous Education Protocol, developed by Colleges and Institutes Canada (CICAN) was signed by Sault College in 2014. The Negahneewin Council developed the Indigenous Learning Outcomes (ILOs) in response to the Indigenous Education Protocol and gave them to Confederation College. See Section 13: Optional Materials for the ILOs.
The Indigenous Learning Outcomes by Negahneewin Council is licensed under a Creative Commons Attribution- Non-Commercial-ShareAlike 4.0 International License.
The Indigenous Learning Outcomes complement the TRC Call to Action #24. To demonstrate how the program meets the Call to Action #24 and the Indigenous Learning Outcomes, the proposed BScN program’s course outcomes were mapped to the Indigenous Learning Outcomes. This mapping document can be found in the supporting documents folder.
SAFETY COMPETENCIES FRAMEWORK
The Canadian Patient Safety Institute (CPSI) created the second edition of the Safety Competencies Framework in 2020. The Canadian Patient Safety Institute has recently joined with the Canadian Foundation for Healthcare Improvement to become Healthcare Excellence Canada. This edition of the competencies was developed after thorough analysis and surveys to gather information to improve the Safety Competencies Framework. The CPSI produced this set of competencies with the assistance of representatives from all major health disciplines; as well as patients and family members to promote continuous improvement in patient safety. One of the main goals of this interprofessional document is to integrate these competencies into healthcare education. The proposed curriculum of the BScN program was mapped against the six domains of the Safety Competencies Framework See Section 13: Optional Materials.
The Framework is in the supporting documents folder accompanying this submission.
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CONCEPTUAL AND METHODOLOGICAL AWARENESS/RESEARCH AND SCHOLARSHIP
In designing the proposed curriculum for Sault College’s BScN program, faculty focused on CASN standards, TRC guidelines, and the CNO’s Entry-to-Practice Competencies as benchmarks for building a strong evidence-based educational foundation. Focusing on the Scholar role in the CNO-ETP competencies, Sault College faculty intentionally included each of the eight subheadings identified with this role and threaded these through all levels of the program. This demonstrates that our program commitment for educating students to value registered nurses (RNs) as scholars, “who demonstrate a lifelong commitment to excellence in practice through critical inquiry, continuous learning, application of evidence to practice, and support of research activities” (CNO, ETP Competencies, 2018, p.8).
Our program mission statement addresses the importance of lifelong learning, as RNs must continually evolve in their evidence-based practice to remain current as a nursing professional. For this reason, reflective practice is one of our key integrated curriculum concepts.
Reflective practice
Professional nurses need to regularly reflect upon their practices and respond to insights learned from that self-refection. It is an intentional act of thinking, analyzing, and learning from past experiences with both a content and process evaluation component. Practice reflection is accompanied by a commitment to an individualized action plan aimed at strengthening the safety and quality of one’s nursing service. (adapted from CNO: Practice Reflection Document, 2018).
With each clinical experience, students are asked to reflect not only on what they know from the experience, but also on what they do not know; and, via a personalized action plan, where they need to go to seek out evidence-informed data to meet any self-directed learning need.
Throughout the program, students are required to use their critical appraisal skills, and demonstrate these in their course assignments (see sample learning activities for each course with the supporting documents). They are expected to apply and cite evidence obtained from data searches into their scholarly papers, on-line postings, class assignments, exam responses, and presentations. Scenario testing with students in both individual and group contexts require critical thinking as precursor for making clinical judgements, with students needing to vocalize the rationale behind all judgements they make. Faculty utilize simulation experiences throughout the four years of academic programming and have appropriately leveled scenario activities in efforts for student skill building across each year of the program.
Another of our key integrated curriculum concepts in this proposed program of study focuses on nursing scholarship.
Nursing Research (Scholarship)
As a scientific process for investigating inquiry, this is a professional approach for gaining evidence- informed knowledge and understanding on issues related to professional nursing practice. Research looks holistically at nursing from a variety of perspectives (from both inside and outside of the discipline), with the goal of strengthening the professional foundation of knowledge where evidence supports “best practice” protocols for providing safe and high-quality nursing service.
Because each nursing course in the program utilizes research articles (see course syllabi Section IV Required Resources/Texts/Materials), faculty expose students to current research in each area of study. Over the four-years of educational programming, students are taught to be good consumers of research. Assignments are intentionally designed to facilitate student understanding and application of nursing research, nursing theory, models, and applicable frameworks from associated disciplines. Students learn to evaluate research using both formative and summative modes of analysis.
In year one, all students are provided an early orientation to effective and efficient use of collaborative campus databases for searches. In addition, in this first year of programming, students learn a basic skill set for critiquing quantitative, qualitative, and mixed method research studies in peer-reviewed nursing
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journals. This foundational research base is strengthened in each year of the nursing program as noted in the level of student assignments. The proposed program also includes data management and research specific courses (Informatics, Nursing Research I: Quantitative, Statistics, Nursing Research II Qualitative) providing more specific opportunities for students to critically examine data and nursing research for both content knowledge and process learning.
COMMUNICATION SKILLS
Therapeutic communication skills are foundational to nursing education. Using effective communication skills creates an environment that is therapeutic and most importantly, safe.
The proposed Sault College BScN program curriculum is mapped to the CNO entry-to-practice competencies. Of the 101 competencies statements, eight fall under the role of Communicator. https://www.cno.org/globalassets/docs/reg/41037-entry-to-practice-competencies-2020.pdf.
Specifically, the role of Communicator relates to Program Learning Outcome (PLO) 7:
Utilize available technologies to communicate, educate, and provide appropriate care in a variety of contexts.
Graduates of this program will use a variety of strategies and relevant technologies to create and maintain professional relationships, including sharing information, and fostering therapeutic environments (CNO, 2020).
Sault College defines Nursing Communication as one of the four key concepts. Nursing Communication is valued as a leveled concept in the Sault College BScN program curriculum and is defined as; communication is a complex process. It includes the sharing of information, ideas, meanings, and feelings using a variety of platforms (speech, non-verbals, actions, in-actions, and/or word documents) focused on achieving mutual understanding among participants. Nursing communication is an ongoing process to inform via content and value at different levels. Initially nurses inform themselves through the action of reflective practice. As a scientific basis for the nursing profession, nursing process is achieved through skilled use of the nurse’s receptive and expressive communication abilities. To establish a working therapeutic relationship between the nurse and patient (family, groups, community), communication is key, and the nurse must consider the impact that health literacy, trust, perception, and the interpersonal environment play in supporting communication effectiveness.
(adapted from Lapsum, J. (2020) Communication for the nursing professional -1st Canadian ed.)-Ryerson University, Toronto, Canada).
https://openlibrary-repo.ecampusontario.ca/jspui/bitstream/123456789/750/3/Introduction-to- Communication-in-Nursing-1597424323.pdf
Communications skills in a variety of forms including written, verbal, non-verbal and oral are developed throughout the program using an array of strategies. Beginning in Year One with Clinical I: Gerontology and Fundamentals in Nursing, Relational Practice I: Reflection & II Communication in Nursing courses include theory and demonstrations of proper introductions, engaging in active listening, and building trusting, compassionate therapeutic relationships. This is demonstrated in clinical, as well through written reflections and oral presentations. Conflict resolution strategies are implemented in the first year with the required Gentle Persuasive Approaches Certificate program as a part of the Clinical Gerontology course. Year Two continues to utilize this foundation and engages the student in Medical Surgical Nursing and Health Informatics which includes utilizing information technology to further inform practice and nursing interventions. This is demonstrated in the medical surgical clinical setting, through data collection, care planning and connecting with clients. Year Three, includes specialty nursing areas such as Mental Health Nursing, Child and Family Nursing and Community Nursing which provide learners with opportunities to explore communication knowledge and practice with clients across the lifespan and those who may be experiencing mental health challenges. Conflict resolutions strategies
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are implemented with the Non-Violent Crisis Intervention training in the Mental Health Nursing course. The final year of the program through Professional Growth and Clinical courses require the learners to demonstrate therapeutic communication skills through managing multiple clients and participating in collaborative activities through interprofessional educational opportunities.
Learners individually, paired or in groups throughout the four-year program complete written reports, essays, reflections, proposals, research papers, presentations, debates, simulations, and roleplaying in turn providing them with many opportunities to articulate and integrate their knowledge and understanding of the field of practice.
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APPLICATION OF KNOWLEDGE
The four-year direct entry BScN Program and RPN to BSCN Bridging program meet this Honours degree level element through the following Program Learning Outcomes:
• Meet the professional practice requirements as identified in the current Entry-to-Practice Competencies and Professional Standards of the College of Nurses of Ontario.
• Provide safe, competent, holistic care to diverse individuals, groups, and populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety.
• Build professional relationships in a collaborative environment with other health care providers and the client, to actively engage in collaborative decision-making.
• Contribute to the nursing profession and healthcare through the practice of critical inquiry, self- reflection, and a commitment to professional growth through lifelong learning.
• Utilize critical thinking and reasoning to make evidence-informed clinical judgements.
• Practice nursing while demonstrating advocacy and leadership at the professional, political, and societal levels; in accordance with the values of social justice and equity.
• Utilize available technologies to communicate, educate, and provide appropriate care in a variety of contexts.
• Manage the care of people across the lifespan who have stable and unstable outcomes.
• Practice in a broad range of settings, with an emphasis on rural communities.
• Practice with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada.
• Identify, support and effect appropriate change in healthcare.
Students in the four-year direct entry BScN program will begin their development of critical evaluation of arguments in Relational Practice I: Reflection, where they are first introduced to scholarly writing and the use of primary sources and scholarly articles. Students in the bridging semester of the RPN-to-BScN Bridging Program will review these skills at a degree-level in the course, RPN to RN: The BScN Transition. These skills will be built upon in subsequent theory and practice courses where students will be required to apply knowledge from research and other literature sources to support evidence-informed, safe, clinical decision making that meets the needs of a particular client population and develop sound arguments in written assignment submissions. Upon entry to Year Three of the program, both Direct Entry and RPN to BScN Bridging students will take Research I, Research II, and Statistics, in which they will develop higher-level skills in the initiation and critical evaluation of qualitative and quantitative research.
Four Professional Growth courses will be offered in the four-year direct entry BScN program, and students in the RPN to BScN Bridging program will take three Professional Growth courses. These courses examine major nursing theories and concepts to support students to develop into safe, competent practitioners and scholars who can act as compassionate leaders, ethical decision makers, and effective change agents. These courses will require students to critically evaluate scholarly reviews and primary sources and consider how these sources of knowledge impact their professional development and clinical judgement.
The eight clinical practice courses in the four-year direct entry BScN program (four in the RPN-to-BScN Bridging program) will enable students to apply knowledge and skills learned in the classroom, simulation, and laboratory settings to real world clinical scenarios as they work collaboratively with the healthcare team. These experiential learning courses provide students with levelled experiences in a
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variety of health care settings under the supervision of expert clinical faculty. Clinical experiences and assignments enable students to consider client care dilemmas, reflect on relevant literature to support care planning, and work collaboratively with the interprofessional care team to problem solve and propose care strategies that foster the achievement of health for clients across the lifespan, in both stable and unstable health situations. In Year Four, students will complete the last two clinical courses, titled Advanced Clinical Concepts I and II. Students will complete extensive preceptored clinical experiences (200 hours and 360 hours, respectively) in areas of their choosing. These courses will require students to demonstrate synthesis and application of acquired knowledge and skills, and a greater independence in their ability to support their autonomous practice. Students will assume the CNO Entry-to-Practice Competency roles of clinician, professional, leader, advocate, coordinator, communicator, educator, and scholar all while demonstrating accountability and integrity for their professional decisions making that aligns with the CNO’s Professional Standards.
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PROFESSIONAL CAPACITY/AUTONOMY
Early in the Sault College BScN program, nursing students are taught about the important registered nursing role for building capacity. This is reflected in the program learning outcomes (PLO #3 addresses collaboration building and PLO #7 addresses utilizing available technologies) and is also apparent in individual student activities and group projects (see learning activity sample scenarios).
In addition to discussing the importance for registered nurses to build capacity to optimize care provided to patients/clients, Sault College nursing faculty demonstrate first-hand the concept of building capacity in planning with students for clinical placements. Faculty work with Year Four students in exploring creative clinical opportunities for consolidation in new agencies during times where clinical placement demand is high and supply low. This first-hand faculty/student shared planning experience in a realm that students understand, demonstrates how responsibility and accountability need to be strongly linked to RN efforts at building capacity.
Before clinical placements are determined for consolidation in Year Four, course objectives must be aligned to services at the agency, appropriate agency preceptors are identified, and scope of practice expectations and realities must be clearly delineated as to student practice. Taking these educational and professional requirements into account further demonstrates to the fourth-year nursing student the educational and professional boundaries that provide a preceptored level of security that assists the student for safe nursing practice in a more autonomous way compared to the first three years of clinical placement.
All students are expected to demonstrate beginnings of professional nursing practice based on the CNO’s ETP competencies and professional standards (PLO #1). These are focused on such activities as nursing behaviors, evidence-informed decision making, respect for other’s choices, maintaining safety for the nurse and the patient, personal integrity, privacy and confidentiality, respect for personal boundaries of others, appropriate utilization of communication via documentation and/or social media, and non-judgmental acceptance of diversity of thought. Building professional capacity in these areas is reinforced in various curricular scenario and case study activities that occur in the classroom, lab- simulated experiences, and with patient care in clinical settings across all levels of the program.
AWARENESS OF LIMITS OF KNOWLEDGE
In developing the curriculum for the new Sault College BScN program, faculty intentionally addressed the issue that our students (and those nurses who work with our students) need to be fully aware of what skillset students have at their level of educational programming. This knowledge helps to ensure that an appropriate clinical experience match can be made to support appropriate patient care assignments and the student learning associated with those assignments. In addition to clearly communicating what is known, equal efforts need to be made by nursing faculty to clearly communicate to the student (and to the nurses who work with them) student knowledge and practice limitations for safety of the patient and the student nurse.
Additional to PLO #4 that supports the program value for lifelong learning, faculty designed a course specific to the importance of reflection for learning (BScN 1001 Relational Practice: Reflection). This course speaks to the importance of reflection for the nursing student and the registered nursing professional. Student written self-assessment forms are integrated throughout all four years of the academic program (see clinical evaluation form: student self assessment section), with associated student generated learning plans based on meeting individual student needs (see RNAO Learning Plan documents). Recognizing that clinical skill opportunities for learning are variable in clinical settings, all Sault College clinical courses have an on-campus lab simulated environment experience that all students must successfully complete before performing the skill with a patient on a clinical unit. These “skill check offs” student forms are shared with clinical instructors in the field to help assure appropriate skill assignments; promoting safety for the nursing student and assigned patient in clinical settings.
The CNO ETP Professional role for RNs focuses on understanding professional standards and legal guidelines that dictate RN behaviors and scope-of-practice. Students who are aspiring to become
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registered nurses cannot be kept to this professional standard until after their nursing degree and RN licensure are attained. It is for this reason that acknowledgement of student nurse “limitations in knowledge and practice” are required to be clearly communicated by the student (and by the nursing faculty of record) to all who are involved in student learning in the clinical environment.
In the Sault College BScN program, student nurses are encouraged to articulate their learning needs and any concerns they have about their ability to meet those learning needs (as in the case for providing student accommodations). Students are encouraged through all levels of this academic program to seek out assistance from their assigned instructor should they be confronted with a situation that is unfamiliar or ambiguous to them (see Sault College BScN Program Policy and Regulation Manual: Clinical expectations for students p. 25). Post-clinical case conferences also provide nursing students with opportunities for identifying any questions or gaps in knowledge they have regarding their patient care situation. It is also expected that all nursing students abide by College policies, agency policies, signed academic and behavioral integrity and ethical statements, and signed privacy and confidentiality statements as a part of their nursing student responsibilities (see Sault College BScN Program Policy and Regulation Manual).
REFERENCES
Benner, P. (2010). Educating nurses : A call for radical transformation (1st ed.). Jossey-Bass/A Wiley Imprint.
Benner, P., Tanner, CA. & Chesla, C.A. (1996). Expertise in nursing practice: Caring, clinical judgement, and ethics. New York: Springer.
Canadian Association of Schools of Nursing (2015). National nursing education framework. Ottawa: Author. Retrieved January 6, 2021 from https://www.casn.ca/wp-content/uploads/2014/12/Framwork-FINAL-SB- Nov-30-20151.pdf
Canadian Patient Safety Institute (2020). The safety competencies: Enhancing patient safety across the health professions (2nd ed.). Edmonton, Alberta: Author. Retrieved February 18, 2021 from https://www.patientsafetyinstitute.ca/en/toolsResources/safetyCompetencies/Documents/CPSI- SafetyCompetencies_EN_Digital.pdf#search=Competencies
College of Nurses of Ontario. (2020). Legislation and regulation: An introduction to the Nursing Act, 1991.Toronto: Author.
College of Nurses of Ontario. (2021). Quality assurance: Your guide to self-assessment. Toronto: Author.
Fahrenwald, N., Bassett, S., Tschetter, L., Carson, P., White, L., & Winterboer, V. (2005). Teaching Core Nursing Values. Journal of Professional Nursing, 21(1), 46–51. https://doi.org/10.1016/j.profnurs.2004.11.001
Johnson, B., & Webber, PB. (2001). An introduction to theory and reasoning in nursing. Philadelphia: Lippincott, Williams, & Wukins.
Kozier, B., Erb, G., & Biais, K. (1997). Professional nursing practice (3rd ed.). Menlo Park, CA: Addison-Wesley.
Stevens‐Long, J., Schapiro, S. A., & McClintock. (2012). Passionate scholars: Transformative learning in doctoral education. Adult Education Quarterly, 62(2), 180‐198.
Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult & Continuing Education, 2008(119), 5–15. doi:10.1002/ace.301
Webber, P. B. (2002). A Curriculum Framework for Nursing. Journal of Nursing Education, 41(1), 15-24. https://search-proquest-com.librweb.laurentian.ca/scholarly-journals/curriculum-framework- nursing/docview/62293935/se-2?accountid=12005
Webber, P. (2000). Clinical decision-making: Components, processes, and outcomes. National Organization of Nurse Practitioner Faculties monograph. Washington, DC: National Organization of Nurse Practitioner Faculties.
Zyblock, D.M. (2010). Nursing Presence in Contemporary Nursing Practice. Nursing Forum, 45(2), 120-4. http://dx.doi.org.librweb.laurentian.ca/10.1111/j.1744-6198.2010.00173.x
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SECTION 3: ADMISSION, PROMOTION AND GRADUATION
Admission, promotion, and graduation requirements at Sault College are consistent with the Ontario Qualifications Framework and the postsecondary character of degree granting organizations.
The Sault College Admissions Policy governs admission to academic programs. The Credit Transfer Policy governs the granting of credit toward a credential for credit earned through prior postsecondary studies; and the Prior Learning Assessment and Recognition (PLAR) Policy gives provisions for exemptions from specific course requirements as recognition of a student’s prior learning.
ADMISSION REQUIREMENTS
Sault College ensures academic program admissions are equitable and according to required parameters as determined by Ministry of Colleges and Universities (MCU) and the Ontario Qualifications Framework. The Admissions Policy is designed to ensure equal educational opportunities. The principles of the Ontario Human Rights Code are adhered to.
The Admissions Guide on the Sault College website and the Academic Calendar have detailed information about the admissions process for those applying direct from high school, those applying as mature students and those applying as international students, as well as students wishing to transfer from another postsecondary institution. Program-specific admission requirements are available on the Sault College website, and within the online Academic Calendar/Program Guide. General Sault College Admissions information is presented below by drawing in the Admissions section directly from the Academic Calendar to demonstrate the thoroughness of information publicly available about Sault College admissions requirements and supports.
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ADMISSION REQUIREMENTS FOR DIRECT ENTRY STUDENTS INTO HONOURS BACHELOR OF SCIENCE IN NURSING
In accordance with the Sault College Admissions Policy, minimum requirements for admission to a degree program is an OSSD or its equivalent, including university level courses (U or M) and where indicated, grade or GPA requirements.
Specific entrance requirements to the Honours Bachelor of Science in Nursing program are as follows:
Ontario Secondary School diploma (OSSD) with a minimum average of 75% including: • One 4U English • One 4U Biology • One 4U Chemistry • One 4U Mathematics • Two other 4U/M courses
ALTERNATE PATHWAY INTO HONOURS BACHELOR OF SCIENCE IN NURSING
Successful completion of the Pre-Health Sciences-Pathways to Advanced Diplomas and Degrees program with a minimum 3.0 GPA is an alternate pathway into the Bachelor of Science in Nursing program. Ten percent of seats will be reserved each year for students entering from the Pre-Health program who meet the entrance requirements.
INDIGENOUS STUDENTS
Five percent of the seats in the BScN program will be reserved for Indigenous students.
INTERNATIONAL STUDENTS
Five percent of the seats in the BScN program will be reserved for International students.
ADMISSION REQUIREMENTS FOR MATURE STUDENTS INTO HONOURS BACHELOR OF SCIENCE IN NURSING
An applicant who does not have an OSSD or equivalent but has reached the age 21, may be admitted as a mature applicant to the BScN program. Mature applicants will be required to successfully complete the program required courses for admission.
ENGLISH LANGUAGE PROFICIENCY
All applicants whose first language is not English must meet Sault College English Language Proficiency requirement: Minimum test scores required: • TOEFL iBT is 88 • IELTS overall band of 6.5, no band less than 6.0
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ADVANCED STANDING AND DEGREE COMPLETION
Sault College has determined a need for a bridging program between Registered Practical Nursing to the Bachelor of Science in Nursing (BScN) Degree.
The RPN to BScN Bridging program is one semester in length (four courses); followed by Years Three and Four of the BScN program. Upon successful completion of the program, the graduate will have met the College of Nurses (CNO) RN entry-to-practice competencies within the five semesters and qualify to write the National Council Licensure Exam (NCLEX).
REGISTERED PRACTICAL NURSING (RPN) TO BSCN BRIDGING PROGRAM
The block credit transfer process enables a graduate’s completion of the Practical Nursing program at Sault College to be counted as credit achieved it the BScN program, with the addition of a one-semester “bridging” semester to address gaps in breadth of learning between the two programs.
Graduates of the Practical Nursing program who successfully complete the courses in the bridging program will enter BScN at Year Three of the four-year program. Upon successful completion of the BScN program, those who entered the program via the RPN-BScN bridging opportunity will have achieved the program learning outcomes and will have met the College of Nurses (CNO) RN entry-to- practice competencies and qualify to write the National Council Licensure Exam (NCLEX), along with those students who began studies in the BScN program at Year One.
ADMISSION REQUIREMENTS FOR THE RPN TO BSCN BRIDGING PROGRAM:
The following is required before block transfer will be applied to the students’ record in recognition of the RPN diploma:
• Graduation since 2005 with a 70% or 3.0 (on a four-point scale) or higher cumulative program GPA; • Successful completion of the Canadian Practical Nursing Registration Exams (CPNRE) and registration in good standing with College of Nurses of Ontario (CNO) with no restrictions; and, • Successful completion with a minimum grade of “C” in all courses in the bridging program.
Applicants must also submit:
• Academic transcripts from any other post-secondary institution • Photocopy of current Ontario Certificate of Registration or proof of eligibility for the same.
Admission to the bridging program represents admission to the BScN degree program. All courses in the bridge must be completed, successfully, by achievement of the minimum passing grade for degree-level courses (60% or ‘C’).
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BLOCK TRANSFER CREDITS – Graduates of the Sault College Practical Nursing Program
Year 1 Year 2 Year 3 Year 4 Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Semester 8 BSCN1000 BSCN1100 BSCN2000 BSCN2100 BSCN3000 BSCN3100 BSCN4000 BSCN4100 Clinical 1: Clinical II: Clinical Clinical IV: Clinical V: Clinical VI: Clinical VII: Clinical The Health III: Medical- Medical-Surgical Mental Health Child & Advanced VIII: Advanced Fundamentals Assessment Surgical Nursing Nursing Family Health Clinical Clinical of Nursing Concepts I Concepts II BSCN1001 BSCN1101 BSCN2001 BSCN2101 BSCN3001 BSCN3101 BSCN4001 BSCN4101 Relational Relational Pharmacology I Professional Clinical Population Professional Professional Practice: Practice II: Growth II: Ethic Nursing in a Health Growth Growth IV: Reflection Communication Community III: Nurses Leadership & in Nursing Setting Influencing Management Change BSCN1002 CHEM1150 BSCN2002 BSCN2102 BSCN3002 BSCN3102 BSCN4002 Professional Biochemistry Health Informatics Pharmacology II Obstetrics & Nursing Nursing Research Growth I: Reproductive Research I: II: Qualitative Introduction to Health Quantitative Professional Nursing BIOL1050 BIOL1150 BIOL2050 PATH2150 Non-Core STAT3150 Non-Core Course Human Human Introduction to Pathophysiology II Course - Statistics - Student Choice Anatomy and Anatomy & Microbiology Student Choice Physiology I Physiology II SSC110 PSYCH1150 PATH2050 NUTR2150 LEGEND Introduction to Lifespan Pathophysiology I The Science of Indigenous Development Nutrition Block Transfer of Credits Courses Required Canada
Bridge Courses for the RPN to BSCN
Planning to offer the Bridging Courses in the Winter Semester (Jan-April) because PN students are not completed their current program until the middle of May. They also need time complete the (CPNRE) Registration Exam successfully. BSCN1200 Transition to BScN Course CHEM1150 Biochemistry BIOL2050 Introduction to Microbiology BSCN2002 Health Informatics
RPN to BSCN PROGRAM Bridge Courses Year 3 Year 4 Semester 5 Semester 6 Semester 7 Semester 8 BSCN1200 BSCN3000 BSCN3100 BSCN4000 BSCN4100 Transition to BScN Course Clinical V: Mental Health Clinical VI: Child Clinical VII: Clinical VIII: Advanced Clinical & Family Health Advanced Clinical Concepts II Concepts I CHEM1150 BSCN3001 BSCN3101 BSCN4001 BSCN4101 Biochemistry Clinical Nursing in a Community Population Health Professional Professional Growth IV: Setting Growth III: Nurses Leadership & Management Influencing Change BIOL2050 BSCN3002 BSCN3102 BSCN4002 Introduction to Microbiology Obstetrics & Reproductive Health Nursing Research I: Nursing Research Quantitative II: Qualitative BSCN2002 SSC110 STAT3150 Non-Core Course - Health Informatics Introduction to Indigenous Canada Statistics Student Choice
NUTR2150 The Science of Nutrition
GAP ANALYSIS The Sault College BScN program learning outcomes were compared to the vocational learning outcomes of the Practical Nursing Program Standards to determine the additional degree level expectations in knowledge and skill required by the Practice Nursing graduate to obtain the Bachelor of Science in Nursing Degree.
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The following Gap Analysis chart shows that work. Sault College BScN Proactical Nursing Program Learning Vocational Learning Degree-level Knowledge and Skill Bridging Course or Point of Entry Outcomes Outcomes PLO #1 VLO #9 Practical Nurse (PN) graduates will have a foundational understanding of the Registered Practical Nurse (RPN) Standards and Scope of RPN’s entering this Program will take Meet the professional Practice in a self- practice. A Bachelor of Science in Nursing the bridging course – Professional practice requirements as regulated, professional and Degree will provide an understanding of the Nursing Transition identified in the current ethical manner, complying with Registered Nurse (RN) scope of practice, Course. This course provides Entry-to-Practice relevant legislation and with Practice Standards, and accountability to theoretical and clinical knowledge to Competencies the standards of both the meet the professional practice requirements assist the registered practical nurse and Professional regulatory body and of the RN. This will enhance the depth and (RPN) with transitioning into Sault Standards of the College of the practice setting to provide breadth of nursing knowledge and skills and College’s Bachelor of Science in Nurses of Ontario. safe and competent client care. provide additional opportunities for linking Nursing Degree Program. theory to practice.
PLO #2 VLO #4
RPN’s entering this program will be Practical Nurse (PN) graduates will have required to take a non-core course experience in performing titled Introduction to Indigenous nursing interventions and providing safe Canada in semester 5, to receive the competent care to clients with the promotion introductory knowledge regarding of health and well-being, prevention, Provide safe, competent, Select and perform nursing Indigenous Peoples in Canada to maintaining/restoring, rehabilitation and holistic care to interventions using clinical ensure cultural safety while caring palliation in mind. diverse individuals, groups judgment, in collaboration with for Indigenous People. and populations in a the client and, where variety of contexts based appropriate, the health care The upper levels of the BSCN degree program on the principles of team, that promote health and at Sault College will provide additional nursing knowledge, ways of well-being, prevent disease and knowledge and practice with cultural safety. knowing, injury, maintain and/or restore Courses: Clinical Nursing in the This will enhance the depth and breadth of ethics, relationships, health, promote rehabilitation, Community, nursing knowledge and skills and provide and cultural safety. and/or provide palliation. additional opportunities for linking theory to practice. Population Health, Clinical V: Mental Health Nursing, Clinical VI: Child and Family Health, & Clinical VII & VIII: Advanced Clinical Concepts I & II
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Sault College BScN Proactical Nursing Vocational Degree-level Knowledge and Skill Bridging Course or Point of Entry Program Learning Outcomes Learning Outcomes
PLO #4
RPN’s entering this Program will take the bridging course – Professional Nursing Transition Course.
The BSCN degree program at Sault College will Topics: CNO Quality Assurance: Contribute to the nursing provide the opportunities to practice critical Professional Nursing Reflection Critical profession and healthcare inquiry, self-reflection and commitment to thinking for clinical judgement, through the practice of critical professional growth through lifelong Collaborative care and delegation, E- inquiry, self-reflection and a NO MATCHING OUTCOME learning. This will enhance the depth and Portfolio development as a tool for commitment to professional breadth of nursing knowledge and skills and reflective practice. growth through lifelong provide additional opportunities for linking Courses: Nursing Research I: learning. theory to practice. Quantitative, Nursing Research II: Qualitative, Professional Growth IV: Leadership and Management Clinical VII & VIII: Advanced Clinical Concepts I & II. PLO #5 VLO #3
RPN’s entering this Program will take the bridging course – Professional Nursing Transition Course. This course Practical Nurse (PN) graduates will have provides theoretical and clinical experience in utilizing available data and knowledge to assist the registered evidence to make informed decision for practical nurse (RPN) with practice. transitioning into Sault College’s Bachelor of Science in Nursing Degree Program.
Topics: Critical thinking for clinical Plan safe and competent nursing Utilize critical thinking and judgement. care, based upon a thorough reasoning to make evidence- analysis of available data and Simulation Experience. informed clinical judgements. Bridge semester courses – evidence-informed practice. The bridging course and upper levels of the Biochemistry, The Science of Nutrition BSCN degree program at Sault College will & Microbiology provide additional knowledge and practice in Upper levels of the program will critical thinking and informing clinical include the additional level knowledge judgements enhancing the depth and breadth in critical thinking and clinical of nursing knowledge and skills and provide judgements. additional opportunities for linking theory to Courses: Professional Growth IV: practice. Leadership and Management, Clinical V: Mental Health Nursing, Clinical VI: Child and Family Health, & Clinical VII & VIII: Advanced Clinical Concepts I & II PLO #6 VLO #6 Practical Nurse (PN) graduates will have some Upper levels of the program include Act equitably and justly with knowledge and experiences with leadership in a course to meet the needs of this clients and members of the variety of health care settings, acting equitably additional knowledge requirement. health care team. and justly with clients and others. Practice nursing while demonstrating advocacy and Courses: Population Health, Clinical leadership at the professional, VLO #7 The upper levels of the BSCN degree program at Nursing in the Community Setting, political, and societal levels; in Sault College will provide additional knowledge Professional Growth III: Nurses accordance with the values of Adapt to a variety of health care and practice with advocacy and leadership at Influencing Change, Professional social justice and equity. settings, using professional, political and societal different leadership skills and levels enhancing the depth and breadth of Growth IV: Leadership and styles as appropriate to each nursing knowledge and skills and provide Management setting. additional opportunities for linking theory to practice. PLO #7 VLO #1
Practical Nurse (PN) graduates will have the RPN’s entering this Program will take foundational knowledge to the bridging course – Professional communicate therapeutically with clients and Nursing Transition Course. others. Topics: Professional Communications Utilize available technologies to and scholarly writing, Professional use Communicate therapeutically of health data, E-Portfolio communicate, educate, and The transition course, and an elective the with clients and members of the development as a tool for reflective provide appropriate care in a students will take provides the additional health care team. practice. variety of contexts. knowledge and practice required involving technologies enhancing the depth and breadth Simulation Experience. of nursing knowledge and skills and provide additional opportunities for linking theory to RPN’s entering this program will take practice. a non-core course titled Healthcare Informatics in Semester 7
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Sault College BScN Proactical Nursing Vocational Degree-level Knowledge and Skill Bridging Course or Point of Entry Program Learning Outcomes Learning Outcomes
PLO #8 VLO #2 Practical Nurse (PN) graduates will have the RPN’s entering this Program will take foundational knowledge and practice managing the bridging course – Professional the care of clients across the lifespan. Nursing Transition Course. Assess clients across the life span, in a systematic and holistic Topics: Role transitions in nursing manner. practice, Legal and ethical considerations: Scope of Practice, Science as a foundation for RN practice, Simulation Experience. Bridge semester courses – VLO #5 Biochemistry, The Science of Nutrition & Microbiology Manage the care of people The upper levels of the BSCN degree program at across the lifespan who have Sault College will provide additional knowledge stable and unstable outcomes. and practice with leadership and management, Upper levels of the program will delegation and advanced clinical include the additional level knowledge concepts enhancing the depth and breadth of in critical thinking and clinical Evaluate the outcomes resulting nursing knowledge and skills and provide judgements. from all interventions in the additional opportunities for linking theory to nurse-client interaction and practice. modify the plan of care as Courses: Professional Growth IV: required. Leadership and Management, Clinical V: Mental Health Nursing, Clinical VI: Child and Family Health, & Clinical VII & VIII: Advanced Clinical Concepts I & II PLO #9 VLO #7 RPN’s entering this Program will take the bridging course – Professional Adapt to a variety of health care Nursing Transition Course. This course Practical Nurse (PN) graduates will have the settings, using provides theoretical and clinical foundational knowledge and practice managing different leadership skills and knowledge to assist the registered the care of clients across the lifespan in a styles as appropriate to each practical nurse (RPN) with variety of settings. setting. transitioning into Sault College’s Bachelor of Science in Nursing Degree Program. Practice in a broad range of VLO #9 settings, with an emphasis on rural communities. Topic: Nursing care of individuals, Practice in a self- The upper levels of the BSCN degree program at groups (family/other groups) & regulated, professional and Sault College will provide additional knowledge communities. ethical manner, complying with and practice with an emphasis on rural relevant legislation and with the communities enhancing the depth and breadth Upper levels of the program will standards of both the regulatory of nursing knowledge and skills and provide include community nursing courses body and the practice setting to additional opportunities for linking theory to and population health. provide safe and competent practice. Courses: Clinical Nursing in the client care. Community Setting, Population Health. PLO #10
RPN’s entering this program will take The BSCN degree program at Sault College will a non‐core course titled – Introduction provide the opportunities to understand the to Indigenous Canada in semester 7. Practice with an understanding history, ways of knowing and culture of the of the history, ways of knowing, NO MATCHING OUTCOME Indigenous Peoples of Canada enhancing the and culture of the Indigenous depth and breadth of nursing knowledge and Upper levels of the program will Peoples of Canada. skills and provide additional opportunities for include a community nursing course linking theory to practice. and population health. Courses: Clinical Nursing in the Community Setting, Population Health. PLO #11
RPN’s entering this Program will take the bridging course – Professional The BSCN degree program at Sault College will Nursing Transition Course. provide the knowledge necessary to identify, Identify, support and effect support and effect change in healthcare appropriate change in NO MATCHING OUTCOME required to bridge this gap, enhancing the Topic: Role transitions in nursing healthcare. depth and breadth of nursing knowledge and practice skills and provide additional opportunities for In the final year of the program a linking theory to practice. course titled Professional Growth III: Nurses Influencing Change is taken by students to meet the needs of this additional knowledge requirement.
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RPN TO BSCN BRIDGE - CONTENT
The Bridge semester of the program will contain a transition course titled RPN to RN: The BScN Transition. This course provides theoretical and clinical knowledge to assist the registered practical nurse (RPN) with transitioning into Sault College’s Bachelor of Science in Nursing degree program. Topics include, College of Nurses of Ontario’s (CNO) Registered Nurse Entry to Practice Competencies (nine roles); Registered Nurses Association of Ontario’s Best Practice Guideline: Therapeutic Relationships; CNO Quality Assurance: Professional Nursing Reflection; Sault College: BSCN Program Learning Outcomes; Role transitions in nursing practice; Frameworks for nursing practice; Legal and ethical considerations: Scope of Practice; Professional Communications and scholarly writing; Critical thinking for clinical judgement; Collaborative care and delegation; Nursing care of individuals, groups (family/other groups) and communities; Science as a foundation for RN practice; Professional use of health data; e-Portfolio development as a tool for reflective practice; and, a Simulation Experience.
The bridge semester will also include Biochemistry - the Science of Nutrition and Microbiology to fulfill the foundational scientific knowledge required in BScN for Registered Nursing practice.
Additionally, the bridging experience will offer Healthcare Informatics, in which students will learn about the impact of information technology on clinical practice, communication, data collection, and research. Upon completion of the PN program and the RPN to RN bridge, students will enter Semester Five (third year) of the Bachelor of Science in Nursing program.
MEASURING THE DEGREE OF DIFFICULTY GAP
Once formally accepted into Semester Five of the BScN program, each student will provide a written “plan of study” which can reflect either a full-time or part-time commitment. It is expected that full- time students will complete the BScN Bridging Program in five semesters, while part-time students must complete the program within five years of acceptance into the Bridging Program.
We currently track all the students who are "out of sync" with an established process; this would apply to the students in the PN to BScN Bridge, to follow their progress. A program evaluation will be completed each year. Student surveys will gather all the important data about the Bridge, how well- prepared students felt to move into Years Three and Four, and what would have made it easier. Students progressing into BScN from PN will have their performance in the science courses tracked as the depth and breadth in these sciences to monitor any challenges for these students. Half of the Bridge semester courses are science credits (Biochemistry and Introduction to Microbiology). Tutorials have been built into the existing Sciences courses and will be further planned for Biochemistry, Microbiology and potentially, the Nutrition course.
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PRIOR LEARNING ASSESSMENT
Sault College recognizes prior learning and skills, knowledge or competencies that have been acquired through employment, education (informal/formal), non-formal learning, or other life experiences. The Prior Learning Assessment and Recognition Policy was updated in Winter 2021 to incorporate the degree level standards. The updated (draft) policy is included in the Policies file along with the current, published, version to be replaced. The policy makes clear that credit will be awarded only for learning that can be demonstrated and not for experience. Credit for courses obtained through PLAR will replace no more than 50% of the course credits required for any degree program and 75% required for any diploma or certificate program at Sault College.
PLAR procedures are communicated to students through the Sault College website and the Student Portal. Information about PLAR process and requirements is available to students from Student Services, the Registrar’s Office, and Academic Chairs offices. There is a cross-College working group in place to update the PLAR Procedure, supplemental to the Policy, to ensure the process is fully supportive to and accessible by current and future students.
PROMOTION AND GRADUATION
Promotion through the BScN program and graduation from it is governed by the Grading Policy and the Program Progression and Graduation Requirements Policy. These policies are included in the Policies file.
The Grading Policy provides the standard for grade assessment in a course. The Policy addresses grade assessment, deferred grades (“X”-grades), failing grades and grade improvements.
The Program Progression and Graduation Requirements Policy defines the requirements for graduation from an Ontario College credential, including Honours Bachelor’s Degree programs.
Per the Policy, students in the Bachelor of Science in Nursing program will successfully complete all courses in their program of study and obtain the minimum required Program Grade Point Average of 2.50 to receive an Honours Bachelor's Degree. Students who successfully complete all courses but do not achieve a 2.50 GPA are not eligible to graduate.
An award of “Magna Cum Laude” is issued to Degree graduates who achieve a Program GPA of 4.0 and have met all program graduation requirements.
The Grade Appeal Policy sets out how students may appeal final grades pursuant to the established criteria. Sault College provides fair consideration to student academic performance while maintaining the integrity of its programs. The Grade Appeal Handbook is published each academic year and outlines clearly for students, grade appeal criteria and process. The Standing Committee of Academic Appeals is responsible for participating in Step Three appeals and is comprised of students and faculty members.
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ACADEMIC WITHDRAWAL, SANCTIONS AND SUSPENSIONS
Student dismissal and withdrawal is supported by the Academic Withdrawal Policy and the Student Risk Assessment, Accommodation and Withdrawal Policy, in addition to the Student Code of Conduct, which addresses sanctions related to student misconduct, with suspension and expulsion being potential outcomes of an instance of misconduct. These policies are included in the Policies file.
The Academic Withdrawal Policy outlines the processes for both student-initiated and College-initiated withdrawals. Sault College recognizes that students may need to withdraw or be withdrawn from a postsecondary program or course during the semester in which they are registered.
Student Risk Assessment, Accommodation and Withdrawal Policy ensures a process by which the College may determine whether a student, who may be engaging in behaviours that indicate a potential risk to the safety and well-being of self or others due to a possible emotional, mental, psychological, or physiological condition, may be accommodated or whether a voluntary or involuntary medical withdrawal is necessary in order for the College to fulfill its duties to all members of the College community, including the student of concern. This policy is included in the Policies file.
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SECTION 4: PROGRAM CONTENT
PROGRAM OVERVIEW
The Sault College Bachelor of Science in Nursing program is designed to maximize graduates’ potential for employment and promotion in field of nursing and for further study.
In developing the curriculum for the Program different competencies and standards were utilized, such as: a) the Postsecondary Education Quality Assessment Board (PEQAB) Standards; b) the College of Nurses of Ontario Entry-to-Practice Competencies and Program Standards; and, c) the Canadian Association of Schools of Nursing (CASN) National Nursing Education Framework.
These standards provided the framework and benchmarks, which guided the development of the curriculum of an Honours Degree level Bachelor of Science in Nursing for Sault College.
The curriculum is being mapped to the College of Nurses of Ontario Entry-to-Practice Competencies and Program Standards. The CNO uses these competencies and standards to determine if the nursing program is preparing students adequately for practice upon graduation.
The curriculum in the Sault College Honours Bachelor of Science in Nursing (BScN) program was developed intentionally to graduate caring, progressive practitioners as leaders in health care. As professionals, graduates of the program recognize their responsibility for lifelong learning as key in maintaining current nursing practice. The curriculum and practical experiences within it complement one another, providing students with a comprehensive understanding of human experiences in both health and illness across the lifespan.
As an important part of student learning, clinical placements focused on rural Canada begin in the first semester of the program and continue every semester, building in care complexity over time. Students will learn and apply the nursing process with patients/clients/families/other groups and communities in a variety of settings (acute, non-acute, long-term care, medical centers, in and out-patient clinics, surgical theater, mental health settings, obstetrics, pediatrics, and community agencies). With a vast network of health care partners, students will obtain quality placement experiences, and potential employment opportunities across Ontario.
In addition to being prepared to practice as a generalist registered nurse, graduates will develop transferable skills such as critical thinking, research, problem solving, and effective oral and written communication skills, to enable them to continue studies at the master’s level, or in other graduate or post-secondary education areas of interest.
In preparation for student clinical experiences with patients, faculty in the BScN program have designed this curriculum in a stepwise fashion for building student knowledge and confidence with nursing
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applications in required on-campus labs prior to practice with patients in agency settings. In the College’s state-of-the-art simulation labs, student nurses in every level of the program practice care situations, gaining foundational knowledge in the subsequent debriefing sessions that evaluate their care decisions. Additionally, care for multiple, acute, and complex patients in the simulated hospital experience in the College simulation labs provides student nurses with practice challenges in the use of knowledge application, critical thinking, and clinical judgements in a safe learning environment.
The Sault College BScN program consists of 122 course credits over four years that includes 1,230 hours of clinical experience and 252 on-campus lab hours. The program is comprised of seven semesters of on-campus studies, and one on-line academic semester with the opportunity in the final semester to consolidate the final practicum experience in an approved out-of-town placement. This option is available only if the student meets the academic requirement of a minimal 75% GPA in the previous seven semesters of the program.
Students, who for whatever reason take a leave during the four years of their educational BScN program are required to successfully complete a Clinical Re-Entry course to ensure knowledge, practice competency and safety prior to returning to the clinical setting.
HIGHLIGHTING ONTARIO AND CANADIAN CONTENT
Curriculum in the BScN program supports the development of competent students who will be prepared to successfully write the NCLEX-RN registration exam after graduation so they can begin their career as a professional nurse. This curriculum was designed to meet the accreditation standards of the Canadian Association of Schools of Nurses (CASN). Whenever possible, Canadian resources and reference materials will be used to ensure that students are prepared to practice nursing in the context of the Canadian health care system.
Faculty teaching in the program will draw upon their own clinical experiences to inform classroom, lab, and clinical experiences. Sault College is fortunate to be situated in Sault Ste. Marie, Ontario, which is a border city to Sault Ste. Marie, Michigan, USA. Because of this, some nursing faculty have experiences to share in working as a registered nurse (RN) in both Canadian and American health care systems. This not only provides an international perspective on the delivery of health care, but also helps in focusing students on working in the Canadian health care system within a cost-containment service environment. Situated a four-hour drive north of the nearest regional Cancer Centre, Vascular Centre, and Enhanced District Stroke Centre in Sudbury, Ontario, health care services in Sault Ste. Marie present unique rural and remote challenges. Health disparities related to such geographics are explored with students in classroom, lab, and clinical discussions regarding acute, chronic, and community health nursing services throughout Ontario.
BScN students also learn about the province’s nursing regulatory body, the College of Nurses of Ontario (CNO), their mandate, standards, and their expectations as a part of educational programming. The CNO practice standards and guidelines are used to support student success in clinical placements. As a CNO
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requirement to earn licensure in Ontario, the Ontario jurisprudence examination requires our students possess a strong foundation for understanding registered nursing as a regulated profession, the legal scope of practice for Ontario registered nurses, professional responsibility and accountability, ethical practice principles, and the nurse-client relationship (CNO, 2020). Other Canadian professional nursing bodies that are utilized for learning within the curriculum include standards and documents from the Registered Nurses Association of Ontario (RNAO), the Canadian Nurses Association (CNA), and the Canadian Indigenous Nurses Association (CINA).
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Sample list of Canadian Content in Required Textbooks and Readings
Gray Morris, D., & Brown, M. (2016). Calculate with confidence. (2nd Canadian ed.). Toronto: Mosby.
Jarvis, C. (2019). Physical examination and health assessment. (3rd Canadian ed.). Toronto: Elsevier.
Lewis, S. L., Bucher, L., S. R., Heitkemper, M. M., Harding, M.M., Barry, M.A., Lok, J. & Goldsworthy, S. (Eds.) (2019). Medical-surgical nursing in Canada: Assessment and management of clinical problems (4th ed.). Toronto: Elsevier.
Perry A., Potter, P., Ostendorf, W., & Corbett, S. (2020). Canadian Clinical Nursing Skills and Techniques (1st edition). Toronto: Elsevier.
Perry, S., Hockenberry, M., Lowdermilk, D., Wilson, D., Keenan-Lindsay, L., & Sams, C. (2017). Maternal child nursing care in Canada (2nd ed.). Toronto: Elsevier.
Potter, P., Perry, A., Stockert, P., Hall, A., Astle, B. & Duggleby, W. (Ed.). (2018). Canadian Fundamentals of Nursing (6th ed.). Toronto: Elsevier.
Touhy, T., & Jett, K. (2019). Ebersole and Hess' Gerontological Nursing and Healthy Aging. (2nd Canadian ed.). V. Boscart & L. McCleary (Ed.). Toronto: Elsevier.
Vallerand, A.H., & Sanoski, C.A. (2020). Davis`s Canadian Drug Guide for Nurses. (17th ed.). Toronto: F.A. Davis.
Sample Canadian Websites
Canadian Indigenous Nurses Association (CINA). Retrieved from http://indigenousnurses.ca/ Canadian Nurses Association (CNA). Retrieved from https://www.cna-aiic.ca/en
College of Nurses of Ontario (2020). Jurisprudence Examination. Retrieved from https://www.cno.org/en/become-a-nurse/entry-to-practice-examinations/jurisprudence-examination/
College of Nurses of Ontario. (n.d.). Standards & guidelines. Retrieved from http://www.cno.org/pubs/compendium.html
Health Canada website. Retrieved from Health Canada – www.Canada.ca
Ontario Ministry of Health and Long-Term Care website. Retrieved from Ontario Ministry of Health and Long- Term Care www.gov.on.ca
Registered Nurses Association of Ontario (RNAO). (n.d). RNAO Best Practice Guidelines. Retrieved from Guidelines | Registered Nurses' Association of Ontario www.rnao.ca
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PROGRAM LEARNING OUTCOMES
1. Meet professional practice requirements as identified in the current Entry-to-Practice Competencies and Professional Standards of the College of Nurses of Ontario.
2. Provide safe, competent, holistic care to diverse individuals, groups and populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety.
3. Build professional relationships in a collaborative environment with other health care providers and actively engage in collaborative decision making around client care.
4. Contribute to the nursing profession and healthcare through the practice of critical inquiry, self- reflection, and a commitment to professional growth through lifelong learning.
5. Utilize critical thinking and reasoning to make evidence-informed clinical judgements.
6. Practice nursing while demonstrating advocacy and leadership at the professional, political, and societal levels; in accordance with the values of social justice and equity.
7. Utilize available technologies to communicate, educate, and provide appropriate care in a variety of contexts.
8. Manage the care of people across the lifespan who have stable and unstable outcomes.
9. Practice in a broad range of settings, with an emphasis on rural communities.
10. Practice with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada.
11. Identify, support, and effect appropriate change in healthcare.
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KEY CONCEPTS
Underlying concepts of a nursing program help to establish the foundational tenants upon which the program is built. The underlying concepts for the Sault College BScN program all link to the safe delivery of patient care. These key concepts are shown to progress in complexity throughout the program of study.
The key concepts defined by the Sault College BScN Program are:
• Nursing Leadership • Nursing Communication • Inter/Intra Professional Collaboration • Clinical Judgement
Supportive concepts identified below are threaded throughout the course objectives in all years of the Sault College BScN Program:
Advocacy Nursing Management
Caring Nursing Process
Holistic Nursing Care Nursing Research (Scholarship)
Delegation Nursing Theory
Global Health Reflective Practice
Legal Rights
Human Diversity Safety
Levels of Prevention Social Justice
Teaching and Learning Lifespan Development
Nursing Ethics Truth and Reconciliation
Values
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KEY PROGRAM CONCEPT DEFINITIONS
The definitions of these key concepts are provided below to aid in understanding the role each plays in creating the foundation of the BScN Program.
Nursing Leadership: While good nursing management demonstrates a nurse’s effective and efficient administration of nursing practice activities, nursing leadership is more about the nurse’s critical thinking [judgment], action, and advocacy for envisioning future ways nurses can build capacity. Nursing leadership happens in all roles and domains of professional nursing practice. Nursing leaders must be energizing, credible, courageous, visible, and inspiring to others, while having the authority and resources to support modern, innovative and professional nursing practices that impact the lives of nurses and the entire Canadian Health System. (adapted from the Canadian Nurses Association (2009) Position statement: Nursing leadership). https://www.cna- aiic.ca/~/media/cna/page-content/pdf-en/nursing-leadership_position-statement.pdf?la=en
Nursing Communication: Communication is a complex process. It includes the sharing of information, ideas, meanings, and feelings using a variety of platforms (speech, non-verbal, actions, in-actions, and/or word documents) focused on achieving mutual understanding among participants. Nursing communication is an ongoing process to inform via content and value at different levels. Initially nurses inform themselves through the action of reflective practice. As a scientific basis for the nursing profession, nursing process is achieved through skilled use of the nurse’s receptive and expressive communication abilities. To establish a working therapeutic relationship between the nurse and patient (family, groups, community), communication is key, and the nurse must consider the impact that health literacy, trust, perception, and the interpersonal environment play in supporting communication effectiveness. (adapted from Lapsum, J. (2020) Communication for the nursing professional -1st Canadian ed.)-Ryerson University, Toronto, Canada). https://openlibrary-repo.ecampusontario.ca/jspui/bitstream/123456789/750/3/Introduction- to-Communication-in-Nursing-1597424323.pdf
Inter/Intra Professional Collaboration: When health care professionals from different disciplines (or from within the same professional discipline at different levels) work together to provide comprehensive services to patients, families, and/or communities, maximal benefits occur on many levels. This collaborative health care activity can take many forms; from the simple consultation referral to more complex inter/intra professional patient care-conference discussions.
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Such an approach brings together a combination of experts with different resources in knowledge and skillsets in health care delivery; creating an “orchestra of coordinated care” that amplifies respect for service contributions by professionals of various disciplines, who work for the common goal of health care quality and efficiency.
(adapted from the World Health Organization (2010) Framework for action on interprofessional education and collaborative practice and the Canadian Nurses Association [2011] Position statement: Interdisciplinary collaboration in primary health care). https://www.cna-aiic.ca/en/nursing-practice/the-practice-of-nursing/health- human-resources/interprofessional-collaboration
Clinical Judgment: Clinical reasoning for nursing is a situated, practice-based form of reasoning that requires understanding the scientific and technological research-informed knowledge of a health/illness care situation. Nurse clinicians use clinical reasoning in their nursing process to make clinical judgments about the care they provide (or delegate others to provide), only after considering the patient’s particular clinical trajectory, concerns, preferences, and vulnerabilities.
(adapted from Manetti, W. (2019) Sound clinical judgment in nursing: A concept analysis. Nursing Forum, 54(1), 102-110. doi: 10.1111/nuf.12303. PMID: 30380153.
KEY CONCEPTS RELATED TO PROGRAM LEARNING OUTCOMES (PLO)
The key concepts are summarized below in relation to the program learning outcomes to show progression of complexity across the four years of study.
Nursing Leadership The Nursing Leadership concept is linked to Program Learning Outcomes (PLO) 1, 4, 6 and 11.
In relation to PLO 1, meeting the professional practice requirements nursing leadership begins in the development stages in year one with the Professional Growth and Relational Practice courses. Year two continues to develop a deeper understanding of professional nursing leadership in the Professional Growth course as well as the clinical courses. Year three and four reveal a demonstration of excellence in practice in the clinical courses.
PLO 4, contributing to the nursing profession and healthcare through the practice of critical inquiry, self- reflection and a commitment to professional growth through lifelong learning, nursing leadership begins in the year one with the understanding of self-awareness and self-evaluation in the Relational Practice course. Year Two continues with development and analysis of professional context in the Professional Growth course and Clinical Medical Surgical Courses. By year four the student critically appraises personal and professional development to support a commitment to ongoing learning displaying leadership in the nursing profession.
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PLO 6, to practice nursing while demonstrating advocacy and leadership at the professional, political, and societal levels; in accordance with the values of social justice and equity begins in year one with examining their beliefs and exploring advocacy through the clinical Gerontology course. Year two reflects on autonomy and the future direction of nursing as a profession in Professional Growth: Ethics. Year three examines disparities and ethical issues with consideration for the patient’s cultural/societal beliefs and practices in Clinical Nursing in Community Settings and Population Health courses. Year four applies evidenced based strategies for advocacy, social action, and change, analyzing concepts of empowerment, and leadership in the Professional Growth courses.
PLO 11, identifying, supporting, and effecting appropriate change in healthcare in year one starts with describing the concept of nursing as an evolving profession and exploring the change process in relation to health and healthy living in the Professional Growth course and clinical. Year two discusses the future directions in nursing with the comprehension of the influence of technology in modern clinical practice in Professional Growth and Nursing Informatics. Year three, in the Nursing Research course identifies unique components for three qualitative research designs associated with social issues and the need to effect change: critical theory, feminist research, and participatory action research. As well they work with agency personnel in creating an action plan to address needs identified from findings obtained in a community assessment in the Clinical Nursing in Community Settings course. Year four, comes with applying evidenced based strategies for advocacy, social action, and change and examine strategies for initiating change within an organizational health care setting in Professional Growth and Clinical Consolidation.
Nursing Communication
The concept Nursing Communication is linked to PLO 7.
In relation to PLO 7, utilizing available technologies to communicate, educate, and provide appropriate care in a variety of contexts in year one begins with understanding and applying therapeutic communication techniques to person-centered care and examining the use of communication technology in nursing practice. Year two increases integrative thinking with comprehension of the influence of information technology and demonstrates implementing information technology in the course dedicated to Nursing Informatics. Year three and four seek our credible data sources, completing online modules while formulating and interpreting professional knowledge of current research to improve health care outcomes.
Inter/Intra Professional Collaboration
The concept of Inter/Intra Professional Collaboration is linked to PLO 3, 9 and 10.
In relation to PLO 3, building professional relationships in a collaborative environment with other health care providers and the client, to actively engage in collaborative decision-making in year one begins with developing an understanding of therapeutic relationships, groups and participating in inter-professional,
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intra-professional and interdisciplinary learning experiences in the clinical course. Year two they are engaging in those experiences and practice professional nursing care to promote safe, supportive healing environments in the clinical courses. Year three identifying community nursing roles in caring for differing groups in the Clinical Nursing in Community Settings course. In year four, engaging in therapeutic relationships and demonstrating comprehensive professional leadership knowledge of efficient and effective interdisciplinary health care teams in the Professional Growth and Clinical courses.
PLO 9, practicing in a broad range of settings, with an emphasis on rural communities in Year One begins with engaging in nursing praxis in the first clinical course Gerontology and explaining the relationship between land and identity within Indigenous societies in the Introduction to Indigenous Canada. Year Two, they are integrating nursing knowledge into clinical practice, and demonstrating the different purposes of information technology and challenges faced in northern and rural areas while examining the use of telehealth to deliver health care at a distance in the clinical courses and Informatics for Nursing course. Year Three, they are examining the multi-level functioning of community nursing, demonstrating knowledge application applying the principles of teaching and learning to the pediatric population and their families in a variety of settings in Community Nursing and Child and Family Health courses. Year Four, involves engaging in therapeutic relationships with patients, families, groups and team members in the clinical courses.
PLO 10, practicing with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada in year one is covered in the Introduction to Indigenous Canada course by the following objectives; identifying core concepts in Indigenous Worldviews and ways of knowing, explaining the relationship between land and identity within Indigenous societies and analyzing the impacts of colonialism on Indigenous communities as well as generating strategies for reconciling Indigenous and Canadian relations. In year two, providing safe, supportive healing environments in clinical courses and clearing understanding the CNO Standards of Practice which states “Advocates for the use of Indigenous health knowledge and healing practices in collaboration with Indigenous healers and Elders consistent with the Calls to Action of the Truth and Reconciliation Commission of Canada” (CNO Entry to Practice Competencies, 2020). Year three and Four, examines the Canadian population in Population Health, as well as demonstrating cultural competence in practice and completing the “Doing Indigenous Research in a Good Way” module as a basis for discussion on the important additional ethical concerns involved with conducting research with indigenous peoples.
Clinical Judgement
The concept of Clinical Judgement is linked to PLO 2, 5, and 8. In relation to PLO 2, providing safe, competent, holistic care to diverse individuals, groups and populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety in year one developing basic clinical nursing skills and beginning to integrate theory into clinical practice. Year two, an increase in confidence with documentation and independent nursing practice skills occurs in clinical. Year three and four applying the principles of health promotion and illness prevention while
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providing nursing care to obstetric patients, infants, toddlers, preschoolers, adolescents and their families in Obstetrics and Reproductive Health and Child and Family Nursing courses. Also practicing in a safe, ethical and professional manner with consideration for the patient’s cultural/societal beliefs and practices in clinical.
PLO 5, utilizing critical thinking and reasoning to make evidence-informed clinical judgements in Year One begins using the nursing process to assess and practice nursing in clinical courses. Year Two, increases integrative thinking and the development of pattern recognition and critical decision-making to support safe nursing practice in the Medical Surgical Clinical courses. Year Three, developing critical thinking, clinical judgment skills, working with agency personnel in creating an action plans, utilizing critical thinking and clinical reasoning skills to inform decision making. Year Four, analyzing scientific and evidence -based knowledge, to influence actions which guide care and interventions through the Research courses and promote safe, supportive health environments for persons experiencing episodic health challenges in clinical.
PLO 8, manage the care of people across the lifespan who have stable and unstable outcomes in Year One begins with the safe nursing care of the stable, and well clients in the clinical courses. Year Two, more integrative assessments examining diagnostics and laboratory values with stable patients in clinical. Year Three, manages care of a variety of persons in a variety of clinical settings including the community, obstetrics, pediatrics, and mental health which lends to more unstable, unpredictable/ high risk outcomes. Year Four, in consolidation the utilization of critical thinking and clinical reasoning skills to inform decision making is displayed.
The chart below displays all concepts and their interrelatedness to the courses and program goals. Concepts are presented across the lifespan, health care settings, and a variety of learning environments including classroom, laboratory and clinical. These gain in complexity with each year of educational programming.
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KEY CONCEPTS LEVEL 3 LEVEL 4 LEVEL 1 LEVEL 2 Supportive Concepts Program Learning Outcomes NURSING LEADERSHIP Develop an awareness of the profession of nursing and Demonstrate comprehensive understanding of the culture of professional nursing roles. excellence in nursing. Develop a deeper personal understanding of the • Legal 1. Meet the professional practice meaning of being a professional nursing in practice. • Nursing Ethics Demonstrate awareness of professional standards to Be equipped to practice in accordance with the College of Nurses of Ontario Entry requirements as identified in the current • Reflective Practice gain insight into nursing practice. to Practice Competencies and professional practice standards Entry-to-Practice Competencies and Develop a clear understanding of CNOs Standards of • Rights Professional Standards of the College of Practice • Safety Demonstrate the understanding of regulatory Nurses of Ontario. • Values requirements related to reflection on one’s practice. CLINICAL JUDGEMENT Apply the principles of health promotion and illness prevention while providing Develop basic clinical nursing skills. nursing care to infants, toddlers, preschoolers, adolescents, and their families. • Caring 2. Provide safe, competent, holistic care Increased confidence and competence in documentation • Holistic Nursing Care Demonstrate the integration and application of course Practice in a safe, ethical, and professional manner with consideration for the to diverse individuals, groups and and independent nursing practice skills. • Human Diversity and other nursing knowledge into nursing practice and patient’s cultural/societal beliefs and practices. populations in a variety of contexts • Lifespan Development simulation experiences. based on the principles of nursing Promote safe, supportive health environments for • Nursing Ethics knowledge, ways of knowing, ethics, persons experiencing episodic health challenges. • Nursing Process Practice professional nursing care to promote safe, relationships, and cultural safety. • Safety supportive healing environments. • Truth & Reconciliation Identify the various roles for community nurses that contribute directly and Develop a beginning understanding of group process to Engage in inter-professional, intra-professional and indirectly to the health of individuals, families, other groups in relation to health INTER/INTRA PROFESSIONAL enhance collaboration with peers. interdisciplinary learning experiences. promotion and health protection. COLLABORATION 3. Build professional relationships in a collaborative environment with other Demonstrate an understanding of therapeutic Development of pattern recognition and critical decision- Engage in therapeutic relationships with the patient, family, significant others, and • Advocacy health care providers and the client, to relationships guided by related professional and ethical making to support safe nursing practice. members of the healthcare team. • Caring actively engage in collaborative decision- frameworks. • Holistic Nursing Care making. Practice professional nursing care to promote safe, Demonstrate comprehensive professional leadership knowledge of efficient and • Values Participate in inter-professional, intra-professional and supportive healing environments. effective interdisciplinary health care teams interdisciplinary learning experiences. Understand the importance of self-awareness as it Using a critical thinking decision pathway, correctly select the qualitative research relates to self-assessment within the context of the design for the research question posed. nurse-client relationship. NURSING LEADERSHIP Critically analyze nursing within a professional context, 4. Contribute to the nursing profession Seek out credible data sources to obtain accurate and current information on the reflecting on its autonomy. and healthcare through the practice of Demonstrate an understanding of the process of self- health status of a population. • Nursing Research critical inquiry, self-reflection, and a reflection through the application of a guiding model. • Reflective Practice Development of pattern recognition and critical decision- commitment to professional growth Critically appraise personal and professional development to support a • Teaching and Learning making to support safe nursing practice. through lifelong learning. Perform self-evaluation through the reflective process commitment to ongoing learning and peer feedback. Create a learning plan based on self‐ reflection and peer evaluation.
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KEY CONCEPTS LEVEL 3 LEVEL 4 LEVEL 1 LEVEL 2 Supportive Concepts Program Learning Outcomes
Develop skills in pattern recognition, critical thinking, clinical judgment, and Examine nursing actions from a nursing process therapeutic communication skills as interventions. CLINICAL JUDGEMENT framework. Increased integrative thinking including relevant health Work with agency personnel in creating an action plan to address needs identified • Caring Use the nursing process to demonstrate professional assessment, pharmacology, laboratory and diagnostic from findings obtained in a community assessment. • Holistic Nursing Care and safe nursing care for well clients. findings and pathophysiology in the planning of nursing 5. Utilize critical thinking and reasoning • Delegation care. Utilize critical thinking and clinical reasoning skills to inform decision making. to make evidence-informed clinical • Legal Perform a relevant physical examination based on judgements. • Nursing Ethics assessment findings and specific client characteristics. Development of pattern recognition and critical decision- Analyze scientific and evidence -based knowledge, to influence actions which guide • Nursing Management making to support safe nursing practice. care and interventions. • Nursing Process Demonstrate diagnostic reasoning to create appropriate • Nursing Research nursing diagnostic statements supported by available • Safety client data and evidence. Examine how health disparities and inequities are shaped by the social determinants of health.
In the spirit of social justice, examine the ethical issues related to health disparities CLINICAL JUDGEMENT in Canada and other countries. Develop a clear understanding of CNOs Standards of • Caring Examine beliefs, values, and perceptions about health 6. Practice nursing while demonstrating Practice. Practice in a safe, ethical and professional manner with consideration for the • Holistic Nursing Care held by others and how these differences influence the advocacy and leadership at the patient’s cultural/societal beliefs and practices. • Delegation way people behave, with a focus on the older adult. professional, political, and societal levels; Critically analyze nursing within a professional context, • Legal in accordance with the values of social reflecting on its autonomy. Apply evidenced based strategies for advocacy, social action, and change. • Nursing Ethics Explore advocacy and the promotion of healthy public justice and equity. • Nursing Management policy and social justice for older adults Discuss the future directions in nursing. Analyze the concepts of empowerment, power, and powerlessness. • Nursing Process • Nursing Research Examine principles of leadership in nursing practice. • Safety
Examine the need for the appropriate exercise of power in nursing leadership situations. Seek out credible data sources to obtain accurate and current information on the Increased integrative thinking including relevant health health status of a population. Understand and apply therapeutic communication assessment, pharmacology, laboratory and diagnostic NURSING COMMUNICATION techniques to person‐centered care. findings and pathophysiology in the planning of nursing Complete the “Doing Indigenous Research in a Good Way” module as a basis for care. • Caring discussion on the important additional ethical concerns involved with conducting Examine the use of communication technology in 7. Utilize available technologies to • Delegation research with indigenous peoples. nursing practice. Comprehend the influence of information technology in communicate, educate, and provide • Nursing Process modern clinical practice and the expectation of the appropriate care in a variety of contexts. • Nursing Research Analyze scientific and evidence -based knowledge, to influence actions which guide Demonstrate diagnostic reasoning to create appropriate nursing role. • Reflective Practice care and interventions. nursing diagnostic statements supported by available • Teaching and Learning client data and evidence. Explore and demonstrate the methods of and challenges Formulate and interpret professional knowledge of current research to improve with implementing information technology. health care outcomes.
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KEY CONCEPTS LEVEL 3 LEVEL 4 LEVEL 1 LEVEL 2 Supportive Concepts Program Learning Outcomes
Use the nursing process to demonstrate professional Explain the term high risk labour and delivery, and identify the complications that CLINICAL JUDGEMENT and safe nursing care for well clients. can occur during labour and birth and postpartum. Increased integrative thinking including relevant health • Caring Perform a relevant physical examination based on assessment, pharmacology, laboratory and diagnostic Continue to develop organizational ability, flexibility and safety amid rapidly • Holistic Nursing Care assessment findings and specific client characteristics. findings and pathophysiology in the planning of nursing changing situations to support safe nursing practice. 8. Manage the care of people across the • Delegation care. lifespan who have stable and unstable • Legal Demonstrate familiarity with the main concepts, Provide person‐centred care in the acute and community clinical settings. outcomes. • Levels of Prevention issues, evolution and science of the study of lifespan Development of pattern recognition and critical decision- • Lifespan Development development, recognizing the major concepts, ethics, making to support safe nursing practice. Utilize critical thinking and clinical reasoning skills to inform decision making. • Nursing Management theoretical approaches and historical development of • Safety the general field of psychology. Examine the multi-level functioning of community nursing within the context of a INTRA/INTER PROFESSIONAL service agency that promotes health of individuals, families, and other groups. COLLABORATION Demonstrate the integration and application of course and other nursing knowledge into nursing practice and Demonstrate knowledge application to function as an effective member of an Engage in nursing praxis. • Caring simulation experiences. agency/interagency service team involved with health program planning. • Global Health Practice professional nursing care to promote safe, • Holistic Nursing Care Demonstrate the different purposes of information Apply the principles of teaching and learning to the pediatric population and their supportive healing environments. 9. Practice in a broad range of settings, • Human Diversity technology and challenges faced in northern and rural families in a variety of settings. with an emphasis on rural communities. • Levels of Prevention areas. Explain the relationship between land and identity • Rights Engage in therapeutic relationships with the patient, family, significant others and within Indigenous societies. • Social Justice Examine the use of telehealth to deliver health care at a members of the healthcare team • Teaching and Learning distance. • Truth and Reconciliation • Values Examine how health disparities and inequities are shaped by the social INTER/INTRA PROFESSIONAL determinants of health. COLLABORATION Identify core concepts in Indigenous Worldviews and ways of knowing. Identify governmental institutions that monitor the health of the Canadian Practice professional nursing care to promote safe, • Advocacy population (local, regional, provincial, and federal). supportive healing environments. • Caring Explain the relationship between land and identity • Global health within Indigenous societies. In the spirit of social justice, examine the ethical issues related to health disparities 10. Practice with an understanding of the Develop a clear understanding of CNOs Standards of • Holistic Nursing Care in Canada and other countries. history, ways of knowing, and culture of Practice. • Human Diversity Analyze the impacts of colonialism on Indigenous the Indigenous Peoples of Canada. • Levels of Prevention communities. Critically analyze current issues and trends in nursing. • Rights • Social Justice Generate strategies for reconciling Indigenous and • Truth and Reconciliation Canadian relations. • Values
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KEY CONCEPTS LEVEL 3 LEVEL 4 LEVEL 1 LEVEL 2 Supportive Concepts Program Learning Outcomes Identify unique components for three qualitative research designs associated with Describe the concept of nursing as an evolving social issues and the need to effect change: critical theory, feminist research, and NURSING LEADERSHIP profession. participatory action research. Discuss the future directions in nursing. • Advocacy Examine beliefs, values, and perceptions about health Apply evidenced based strategies for advocacy, social action, and change • Global Health 11. Identify, support and effect held by others and how these differences influence the Comprehend the influence of information technology in • Nursing Management appropriate change in healthcare. way people behave, with a focus on the older adult. modern clinical practice and the expectation of the Work with agency personnel in creating an action plan to address needs identified • Social Justice nursing role. from findings obtained in a community assessment. • Teaching and Learning Explore the change process in relation to health and • Truth and Reconciliation healthy living. Examine strategies for initiating change within an organizational health care setting
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MAPPING THE PROGRAM LEARNING OUTCOMES
PROGRAM OUTCOMES MAPPED WITH PEQAB HONOURS DEGREE LEVEL ELEMENTS
The table below shows the BScN program learning outcomes aligned with elements of the Honours level degree standard.
Sault College BScN Program Learning Outcomes Graduates of Sault College’s BScN Program will: Program Learning Outcomes PEQAB Degree (Honours) Level Standard 1. Meet the professional practice requirements as identified 1. Depth and Breadth of Knowledge in the current Entry-to-Practice Competencies and 2. Conceptual & Methodological Professional Standards of the College of Nurses of Awareness/Research and Scholarship Ontario. 3. Communication Skills 4. Application of Knowledge 5. Professional Capacity/Autonomy 6. Awareness of Limits of Knowledge 2. Provide safe, competent, holistic care to 1. Depth and Breadth of Knowledge diverse individuals, groups and populations in a variety of 4. Application of Knowledge contexts based on the principles of nursing knowledge, 5. Professional Capacity/Autonomy ways of knowing, ethics, relationships, and cultural safety. 3. Build professional relationships in a collaborative 3. Communication Skills environment with other health care providers and the 4. Application of Knowledge client, to actively engage in collaborative decision- 5. Professional Capacity/Autonomy making. 4. Contribute to the nursing profession and healthcare 1. Conceptual & Methodological through the practice of critical inquiry, self-reflection and Awareness/Research and Scholarship a commitment to professional growth through lifelong 4. Application of Knowledge learning. 5. Professional Capacity/Autonomy 6. Awareness of Limits of Knowledge 5. Utilize critical thinking and reasoning to make evidence- 2.Conceptual & Methodological informed clinical judgements. Awareness/Research and Scholarship 3. Communication Skills 4. Application of Knowledge 6. Awareness of Limits of Knowledge 6. Practice nursing while demonstrating advocacy and 1. Depth and Breadth of Knowledge leadership at the professional, political, and societal 4. Application of Knowledge levels; in accordance with the values of social justice and 5. Professional Capacity/Autonomy equity. 7. Utilize available technologies to communicate, educate, 1. Depth and Breadth of Knowledge and provide appropriate care in a variety of contexts. 3. Communication Skills 4. Application of Knowledge 5. Professional Capacity/Autonomy 8. Manage the care of people across the lifespan who have 1. Depth and Breadth of Knowledge stable and unstable outcomes. 4. Application of Knowledge 9. Practice in a broad range of settings, with an emphasis on 1. Depth and Breadth of Knowledge rural communities. 4. Application of Knowledge 5. Professional Capacity/Autonomy 10. Practice with an understanding of the history, ways of 4. Application of Knowledge knowing, and culture of the Indigenous Peoples of 5. Professional Capacity/Autonomy Canada. 11. Identify, support and effect appropriate change in 2. Conceptual & Methodological healthcare. Awareness/Research and Scholarship 4. Application of Knowledge
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PLOs ALIGNED WITH REGULATORY BODY REQUIREMENTS
Program learning outcomes for professional disciplines must aligned with professional standards and competencies. The PLOs are aligned to the CNO competency framework which addresses “the nine roles nurses assume when providing safe, competent, ethical, compassionate, and evidence-informed nursing care in any practice setting: clinician, professional, communicator, collaborator, coordinator, leader, advocate, educator, and scholar” (p.5).
In this way, nursing students are assured to obtain a strong educational foundation for success as they advance through their generalist nursing educational program, and successfully graduate with a skill set required for professional registered nursing practice.
The table below shows the Sault College BScN program outcomes to both the CNO entry to practice competencies and to the degree level elements as defined in the Ontario Qualifications Framework
PROGRAM OUTCOMES MAPPED TO PEQAB DEGREE STANDARDS AND CNO ETP ROLES
Program Learning Outcomes PEQAB Degree (Honours) Level Standard CNO ETP Role Graduates of Sault College’s BScN Program will: 1. Depth and Breadth of Knowledge Clinician 2. Conceptual & Methodological Professional 1. Meet the professional practice Awareness/Research and Scholarship requirements as identified in 3. Communication Skills the current Entry-to-Practice 4. Application of Knowledge Competencies and 5. Professional Capacity/Autonomy Professional Standards of the 6. Awareness of Limits of Knowledge College of Nurses of Ontario.
2. Provide safe, competent, 1. Depth and Breadth of Knowledge Clinician holistic care to 3. Communication Skills Professional diverse individuals, groups and Leader 4. Application of Knowledge populations in a variety of 5. Professional Capacity/Autonomy contexts based on the 6. Awareness of Limits of Knowledge principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety.
3. Build professional 1. Depth and Breadth of Knowledge Professional relationships in a collaborative 3. Communication Skills Collaborator environment with other 4. Application of Knowledge Coordinator health care providers and the 5. Professional Capacity/Autonomy Communicator client, to actively engage in collaborative decision-making.
1. Depth and Breadth of Knowledge 4. Contribute to the nursing Professional 2. Conceptual & Methodological profession and healthcare Leader Awareness/Research and Scholarship through the practice of critical Scholar 3. Communication Skills inquiry, self-reflection and a 4. Application of Knowledge commitment to professional 5. Professional Capacity/Autonomy growth through lifelong 6. Awareness of Limits of Knowledge learning.
5. Utilize critical thinking and 1. Depth and Breadth of Knowledge Clinician reasoning to make evidence- 2. Conceptual & Methodological Communicator informed clinical judgements. Awareness/ Research and Scholarship 3. Communication Skills
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4. Application of Knowledge 5. Professional Capacity/Autonomy 6. Awareness of Limits of Knowledge
Program Learning Outcomes PEQAB Degree (Honours) Level Standard CNO ETP Role
6. Practice nursing while 1. Depth and Breadth of Knowledge Professional demonstrating advocacy and 3. Communication Skills Leader leadership at the professional, 4. Application of Knowledge Advocate political, and societal levels; in 5. Professional Capacity/Autonomy accordance with the values of social justice and equity.
7. Utilize available technologies 1. Depth and Breadth of Knowledge Professional to communicate, educate, and 3. Communication Skills Educator provide appropriate care in a 4. Application of Knowledge variety of contexts. 5. Professional Capacity/Autonomy
8. Manage the care of people 1. Depth and Breadth of Knowledge Clinician across the lifespan who have 2.Conceptual & Methodological Collaborator stable and unstable outcomes. Awareness/Research and Scholarship Coordinator 3. Communication Skills 4. Application of Knowledge 5. Professional Capacity/Autonomy 6. Awareness of Limits of Knowledge
9. Practice in a broad range of 1. Depth and Breadth of Knowledge Clinician settings, with an emphasis on 3. Communication Skills Collaborator rural communities. 4. Application of Knowledge 5. Professional Capacity/Autonomy
10. Practice with an 1. Depth and Breadth of Knowledge Professional understanding of the history, 3. Communication Skills Leader ways of knowing, and culture 4. Application of Knowledge Advocate of the Indigenous Peoples of 5. Professional Capacity/Autonomy Canada. 6. Awareness of Limits of Knowledge
11. Identify, support and effect 1. Depth and Breadth of Knowledge Professional appropriate change in 2.Conceptual & Methodological Leader healthcare. Awareness/Research and Scholarship Advocate 3. Communication Skills 4. Application of Knowledge 5. Professional Capacity/Autonomy
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PROGRAM OF STUDY
An at-glance schedule of the Program of Study is provided below.
SAULT COLLEGE BSCN PROGRAM - COURSES
Year 1 Year 2 Year 3 Year 4 Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Semester 8 BSCN1000 BSCN1100 BSCN2000 BSCN2100 BSCN3000 BSCN3100 BSCN4000 BSCN4100 Clinical 1: The Clinical II: Clinical III: Medical- Clinical IV: Medical- Clinical V: Clinical VI: Clinical VII: Clinical Fundamentals Health Surgical Nursing Surgical Nursing Mental Health Child & Family Advanced Clinical VIII: Advanced of Nursing Assessment Health Concepts I Clinical Concepts II BSCN1001 BSCN1101 BSCN2001 BSCN2101 BSCN3001 BSCN3101 BSCN4001 BSCN4101 Relational Relational Pharmacology I Professional Clinical Nursing Population Professional Professional Practice: Practice II: Growth II: Ethic in a Community Health Growth Growth IV: Reflection Communication Setting III: Nurses Leadership & in Nursing Influencing Management Change BSCN1002 CHEM1150 BSCN2002 BSCN2102 BSCN3002 BSCN3102 BSCN4002 Professional Biochemistry Health Informatics Pharmacology II Obstetrics & Nursing Nursing Research Growth I: Reproductive Research I: II: Qualitative Introduction Health Quantitative to Professional Nursing BIOL1050 BIOL1150 BIOL2050 PATH2150 Non-Core STAT3150 Non-Core Course Human Human Introduction to Pathophysiology II Course - Statistics - Student Choice Anatomy and Anatomy & Microbiology Student Choice Physiology I Physiology II SSC110 PSYCH1150 PATH2050 NUTR2150 Introduction Lifespan Pathophysiology I The Science of to Indigenous Development Nutrition Canada
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COURSE DESCRIPTIONS
Course Course Description Semester 1 Professional Growth I: Introduction to Professional Nursing This course is an introduction to the foundations of nursing as a profession. It includes the history of nursing, nursing education, teaching and learning foundations and the Canadian health care system. The regulation of the nursing profession, the nursing process, and the role of nursing within the interprofessional team are discussed. Relational Practice I: Reflection This course is an introduction to professional relationships in nursing with a focus on reflection through self-awareness, relational communication, and professional writing skills. Clinical I: The Fundamentals of Nursing This course introduces the student to fundamental theoretical concepts and practice skills that maintain and promote health and healing with a focus on the older adult population. Students will learn and safely demonstrate health promotion and maintenance skills in the lab and are required to apply their knowledge and skills in the clinical setting. Anatomy & Physiology I This course describes human anatomy and physiology at the cellular, tissue, organ, and system levels of organization. Aspects of this course will concentrate on the clinical application of anatomy and physiology. Non-Core: The course will provide the participants with an introduction to historical and contemporary issues relating to Indigenous Introduction to Indigenous Canada people in Canada. Indigenous Worldviews will be discussed in both historical and modern perspectives. Students will review colonialization, government policies and legislation, which provide a foundation for understanding modern Indigenous life in Canada. Students will make critical connections between history and current realities of Indigenous people in Canada and reasons for the Truth and Reconciliation Commission. Semester 2 Relational Practice II: Communication in Nursing This course introduces therapeutic use of knowledge, communication and skills in relation to others in the context of professional relationships. Opportunities are provided to develop beginning competencies in the establishment of respectful and safe engagement for person-centred care while exploring the foundational concepts of therapeutic communication. Clinical II: Health Assessment This course will provide students with the basic principles and components of a holistic nursing assessment, with focus on the well adult. Students will gain knowledge and skills in communication, interviewing and assessment of the physical and mental status of individuals. Students will learn normal and select abnormal assessment findings. Students will learn and demonstrate their skills in the lab setting and are required to integrate their knowledge and skills safely into their clinical practice. Anatomy & Physiology II This course is a continuation of Anatomy & Physiology I. It describes additional topics in human anatomy and physiology at the cellular, tissue, organ, and system levels of organization. Aspects of this course will concentrate on the clinical application of anatomy and physiology.
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Biochemistry This course explores the basic principles of biochemistry in relation to the appreciation and understanding of biological networks. It focuses on the biochemical principles that influence metabolic and developmental biological processes. Non-Core: This course explores the systematic changes and continuities that occur in people from conception to death. The Lifespan Development interrelationship of psychological, cognitive and psychosocial development will help inform understanding of the human experience. Nature-Nurture, one of the central issues in the study of development, will be highlighted throughout the course to understand the interaction between cultural, social and historical impacts and biological maturation. In addition, to studying human development in a systematic way, students will gain a personal understanding of their own lives in the context of lifespan development. (adapted from PSY120) Semester 3 Clinical III: Medical-Surgical Nursing I This course focuses on experiences with complex health challenges from a foundational perspective. Opportunities are provided to apply the nursing process, demonstrate pattern recognition, increase self-directedness, and participate in delivery of comprehensive care of patients. Learners are required to integrate their knowledge and skills safely into their clinical practice.
Pathophysiology I This course introduces the student to the study of pathophysiology. An integrated and system-based approach will be taken to provide the student with the background concepts to understand pathophysiology. It is expected that the student will bring to this course a competent background in human anatomy and physiology. Pharmacology I This course focuses on the application of integrated pharmacological knowledge and interventions within the nursing process. Microbiology This course is an introductory course with applications in the health sciences. It will provide students with the basics of microbial cell structure and function, antimicrobial therapy and drug resistance, the immune system, antibodies, and diagnostic microbiology. This course also examines the involvement of microbes in emerging and re-emerging infectious diseases as well as nosocomial and sexually transmitted infections. Healthcare Informatics This course addresses the integration of nursing practice with health information, knowledge, data management and communication technologies to promote best practice strategies for quality health of individuals, families and other groups, and communities worldwide (Canadian Nursing Informatics Association [CNIA], 2017). Through this introductory course, students will learn about the influence of information technology on clinical practice and explore methods of incorporating informatics into practice.
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Semester 4 Professional Growth II - Ethics This course focuses on multifaceted issues inherent in the delivery of nursing care from a Canadian perspective. Opportunities are provided for learners to examine moral, professional, ethical, and legal nursing knowledge in relation to current practice. Clinical IV: Medical-Surgical Nursing II This course is a continuation of Medical-Surgical I. It continues to focus on experiences with complex health challenges from a foundational perspective. Opportunities are provided to apply the nursing process, demonstrate pattern recognition, increase evidence-informed self-directedness, and participate in delivery of comprehensive care of patients. Learners are required to integrate prior knowledge and skills safely into their clinical practice. Pathophysiology II This course is a continuation of Pathophysiology I. An integrated and system-based approach will be taken to provide the student with the background concepts to understand pathophysiology. It is expected that the student will bring to this course a competent background in human anatomy and physiology. Pharmacology II This course is a continuation of Pharmacology I. Continued focus on the application of integrated pharmacological knowledge and interventions within nursing process. Non-core: The Science of Nutrition This course will explore the science and fundamentals of human nutrition, and the roles that various nutrients play in both health and illness across the lifespan. Students will learn how nutrition influences an individual’s health. The course will also investigate metabolic processes, nutritional conditions, and nutrition related diseases which impact body functioning. Semester 5 Clinical V: Mental Health This course is designed to facilitate the development of knowledge related to the care of individuals, families, and groups experiencing acute and chronic alterations in mental health. Issues experienced from mental health and illness throughout the lifespan will be explored as well as mental status assessment, pharmacotherapeutics and the use of therapeutic communication skills as interventions. Learners are required to integrate prior knowledge and skills safely into their clinical practice. Clinical Nursing in the Community Setting This course focuses on the care of individuals and their support systems who receive an array of nursing services at a variety of levels through community agencies. Students are provided the opportunity to explore various nursing roles in the context of a defined community. Community health nursing concepts and skills for promoting individual system wellness are emphasized. Learners are required to integrate new and prior learning. Obstetrics and Reproductive Health This course focuses on the nurse’s role in meeting the health care needs of childbearing families. Opportunities are provided to develop an understanding of reproductive health and Obstetrical nursing care. Learners are required to integrate new and prior learning.
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Semester 6 Clinical VI: Child and Family Health This course focuses on the nurse’s role in meeting the health care needs of children and families. Opportunities are provided to develop an understanding of growth and development, family assessment and pediatric nursing care including system dysfunctions. Learners are required to integrate their knowledge and skills safely into their clinical practice. Population Health This course addresses population-centered health issues and risks. The student will learn about governmental structures for public health protection, principles that guide population health, and health policy development aimed to address recognized health disparities. Using epidemiology, students will gain a greater understanding about conditions that produce disease, disability, and death across Canada and around the world. Nursing Research I: Quantitative In this course, students learn the basics of nursing research and the value for selecting a quantitative methodological approach to investigate areas of nursing inquiry. The intent of the course is to aid students in becoming competent consumers of nursing research by understanding how quantitative research findings can be applied in their nursing practice. Non-Core: This introductory course provides students with the basic concepts of data analysis and statistical computing. Technology Statistics and statistical literacy will be integrated to prepare them to address problems that involve collecting, measuring, analyzing, comparing and presenting data sets in a clear and meaningful way.
Semester 7 Professional Growth III: Nurses Influencing Change This course explores the ways nurses can influence holistic change in clients, the nursing profession, the healthcare system and society. Emphasis is on strategies for enhancing nursing influence. Opportunities are provided for learners to explore ongoing and potential changes within the practice setting, current trends and complex nursing care issues. Learners are required to integrate new and prior learning. Clinical VII: Advanced Clinical Concepts I This course focuses on the advancement of nursing knowledge and skills, including emerging health care trends and associated nursing leadership responsibilities. Learners are required to integrate their knowledge and skills safely into their clinical practice. Nursing Research II: Qualitative In this course, students learn the basics of nursing research, and the value for selecting an emergent qualitative methodological approach to investigate areas of nursing inquiry. The intent of the course is to aid students in becoming competent consumers of nursing research by understanding how qualitative research findings can be applied in their nursing practice.
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Semester 8 Professional Growth IV: Leadership & Management This course focuses on the theory and concepts of leadership and management in the professional nurse’s role. The emphasis is on key skills required by highly effective nurse leaders/managers such as critical thinking, conflict management, delegating, building teams, stress management, and leading change. Learners are required to integrate new and prior learning. Clinical VIII: Advanced Clinical Concepts II This course focuses on the transition of the learner into a new graduate nurse. Opportunities are provided to demonstrate competence with the College of Nurses Entry to Practice roles of a Registered Nurse including clinician, professional, communicator, collaborator, coordinator, leader, advocate, educator and scholar. Experiences in the consolidation setting will require the demonstration of student synthesis of both prior and new learning.
Program Re-entry Requirement Required Program Re-Entry Course This course is required by students in any year of the program following their unsuccessful completion or failure of a clinical course, transfer from another nursing program, or absence from either the BScN program or a clinical course for one or more semesters. In this course students must demonstrate competency and safety in their nursing practice skill set which is required prior to re-entry into a clinical course of the BScN program.
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NON-CORE (BREADTH) COURSES IN BSCN
NON-CORE COURSES IN DIRECT ENTRY BSCN PROGRAM
PEQAB identified that an undergraduate program may depart from the benchmark of having 20% of the program as non-core breadth courses, if it associated with an accrediting body or another industry/professional regulatory body, especially if meeting the benchmark would result in the total program having an extraordinary number of credits (2019, p. 34).
Both Nursing regulatory and accreditation bodies (CNO and CASN) have rigorous requirements for academic program approval. As such, meeting the 20% non-core benchmark would significantly increase the workload of the student, creating significant hardship without added benefit. In line with other Ontario postsecondary institutions offering a BScN program, Sault College proposes to deliver less than 20% of non-breadth courses (15%) while still achieving the requirements of PEQAB, CNO, and CASN.
Students will be required to take six non-core/breadth courses totaling 18 credit hours:
• SSC110: Introduction to Indigenous Canada • PSYC1150: Lifespan Development • NUTR2150: The Science of Nutrition • STAT3150: Statistics • Two elective courses freely chosen by the student
SAULT COLLEGE’S PROPOSED BSCN DISTRIBUTION OF CORE AND NON-CORE CLASSES IN THE CURRICULUM Curriculum Component Total Semester Credits Total Percent of Curriculum Core Courses 104 credits 85% Non-Core Courses 18 credits 15% Total 122 credits 100%
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NON-CORE ELECTIVE COURSES The following degree-level elective courses have been previously approved by CNO and CASN as part of the approval processes within the Laurentian University Collaborative BScN Program. Sault College will continue to offer these courses to students in the proposed new BScN program, and will explore additional degree levelled elective options via OntarioLearn.
SAULT COLLEGE’S DEGREE-LEVEL ELECTIVE OPTIONS Course # Course Name Humanities Sciences Social Sciences BIO131 Introduction to Human Genetics X BIO132 Introduction to Immunology X CMM135 Research and Writing X
ENG218 Introduction to Literature X ENG315 Ideas, Issues & Persuasion X FRN101 French Introductory X FRN102 Introduction to French X GAS104 Introduction to Spanish X HTH100 Women and Health in Canada X HTH101 Sociology of Health and Illness in Canada X HTH 103 Health Issues for Aging Populations X HTH 105 Basic Epidemiology X PSY102 Introduction to Psychology X PSY208 Abnormal Psychology X LIB210 The Great Thinkers X
NON-CORE COURSES IN RPN TO BSCN BRIDGING PROGRAM
Sault College’s proposed RPN to BScN Bridging Program provides the opportunity for one non-core student-chosen elective during that bridging semester from RPN to Year Three of the BScN program.
For students in the RPN to BScN Bridging Program, Introduction to Indigenous Canada replaces the first student-chosen elective in Semester Five of the direct entry program.
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COURSE OUTLINES
Course outlines have been removed for the web version.
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COURSE SCHEDULE The course schedule below outlines the courses, number of hours per semester, credits, anticipated number of sections, pre-and co-requisites, planned preferred and credentials of the professor to teach each course.
Course Code Course Name Course Total Course Preferred Faculty Pre-Requisites Co-Requisites Credits Hours Qualifications Year 1 Semester 1
BSCN1002 Professional Growth I: Introduction to Professional Nursing 3 36 PhD BIOL1050 Anatomy and Pysiology I 4 72 MSc
BSCN1001 Relational Practice I: Reflection 3 36 MScN
BSCN1000 Clinical I: The Fundamentals of Nursing 4 48 MN
SCC110 Introduction to Indigenous Canada 3 PhD Year 1 Semester 2
MSc BIOL1150 Anatomy & Physiology II 4 72 BIOL1050
BSCN1101 Relational Practice II: Communication in Nursing 3 36 PhD BSCN1001
BSCN1100 Clinical II: Health Assessment 4 48 MN BSCN1000
CHEM1150 Biochemistry 3 36 PhD
PSYC1150 Lifespan Development 3
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Course Code Course Name Course Total Course Preferred Faculty Pre-Requisites Co-Requisites Credits Hours Qualifications
Year 2 Semester 3
BSCN2002 Healthcare Informatics 3 36 MN PhD PATH2050 Pathophysiology I 2 24 BSCN1100 BSCN1150 BSCN2000 BSCN2001
BSCN2000 Clinical III: Medical-Surgical Nursing 6 48 MN BSCN1100 BSCN1150 PATH2050 BSCN2001
BSCN2001 Pharmacology I 2 24 MScN BSCN1100 BSCN1150 PATH2050 BSCN2000 M.Sc BIOL2050 Microbiology 4 72 Year 2 Semester 4
PATH2150 Pathophysiology II PhD BSCN2000 BSCN2001 2 24 BSCN2100 BSCN2102 BSCN2050 BSCN2100 Clinical IV: Medical-Surgical Nursing BSCN2000 BSCN2001 5 110 MScN BSCN2102 PATH2150 BSCN2050 BSCN2102 Pharmacology II BSCN2000 BSCN2001 2 24 MScN BSCN2100 PATH2150 BSCN2050 BSCN2101 Professional Growth II: Ethics 3 36 MScN BSCN1002
NURT2150 The Science of Nutrition 3 CHEM1150
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Year 3 Semester 5
BSCN3001 Clinical Nursing in the Community Setting 3 36 PhD BSCN2100
BSCN3000 Clinical V: Mental Health 6 170 BSCN2100 PhD BSCN3002 Obstetrics & Reproductive Health 3 36 MN BSCN2100
XXXXXX Non-Core Elective 3 Year 3 Semester 6
BSCN3100 Clinical IV: Child & Family Health 6 170 BSCN3000 BSCN3002 PhD BSCN3102 Research I: Quantitative 3 36 PhD STAT3150
BSCN3101 Population Health 3 36 PhD
STAT3150 Statistics 3 BSCN3102 Year 4 Semester 7
BSCN4000 Clinical VII: Advanced Clinical Concepts I 6 360 MN BSCN4001 Professional Growth III: Nurses Influencing Change 3 36 MN Students must pass all courses to enter into BSCN4002 Research II: Qualitative 3 36 PhD the final year of the program
XXXXXX Non-Core Elective 3 Year 4 Semester 8
BSCN4100 Clinical VIII: Advanced Clinical Concepts II 10 360 MN
BSCN4101 Professional Growth IV: Leadership & Management 3 36 PhD
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WORK INTEGRATED LEARNING
Sault College has a proven history of providing rich, relevant experiences for its students that expose them to diverse work opportunities and prepares them for the workplace after graduation. These experiences also benefit the placement agencies, as they provide employers with the opportunity to assess students for future hiring needs.
WORK-INTEGRATED LEARNING REQUIREMENTS
Students will begin their work-integrated learning experience through assignment to a clinical placement in the first semester of their BScN Program at Sault College. Prior to entering a clinical experience, students learn and practice skills in the on-campus lab setting. This practice helps to support each student’s evidence-based knowledge/rationale, safety performance and student confidence in performance. Students must safely and successfully execute nursing skills with known rationale in the on-campus lab setting prior to performing it in a placement agency. Regular communication among students, their assigned clinical instructor or preceptor, and the College faculty member helps in the identification of any student concerns early in the process. Identifying issues early allows the appropriate resources to be offered, to strengthen student learning and their performance.
Prior to entrance into clinical placements each year, students must submit all clinical requirements. All students must meet the requirements of the College, the BScN program and the agency to which the student is assigned. These requirements include up-to-date immunizations, a clear criminal record check with vulnerable sector search, N95 mask fit testing, current CPR – BLS Level, Standard First Aid, and WHMIS. Students in each clinical course are also required to complete learning modules specific to their clinical site prior to starting placement.
TYPES OF WORK-INTEGRATED LEARNING EXPERIENCES
Work-integrated learning (WIL) takes many forms in the proposed BScN program. Students learn how to gather data, analyze the information, and combine it into a report. Writing proposals and making presentations are also important work related skills. The experiential learning which is truly invaluable in this program is when students apply the nursing skills they are studying, to provide care to individuals in real life healthcare settings.
The faculty person teaching each clinical course chooses the placement agency or unit in which the learning experience best matches with the course learning outcomes. (See chart #1 - lists all clinical courses in the BScN Program, topics covered, a list of settings utilized, and how the clinical learning is delivered). Each semester, the placements are scheduled so students complete their required clinical hours in one assigned setting, with the same clinical instructor. Assignments steadily gain in complexity over each semester as students reach established benchmarks for clinical practice over four years of the
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program. For the first three years, faculty assign students to specific clinical rotations. In the fourth year of the BScN program, students actively participate in selecting their assigned consolidation practice sites.
As Sault College is in rural/remote area of Ontario, the BScN program has numerous and varied clinical placements that provide our students with workplace experience in various settings, providing opportunities to learn from diverse groups of clients and health care providers. Students in program participate in one mandatory clinical course in each of the eight semesters of academic programming. This includes 252 hours of on campus lab and simulation and 1,230 work experience placement learning hours in their assigned community agencies. See the table below, “Work-Integrated Learning Hours in Summary by Semester” that shows the number of on-campus lab simulation hours along with agency clinical hours of student work integrated learning over four years of programming
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Semester Course Content Foci Community Clinical Settings Delivery Method
BScN 3000 Psychiatric Nursing, Mental Health Assessment, Mental Health Nursing SAH; In-patient and Out-patient health Group of 6-8 students with Interventions, Depressive Disorders, Bipolar Disorders, Suicide, service agencies; Outpatient medication Clinical Instructor Supervision Clinical V: Mental Health Schizophrenia, Psychotic Disorders, Anxiety Disorders, Post- clinic; SACC, crisis, CAMH, PACT, and Course Faculty of Record 5 traumatic Stress Disorders, Acute stress disorders, Personality Neighborhood Resource Center; Soup Oversite 168 clinical disorders, Interpersonal violence, Intimate partner violence, Sexual Kitchen; Churches, Clinics, Schools; APH; hours/semester Assault, Substance Use Disorder SAH Geriatric Specialty Clinic
BScN 3100 Pediatric Nursing, Growth and Development, Family Assessment, Pediatric SAH; In-patient and Out-patient health Group of 6-8 students with Assessment, Treatment and Interventions, System dysfunctions in service agencies; Safe Communities Clinical Instructor Supervision Clinical VI: Child and children, Health Promotion and special health problems, Special needs, Algoma; Bawatiing Family Health Team; and Course Faculty of Record Family Health illness, and hospitalization, Infant, Toddler, Preschooler, School- Garden River Wellness Center; APH; HBHC Oversite. 168 clinical 6 age Child, and Adolescent Health, Family and Culture, Teaching and program; Daycares;Midwife Offices; hours/semester Learning, Review of Obstetrics, Labour, Delivery, and Postpartum in Pediatrician OB offices; School Health; relation to long term effects, Care of the Neonate, Infant, Toddler, Soup Kitchen; Churches, Clinics, Schools; Preschooler, School-aged Child, and Adolescent, Growth and APH; SAH Geriatric clinic Development. BScN 4000 Advancement of nursing knowledge and skills including emerging health In-patient and Out-patient health service Students with Preceptor and care trends and associated nursing leadership responsibilities. agencies Faculty Advisor 200 clinical 7 Clinical VII: Advanced hours/semester Clinical Concepts I BScN 4100 Transition of the learner into a new graduate nurse. Opportunities are In-patient and Out-patient health service Students with Preceptor and provided to demonstrate competence with the College of Nurses of agencies Faculty Advisor 360 clinical 8 Clinical VIII: Advanced Ontario’s 9 entry to practice roles. hours/semester Clinical Concepts II
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WORK-INTEGRATED LEARNING HOURS BY SEMESTER IN THE SAULT COLLEGE BSCN PROGRAM
Semester Clinical Course Course Hours - Lab (on campus) Course Hours - Clinical
YR 1-SEM I BScN 1000 36 30 Clinical I: The Fundamentals of Nursing YR 1-SEM 2 BScN 1100 36 88 Clinical II: Health Assessment YR 2- SEM 3 BScN 2000 36 108 Clinical III: Medical Surgical Nursing (non-acute) YR 2- BScN 2100 72 108 SEM 4 Clinical IV: Medical Surgical Nursing (acute) YR 3-SEM 5 BScN 3000 36 168 Clinical V: Mental Health (acute and non-acute) YR 3-SEM 6 BScN 3100 36 168 Clinical VI: Child and Family Health YR 4-SEM 7 BScN 4000 0 200 Clinical VII: Advanced Clinical Concepts I YR 4-SEM 8 BScN 4100 0 360 Clinical VIII: Advanced Clinical Concepts II
252 1,230 Total Hours
PRIMARY SITES FOR WORK-INTEGRATED LEARNING IN SAULT STE. MARIE
Our students are provided with opportunities for collaborative learning with students and/or practitioners of other professions such as physicians, physiotherapists, occupational therapists, respiratory therapists, pharmacists, and social workers. This strengthens the value we place on our students in the areas of collaborative practice and inter-professional education .
The primary hospital in our region is Sault Area Hospital, which is a 260-bed organization that provides opportunities for both inpatient and outpatient learning experiences for students in years two through four of the BScN programs. Being remote and rural in our geographics, experiences may include a variety of unique community health settings, aside from hospital settings. (see table above and See Section 13: Optional Materials for year 4 placement sites).
Sault College has longstanding relationships with many agencies throughout the region, who have continued to vocalize support for our proposed new program and provide unique learning and employment opportunities for our students.
SUPPORT FOR WORK-INTEGRATED LEARNING The college, faculty, support staff, and placement agencies work together to support student work integrated learning experiences.
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COLLEGE ADMINISTRATIVE SUPPORT
The Nursing Department’s Clinical Placement Coordinator connects with partner agencies to develop relationships and identify placement opportunities relevant to the BScN program. The coordinator continually looks for new and innovative learning opportunities for students throughout the region. This role also screens applicants to hire for clinical instructor positions with the department. The Clinical Placement Coordinator reports to the Chair of Health Sciences, and works closely with clinical course lead professors to meet the specific needs of each clinical course.
The Health Sciences Academic Assistant collects, monitors and updates placement requirements and student clinical requirement submissions related to student clinical placements in the community. This role is to ensure that all clinical requirements are submitted prior to established deadlines, and to advise the clinical course lead professor if any students are ineligible to attend clinical. The Academic Assistant also ensures each placement site has an affiliation agreement with the college, and that workplace insurance has been obtained for students placed at each agency/organization.
COLLEGE STAFF SUPPORT All clinical courses are facilitated by full-time nursing faculty members who are minimally master’s degree prepared. Clinical course faculty are a resource for the clinical instructors who supervise the student groups in placement in years One through Three of the program. The faculty provide orientation information to the clinical instructors and are a support for both instructors and students in the course. Clinical instructors are employed by the college and are at minimum bachelor’s prepared RNs, or diploma RNs who are experts in the clinical area assigned.
Oversite by the College Faculty of record for the course helps identify students who may be having difficulty meeting the clinical outcomes early in the process. In this case, the faculty of record assists students in their development of a “Student Learning Plan” aimed to support additional student learning. These plans require such students to meet with the College’s Laboratory Specialist who works one-on-one with the student in practice situations to assist them in meeting course and clinical objectives. The laboratory specialist is a master’s degree prepared nurse.
PARTNER AGENCY SUPPORT Each partner agency that hosts BScN clinical placements has an assigned employee who is in direct communication with the Clinical Coordinator at Sault College. Together, they ensure appropriate student placements are organized each semester. The assigned employee schedules each student with a formal orientation to their placement in collaboration with the clinical faculty and clinical instructor/preceptor, and any relevant training required. For Fourth Year consolidation clinical experiences, an agency-employed RN preceptor is assigned for individual students in placement. This RN Preceptor takes on a mentorship role in line with the expectations of the professional standards of the CNO. The preceptor supports course expectations as provided by the College course faculty member or record. Oral and written feedback about consolidation performance is provided to assigned students on a regular basis in efforts to support a successful placement experience.
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WORK INTEGRATED COURSE LEARNING OUTCOMES
All clinical practice rotations have appropriately leveled course learning outcomes which are in alignment with the degree-level framework, and our Program’s Learning Outcomes. Below is a chart that identifies the work integrated learning outcomes for each clinical course.
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Course Outcomes
Develop basic clinical nursing skills. Engage in nursing praxis. Clinical I: The Fundamentals of Nursing Examine nursing actions from a nursing process framework. Participate in inter-professional, intra-professional and interdisciplinary learning experiences. Explore advocacy and the promotion of healthy public policy and social justice for older adults Demonstrate the knowledge, attitudes and skills necessary for holistic, comprehensive and focused assessment of well clients. Use the nursing process to demonstrate professional and safe nursing care for well clients. Demonstrate introductory interviewing and assessment skills. Collect health history information. Perform a relevant physical examination based on assessment findings and specific client characteristics. Identify relevant laboratory and diagnostic tests associated with different system assessments. Clinical II: Health Assessment Integrate laboratory and diagnostic results within different system assessments. Demonstrate diagnostic reasoning to create appropriate nursing diagnostic statements supported by available client data and evidence. Demonstrate the integration and application of course and other nursing knowledge into nursing practice and simulation experiences. Practice professional nursing care to promote safe, supportive healing environments. Participate in inter-professional, intra-professional and interdisciplinary learning experiences. Increased integrative thinking including relevant health assessment, pharmacology, laboratory and diagnostic findings and pathophysiology in the planning of nursing care. Development of pattern recognition and critical decision-making to support safe nursing practice. Clinical III: Medical-Surgical Nursing I Increased confidence and competence in documentation and independent nursing practice skills. Demonstrate the integration and application of course and other nursing knowledge into nursing practice and simulation experiences. Practice professional nursing care to promote safe, supportive healing environments. Increased integrative thinking including relevant health assessment, pharmacology, laboratory and diagnostic findings and pathophysiology in the planning of nursing care. Development of pattern recognition and critical decision-making to support safe nursing practice. Clinical IV: Medical-Surgical Nursing II Increased confidence and competence in documentation and independent nursing practice skills. Demonstrate the integration and application of course and other nursing knowledge into nursing practice and simulation experiences. Practice professional nursing care to promote safe, supportive healing environments.
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Course Outcomes
Develop skills in mental health assessment and mental health interventions. Develop skills in pattern recognition, critical thinking, clinical judgment, and therapeutic communication skills as interventions. Continue to develop organizational ability, flexibility and safety amid rapidly changing situations to support safe nursing Clincical V: Mental Health Nursing practice. Provide holistic, person-centred care in the acute and community clinical settings. Demonstrate the integration and application of course and other nursing knowledge into nursing practice and simulation experiences. Practice professional nursing care to promote safe, supportive healing environments. Apply the principles of health promotion and illness prevention while providing nursing care to children and families. Apply critical thinking and clinical reasoning skills to inform decision making with regards to caring for children and their families. Clinical VI: Child and Family Examine special needs, illness and hospitalizations of children and families. Apply the principles of teaching and learning to the pediatric population and their families in a variety of settings. Demonstrate the integration of new and previous knowledge in the clinical setting. Practice professional nursing care to promote safe, supportive healing environments. Be equipped to practice in accordance with the College of Nurses of Ontario Entry to Practice Competencies and professional practice standards Engage in therapeutic relationships with the patient, family, significant others and members of the healthcare team Utilize critical thinking and clinical reasoning skills to inform decision making. Clinical VII: Advanced Clinical Concepts I Analyze scientific and evidence -based knowledge, to influence actions which guide care and interventions. Practice in a safe, ethical, and professional manner with consideration for the patient’s cultural/societal beliefs and practices. Integrate empirical and theoretical knowledge from nursing and other disciplines to inform professional nursing practice. Be equipped to practice in accordance with the College of Nurses of Ontario Entry to Practice Competencies and professional practice standards Engage in therapeutic relationships with the patient, family, significant others, and members of the healthcare team. Utilize critical thinking and clinical reasoning skills to inform decision making. Clinical VIII: Advanced Clinical Concepts II Analyze scientific and evidence -based knowledge, to influence actions which guide care and interventions Practice in a safe, ethical, and professional manner with consideration for the patient’s cultural/societal beliefs and practices. Integrate empirical and theoretical knowledge from nursing and other disciplines to inform professional nursing practice.
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The work integrated learning outcomes were extracted from the clinical courses to understand further connections to the degree level standards. The table below demonstrates how the work-integrated learning outcomes are interconnected to the requirements set forth in the degree level standards, revealing the coverage of these standards in the proposed clinical courses is substantial considering the number of hours and varieties of settings students experience in the proposed program.
Depth and Breadth of
Knowledge
Conceptual and
Methodological
Awareness
Communication Skills
Application of
Knowledge
Professional
Capacity/Autonomy Awareness of Limits of Work-Integrated Learning Outcomes Knowledge Clinical I: The Fundamentals of Nursing Develop basic clinical nursing skills. X X X Engage in nursing praxis. X X X X X Examine nursing actions from a nursing process framework. X X X X Participate in inter-professional, intra-professional and interdisciplinary X X X X X X learning experiences. Explore advocacy and the promotion of healthy public policy and social justice X X X X X for older adults . Clinical II: Health Assessment Demonstrate the knowledge, attitudes and skills necessary for holistic, X X X X X X comprehensive and focused assessment of well clients. Use the nursing process to demonstrate professional and safe nursing care for X X X X X well clients. Demonstrate introductory interviewing and assessment skills. X X X X Collect health history information. X X X X Perform a relevant physical examination based on assessment findings and X X X specific client characteristics. Identify relevant laboratory and diagnostic tests associated with different X X X X system assessments. Integrate laboratory and diagnostic results within different system X X X X assessments. Demonstrate diagnostic reasoning to create appropriate nursing diagnostic X X X X X statements supported by available client data and evidence. Demonstrate the integration and application of course and other nursing X X X X X knowledge into nursing practice and simulation experiences. Practice professional nursing care to promote safe, supportive healing X X X X environments . Participate in inter-professional, intra-professional and interdisciplinary X X X X X learning experiences. Clinical III: Medical-Surgical Nursing I Increased integrative thinking including relevant health assessment, pharmacology, lab & diagnostic findings & pathophysiology in the planning of X X X X nursing care. Development of pattern recognition and critical decision-making to support safe X X X X X nursing practice. Increased confidence and competence in documentation and independent X X X X nursing practice skills. Demonstrate the integration and application of course and other nursing X X X X X knowledge into nursing practice and simulation experiences. Practice professional nursing care to promote safe, supportive healing X X X X X environments . Clinical IV: Medical-Surgical Nursing II Increased integrative thinking including relevant health assessment, pharmacology, lab & diagnostic findings & pathophysiology in the planning of X X X X nursing care. Development of pattern recognition and critical decision-making to support safe X X X X X nursing practice. Increased confidence and competence in documentation and independent X X X X nursing practice skills. Demonstrate the integration and application of course and other nursing X X X X X knowledge into nursing practice and simulation experiences. Practice professional nursing care to promote safe, supportive healing X X X X X environments.
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Depth and Breadth of
Knowledge
Conceptual and
Methodological
Awareness
Communication Skills
Application of
Knowledge
Professional
Capacity/Autonomy Awareness of Limits of Work-Integrated Learning Outcomes Knowledge Clinical V: Mental Health Nursing Develop skills in mental health assessment and mental health interventions. X X X X Develop skills in pattern recognition, critical thinking, clinical judgment, and X X X X X X therapeutic communication skills as interventions. Continue to develop organizational ability, flexibility and safety amid rapidly X X X X X changing situations to support safe nursing practice. Provide holistic, person-centred care in the acute and community clinical X X X X settings. Demonstrate the integration and application of course and other nursing X X X X X knowledge into nursing practice and simulation experiences. Practice professional nursing care to promote safe, supportive healing X X X X X environments. Clinical VI: Child and Family Health Apply the principles of health promotion and illness prevention while providing X X X X nursing care to children and families. Apply critical thinking and clinical reasoning skills to inform decision making with X X X X X regards to caring for children and their families.
Examine special needs, illness and hospitalizations of children and families. X X X
Apply the principles of teaching and learning to the pediatric population and their X X X X X families in a variety of settings.
Demonstrate the integration of new and previous knowledge in the clinical setting. X X X X
Practice professional nursing care to promote safe, supportive healing environments . X X X X X
Clinical VII: Advanced Clinical Concepts I Be equipped to practice in accordance with the College of Nurses of Ontario X X X X X X Entry to Practice Competencies and professional practice standards. Engage in therapeutic relationships with the patient, family, significant others X X X X and members of the healthcare team. Utilize critical thinking and clinical reasoning skills to inform decision making. X X X X X Analyze scientific and evidence -based knowledge, to influence actions which X X X X X guide care and interventions. Practice in a safe, ethical and professional manner with consideration for the X X X X X X patient’s cultural/societal beliefs and practices. Integrate empirical and theoretical knowledge from nursing and other X X X X disciplines to inform professional nursing practice. Clinical VIII: Advanced Clinical Concepts II Be equipped to practice in accordance with the College of Nurses of Ontario X X X X X X Entry to Practice Competencies and professional practice standards. Engage in therapeutic relationships with the patient, family, significant others X X X X and members of the healthcare team. Utilize critical thinking and clinical reasoning skills to inform decision making. X X X X X Analyze scientific and evidence -based knowledge, to influence actions which X X X X X guide care and interventions. Practice in a safe, ethical and professional manner with consideration for the X X X X X X patient’s cultural/societal beliefs and practices. Integrate empirical and theoretical knowledge from nursing and other X X X X disciplines to inform professional nursing practice.
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The following chart summarizes how each course contributes to the program learning outcomes (PLOs). Please refer to the supporting documents folder for a complete mapping of all course learning objectives including the work integrate learning outcomes.
Year One Year Two Year Three Year Four
Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Semester 8
BSCN1002 BSCN1002 Prof Growth I: Intro to Professional Nursing
BIOL1050 AnatomyBIOL1050 & Physiology
BSCN1001 BSCN1001 Relational Practice I:
Reflection
BSCN1000 BSCN1000 Clinical I The Fund. of Nursing
SCC110 ntroduction to
Indigenous Canada
BIOL1150 AnatomyBIOL1150 & Physiology
II
BSCN1101 BSCN1101 Relational Practice II:
Communication in Nursing
BSCN 1100Clinical II: Health Asseessment
CHEM1150 BiochemistryCHEM1150
PSYC1150 LifespanPSYC1150 Development
BSCN2000 BSCN2000 Clinical Medical-III: Surgical Nursing
BSCN2001 BSCN2001 Pharmacology I
BIOL2050 MicrobiologyBIOL2050
BSCN2002 BSCN2002 Health Informatics
BSCN2100 BSCN2100 Clinical Medical-IV: Surgical Nursing II
PATH2150 PathophysiologyPATH2150 II
BSCN2102 BSCN2102 Pharmacology II
BSCN2101 BSCN2101 Prof. Growth II: Ethics
NUTR2150 NUTR2150 The Science of
Nutrition
BSCN3000 BSCN3000 Clinical MentalV:
Health
BSCN3001 BSCN3001 Clinical Nursing in
Community Settings
BSCN3002 BSCN3002 Obstetrics and Reproductive Health
STAT3150 Statistics
BSCN3102Nursing Research I:
Quantitative
BSCN3100 BSCN3100 Clinical ChildVI: and Family Health
BSCN3101 BSCN3101 Population Health
BSCN4002 BSCN4002 Nursing Research II:
Qualitative
Clinical AdvancedVII: Clinical
Concepts
Prof. Growth NursesIII:
Influencing Change
BSCN4101 BSCN4101 Clinical AdvancedVIII: Clinical Concepts II BSCN4101Prof. BSCN4101Prof. Growth IV: The graduate has reliably demonstrated the ability to: Leadership and Management Meet the professional practice requirements as identified in the 1 current Entry-to-Practice Competencies and Professional Standards of x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x the College of Nurses of Ontario. Provide safe, competent, holistic care to diverse individuals, groups and populations in a variety of contexts based on the principles of 2 x x x x x x x x x x nursing knowledge, ways of knowing, ethics, relationships, and x x x x cultural safety. Build professional relationships in a collaborative environment with 3 other health care providers and the client, to actively engage in x x x x x x x x x x x x x x collaborative decision-making. Contribute to the nursing profession and healthcare through the 4 practice of critical inquiry, self-reflection and a commitment to x x x x x x x x x x x x x x x x x x professional growth through lifelong learning. Utilize critical thinking and reasoning to make evidence-informed 5 clinical judgements. x x x x x x x x x x Practice nursing while demonstrating advocacy and leadership at the 6 professional, political, and societal levels; in accordance with the x x x x x x x x x x x x x x x values of social justice and equity. Manage the care of people across the lifespan who have stable and 7 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x unstable outcomes. Manage the care of people across the lifespan who have stable and 8 x x x x x x x x x x x unstable outcomes. Practice in a broad range of settings, with an emphasis on rural 9 communities. x x x x x x x x x x x Practice with an understanding of the history, ways of knowing, and 10 x x x x x x x x x x x culture of the Indigenous Peoples of Canada. x x x x Identify, support and effect appropriate change in healthcare. 11 x x x x x x x x x x x x x
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REFLECTION AND EVALUATION
All clinical courses require critical reflection and evaluation. Formative and summative evaluations are completed by both the student and the instructor/preceptor to ensure course objectives are met and the student is progressing towards the program outcomes. Oversite of this process is conducted by the College faculty person assigned to the course. Students provide evidence through self-reflection and self-evaluation on how they meet the designated course outcomes. The evidence may include a portfolio with a written learning plan, nursing care plans and other various projects and assignments based on the clinical setting and experience. The clinical instructor/preceptor provides a written midterm and final evaluation based on student performance and meeting the course outcomes along with these student self-assessments. Each clinical course has its own evaluation form which was designed based on the College of Nurses of Ontario Entry to Practice Competencies. These can be found in the supporting documents folder. The evaluation forms demonstrate a levelled progression in performance expectations as students move through the four years of the program. Copies of these evaluation tools are retained in student files located in the nursing office on campus.
UNPAID PLACEMENTS
Clinical placements are unpaid learning experiences which is the standard across nursing educational programs in Ontario. Because nursing is such a highly specialized healthcare field, students require continuous supervision and direction by healthcare professionals. Students are not replacing employees in the workplace but are present in addition to the normal compliment of staff that work in the agency. The student role is that of a learner, which does not carry the responsibility or expectations of a paid agency worker.
PROGRAM ADVISORY COMMITTEE
College Program Advisory Committees are the cornerstone to healthy and stable educational programming. The Sault College BScN Advisory Committee serves a vital role in assisting our nursing program to remain dynamic and in close touch with our community. We value all our volunteer Nursing Program Advisory Committee Members, and appreciate the input they provide to our College, our Nursing Program, our Nursing Faculty, and our Nursing Students.
ADVISORY COMMITTEE MEMBERSHIP
The nursing program advisory committee is composed of representatives from the community at large, Sault College, and professionals directly associated with our community healthcare agencies. The committee meets twice a year on the College campus, and serves as a strategic, action-oriented body that shares information and provides recommendations to ensure that the Sault College Nursing Program remains a leader in nursing education.
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The program Advisory Committee performs many functions such as, but not limited to the following: ➢ Reviews and makes recommendations about relevant skills, knowledge, and attitudes they feel should be included in our educational program ➢ Serving as an ambassador for our program by disseminating information/ announcements and surveys to the community ➢ Provides information to the Board as to changes in the local labor market and/or specific employment needs in community agencies, ➢ Assists the College BScN Program in providing a written annual evaluation as to its academic effectiveness. ➢ Identifying and referring of quality adjunct faculty ➢ Assist in helping to identify possible nursing student and nursing graduate placements ➢ Make recommendations about facility, equipment and supply acquisitions.
To ensure the proposed BScN program maintains currency in relation to curriculum, best practice and labour market needs, feedback will be solicited from the PAC on an annual basis. A PAC feedback questionnaire is included in the supporting documents folder.
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AD-HOC PROGRAM ADVISORY COMMITTEE MEMBERSHIP
Removed for web version.
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REPORT OF PROGRAM ADVISORY COMMITTEE/COUNCIL MEETING
The meeting minutes from the PAC meeting at which the BScN program was approved is included in Section 13: Optional Materials of this submission report.
The motions from the meeting are copied below, along with that from the Board of Governors meeting.
Motion 1: Be it resolved that the Bachelor of Science in Nursing (BScN) Ad-Hoc Program Advisory Committee endorses the nomenclature for the degree and the major curriculum content of Bachelor of Science in Nursing Program (Honours) proposal as appropriate to the field of study and the level of academic rigour expected in a bachelors applied degree program. Moved by: Christianne Monico; Seconded by: Amy Mangone
Motion 2: Be it resolved that the Bachelor of Science in Nursing (Hons) Ad-Hoc Program Advisory Committee endorse the submission of the Bachelor of Science in Nursing Program proposal for consideration by the Sault College Board of Governors and the Ministry of Colleges and Universities through the Post-Secondary Education Quality Assurance Branch. Moved by: Karen Guzzo; Seconded by: Amy Mangone
Motion 3: Be it resolved that the Bachelor of Science in Nursing (Hons) Ad-Hoc Program Advisory Committee endorse the submission of the RPN Bridge to the Bachelor of Science in Nursing Program proposal for consideration by the Sault College Board of Governors and the Ministry of Colleges and Universities through the Post-Secondary Education Quality Assurance Branch. Moved by: Christianne Monico; Seconded by: Kathy Berchem
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SECTION 5: PROGRAM DELIVERY
The structure and delivery methods of Sault College’s proposed Bachelor of Science in Nursing program will enable students to achieve the requisite program and degree-level learning outcomes, as well as the CNO’s entry-to-practice competencies, within the prescribed period of study.
The new program follows the same semester structure as was in place in the collaborative program delivery with Laurentian University. As proven an effective model, the program delivery is hosted in eight semesters, each 12 weeks in length. The final exam period is outside of the 12 weeks of classes and placement, in each semester. With this model, students have a manageable and balanced workload and the time needed to fulfill all program requirements as they progress through the program.
Sault College has quality assurance mechanisms in place to ensure that program delivery methods enable students to achieve the intended learning outcomes. These processes, and supporting materials, are described below.
QUALITY ASSURANCE OF PROGRAM DELIVERY METHODS
QA mechanisms to ensure excellence in program delivery: • Annual Program Review • Teaching and Learning supports • Professional Development opportunities • Student feedback and supervisor feedback on instruction
Sault College has clearly defined and structured mechanisms in place to facilitate the evolution of programs to maintain their effectiveness in providing student the learning opportunities they need to be successful. Governing committees (Board of Governors and its sub-committees, Indigenous Circle on Education (ICE), Program Advisory Committees, Advisory College Council, Strategic Planning Committee, and College Executive Committee); institutional guiding documents (Strategic Plan, Strategic Mandate Agreement, and the Annual Business Plan); and, policies and processes (Program Quality Assurance Policy, Program Review Policy and Procedure, and the New Program Development Procedure); are the key quality assurance mechanisms at Sault College.
Program Review is an integral part of ensuring postsecondary programs at Sault College maintain their relevance and currency. The Program Review Policy and the supporting procedure apply to all programs leading to an Ontario College credential, including degree programs. A continuous improvement cycle, the annual program review process is designed to monitor program indicators year-over-year and identify areas in need of quick attention. The annual review process informs identification of programs to undergo a more comprehensive review, in addition to the required five-to seven-year review of degree programs. The action items identified through annual and comprehensive reviews are incorporated in business planning and budget planning.
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Program maps are reviewed each year during Annual Program Review to ensure ongoing currency and relevance of program curriculum to the scope of the learning outcomes. Program mapping support is provided by the Quality Assurance office and templates and instructions are available on the Quality Assurance page of the Sault College Intranet as well as in the Program Review shared network folder accessible by program Coordinators, Chairs, Deans, QA office, and VPA. Program teams are to ensure that Quality Assurance has the most up-to-date version of their program maps.
QUALITY ASSURANCE MECHANISMS IN BSCN
The collaboration with Laurentian University and the partner colleges – Cambrian, Northern, Sault and St. Lawrence – has a strong quality assurance system, which will not be eradicated at Sault College with independence of the BScN program. Sault College faculty have been active members of the collaborative Quality Assurance Committee, Program Evaluation Committee, and Program Curriculum Committee with their partners. The plan is to carry the same focus on quality assurance into the new Stand-Alone BScN Program, while following the policies and processes of Sault College.
The Faculty, Dean, & Chair of the BScN Program currently attend a regularly scheduled program meeting during which quality assurance items are addressed and either dealt with in Sault College, if it is within our control, or referred to the Collaborative Quality Assurance Committee. The Sault College team will continue with the Program Meetings and may include sub-committee formation to monitor curriculum, evaluation, etc. The recording of all information about the curriculum, evaluation, admission criteria, etc. and any changes will be maintained as per Sault College processes. Forms are being developed to capture information from an institutional, program, and course perspective. Annual meetings with the collaboration have been useful to bring the partners together for review and planning purposes.
At Sault College, a retreat has been scheduled each year to review and discuss program successes and challenges in the current program. This format will continue for the Stand-Alone program to monitor program health, curriculum currency, student success rates, and other quality assurance elements.
See See Section 13: Optional Materials for the LU Collaboration Annual Institution Report form template and the Annual Course Review template. These are shared as samples of QA mechanisms which the BScN team plans to adapt for use in its independence program as it is a system the program team already practices and appreciates.
SUPPORT FOR TEACHING AND LEARNING
Sault College has invested in teaching and learning excellence with a new fulltime staff position dedicated to supporting faculty to explore new ways of designing a course and delivering content to be most effective for the delivery mode and audience. The Curriculum and Faculty Development Specialist provides a leadership role in curriculum and faculty development. Fostering a culture of sharing and professional development, the Specialist researches trends in teaching and learning and shares best
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practices with faculty at Sault College, facilitates learning and discussion sessions, and maintains an inventory of learning resources to support faculty development. The Specialist supports ongoing faculty development in curriculum design and development to ensure program courses effectively contribute to a student’s demonstrated achievement of the programs’ intended outcomes. The Specialist supports the College as teaching and learning evolves by supporting faculty in the exploration of educational technologies and guiding faculty development in effective teaching strategies.
The following table provides a synopsis of some of the activities led by the Curriculum and Faculty Development Specialist between May 2020 and March 2021. Faculty Support One-on-one faculty support (email, call, planned meeting, etc.) • Supports faculty with transitioning their courses to remote delivery • Supports faculty with learning new technologies and troubleshooting issues. • Supports faculty with learning latest teaching practices and strategies to support student success Program Specific Support • Work with coordinators in identifying challenges with remote delivery and finding solutions for them to implement within their program. • Work with a group of Faculty from specific program areas to enhance the learning experiences for their students. Faculty Sessions Community of Practice Sessions • Hosted within the Remote Delivery Collaboration Team on Microsoft Teams (a place where faculty and staff collaborate with one another on Remote Delivery challenges and ideas) • Run once a week as an opportunity for faculty to share ideas, common practices and discuss challenges. This is to foster a culture of collaboration and peer support. • Recording and resources for faculty available
Multi-College Collaboration Community of Practice Sessions: • As a member of the Multi-College Collaboration Project committee, we have offered Community of Practice Sessions to members of the four associated colleges (Sault, Northern, Lambton, Algonquin)
Peer-Led Training Sessions • Hosted within the Remote Delivery Collaboration Team on Microsoft Teams (a place where faculty and staff collaborate with one another on Remote Delivery challenges and ideas) o As-needed or topic by request; facilitated by Specialist and/or other faculty/staff o recorded and accessible for those who missed it
New Faculty Orientation Sessions (December & January) • Orientation sessions for new and existing faculty prior to start of each semester and into first weeks of semester • Introduces important semester start-up information, including the remote delivery guidelines, Teaching and Learning Plans, using MS Teams for Teaching, and using LMS. • Recording and resources for faculty available
Remote Delivery Faculty Training Sessions “The Very Basics for Beginners” (August) • Offered 2 sessions (one during the day and one evening) for any faculty to attend. • This session was to run through important semester start-up info, remote delivery guidelines and the very basic features of using MS Teams for Teaching.
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Small Group Training Sessions - The Very Basics of MS Teams (May) • Weekly sessions ran for 4 groups for approximately 2-3 weeks • This session was to run through the very basic features of using MS Teams for Teaching. • Recording and resources for the group was made available Student Supports Program/Course Specific Support • Orient students within programs and courses with the use of MS Teams and LMS as requested by the Faculty member or Chair/Dean
Student Orientation • Was part of the Orientation planning group for January Orientation and provided insights and advice on using Teams for the event • Assisted with the communications to students on how to join the orientation meetings • Assisted with the scheduling and set up of meetings and Teams • Provided students with Pre-Orientation Sessions: • Pre-Orientation Session 1 - Accessing the Portal, Microsoft Office 365, Email, LMS and Resources • Pre-Orientation Session 2 - Using Course Learning Platforms; LMS and Microsoft Teams Resource Sharing and Communication Resource Sharing Sites • Manages, organizes and populates the Curriculum and Faculty Enrichment Site (CAFÉ) on LMS with information and resources for faculty within the Remote Delivery Support module and a New Faculty Orientation module. • Organizes and monitors the Remote Delivery Collaboration Team on MS Teams and answers faculty questions, shares resources and schedules faculty sessions. • Populated the Portal with resources for students such as videos and guides on Computer Basics • Co-developed the College Reopening Procedures (COVID course) on LMS Document Creation and Sharing of Resources • Created how-to guides for faculty and students on accessing and using Microsoft 365, Microsoft Teams, LMS, Portal, Email, and more • Created checklist and start-up guides for new faculty • Create instruction guides on tools and technologies for faculty and students as requested Faculty Newsletter • Created and sent out a weekly newsletter to Faculty throughout the Fall semester • Provided faculty with the latest information such as upcoming Faculty Sessions, recordings of past sessions, helpful links and resources, did you know? FAQ, etc. • Will continue Feb-July 2021 Collaboration Collaboration college-wide Information Technology (IT), Student Success, Accessibility Services, Academic Assistants, International, Recruitment • Meet weekly with IT to discuss technological challenges, troubleshoot teaching-related technology issues and testing out teaching software and tools • Work with Accessibility Services to come up with AODA compliant solutions for students learning remotely. • Working with Student Success to ensure faculty are equipped with the tools they need to support students at risk • Working with Library Services to provide faculty with teaching resources • Work with Academic Assistants to implement MS Teams to communicate with the students in their schools. • Seek OTFT contact information from Academic Assistants to communicate with OTFT faculty.
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NEW FACULTY ORIENTATION The sessions presented below are geared for faculty new to Sault College, however they are open to any full-time or part-time faculty member interested in participating:
Session 1
Planning for Course Delivery and Overview of • Remote Delivery Guidelines College Systems • College Key Dates • Teaching & Learning Plans • Faculty access to the Portal, SIS, VPN, LMS, and Microsoft Office 365 • Faculty resources available • LMS course requirements
Session 2 Teaching Best Practices using LMS and Microsoft Teams Structuring your course on our “Brightspace” • Uploading, copying, and organizing course Learning Management System (LMS) content • Using the Assessment features such as setting up your gradebook, creating assignments and quizzes, and more
Using Microsoft Teams for teaching • Learning the features within Teams and Teams meetings • Best practices of using Teams during instruction • How to create a Team • How to schedule live classes/meetings • How to record classes and make recordings accessible to your students • Integration with other Microsoft applications and available apps
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BSCN-SPECIFIC ORIENTATION
In the BScN program, new clinical instructors participate in a dedicated orientation session.
Clinical Instructors are given the “Clinical Instructors Resources for Nursing” website to review as an added resource. http://www.uwo.ca/nursing/cirn/ Another important practice has been to provide the clinical instructors with a letter and an information package related to the course to ensure consistent information transfer. A sample can be provided during the Site Visit.
The Lead Professor mentors the clinical instructors, Lab Instructors and Lab Assistants associated with their course. The Coordinators and other fulltime professors mentor part time professors teaching a didactic course.
All fulltime and other than fulltime faculty (eg. Clinical instructors, lab assistants) are given access to “NurseTim” https://nursetim.com/ , which is a professional development website, and the subscription is paid for by Sault College. There are webinars and other materials which address professional development for clinicians and academics on this website. They also offer conferences which have an additional charge associated with them. All of the part time (“other than full time) instructors also have full access to the library and the professional development offerings of Sault College.
STUDENT FEEDBACK Course feedback is an essential component of all courses as it provides a systematic and consistent mechanism for gathering and responding to feedback from students. Sault College’s student feedback process is thorough and takes place on regular, cyclical intervals, as outlined by the Course Feedback Procedure. The Student Feedback Questionnaire occurs at least once each academic year in all postsecondary courses, taught by both full-time and part-time faculty. The questionnaire collects students’ feedback about course content, delivery, facilities, and equipment. The data gathered from this tool continues to drive continuous quality improvement efforts including faculty currency, delivery methods, facility improvements and faculty supports.
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ONLINE DELIVERY Sault College postsecondary programs have long been delivered in the traditional, in-class, face-to-face format. The COVID 19 pandemic forced a transition to remote delivery of these traditionally in-class learning experiences. Professors at Sault did an exceptional job of pivoting the delivery of their content to remote, substantially synchronous, delivery using web conferencing tools (predominantly MS Teams).
Teaching and learning via remote means, while introduced to many of Sault College’s postsecondary programs as an emergency work around, will be an expected as a way forward by our learners. Professors are actively experimenting with new course delivery methods and technologies.
Students in the first intake of the new BScN program in 2022 will be learning in a variety of settings, in the classroom and remotely for their lecture-based courses. BScN professors are among the leaders at Sault College in their exploration of Hyflex course delivery. In a Hyflex class, students who wish to be on campus in the classroom can be, and those who choose to join live class session remotely, may do so.
See See Section 13: Optional Materials for an infographic created to educate the Sault College community about the Hyflex delivery mode, as well as the materials in the supporting documents folder, created to educate the college community about the various delivery modes in which a course may be delivered.
All courses in the BScN program are Sault College courses, planned for delivery in a synchronous, in- person or hybrid model. As the College is not drawing in courses from OntarioLearn at this time, there are no asynchronous online courses planned for delivery in the proposed program.
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SECTION 6: CAPACITY TO DELIVER
Sault College has been offering degree-level education for twenty years. The College has delivered all four years of the Collaborative Bachelor of Science in Nursing degree program, a degree program in collaboration with Laurentian University (LU), since 2001. College has the capacity to deliver a high quality, stand-alone, nursing degree program as evidenced throughout this submission. It is supported by strong recruitment practices, faculty policies, and institutional supports.
At Sault College, the BScN program lives in the School of Health and Community Services. The program is supported by the following staff compliments:
Administration Staff
President Sault College
Vice President, Academic and Research Academic Division
Dean School of Health, Community Services, Interdisciplinary Studies, Media & Design
Chair Health programs
Support Staff
This position provides administrative assistance to the Dean, Chair, faculty (full-time and part-time) and students for a variety of programs and services within the Health Programs. The incumbent researches, analyzes and problem-solves the needs of students and faculty and provides recommendations/suggestions to ensure student academic success or resolution of problem. The position also develops and maintains effective and efficient systems for the School. Academic Assistant Duties and Responsibilities: • Administers academic policies and procedures associated with the program cluster; • Decides action to be taken and responds appropriately to requests from College faculty, departments and operation of office on a day‐to‐day basis; • Calculates budgetary input, alerts the Dean of potential problems and prepares the necessary documentation; and • Documents and processes Human Resource information
The incumbent is responsible for the coordination of practicum for each of the Sault College Nursing Programs (BScN, PN), PSW, and other Health Programs. In consultation with the relevant Program Coordinators, Faculty and Support staff, the incumbent is responsible for developing, coordinating and maintaining practicum sites. The incumbent will develop and maintain various documents, eg. planning and tracking of clinical experiences. Other responsibilities will be related to the scheduling of Clinical Teachers and the development of contracts. This person will report directly to the Chair, Health Programs. Duties and Responsibilities: Clinical Support Officer • Schedules, organizes and coordinates Clinical/Lab Teachers and practicum sites for the Sault College Nursing and other Health Programs for each semester, in consultation with the appropriate coordinator, course professor, Program Assistant and the Chair, Health Programs. • Assembles, evaluates and supplies Clinical placement materials to faculty, students, placement sites, support staff and program coordinator. • Informs Students, Clinical Teachers, Preceptors, Faculty and Program Coordinators about the practicum expectations, policies, procedures and requirements of the College and Placement Site. • Maintains administrative policies, procedures and documentation requirements for practicum related issues. • Develops and maintains relationships with community agencies.
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Support Staff
The incumbent provides clerical support services for the School of Health, Media/Design and Math. In consultation with the various Program Co- ordinators, the incumbent assists in program delivery with a focus on the Collaborative Bachelor of Science in Nursing, Practical Nursing, PSW and other Health programs. The incumbent works closely with Program Coordinators, faculty, staff and students in the delivery of post-secondary program services with particular emphasis on student placement, student placement requirements, Affiliation Agreements and agency documentation. The incumbent’s role includes placement data assessment, book and supply orders, course outlines, creating, revising, tracking and retrieving a wide variety of documents. The incumbent is responsible for the Health programs website maintenance ensuring that changes to policy and legislation are updated and current. The incumbent also provides overflow and office coverage in the absence of colleagues. Duties and Responsibilities: • Design, modify and maintain Excel shareable student databases which include expiration dates for all clinical/field placement requirements including but not limited to Police Record Searches, 1st Aid and CPR certification, WHMIS certification and immunization placement requirements for BScN, Practical Nursing, Personal Support Worker, OTA/PTA and Fitness and Health programs • Review and verify original Police Record Search documentation and completing in house student form. If there is a criminal charge notation, flag for Dean/Chair for processing and follow-up as required • Ensure that program coordinators and clinical teachers are told of any outstanding placement requirements and inform which students are not able to attend clinical/field placement Program Support Officer • Ensure students have met all requirements and are compliant before placement start dates and continue to meet those requirements while on placement. Communicate any deficiencies or expired requirements to program coordinators and clinical leads for students who should not be out on placement • Present to students their rights and responsibilities regarding Ministry insurance, and placement requirements. • Liaise with the College Health Centre to update immunization dates and report back to clinical teachers and students to ensure compliance for placements • Liaise with Placement Agencies regarding agency specific requirements and communicate with the student to ensure all agency specific requirements are met • Arrange and attend classroom visits to explain and review the policy for workplace insurance coverage while students are out on placement. Review the steps the students need to take in the event they are hurt or injured while on placement. • Prepare, edit, distribute and file Affiliation Agreements using the college template or agency generated agreement and maintaining database of same • Liaise with placement agencies regarding Affiliation Agreements and changes with student placement activities that include timelines, hours of work and change of placement agency • Communicate, upload and post crucial placement information using LMS and program bulletin boards
The incumbent is responsible for reinforcing and supervising practice and for providing technical expertise for students to learn and become proficient in the performance of skills as established by faculty. The incumbent is responsible for the security, maintenance, cleanliness and organization of the Health Science Laboratory (HSL), which includes inventory management through the annual budgeting process, and the ongoing control of inventory and costs throughout the year. The incumbent is responsible for fit testing of faculty and students. Duties and Responsibilities: • Responsible for the preparation of the HSL, assists with the scheduling • Plans activities to meet individual student needs in consultation with the faculty and the student • Provides expertise in all nursing skills both at the BScN level as well as for the Practical Nurse. • Demonstrates skills as part of the learning process Health Sciences Lab Specialist • Supervises student practice of skills in lab and monitors the student performance for safety and readiness to practice skills in a clinical setting. • Provides accurate feedback to students during skills practice labs around completion of specific learning objectives set by program faculty • Maintains cleanliness and organization of the HSL • Recommends the purchasing of new and replacement equipment • Upon approval, arranges for purchase/delivery of equipment/supplies • Recommends purchasing of additional equipment as needs are identified • Continuously updates knowledge and technical expertise • Acts as a resource to faculty re: updates and new technology related to clinical lab • Participates in continuing education to maintain competence
Academic Staff
13 Full time professors 4 Other than Fulltime professors (2 for core BScN courses and 2 for BScN specific elective courses)
22 Clinical Instructors
4 Lab Assistants
8 Faculty Advisors
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FOUR YEAR ENROLMENT PROJECTION The following chart illustrates the four-year enrolment projection for the proposed BScN program; it includes the addition of the RPN-to-BScN students. The Fulltime Year Three numbers in the chart account for attrition of 5 students between and Year Two to Year three. There would be an addition of 10 RPN-to-BScN students to the Year Three cohort as they complete the bridging courses required. The calculation is shown explicitly in the chart. Annual Proposed Enrolment Year 1 Year 2 Year 3 Year 4 Year 5 Ongoing
Total head count (HC) 65 125 190 252 252 252
Full-Time Year 1 65 65 65 65 65 65
Full-Time Year 2 0 60 60 60 60 60
YEAR 2 TO YEAR 65 65 3 STUDENTS = 55 Full-Time Year 3 0 0 65 RPN-TO-BSCN STUDENTS = 10 TOTAL = 65
Full-Time Year 4 0 0 0 62 62 62
Anticipated No. of 0 0 0 62 62 62 Graduates
The information below shows the academic staff required throughout the four years of the program.
Legend: FTE = Full Time Equivalent; encompasses Nursing & Science Faculty OTFT = Other than Fulltime Faculty; includes Course Faculty, Lab Assistants, Clinical Instructors & Faculty Advisors. Four-Year Academic Staffing Plan
Program Year Sept. 22 Sept. 23 Sept. 24 Sept. 25
Number of Faculty FTE OTFT FTE OTFT FTE OTFT FTE OTFT
Year 1 3 11 3 11 3 11 3 11
Year 2 0 0 5 14 5 14 5 14
Year 3* 0 0 0 0 3 7 3 7
Year 4 0 0 0 0 0 0 2 6
Total Faculty 14 33 43 51
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FACULTY QUALIFICATIONS FOR UNDERGRADUATE PROGRAMS
All faculty teaching in the Bachelor of Science in Nursing program, core curriculum courses and in the breadth/non-core courses, have the professional credentials and related work experience; hold an academic credential at least one degree level higher than the bachelor’s degree, and engage in scholarship and research as a way of ensuring currency in the field of nursing.
FACULTY PROFESSIONAL AND ACADEMIC CREDENTIALS AND WORK EXPERIENCE Curriculum vitae (CV) of all faculty members teaching in the Bachelor of Science in Nursing program, and the administrators (Dean and Chair) are enclosed with the supporting documents portion of this submission. The Program Schedule chart in the Program Content section of this submission presents academic credentials by course taught. Everyone for whom a CV is included with this submission has signed a release form via email (the release forms are included it the CV folder).
As of April 2021, two members of the faculty each have a Doctor of Philosophy (PhD.) degree, representing a terminal degree in the field of study and a closely related discipline. To be specific, one professor has a PhD in Nursing and the other faculty member’s PhD. is in Higher Education. This represents approximately 30% of the students’ experience in the core courses depending on how the workload for each professor is enacted each semester. One faculty member is just beginning a Doctor of Nursing Practice (DNP) program and we have a part-time professor who is currently beginning a doctoral program. Sault College is also developing a partnership with another Ontario College to hire two of their faculty, who are PhD, DNP, or doctorally prepared; to teach or co-teach courses within the Sault College proposed BScN program.
Sault College requests an exemption from the benchmark that 50% of the students’ experience be taught by faculty members with the terminal academic credential while faculty who are enrolled in terminal degree programs advance toward completion of that degree and the hiring of another doctorally prepared faculty member can be accomplished.
SCHOLARSHIP AND RESEARCH The Sault College faculty and administrative team are committed to scholarship. The chart with an overview of the various activities that have occurred over the past ten years has been redacted from the web version. Several projects and activities are currently being planned.
Processes remain in place for faculty to request time on their workloads for scholarship; there is a Scholarship Activity Request form for faculty to use to guide them in developing their request for time and resources. The form specific for faculty in Heath Programs is included in the supporting documents folder in the SharePoint submission site.
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FACULTY POLICIES
RECRUITMENT PROCESS AND TEACHING QUALIFICATIONS
Sault College ensures that teaching staff possess the appropriate combination of experience and credentials and have the level of expertise and ability to provide the published learning experience through our recruitment process and maintenance of a minimum teaching qualifications matrix. The College has a robust and invitational recruitment process which ensures successful candidates have the credentials and experience required for the position. The College’s recruitment procedure is submitted in the Polices file along with this submission.
In recruitment of academic professors, a minimum teaching qualifications matrix outlines the minimum requirements for each program area. Sault College is dedicated to adhering to and implementing the standards found in the attached documents during the hiring process.
As the Bachelor of Science in Nursing is the first degree-level credential program for which Sault College is seeking ministerial consent to deliver independently, a new Faculty Credentials Policy has been drafted and will flow through Sault College’s formal approval process through Spring 2021. The policy outlines the requirements that for degree programs, a) faculty credentials are provided to Sault College directly from the granting institution; and, b) international credentials are verified against a Canadian equivalent.
The draft policy is attached in the Policies file.
STANDARD WORKLOAD FORM (SWF)
Following the Standard Workload Form Procedure, Sault College faculty members are provided time on their workloads to prepare for class, be available to meet with students and/or respond to inquiries and to evaluate student assignments and assessments. A calculation is made on the number of hours required for preparation and evaluation to teach the course. Every full-time faculty member is given six complementary hours. Additional complementary hours may be added for department meetings, to perform the duties of coordinator, for program review or for curriculum development. The above derive the total number of hours per week a faculty is assigned. Forty-four (44.00) hours per week is the optimal amount. There is consultation between the supervisor and faculty member during SWF creation of the upcoming semester’s workload. All SWFs are compliant with the Collective Agreement and are vetted through the Workload Monitoring Group.
FACULTY PERFORMANCE REVIEW
Saul College has been refining its Faculty Review process and policy. The updated policy will flow through Sault College’s formal approval process through Spring 2021. The draft policy is attached in the Policies file.
In practice, faculty review is conducted during the workload review meeting between faculty member and supervisor in advance of each academic semester. The meeting includes review of student feedback on teaching effectiveness, collected through the institutional student feedback process described in the Program Delivery section.
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PROFESSIONAL DEVELOPMENT
Sault College understands the importance of professional development. The Professional Development Policy pertains to all professional activity for all Sault College staff members, including teaching staff. This policy is included in the Policies file with this submission.
Faculty Professional Development Leave follows provisions of the Academic Collective Agreement (Article 20). Faculty members are invited to submit an Academic Professional Development Leave Application form, describing the project to be undertaken, the activities planned, and the expected benefits the academic department, the College, and to the local community, and how the knowledge and skills gained will be disseminated to these audiences. The PD Leave Applications Timeline guides the process for application, review of and approval of applications and planning.
Sault College offers staff the opportunity to participate in many valuable professional development sessions throughout the year. The professional development series in the non-teaching period each spring (May/June) is most notable. The month-long professional development program incorporates multiple sessions on pedagogy and use of technology in teaching. In preparation for the upcoming Spring programs, faculty take part in a survey to identify top choices for further discourse involving teaching and learning practices. Participants complete evaluation forms following each session to indicate the extent to which the session provided helpful topics on teaching and learning.
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COLLEGE SERVICES AND RESOURCES
LIBRARY COLLECTIONS, RESOURCES AND SERVICES
The Sault College Library’s current annual budget for collections in all programs is around $150,000. The library manages the resources from the Ontario Library Resources for Nursing (OLRN) databases, the Sault College Nursing program pays for this ($15,000), and about 25,000 in additional databases and between $5,000 and $10,000 in print material per year. There are currently no student fees associated with library resources or facilities.
Print Books: 24,000 Collections Overview (Estimate) eBooks: 175,000+ Databases: 90+ Journals available via Databases: 55,000 titles Individual Journal Subscriptions: 70 Print titles; 40 Print + Online Titles
DATABASES Databases provide both content and indexing. Please Note: Publications included within each database are subject to change without notice due to contractual agreements with publishers.
Sault College Library’s Commitment to Enhancing core Nursing databases in 2022-23
Sault College Library currently has a solid set of core and allied health databases for nursing students. With becoming independent of Laurentian University and losing access to their nursing databases we commit to fill this gap with more nursing databases such as: Embase, Joanna Briggs Institute EBP, CINAHL Complete, Science Direct, Web of Science, Anatomy TV, APA PsychInfo, Access Medicine, Springer Link.
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CORE NURSING DATABASES
Ebsco CINAHL Indexing of over 1,600 nursing and allied health titles and over 18,000 full-text articles. Subjects covered include nursing, allied health, biomedicine, alternative medicine, and consumer health.
ProQuest Nursing & Allied Health Premium ProQuest’s Nursing & Allied Health Premium is a new solution designed to support the teaching, learning, and research needs of nursing and allied health students and educators. This new offering combines the Nursing & Allied Health Database and Alexander Street's Nursing Education in Video into an ever-growing collection within an immersive, discipline-specific experience on the ProQuest Platform. Developed in collaboration with an advisory board of nursing and allied health faculty, researchers, and librarians, Nursing & Allied Health Premium delivers a mix of practical and theoretical content in an interface that helps students build the research and clinical skills they will need for success in their courses and careers.
Evidence Based Medicine Reviews (EBMR) by OVID. EBMR Combines several of the most trusted EBM resources into a single, fully searchable database. These resources include the world- renowned: Cochrane Database of Systematic Reviews, Cochrane Clinical Answers (CCAs), Cochrane Central Register of Controlled Trials, ACP Journal Club, Cochrane Methodology Register (CMR) - Health Technology Assessments (HTA), The Database of Abstracts of Reviews of Effectiveness (DARE) and NHS Economic Evaluation Database (NHS EED)
RELATED HEALTH/MEDICINE DATABASES
Alt HealthWatch This is primarily a consumer health informational database. Includes complementary, holistic and integrated approaches to health care and wellness.
Health Source - Consumer Edition This is primarily a consumer health informational database. Provides information on many health topics including the medical sciences, food sciences and nutrition, childcare, sports medicine and general health.
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Gale Health and Wellness This is primarily a consumer health informational database and not a research database. Provides alternative medicine-focused magazines, journals, newspapers, definitions, directories, videos, & reference information on: Medicine, Nutrition, Diseases, Public Health, Pregnancy, Herbal remedies, etc. Included are links to diet, cancer, health assessment sites & government databases. Easily access videos from Healthology, Inc.'s consumer health video library.
Rehabilitation Reference Center This evidence-based, point-of-care resource is for physical therapists, occupational therapists, speech therapists and rehabilitation professionals and can be beneficial to other allied health fields. Includes Clinical Reviews, research instruments, information from AHFS on over 11,700 drugs and their manufacturers, more than 9,800 exercise images, key reference handbooks, and guidelines from the US National Guidelines Clearinghouse.
Journals@OVID Indexing of over 2,000 nursing and allied health journals with full text for more than 70 titles.
MEDLINE (via EBSCO Platform) This is the same index as the open PubMED database. The advantage to searching via the institutional platform is link resolving to library-subscribed content. There is no full text content in this database. Provides authoritative medical information on medicine, nursing, dentistry, veterinary medicine, the health care system, pre-clinical sciences, and much more. Created by the National Library of Medicine, MEDLINE uses MeSH (Medical Subject Headings) indexing with tree, tree hierarchy, subheadings to search citations from over 5,400 current biomedical journals.
Gale OneFile: Nursing and Allied Health Provides access to authoritative content including full-text titles cited in CINAHL supporting specialized care, treatment, and patient management. This essential resource is versatile and features highlighting and note-taking tools as well as an intuitive interface, providing multiple pathways to key information. Updated daily, this resource will help nursing professionals already working in the field, as well as students pursuing a nursing-focused curriculum.
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ELECTIVE DATABASES
Students in the Bachelor of Science in Nursing program are required to take electives in a variety of subjects. Sault College Library subscribes to databases with a breadth of subject coverage to support college programs and topics of general interest and study. The following are just a sample of the databases the Library subscribes to in support of the elective offerings: 1. Academic Search Complete 2. Academic OneFile 3. CPI.Q 4. Literature Resource Center 5. Business Source Complete 6. PressReader 7. Statista
A complete index of databases, including search tools to locate Open Access sources, is on the library website: https://saultcollegelibrary.ca/az.php VIDEO AND MULTIMEDIA
Films on Demand Academic Collection – Nursing Video A multidisciplinary streaming video database. This is a subscription product and is Add-on Collection licensed for classroom use. There are over 1,120 streaming videos in this collection. These films cover topics such as assessment, family nursing, emergency nursing, surgical nursing, oncology, pain management, diseases disorders & disabilities, ethics and nursing among many others.
Alexander Street Press - Nursing Education in Video Alexander Street Press - Nursing Education in Video is an up-to-date collection of (this is part of the Proquest Nursing & Allied Health demonstration and training videos designed to help students improve their clinical Premium database) skills. This resource provides access to Medcom's collection of full-length training videos allowing students anytime, anywhere access to the latest resources available for nurse training. At present there are 400 videos in this collection, with more being added each year. Journal of Online Visualized Education (JoVe) JoVE is a streaming service dedicated to teaching scientific fundamentals through easy-to-understand video demonstrations. For all of our Health Science programs Sault College Library subscribes to the Clinical Skills, Basic Biology, Advanced Biology, Chemistry and Psychology modules.
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TOTAL NURSING FULL TEXT JOURNALS Sault College Library currently has access to 5,267 active full text peer-reviewed journals in health and medicine via the online databases mentioned above. Content may change at any time without notice due to agreements with individual publishers.
Essential Nursing Journals American Journal of Critical Care Key Nursing journals held by Sault College Library in BMC Nursing full text and up to date: Clinical and Translational Immunology Heart & Lung (These are just some of the relevant full text nursing Journal of Multidisciplinary Healthcare titles (online) in Sault College Library collections) Journal of Nursing Education Journal of Nursing Scholarship Journal of Pain and Symptom Management Journal of Professional Nursing Nurse Education in Practice Nursing Education Today Nursingplus Open Oncology Nursing Forum Pain Management Nursing
Nursing Print Journals Abilities, ACSM’s Health & Fitness Journal, Alive, Canadian Nurse, Health, Health after 50, Northern Ontario Medical Journal, Nursing Made Incredibly Easy, Registered Nurse Journal eBooks Sault College Library currently subscribes to general college eBook collections with approximately 150,000 titles (ebsco Academic ebook collection). eBooks are available 24/7 via an internet connection and meet or exceed accessibility standards.
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NURSING DVD– SAULT COLLEGE LIBRARY-OWNED COLLECTION The library has purchased perpetual access to a variety of clinical nursing procedure DVDs.
Title Vendor/Publisher Publication Date
Do no harm: the opioid epidemic Dreamscape Media. 2019 The Amazing Human Body Public Broadcasting Service (U.S.) 2018 Understanding the opioid epidemic Public Broadcasting Service (U.S.) 2018 Alzheimer's: Every Minute Counts PBS Distribution 2017 Elimination Assistance Mosby Elsevier 2015 Cancer: The Emperor of All Maladies PBS 2015 EKG Interpretation and Response: Reading an EKG Medcom 2015 Body Mechanics and Exercise Mosby Elsevier 2015 Specimen Collection and Surgical Care Mosby Elsevier 2015 Leadership in Nursing: Interviews With Ontario's Best Nursing leaders Barbara Orazietti / Kendal/Hunt Publishing 2014 Assessment and Care of Patients with Angina HEAT 2014 Diabetes in Clinical Practice Medcom 2013 Lippincott's Video Guide to Psychiatric Mental Health Nursing Assessment Wolters Kluwer Health/Lippincott Williams & Wilkins 2010 Nutrition and Fluids Elsevier 2010 Personal Hygiene and Grooming Elsevier 2010 Infection Control and Safety Measures Elsevier 2010 Bathing and Bedmaking Elsevier 2010 Vital Signs Elsevier 2010 Aged Care: Assessing Skin Conditions Video Education 2010 Cultural Diversity in Nursing Practice Video Education 2010 Skin & Wound Care Mosby Elsevier 2010 The human body, how it works. Digestion and nutrition Films for the Humanities & Sciences 2009 Mosby's Nursing Video Skills: Basic, Intermediate, & Advanced Skills Mosby Elsevier 2009
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LIBRARY SERVICES
Information Literacy & Research The current Library research guide to resources for Nursing is available Support: here: https://saultcollegelibrary.ca/Nursing This guide was developed to help Sault College Nursing students and faculty easily navigate applicable resources and library services within our library. Online tutorials and how-to subject guides are available including accessing The Learning Portal from College Libraries Ontario, a virtual student library orientation guide. Our library has created many video tutorials on individual databases, how to access databases remotely and searching techniques.
In-class library research workshops are currently conducted remotely through MS Teams (due to COVID-19 pandemic) by the Library Manager (Professional Librarian) and Library Technician’s.
Reference & Research Assistance Reference assistance with a Library Technician is available in-person, by phone, email, and virtually by chat/IM/Teams service during library open hours. Reference assistance hours during Fall/Winter: Monday – Thursday 8am-8pm; Friday 8am-4:30pm; Saturday 12- 4pm and Sunday 12pm-8pm (these hours may vary due to COVID restrictions) Reference assistance with the Library Manager is available by appointment.
Library Staffing Sault College Library staffing: Manager, Library Services, holds an American Library Association (ALA) accredited Master of Library & Information Science and Honours Bachelor of Arts (responsible for all library services, copyright and our student card system) Library Technician 3 full time – all hold a Library Technician diploma and two also have a BA 1 Part Time Library Technician holding a Library Technician diploma
Interlibrary Loan Services & Access to A union catalogue for Ontario College Libraries is available and print materials may be requested for Inter-Library Other Libraries Loan (ILL) between all Ontario colleges.
Sault College Library operates an interlibrary loan service (document delivery/resource sharing program). Assistance with access and purchasing is provided to students and faculty and is supported financially by the library.
Sault College Nursing students also have access to the library at Sault Area Hospital, a teaching hospital which is part of the Northern Ontario School of Medicine (NOSM)
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Services to Faculty Sault College Library maintains a Faculty Services online guide: https://saultcollegelibrary.ca/faculty Library staff provide general reference support to faculty in using the library. In-depth research support for faculty scholarship, curriculum development, and/or applied research is also available through the Librarian (Library Manager).
Library Facilities and Learning Space Sault College Library has a variety of study spaces including seven bookable group study rooms with 55” flat screen TVs that connect remotely to tablets, phones, and laptops. There is plenty of collaborative and quiet study space, over 65 drop-in computers and a separate lab computer with 15 computers. There are also two photocopiers for printing (including mobile printing), photocopying and scanning. There are four separate couch areas for students to unwind or discuss assignments and Wi-Fi is fully enabled throughout the library. Finally, the library will be renovated with more up-to-date study carrels, group workstations and many other enhancements to keep up with an ever-changing learning environment. These renovations will be completed in the next year or two (depending on COVID health and safety guidelines from the Province and our local district health unit (Algoma Public Health).
Peer Tutoring College courses move quickly and require students to take responsibility for large quantities of information in a short period of time and there may be times when they require additional support. The Sault College Peer Tutoring Program has weekly, group drop-in sessions, specific to each program, as well as sessions in core subjects like Computer Help and we advertise department run sessions like The Write Place (faculty-led English and communications help) and The Radical Room (professional math tutoring). Tutors work with tutees to review course material and work through questions together. Some sessions are offered in labs to give students additional hands-on practice. Students can attend for the whole session or drop-in as needed with questions. Schedules can be found online at https://saultcollegelibrary.ca/peertutoring. For nursing students, learning from and working with peers is especially helpful as it reflects how these future nurses will continue to learn and collaborate in the workforce. BScN tutors are highly experienced upper year students. They act as mentors to newer tutors and use their experience to ensure that all tutoring sessions run smoothly and are role models for first year students. One-on-One/Small Group tutoring is available for students with disabilities or a demonstrated need via a referral from an Academic Counsellor in Student Services. Students interested in being hired as a Peer Tutor must have at least a B Average in the subject area they wish to tutor and must complete an application form that includes professor recommendations.
Library Services and Indigenous Studies book club is a direct response to the Calls to Action of the Truth and Book Club Reconciliation Commission. Book Club gathers staff, faculty and students (Indigenous and non-Indigenous) to read and discuss works of Indigenous authors from across Turtle Island. Gatherings are based on the foundations
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of: Indigenous knowledge/research, trust building and reciprocal relationships, sharing in the form of discussion and analysis and encourages decolonial thought. It is a space to connect and celebrate Indigenous wisdom.
Book Club recognizes the Anishinaabe land on which we reside. It adheres to the protocols and teachings of the Anishinaabe people and is blended with academic context. As a result, book club has engaged members from broad and diverse areas of the college. Since the beginning, book club has always had participants from the Nursing program from support staff to students and faculty. Discussion topics have included issues such as racism, systemic racism, health care, social justice, residential schools and the child welfare system and the 60’s Scoop.
Public Speaker Presentation/Visiting Library Services has been an active part of 3 distinct but similar events with an Indigenous guest presenter focus Artist Series/Treaty Talks with delivery aimed separately at staff, faculty and students and the college community. These events included a professional development public speaking event with First Nations author Drew Hayden Taylor. This was open to staff and faculty and was very well received. The Visiting Artist Series, a week of workshops and a concert
with Anishinaabe musician Ansley Simpson. The Visiting Artist Series target audience was students, with presentations focussed on coping with public speaking anxiety and song writing. Lastly, a presentation by Anishinaabe lawyer, Nicole Richmond focussed on the 1850 Robinson Superior Treaty. This event was open to the entire college community. These events drew participants from all areas and programs in the college. Attendance and participation at these events created a responsive relationship highlighting Indigenous literature, music, and history.
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LIBRARY RESOURCES EXPENDITURES - NURSING
Nursing Print Books Expenditures Budget Year # of Items Expenditure 2015-2016 66 $5,298 2016-2017 62 $5,247 2017-2018 74 $6,868 2018-2019 71 $5,893 2019-2020 77 $5,586 2020-2021 65 $5,707 Total 415 $34,599
SAULT COLLEGE LIBRARY NURSING AND ALLIED HEALTH DATABASE EXPENDITURES Expected Expenditure Current Core Nursing Databases 2022-23 ProQuest Nursing and Allied Health $8,600 Esbsco CINAHL $2,300 Films-On-Demand - Nursing $3,500 Evidence Based Medicine Reviews (EBMR) by OVID $5,900 Total $20,300 Sault College Library will purchase new core Nursing databases to enhance an independent Nursing program with well-known online packages such as: Embase, Joanna $45,000 Briggs Institute EBP, CINAHL Complete, Science Direct, Web of Science, Anatomy TV, APA PsychInfo, Access Medicine, Springer Link (cost are estimations) Total new Core Nursing Databases with additional database packages $65,300 Current Allied Health Related Databases (that covers various science/technology/engineering programs) Access Science $850 JoVE (Journal of Online Visualized Education) $18,508 Data Liberation Initiative (Canadian Institute of Health Information) - Statistics Canada $3,491 Statista $3,384 Gale Database Bundle: Gale OneFile Nursing and Allied Health, Gale Health & Wellness, Alternative Health & Wellness, Health Source Consumer Edition, Human Anatomy 3D (this $9,066 database bundle covers almost all areas of college programs and only a portion covers health science directly) Total Expenditure for Related Health Databases $35,299 Total Expenditure including Current Core Nursing, additions to core nursing and Related $100,599 Health Databases
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STUDENT SUPPORT SERVICES
Sault College offers a variety of services and built-in supports for students. The College has ranked within the top three in the province for quality of services for much of the past decade.
Accessibility Services The Accessibility Services Office is the centralized point of activities related to students with disabilities. Disabilities include visual and hearing impairments, physical and mobility limitations, medical and mental health disorders as well as learning disabilities. The Accessibility Services Office assists students with disabilities identify the appropriate accommodations. The entire college community works together to ensure students with disabilities are provided with the accommodations that each student requires. The Office serves as a resource for faculty and staff who work with students with disabilities. Staff are available to answer questions, consult on problem situations, provide information, and support for accommodating students. By working together, we can ensure that students with disabilities have an equal opportunity to participate in all aspects of higher education. Athletics, Fitness Each Sault College postsecondary student receives a complimentary membership to the Heath Wellness Centre as well and Recreation as the new Waterfront Adventure Centre.
Health and Wellness There is plenty of space to get fit in the 5000 square foot, state-of-the-art gymnasium which incorporates an upper- Centre level, two-lane 114-metre walking and running track. The fitness and strength conditioning areas and open concept studio are graced by real, natural lighting and a window terrace overlooking the campus. With our Life Fitness cardio and strength equipment, and group exercise studio featuring Fitness on Demand technology, it is the perfect setting for a student to focus on their health. The Health and Wellness Centre has a full-sized gymnasium, home to the Sault College Cougars varsity and club teams and available to students for open recreation. Fitness Centre The Sault College Fitness Centre offers a fully functional fitness space within the Health and Wellness Centre featuring state of the art equipment. Our well trained and certified staff orients and trains students through group exercise classes, personal training, individual strength and cardiovascular exercise and open recreation. Waterfront The Waterfront Adventure Centre is home to a student and community inclusive space that takes advantage of Adventure Centre outdoor recreational activities. Situated along the picturesque waters of the St. Mary’s River in the heart of the Great
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Lakes. The Centre features activities from watercraft rentals, such as: canoes, kayaks and stand-up paddleboards, to court rentals for tennis, beach volleyball and pickle ball! The Centre features a 2,500 square foot main building and a 2460 square foot boathouse. https://www.saultcollege.ca/why-us/our-campus/waterfront-adventure-centre Campus Watch The Sault College Campus Watch Program is a student volunteer program that is aimed to ensure anyone on campus feels safe and comfortable after regular operating hours. The program runs Monday to Friday from 6:00pm until 11:00pm. The Counselling Our primary goal in the counselling office is to empower students to set and reach their goals, whatever these goals Centre might be. These goals will vary from student to student. For some it might mean successfully completing a program with honours, while for others it might mean surviving a year away from home. Our focus is SUCCESS and we are here to help students better understand themselves and make choices that will allow them to reach their goals.
The Counselling Department is made up of experienced, qualified and caring professionals. The Counsellors are ready to help students find solutions to managing trouble spots. Academic Counsellors are available to assist potential students and current students make academic related decisions. Counselling Counsellors are able to provide information on programs within the College and help students develop an academic plan. Students can also benefit from student success strategy sessions that can be offered individually and in groups. Topics range from study skills, time management, stress management, test preparation, note taking and learning styles. Career Direction We have an extensive career planning package available that includes interest, aptitudes and personality preference inventories which will enable a student to make objective career or course selections. This service is free for full-time post-secondary Sault College students. Personal and Crisis The Counselling Centre services include access to Counsellors who can provide short term counselling for students Counselling experiencing personal and/or mental health issues.
I.M. Well I.M. Well, short for Integrated Mental Wellness, is a program that helps in directing students where they can get help to find answers in a way that works best for them, whether it be on campus, or around the community. Student Financial The Financial Assistance team administers the Ontario Student Assistance Program, Scholarships, Bursaries & Awards, Assistance Entrance Awards and the Student Exceptional Expense Bursaries.
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Health Support The College Health Support Centre offers First Aid/CPR and treatment for minor illness, injuries and emergencies, Centre assessment of illness or injury, with referral to appropriate care and emergency transportation to health facilities, such as the hospital emergency department. We also have weekly doctor clinics and aviation medicals can be scheduled.
Monitoring chronic medical conditions, blood pressure and prescription renewal are also available as are health and personal counselling and referrals if necessary. The Algoma Nurse Practitioner Clinic and the regional public health unit (Algoma Public Health) are adjacent to the campus, providing students with easy access the services provided by these groups Indigenous Student Sault College proudly offers a unique learning environment that celebrates the languages, cultures and traditions of Support Indigenous and Metis students. Indigenous Studies curriculum incorporates cultural worldviews in addition to offering Indigenous-specific programs through our department.
Indigenous Studies provides Indigenous student support services including counselling, tutoring, college application assistance and a positive, social environment through Enji Maawnjiding, the “Where We Gather” Indigenous Centre.
At Sault College, education and life intersect. Students have access to Elders, Indigenous professors and instructors and can become involved in our Indigenous Student Council. We offer scholarships, bursaries, and awards specific to Indigenous students as well as an Aboriginal Apprentice Centre. Community is important here, and as such we host many student events, weekly soup days, feasts, annual Pow-wow and Sacred Fire Arbour. Enji Maawnjiding Enji Maawnjiding is daily gathering place for students, faculty and staff, and it accommodates special events that allow us to showcase Indigenous culture with the greater College community.
Also included with the Centre is a language (Anishinaabemowin) room, offices for faculty and staff, and a small kitchen and servery.
The Centre recognizes the success of our Native Education & Training Council members and the work of College faculty, staff, and students. It also demonstrates the Board of Governors ongoing commitment to the Indigenous community and request to employ alternative educational strategies that recognize the economic, social and mobility needs of Indigenous students. Indigenous Elders in Recognizing the importance of traditional knowledge, Sault College is pleased to provide Elders-in-Residence services Residence through its Mental Health Hub.
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Located in Indigenous Studies, our Elders are available to students and staff for: One-on-One Mentoring, Talking Circles, Traditional Teachings, Ceremonies, Cultural Curriculum Support, Presentations, Events Academic Our Counsellors for Indigenous Students are available to assist potential students and current students make academic Counselling related decisions. They are able to provide information on programs within the College and help students develop an academic plan. Students can also benefit from student success strategy sessions that can be offered individually and in groups. Topics range from study skills, time management, stress management, test preparation, note taking and learning styles. Personal and Crisis Indigenous Student Services includes access to short term counselling for students experiencing personal and/or Counselling mental health issues.
Registrar’s Office The Registrar’s Office is the official academic hub at the centre of College business. Students are supported to: • Enrol in their program of study or individual course (both full and part time) • Inquire about program admission requirements • Receive important program information • Request an academic transcript Residence Support Moving away from home for the first time can be stressful for students. Having to worry about schoolwork, finances, and all other things that come along with being independent can be overwhelming for some students.
At Ray Lawson Hall, we employ six Residence Advisors (RAs) who are senior students living in residence to help incoming students make the transition to being away from home and becoming independent. They are there to give students guidance and support, and to share their expertise as senior students who understand the student experience.
Students will find comfort in spacious double, single, premium single and barrier free rooms. Allotted study hours provide a positive learning environment while added programming offers fun opportunities to meet new people. An endless number of events like ice fishing, paintball, floor hockey, dodge ball, beach days, city wide scavenger hunts and holiday dinners will fill your days with excitement! Of course, laundry, cable and internet come standard. Ray Lawson Hall hosts a full kitchen on every floor as well as common areas. https://www.saultcollege.ca/residence-ray-lawson- hall
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Testing Centre The Testing Centre offers a variety of testing services to our students and the general public, including out of class testing for students who have missed tests or are unable to complete tests at the scheduled class time.
The Write Place The Write Place is a faculty-led, drop-in tutorial available to all students. Any student with questions about assignments, essays, reports, and APA requirements may bring them to Language and Communication professors for assistance. To help with the feedback, students are encouraged to have available their assignment sheets, files, and any associated documents. For times when students are unable to access the tutoring hours, they may submit questions via email at [email protected].
Peer Tutoring Peer tutors offer academic support to tutees by sharing their experience and encouragement. Tutors work with tutees to review course material and work through questions together.
The Student Job Centre offers employment services for Sault College students and alumni and acts as a hub for Student Job Centre information and resources related to employment.
Services include cover letter, resume, interview and job search assistance, one-on-one meetings with the Student Employment Officer, and job postings for on-campus, full-time, part time and summer employment.
The Student Job Centre hosts a variety of employers on campus throughout the school year, including a part-time job fair in the fall and an annual Job & Career Fair every February.
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PHYSICAL RESOURCES AND INFORMATION TECHNOLOGY
Sault College ensures facilities, equipment and IT infrastructure support needs of our programs and students through KPI data collation and analysis and annual program review. Institutional planning processes and federal and provincial funding support the acquisition of identified resources.
Significant capital improvement and infrastructure projects have been completed over the past several years. All capital improvement and infrastructure projects have been driven by student-centered learning and designed to include more student learning areas, computer labs, study rooms, invitational spaces, and increased experiential learning. Each new and updated area takes into consideration the comfort, accessibility, and aesthetics of the space and how it influences student learning and success. All funding proposals to government agencies have expressed this prioritization as a fundamental rationale of awarding the grant to the project.
Funding for capital improvements is secured through the Capital Equipment Renewal Fund (CERF), Facilities Renewal Fund (FSF), internal Saul College reserves, FedNor, the Federal government’ Strategic Investment Fund (SIF) and NOHFC.
The Technology Fee Committee reviews requests for technology through the Technology Fee Fund and forwards their ranked recommendations to the Executive Committee in April of each year. Proposals describe how the funding will improve or support access to technology for students.
Eligible information technology fees are those fees over and above basic information technology infrastructure needed to operate academic services, computing and learning centre services. Funding is not restricted to equipment only; it may include staffing, expanded services, hours of operations, special contracts, or any combination of resources. A of the mandate of the committee is to create student employment opportunities, including co-operative education placements.
Modern facilities are provided for teaching and learning. Please see the photo presentation, of the Health Programs’ learning spaces and general Sault College facilities, which showcases the capital investments made on campus, included with the supporting documentation in the SharePoint submission site.
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HEALTH PROGRAMS’ LEARNING SPACES
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INFORMATION TECHNOLOGY SERVICES
Sault College has a better than 1 to 5 ratio of computers to students. Our wireless high-speed network is available throughout campus allowing students to access email, Internet, or the Sault College LMS account. The College Student Portal gives students access to timetables, campus news, personal account information and more. Students Helping Students is peer support program to help students use technology to complete their assignments and receive technical support when they have concerns about their home computers or mobile devices.
IT SERVICES FOR STUDENTS
The Sault College network consists of over 1,000 computers, with more than 650 computers available for student use. Over 325 of these computers are in open access areas for use by all students: ➢ General Purpose Labs ➢ Game Art Lab ➢ Computer Studies (Networking / Software Development / Hardware) Lab ➢ Graphic Design Lab ➢ Photography Computer Lab ➢ Engineering (GIS, AutoCAD, Electrical/Electronics, Instrumentation) Labs ➢ The Library ➢ Student Services, Special Needs ➢ Native Education Center ➢ Motive Power - Automotive ➢ Health Sciences
All registered students at Sault College have access to a full range of computing services including: ➢ Internet Access ➢ Personal email account ➢ Network storage space ➢ Allocation of laser printing per semester ➢ Color printing ➢ Access to computers and software from 8:00 am to 11 pm daily. ➢ LMS (Brightspace) account ➢ Remote access ➢ Wireless access
A variety of materials are available to assist students in using our computing resources: ➢ Lab Users Guide ➢ Lab Orientation Overview ➢ Information Technology Acceptable Use & Security Policy ➢ Lots of web-based documentation ➢ Access to Lab Support and Students Helping Students staff
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SECTION 7: CREDENTIAL RECOGNITION
LABOUR MARKET ANALYSIS
This section will show the need within the community, the District of Algoma, and Northern Ontario for registered nurses, and the benefit of having a stand-alone nursing degree in Sault Ste. Marie, Ontario
In 2004, Sault College, Sault Area Hospital, and other community partners; arranged to have the Carr- Gordon report completed, with support from FedNor. The purpose of this report was to determine “future directions” in nursing education and the expected demand for nurses in North Eastern Ontario. The CNO had determined the BScN degree would be required to become a Registered Nurse (RN) in Ontario and the legislation had been changed to support this decision. Since Colleges could not offer BScN programs and the RN Advanced Diploma was phased out of the College sector; collaborations with Universities had to be developed to meet the demand for registered nurses.
As we prepare for another transformation in nursing education the need for registered nurses in the District of Algoma and Northern Ontario continues to be an ongoing issue. Having a Stand-Alone degree in our community, means we can respond to the nursing requirements within the city of Sault Ste. Marie and Algoma District in a timelier manner than we have been able to through the University system. The need is not only in the number of qualified graduates we can develop, but also in educating them in a curriculum geared to our population health needs and the cultural aspects of our area.
The Sault Area Hospital (SAH) has shared their expected staffing requirements for Registered Nurses (RN) and Registered Practical Nurses (RPN). Sault Area Hospital has been hiring 40-60 RNs and 25-40 RPNs annually for a number of years. SAH was allocated 128 long term care (LTC) beds and they expect to be hiring staff in approximately 1-2 years. These figures only reflect the hospital requirements; there is also the Group Health Centre, Algoma Public Health, a number of LTC facilities, the Algoma Residential Community Hospice, and other regional health centres in the Algoma District. The district also has some smaller clinics, doctor’s offices and a large home care sector.
“Since 2000, District Health Council, professional nursing associations, the Canadian Institute for Health Information, and the University of Toronto have all determined that Ontario, particularly Northern Ontario, is losing registered nurses (RN) and registered practical nurses (RPN) at a greater rate than the rest of Canada.” (Carr-Gordon, 2004, p.4)
In comparison to the Carr-Gordon Report (2004), the Algoma Workforce Investment Corporation (AWIC) report (2018) noted there is a “high incidence of staff churn (staff turnover, aging workforce).” This data from AWIC is referring to staff across the health care sector but of that, nursing accounts for over 30% of the workforce.
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In rural and remote areas of Canada, 27% of RNs are over 45 years of age and 35% are over 55 (MacLeod et al., updated 2018). Approximately 48% of RPNs in these areas reported they planned to retire in the next 12 months. This certainly reflects an aging workforce, which is predictive of a nursing shortage. As Payne noted in the Ottawa Citizen (2019, October 28), nursing organizations have been predicting a nursing shortage for years and the Canadian Nurses Association has stated Canada will have a shortage of 60,000 nurses by 2022. Economists predict these figures to worsen, considering the COVID-19 pandemic.
In addition to the continued need for a BScN degree locally, there is also a need for a Registered Practical Nursing (RPN) to BScN Bridging Program. While developing the Sault College BScN Program, Sault College is including a RPN to BScN Bridging Program to further support the College’s ability to serve the need in the Algoma district, and beyond, for registered nurses.
The North East Local Health Integrated Network, (LHIN), serves a vast area of 400,000km2 in north eastern Ontario. The region includes 34 hospitals, 42 long-term care homes, 1 community care access centre, 64 community support service agencies, 48 mental health and addictions agencies, and 6 community health centres. North East Local Health Integration Network (LHIN) (nelhin.on.ca) Sault College is one of four post-secondary institutions in the NE LHIN, which offer a BScN degree. The next closest school is Laurentian University in Sudbury, more than 300km southeast of Sault Ste. Marie.
“Delivering health care across a vast geography like Northeastern Ontario has its challenges. The NE LHIN covers 44% of Ontario’s land mass and is home to 4% of the province’s population. Our population is both declining and aging. Northerners live in some of the province’s most remote and rural communities and can be many kilometres away from the closest health service provider.” North East Local Health Integration Network (LHIN) (nelhin.on.ca)
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LOCATIONS OF BSCN PROGRAM DELIVERY IN ONTARIO
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Sault Ste. Marie is home to an aging population, with a median age of 46.8 years, 13% higher than the
Ontario average Census Profile, 2016 Census - Sault Ste. Marie, City [Census subdivision], Ontario and Algoma, District [Census division], Ontario (statcan.gc.ca), which will place additional strain on the local health care infrastructure and require more nursing staff to meet the growing demand. As the area is already in a deficit of qualified health care personnel, it is essential for Sault College to be able to provide nursing education to meet the needs of its citizens.
“While this occupation has a favourable outlook, a sizeable portion of the initial hiring vacancies will be for part-time work. As some employers may find it difficult to staff nurses across northern and rural Ontario, opportunities in those regions should be improved, particularly for nurses who are generalists and are able to provide a wide range of services in a number of clinical domains and specialities.” Registered Nurse (R.N.) in Ontario | Job prospects (jobbank.gc.ca)
NURSES EMPLOYED AND NURSING POSITIONS HELD IN THE NE LHIN
This table demonstrates a shortage of nurses in the North East LHIN. These are the most recent stats available (2016), and in the following years this trend has continued to progress, especially with the onset of the COVID-19 pandemic.
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Nurses Employed in the NE LHIN (Government of Canada) This table highlights the need to recruit more registered nursing students and to attract trained and qualified registered nurses (RNs) to the region. There are insufficient numbers of newly trained RNs to replace retirements, leading to a worsening shortage of qualified personnel.
Employer Needs Employment trends in the healthcare and social assistance sector in Algoma (now part of the north east local health integrated network) demonstrate the increase in demand. This demand is forecast to increase in the coming years, with an aging population, and changes being made to the long-term care model. Evidence of increasing demand is supported by the current labour market trends and seen in the number of local job postings.
Health Care and Social Assistance Sector in Algoma
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% Change Region 2016 Jobs 2017 Jobs Change 2016-2017 Algoma 8,736 9,023 287 3 Ontario 692,570 717,304 24,734 4 Canada 1,876,540 1,938,895 62,355 3
CURRENT JOB POSTINGS
The Sault Area Hospital currently has 25 nursing positions posted on the Careers section of their website Sault Area Hospital - Careers (sah.on.ca) including four full time, four temporary full time, seven part time, and ten temporary part time vacancies.
Workopolis currently has postings for more than a dozen registered nurse and registered practical nurse positions with Bayshore, Extendicare, Paramed, Plan A Algoma, Canadian Addiction Treatment Clinic, FJ Davey Home, Cedarwood Lodge, Ontario Finnish Rest Home, Bawating Family Health Team, and Algoma Public Health. These positions are available in Sault Ste. Marie and surrounding areas, there are additional positions available in the Algoma district. There is a clear shortage of qualified registered nurses in Algoma.
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PATHWAY OPPORTUNITY FOR GRADUATES
The following table highlights the trajectory of Sault College graduates of the Sault College-Laurentian University Collaborative Bachelor of Science in Nursing degree. Graduates have continued into graduate studies and medical school. # BScN Medical or Professional School Comments/Practice Graduate Grad Year 1 2007 MD NOSM- Graduate Right from BScN, Orthopaedic Surgeon now working in Virginia 2 2008 MD NOSM – Graduate Right from BScN, Family Practice now working in Kelowna, BC 3 2011 MD NOSM – Graduate Right from BScN, Family Medicine, SAH/ Superior Family Health Team Family Medicine, Sault Ste. Marie, ON 4 2011 MD NOSM – Graduate Right from BScN, Family Medicine, North Bay, ON 5 2016 MD NOSM - Current Student Right from BScN 6 2017 MD NOSM - Current Student 7 2017 MD NOSM- Current Student 8 2014 MD NOSM - Current Student Was an NP first 9 2017 MD NOSM - Current Student 10 2008 MD- McMaster Medical School- Right from BScN, Group Health Centre, Sault Ste. Marie, Graduate ON (Family Medicine, Child and Youth Mental Health Program) 11 2008 MD- McMaster Medical School- Right from BScN, Family Medicine, Beamsville, ON Graduate 12 2008 NP- Graduate Nurse Practitioner Superior Family Health Team, Sault Ste. Marie ON 13 2005 NP- Athabasca University- Graduate Group Health Centre 14 2005 NP- Athabasca University- Graduate Group Health Centre 15 2008 NP- Graduate Group Health Centre 16 2008 NP- Graduate 17 2007 NP- Graduate 18 2007 NP- Graduate Sault Area Hospital 19 2009 NP- Graduate Cambridge, Ontario Nurse Practitioner Led Clinic 20 2007 NP Sault Area Hospital 21 2008 NP 22 2010 NP Lakehead, MScN Laurentian Group Health Centre/Nurse Practitioner Clinic 23 2013 NP Laurentian 24 2007 NP School currently 25 2013 Masters NP Program Laurentian beginning Fall 21 26 2013 Walden MScN Education Currently working as an RN at SAH and also teaching part-time at Sault College 27 2009 Masters 28 2009 Masters 29 2009 Masters Nursing Western 30 2015 MScN Laurentian University
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31 2020 Master of Public Health, Right from BScN Environmental Health Sciences Concentration from University of Waterloo 32 2018 Doctor of Education Athabasca Master of Public Health, Environmental Health Sciences University Starting May 2021 Concentration from University of Waterloo – right from undergrad 33 2018 Masters Informatics 34 2018 McMaster School of Midwifery Accepted and started but did not finish 35 2015 Law School University of Leicester 36 2014 University of Guelph Vet School will Had to take extra courses at Algoma for pre-reqs graduate 2023 37 2020 Masters of Arts in Counselling Worked in mental health and after her placement in Psychology at Yorkville University corrections which focused on mental health nursing, she decided to go psychology 38 2012 Critical Care Flight Nurse Canadian Armed Forces
*APH- Algoma Public Health BScN- Bachelor of Science in Nursing MScN- Master of Science in Nursing NOSM- Northern Ontario School of Medicine NP- Nurse Practitioner SAH- Sault Are Hospital
PLAN FOR TRACKING PROGRAM GRADUATES
Key Performance Indicators (KPI) provide data on Employment at six months post-grad, including Graduate satisfaction Rate, Employer Satisfaction, Student Satisfaction, and Graduation Rate. The Faculty and Administration review this information with the intention of making improvements to the BScN Program. This information is not reviewed in isolation. There are comparisons made between these results and the various reports, each year during the curriculum, evaluation, and policy discussions at the retreat.
The BScN Program Committee analyze the National Council Licensure Examination (NCLEX) results closely from different perspectives. A high-level view is about the actual pass rates, by first time writers and how to prepare students to write a comprehensive, computer adaptive exam. HESI Exam results are also compared to the NCLEX pass rates and student progress in the program. Faculty review the content of the exam; where students excelled; and where more emphasis is required on specific topic areas.
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EMPLOYER COMMITMENT
Sault College has a well-established network of partners which provide work-integrated learning opportunities for students. These long-standing stakeholders also rely on recruiting Sault College graduates to staff their agencies. A list of partner agencies which provide placement opportunities and letters of support have been provided, to demonstrate local support and need for a stand-alone degree program, and commitment to providing clinical placements and job opportunities to Sault College BScN graduates.
Agency Location Focus of agency, student experience or population served
ALGOMA MANOR Thessalon, ON Long Term Care Home - direct care services and a variety of health promotion projects
ALGOMA NURSE PRACTITIONER LED CLINIC Sault Ste. Marie, ON, Sault Student is placed with an RN in the NP Clinic College Campus ALGOMA PUBLIC HEALTH Sault Ste. Marie, ON, Sault Students are working with Public Health Nurses on a variety of health promotion projects, policy development College Campus and clinics ALGOMA RESIDENTIAL COMMUNITY HOSPICE Sault Ste. Marie, ON Students contribute to direct care as well as other work as assigned, eg. Assisting with policy preparation
ALGOMA TREATMENT AND REMAND CENTRE Sault Ste. Marie, ON Assists with health care in a Correctional Institution. Working with the RN on Health Promotion Project and delivery of clinical care to inmates BAAWAATING FAMILY HEALTH TEAM Batchewana First Nation Individual and Family Care – direct care services and health promotion projects
BATCHEWANA HEALTH CENTRE Batchewana First Nation Individual and Family Care – direct care services and health promotion projects
BAYSHORE HOME HEALTH Sault Ste. Marie, ON Home Care Services – working with RN providing direct care services in home.
CANADIAN MENTAL HEALTH ASSOCIATION Sault Ste. Marie, ON Community agency providing mental health resources and projects.
CANADIAN RED CROSS Sault Ste. Marie, ON Students work with supervisor on community project development and friendly visiting program
CARRINGTON PLACE RETIREMENT RESIDENCE Ancaster, ON Retirement Home -direct care services and a variety of health promotion projects
CEDARWOOD LODGE Sault Ste. Marie, ON Long Term Care Home –direct care services and a variety of health promotion projects
CHARTWEELL COLLEGIATE HEIGHTS Sault Ste. Marie, ON Retirement Home - direct care services and a variety of health promotion projects RETIREMENT HOME DAVEY HOME Sault Ste. Marie, ON Long Term Care Home– direct care services, best practice project focus and a variety of health promotion projects
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DESTINY CHRISTIAN CENTRE Sault Ste. Marie, ON Work with church to conduct in depth community health assessment and program planning
DONALD DOUCET YOUTH CENTRE Sault Ste. Marie, ON Working with the RN on Health Promotion Project and delivery of clinical care to inmates
ESPANOLA GENERAL HOSPITAL Espanola, Ontario Working in acute and non-acute areas with RN preceptor
GRAND RIVER HOSPITAL Kitchener, ON Working in acute and non-acute areas with RN preceptor
GROUP HEALTH CENTRE Sault Ste. Marie, ON Students work with a variety of Healthcare Professionals RN, RPN, NP, MD providing direct care, project work
HEALTH & SAFETY PROFESSIONALS Inc. Sault Ste. Marie, ON Working with RN on policy revision and development and program planning and implementation
LADY DUNN HEALTH CENTRE WAWA, ON Working in acute and non-acute areas with RN preceptor
MAAMWESYING NORTH SHORE COMMUNITY Sault Ste. Marie, ON Working with the community health nurse (direct care, policy development, health promotion) serving HEALTH SERVICES INC. Atikameksheng Anishnawbek, Sagamok Anishnawbek, Serpent River First Nation, Mississauga First Nation, Thessalon First Nation, Garden River First Nation, Batchewana First Nation, Michipicoten First Nation, Chapleau Cree First Nation, Chapleau Ojibwe First Nation, and Brunswick House First Nation MAPLEVIEW LONG TERM CARE HOME Sault Ste. Marie, ON Long Term Care Home – direct care services and a variety of health promotion projects
MARKET MALL WALK-N CLINIC Sault Ste. Marie, ON Working with RN in direct care services, telehealth and project work
MIDWIVES OF ALGOMA Sault Ste. Marie, ON Working with midwives, direct care services
NEIGHBORHOOD RESOURCE CENTER Sault Ste. Marie, ON Work with Care Coordinators in a variety of programs program planning, developing health promotion projects
NORTH CHANNEL NP CLINIC Thessalon, ON Serves residents from Echo Bay to Iron Bridge, ON
NORTH EAST LOCAL HEALTH INTERGRATION Sault Ste. Marie, ON Work with Care Coordinators in a variety of programs program planning, developing health promotion projects NETWORK ONTARIO FINNISH RESTHOME Sault Ste. Marie, ON Long Term Care Home – direct care services and a variety of health promotion projects
PARAMED Sault Ste. Marie, ON Working with the RN, RPN in direct care services, wound clinic and health promotion projects
PROGRAM FOR ASSERTIVE COMMUNITY Sault Ste. Marie, ON Work with Care Coordinators in a variety of programs program planning, developing health promotion projects TREATMENT (PACT)
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REVERAWEST OAK VILLAGE, LTC OAKVILLE, ON Long Term Care Home – direct care services and a variety of health promotion projects
ROYAL VICTORIA REGIONAL HEALTH CENTRE Barrie, ON Working in acute and non-acute areas with RN preceptor
SOUP KITCHEN Sault Ste. Marie, ON Working with Coordinator on a variety of Health Promotion Projects
ST. JOSEPH’S GENERAL HOSPITAL (Elliot Lake) Elliot Lake, ON Working in acute and non-acute areas with RN preceptor
SAULT AREA HOSPITAL (SAH) Sault Ste. Marie, ON SAH is the primary site for Sault College Nursing students for direct care patient services and outpatient clinics. Units include rehabilitation, medical, surgical, mental health and addictions, Sexual Assault/ Domestic Violence, Crisis Services, Maternal Child, ICU, Emergency, Algoma District Cancer Care, Stroke Program, Telemedicine Services. SAULT COLLEGE Sault Ste. Marie, ON Working with Faculty, Student Union, International department, Child development center implementing a variety of student focused activities and projects SAULT STE. MARIE ACADEMIC MEDICAL Sault Ste. Marie, ON Work with Research Coordinator on developing research proposals for medical purposes ASSOCIATION SENIOR’S DROP-IN CENTRE (CITY OF SAULT Sault Ste. Marie, ON Working with administrator to plan and facilitate programs for seniors (health fair) STE. MARIE) SIOUX LOOKOUT MENO YA WIN HEALTH Sioux Lookout, ON Working in acute and non-acute areas with RN preceptor CENTRE SOUTHLAKE REGIONAL HOSPITAL Newmarket, ON Working in acute and non-acute areas with RN preceptor
ST. FRANCIS MEMORIAL HOSPITAL Barry’s Bay, ON Working in acute and non-acute areas with RN preceptor
SUPERIOR FAMILY HEALTH TEAM Sault Ste. Marie, ON Working with a variety of Health Professionals providing direct care and health promotion projects
TRILLIUM HEALTH PARTNERS Mississauga, ON Working in acute and non-acute areas with RN preceptor
VAN DAELE LTC Home Sault Ste. Marie, ON Long Term Care Home - direct care services and a variety of health promotion projects
VICTORIAN ORDER OF NURSES Sault Ste. Marie, ON Working with RN and PSW on Adult Daily Program, Palliative Care and Pain Managements
WABANO CENTRE FOR ABORIGINAL HEALTH Vanier, ON Working with a variety of Health Professionals providing direct care and health promotion projects serving indigenous community WIKWEMIKONG HOME CARE (LTC) Manitoulin Island, ON Long Term Care Home – direct care services and a variety of health promotion projects
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SECTION 8: REGULATION AND ACCREDITATION STANDARD
In Canada, provinces and territories are responsible for the regulation of Nursing. In Ontario, the Nursing profession is governed by the College of Nurses of Ontario (CNO) which is regulated through the Nursing Act (NA), 1991, and the Regulated Health Professions Act (RHPA), 1991 (CNO, 2020). The NA, 1991, contains a scope of practice statement along with controlled acts, provisions, and regulations specific to the nursing profession. The definitions of the classes of nurse registration, entry-to-practice and title protection regulations, and regulations on initiating controlled acts are within the NA (CNO, 2020).
The CNO scope of practice statement is,
“The practice of nursing is the promotion of health and the assessment of the provision of care for and the treatment of health conditions by supportive, preventive, therapeutic, palliative and rehabilitative means in order to attain or maintain optimal function” (CNO, 2020).
The CNO establishes registration and licensure criteria for nurses to ensure public safety and quality assurance.
In 2019, the CNO developed a mandatory program approval process for all Baccalaureate Nursing education programs. Nursing Education Program Approval is the CNO’s evaluation and monitoring process for approving all entry-level nursing education programs.
The Canadian Association of Schools of Nursing (CASN) represents baccalaureate nursing programs in Canada, upholding national standards of excellence for nursing education. In addition to the mandatory CNO program approval process, nursing programs can participate in the CASN accreditation process. CASN’s program accreditation provides standard benchmarks for excellence in Nursing education.
Sault College (in collaboration with Laurentian University) achieved CASN accreditation in 2008 after completing the Candidacy (now Path A) level. CASN Accreditation has been maintained since 2008 to the present day through two more approval processes. The Sault College Dean and Chair met with CASN representatives to discuss an extension to the current accreditation status. During this meeting, the timelines for accreditation of the proposed Sault College BScN Program were discussed.
The Sault College BScN program development teams utilized a variety of professional guidelines in the development of curriculum for the proposed four-year independent BScN Program. The new Sault College program will be submitted for approval through the CNO as well as for accreditation with CASN.
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Graduates from CNO-approved BScN programs must successfully pass the National Council Licensure Examination (NCLEX-RN) and jurisprudence exams prior to being allowed to register with the CNO for licensure.
To ensure success of graduates in the exam, Sault College’s BScN program includes continued exposure to multiple evaluation methods, computerized testing through the Learning Management System (LMS) and use of exams proven to be predictive of success on the NCLEX-RN exam. The Sault College testing platform also includes remediation testing options Health Education Systems Incorporated (HESI) and Computerized Adaptive Testing (CAT) to guide students with specific needs and/or additional practice opportunities that provide rationales for correct responses.
To prepare for the jurisprudence exam which requires a knowledge of laws, regulations, by- laws, standards and guidelines that govern registered nurses’ practice in Ontario, students build their knowledge for legal, safe, and ethical RN practice in each year of the BScN program.
To ensure future success of our graduates in their RN practice post-graduation, the proposed program has been aligned with the CNO entry-to-practice competencies. In Year One of the students are introduced to the profession of nursing, foundational sciences, and the importance of self- reflecting. This first year also contains a clinical placement experience that allows students the opportunity to apply basic nursing process in some basic care of residents.
In Year Two, students will put their foundational knowledge into practice with a medical surgical focus with patients.
Year Three includes specialty nursing theory and clinical opportunities in diverse settings.
In Year Four, the two clinical courses titled, Advanced Clinical Concepts, allow an opportunity to consolidate and build upon prior learning working with patients, intra/interdisciplinary staff as members of a health care team. In addition, students at this level complete personal learning plans to support in their transition into the profession of nursing, which is a CNO quality assurance practice requirement.
CNO Entry to practice competencies can be found on the CNO website, here: 41037-entry-to-practice-competencies-2020.pdf (cno.org).
Reference: College of Nurses of Ontario (CNO). (2020). Fact sheet: Legislation and regulation, an introduction to the Nursing Act, 1991. https://www.cno.org/globalassets/docs/prac/41064_fsnursingact.pdf 41
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SECTION 9: NOMENCLATURE
The Sault College Honors Bachelor of Science in Nursing (BScN) degree was developed in accordance with the Baccalaureate/Bachelor’s Degree requirements of the Ontario Qualifications Framework and meets the degree level standards of the Baccalaureate/Bachelor Degree: Honours level elements.
Bachelor of Science in Nursing is the common nomenclature for like programs in Ontario.
To ensure alignment with PEQAB’s degree requirements for nomenclature, the Sault College team considered several aspects, including the following questions: 1. Does the title of Bachelor of Science in Nursing (BScN) Honours clearly reflect the focus of study? 2. Does the degree meet the PEQAB degree-level standards expected of an Honours baccalaureate degree? 3. Does the curriculum propose to meet the College of Nurses Entry to Practice (CNO ETP’s) Competencies for graduates? 4. Does the program propose to meet the Canadian Association of Schools of Nursing (CASN) accreditation outline?
Sault College’s request for Honours Bachelor of Science in Nursing (BScN) nomenclature is consistent with commonly recognized and accepted nomenclature within the province and within the provincial regulatory body. The program’s curriculum is designed for the student to achieve the professional competencies defined by the College of Nurses of Ontario (CNO) and to meet the program approval requirements of the CNO. The title includes “Science” as this reflects the significance of Science in the professional practice of Nursing, as well in Sault College’s proposed curriculum including foundational and advanced science courses such as Human Anatomy and Physiology I & II, Biochemistry, Introduction to Microbiology, Pathophysiology I & II, and The Science of Nutrition.
The proposed title is clear and accurately describes the focus of study and displays the most used nomenclature for Baccalaureate Nursing Degree Programs in Ontario and Canada according to the data search in the chart displayed below. The title will be recognized by students, employers, and other postsecondary institutions.
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University/College Name Program Title
Brock University/Loyalist College Bachelor of Science in Nursing (BScN)
Lakehead University/Confederation College Bachelor of Science in Nursing (BScN)
Laurentian University/St. Lawrence College/Cambrian Bachelor of Science in Nursing (BScN) College/Northern College/Sault College/ College Boreal Baccalaureat En Sciences Infirmieres McMaster University/Conestoga College/Mohawk Bachelor of Science in Nursing (BScN) College Nipissing University/Canadore College Bachelor of Science in Nursing (BScN)
Ontario Tech University/Durham College Bachelor of Science in Nursing (BScN)
Ryerson University/Centennial College/George Brown Bachelor of Science in Nursing (BScN) College University of Toronto Bachelor of Science in Nursing (BScN)
University of Ottawa/Algonquin College/La Cite Collegiale Bachelor of Science in Nursing (BScN)
University of Windsor/St. Clair College Bachelor of Science in Nursing (BScN)
Western University/Fanshawe College Bachelor of Science in Nursing (BScN)
York University/Georgian College/Seneca College Bachelor of Science in Nursing (BScN)
University of British Columbia Bachelor of Science in Nursing (BScN)
University of Alberta Bachelor of Science in Nursing (BScN)
University of Saskatchewan Bachelor of Science in Nursing (BScN)
McGill University Bachelor of Science in Nursing (BScN)
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SECTION 10: INTERNAL QUALITY ASSURANCE AND DEVELOPMENT
The continuous quality of programs at Sault College is assured by effective quality assurance mechanisms for periodic evaluation.
The quality assurance mechanisms function as a system at Sault College under the direction of the Vice President Academic and Research (VPAR). Overarching objectives for the system are established in a collaborative process involving the Board of Governors, the Executive Committee and members of the Strategic Planning Team and are documented in the Strategic Plan, Strategic Mandate Agreement and Annual Business Plans and Budgets. The Executive Committee is comprised of the President, Vice President Academic and Research, Vice President Corporate and Student Services, Vice President Strategic International Development, Chief Financial Officer, and the Registrar. The Strategic Planning Team is led by the Vice President Academic and Research and Vice President Corporate and Student Services and is comprised of the Deans, Chairs, Directors and Managers who operate the College and have responsibility for the ensuring quality assurance mechanisms are functioning as an integrated system.
New program development and the review of current programs are encompassed in the Program Quality Assurance (PQA) Policy which applies to all postsecondary programs leading to an Ontario College credential, regardless of the location of delivery, mode of delivery or source of funding. The PQA Policy assures alignment of the Sault College’s operational processes to the College’s Strategic Plan and Strategic Mandate Agreement, under direction of the Vice President, Academic and Research (VPAR). The policy outlines the quality assurance system at Sault College and its supporting policies and process. This is provided in the Policies file.
Each academic program or cluster of programs at Sault College has a Program Advisory Committee (PAC), reporting to the Board of Governors. Program Advisory Committees, governed by the Board of Governors By-Laws, connect to the Board of Governors with a direct reporting relationship. They provide important connection to industry and community partners. PAC membership includes industry experts, potential field placement organizations, employers, and graduates from related Sault College programs. PACs serve a critical role in new program development by proving important input during program planning and curriculum development and as a formal approval body in the new program development process and serve a critical role in maintenance of program currency with regular meetings, round table reports from the industry.
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The New Program Development Procedure is included in the Policies file.
As the Bachelor of Science in Nursing program will be Sault College’s first independent degree program, the Program Review Policy has been updated to include the comprehensive program review required for degree programs, as outlined in the PEQAB Handbook for Ontario Colleges.
The Program Review Policy (included in the Policies File) has the following policy statements:
1. Sault College will review each postsecondary program each year.
2. Action items identified through annual reviews will be incorporated in business and budget planning.
3. The College will conduct a comprehensive review on each degree program every five to seven years in addition to the annual review. The review will include the following:
a) A self-study with input by students, faculty and administrators; b) a review by an external Program Evaluation Committee (PEC); and, c) an institutional response to the PEC Report.
5. Comprehensive program review of non-degree programs is at the discretion of the VPA and are based on a set of program indicators.
The Annual Program Review template is provided in Section 13: Optional Materials of this submission report. Through it, program teams reflect on data representing student retention and completion rates and student and graduate satisfaction and outcomes; as well as on adequacy of experiential learning opportunities for students, experimentation with teaching methods and technologies, and professional development undertaken in that year by members of the faculty teams.
The Quality Assurance system involves feedback from students through the Student Feedback process. The Quality Assurance department facilitates this process through a third-party service provider each semester. The Student Feedback Procedure is included in the Policies file.
Faculty members review student feedback and professional development goals with their supervisor during review meetings. These review meetings occur simultaneous with the standard workload form review meeting. This regular practice is formalized by the Faculty Review Policy, which is set for formal approval Spring 2021; draft included in the Policies file.
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SECTION 11: ACADEMIC FREEDOM AND INTEGRITY
Sault College maintains an atmosphere in which academic freedom exists and in which students and academic staff are expected to display a high degree of intellectual independence. Academic activity is supported by policies, procedures, and practices that encourage academic honesty and integrity.
ACADEMIC FREEDOM Academic integrity is a fundamental principle of the College based on the following core values: honesty, trust, fairness, respect, accountability, transparency, and responsibility. Students, faculty, and staff are called to uphold the highest standards in all their scholarly work. Sault College encourages the creation and pursuit of knowledge through a broad range of academic programs, scholarly activities, research, publications and learning environment.
Academic Freedom to undertake research is fundamental to the realization of the College’s commitment to excellence and the vision, mission and values articulated in the Strategic Plan, provided that such research is undertaken in an academically responsible manner. This Academic Freedom in Research Policy clarifies the rights and responsibilities of staff engaged in research at Sault College.
The policy applies to all staff members engaged in research, whether as part of their employment with the College or undertaken by staff members independently from their employment but under a research contract facilitated by the College.
1. All staff members who have been assigned to conduct research or are conducting research under an arrangement facilitated by the College are entitled to carry out such research and to publish such research in an atmosphere that is free from harassment, discrimination or undue interference, provided that such research or publication is academically responsible and does not contravene any law or College agreement such as a third-party confidentiality agreement. 2. All members of the Sault College community, including staff and students, have an obligation to support and protect the fundamental principle of academic freedom in research and to work collaboratively to provide an environment of tolerance and mutual respect. 3. The right to academic freedom is accompanied by the equally important concept of academic responsibility. Academic freedom does not relieve any member of the College from their obligations or from any duties inherent in the roles associated with the teaching and learning process of the Ontario Human Rights Code, Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, College policies or any legislation or laws which protect the rights of individuals. 4. It is recognized that all staff members of Sault College have rights as citizens. In speaking or writing as citizens, however, as employees of the College, they must make every effort to indicate that the opinions presented in research they have conducted and published are their own and are not to be interpreted as the official position of the College, except where such research has been conducted or published under the direction of the College.
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5. The College will expect that all those involved with research activities, whether under the direction of the College or with the facilitation of the College, will do so in accordance with the highest standards of integrity, accountability and responsibility. The College will strive to provide an environment conducive to this goal and will actively promote programs for the education of researchers, scholars, trainees and staff.
The Academic Freedom in Research Policy is included in the Policies file.
ACADEMIC HONESTY
Sault College is committed to maintaining an academic environment where academic integrity is central. All students are required to demonstrate academic integrity in all their work. In an event of academic dishonesty, students shall comply with the Academic Integrity Policy and cooperate with full disclosure during an academic integrity investigation. Academic dishonesty offences are tracked over the student’s program enrolment and shall be sanctioned according to severity and frequency. The Academic Integrity Policy is included in the Policies file.
The Academic Integrity Policy serves to protect the reputation of Sault College credentials and maintain its academic integrity mission, by:
i. Describing academic work expectations; ii. defining academic integrity offences; iii. outlining sanctions and procedures for academic integrity offences; iv. laying out faculty reporting procedures for suspected academic integrity offences; and, v. identifying faculty and student rights and responsibilities.
Students and professors must abide by the Academic Integrity Policy and its associated procedures.
In addition to following the Academic Integrity Policy, the professor has the duty to:
• Inform the student of the sanction and instruct the student on academic integrity; it is advised that this informing and instructing of the student be documented. • Email the Academic Dishonesty Report Form to the student’s program Coordinator.
As required by the Student Code of Conduct, students have a duty to cooperate with an academic dishonesty investigation in a fully transparent manner. They may also:
• Meet with the professor for the course to discuss the work in question. • View the completed Academic Dishonesty Report. • Exercise their rights outlined in the Student Code of Conduct.
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INTELLECTUAL PROPERTY, ETHICAL RESEARCH AND COPYRIGHT
INTELLECTUAL PROPERTY
Sault College seeks to encourage creativity, innovation and invention among its faculty, students and staff. The College invests in this endeavour by making available its own facilities, equipment, personnel, and information resources. The College also actively seeks specific support for creative activity from external sources, both public and private.
Inventions, discoveries, and creative works that are developed by individuals at the College may have commercial and/or scientific and scholarly value. The Intellectual Property Policy provides incentives that foster creative activity and helps assure that any intellectual property produced will be exploited for the benefit of the creators, the College, and the public.
The Intellectual Property Policy covers College personnel including Faculty, administrators, office and technical staff, students, visiting scholars, contractors, consultants, and all others whose work or study affiliations is with the College, whether compensated by the College or not. College personnel are covered to the extent that their creative work involves the use of College resources such as space, facilities, equipment, staff, or funds, as stipulated for the particular circumstances described in this policy. All intellectual property produced at the College, by College personnel, and/or which arises from joint initiatives with outside parties, such as industry or sector partners, are covered by this policy.
The Intellectual Property Policy is included in the Policies file.
ETHICAL CONDUCT FOR RESEARCH INVOLVING HUMAN SUBJECTS
Sault College is committed to promoting ethical practices in research. All research involving Human Participants must be conducted in accordance with the highest ethical standards in ways that protect and respect the dignity and rights of all participants. To ensure this, Sault College has adopted the research ethics framework as set out in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS).
This framework, developed, interpreted, and implemented by the Tri-Council’s - Interagency Advisory Panel on Research Ethics (PRE or the Panel), provides guidelines to promote the ethical conduct of Research Involving Human Participants and is the result of a collaborative effort by Canada’s three federal research agencies: Canadian Institute of Health Research (CIHR), Natural Sciences and Engineering Council of Canada (NSERC) and Social Sciences and Humanities Research Council of Canada (SSHRC).
The Ethical Conduct for Research Involving Human Subjects Policy is included in the Polices file.
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SAULT COLLEGE RESEARCH ETHICS BOARD (REB)
The mandate of the Research Ethics Board (REB) is to ensure that all research conducted under the auspices or jurisdiction of Sault College complies with the guidelines set forth in the TCPS and respects the Tri-Council Core Ethical Principles. The REB is accountable to the Sault College Board of Governors and has been granted the authority to review, approve, reject, propose modification to, terminate, or suspend research projects involving human subjects.
RESPONSIBLE CONDUCT OF RESEARCH
The Responsible Conduct of Research Policy establishes a code of conduct to promote a positive research environment at Sault College that ensures and maintains the responsible conduct of research. It sets out the responsibilities of researchers with respect to research integrity, applying for and managing Agency funds, performing research, disseminating results, requirements for conducting certain types of research, and defines what constitutes a breach of Agency policies. Additionally, it details the process for addressing allegations of all types of policy breaches, and reporting them to the Agencies. All Sault College staff will be made aware of this policy and it will be posted on the Sault College’s intranet.
The Responsible Conduct of Research Policy is included in the Polices file.
COPYRIGHT
Sault College Copyright Guidelines
Copyright guidelines are in place to help provide copyright compliance and protect Sault College from claims of copyright infringement. They have been developed referencing the Copyright Modernization Act, SCC judgment (SCC37) and Sault College’s Fair Dealing Policy.
The Copyright and Fair Dealing Policy applies fair dealing in non-profit and post-secondary educational institutions and provides reasonable safeguards for the owners of copyright-protected works in accordance with the Copyright Act and the Supreme Court decisions.
The Sault College Copyright and Fair Dealing Policy can be found at: https://www.saultcollege.ca/copyright-and-fair-dealing
Information for students on copyright can be found on our library website: https://saultcollegelibrary.ca/researchhelp/Copyright and also on the Ontario College Libraries Learning Portal, Copyright section: https://tlp-lpa.ca/digital-citizenship/copyright .
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Sault College Copyright Guidelines Source Material Copying/Display Allowed? Explanation and Examples
If the portion is • One chapter or 10% from a 250 page book is insubstantial and is an likely insubstantial copying. optional/supplementary • One short story, poem, article is likely resource insubstantial copying. • You should not reproduce/distribute material It does not substitute for with a “personal use only” contract or license. the purchase of course texts • If the portion is a substantial part of the entire work and the copying satisfies the majority of Print sources If the copying is fair (see the Fair Dealing Factors then you can *Cite the source Fair Dealing Factors) copy/distribute. • Distribution can be either: For exams and testing a) photocopies given out in class b) copies available at the library reserve desk Workbooks c) a scanned file uploaded to D2L • If the copying doesn't satisfy the Fair Dealing Materials from personal Factors contact [email protected] to contracts or licenses explore your options.
Publicly available material You can use publicly available material from the Internet as long as the content has been Password-protected legitimately posted and the source and content author/creator is cited. Internet sources
Material with a “clearly • There is no technological protection measure visible notice” prohibiting preventing you from accessing or copying the educational use material.
From library databases or print sources • Up to 10% of a work is insubstantial copying. It Images can be used in the classroom or in D2L. Tables From internet sites that do • There is no technological protection measure Figures not have a “clearly visible preventing you from accessing the material. notice” prohibiting educational use Playing of music in the • You can play a song in your class room but you classroom cannot upload it to D2L and you cannot burn
Music copies to distribute. Uploading copyright • There is no technological protection measure protected music to D2L or preventing you from accessing the material. burning copies for distribution
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• Faculty can show a television program or play a radio broadcast while it is being aired. • News programs or news commentaries can be News programs taped and shown in class. You cannot tape TV
series, documentaries, or films and show them in TV series, documentaries, class without permission from the copyright films (as long as you have a holder. Videos and TV legal copy) • Videos from personal collections can be shown
as long as the copy is legal. Sault Library has many • You cannot copy a work (e.g. burn a copy, DVDs and online educational convert to streaming without permission from videos. the copyright holder). • There is no technological protection measure preventing you from accessing the material. • YouTube and other video sharing sites may contain content not uploaded by the copyright Videos uploaded by the owner. It is good professional practice to check copyright owner the legitimacy of a YouTube video before using it YouTube videos in the classroom. Illegally uploaded videos • Many content creators like the CBC have channels on YouTube. The videos found on these channels can be used. • An individual can use copyrighted works such as images, videos, music, text, etc. in the creation of a new work (e.g., modifying a mathematical Copyright protected works table, creating an instructional video, creating Mashups used in the creation of a new slides or documents) as long as the original work works are cited. • The derivative work must be transformative. • The work must not be used for promotion or commercial purposes. References
• Bill C-11 • Supreme Court of Canada Judgment - Alberta (Education) v. Canadian Copyright Licensing Agency (Access Copyright), 2012 SCC 37
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SECTION 12: STUDENT PROTECTION
Sault College values and upholds integrity and ethical conduct in its relations with students.
Sault College ensures that students are aware of the College’s policies and procedures related to student life. All student-serving policies are published to the Student Portal and many are public facing on the institutional website.
PUBLIC INFORMATION
Public reports, materials, and advertising are produced in a thorough, accurate, and truthful manner. Corporate reports, including the College’s Strategic Plan, with its mission, vision, values statements, and goals is posted on the public site along with accountability agreements, annual business plans and annual reports, audited financial statements, and KPI data for the public to view freely.
Key information about Sault College programs is published on the Sault College website as well as in the Academic Calendar which is a searchable link on the website and can be downloaded in its entirety or in sections as PDF by a user. The Academic Calendar includes key academic policies required by prospective and new students.
As the Academic Calendar is an extensive document, it has been included with the supplementary materials outside of this report. Specific sections of the Academic Calendar have been copied into this section to show how it is used to support achievement of the benchmarks for Student Protection.
STUDENT AND CONSUMER INTERESTS
Sault College follows ethical business practices and protects student and consumer interests in the following areas:
STUDENT RECRUITMENT PRACTICES
The College’s recruitment practices are fair and equitable. The recruitment team represents Sault College and its programs and support services with honestly and transparency.
The Recruitment page on the Sault College website can be found following the link below: https://www.saultcollege.ca/student-information/recruitment
The following page from the Academic Calendar clearly and honestly outlines the application and acceptance process.
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RESOLUTION OF STUDENTS’ ACADEMIC APPEALS, COMPLAINTS, GRIEVANCES, AND/OR OTHER DISPUTES
The Student Code of Conduct and the Grade Appeal Handbook are both updated for each academic year and published to the Student Portal.
The Student Code of Conduct outlines student rights and responsibilities, as well as sanctions and the procedure of handing such, in cases of student misconduct, and the appeal process for misconduct related sanctions. The Student Code of Conduct is included in in the supporting documents folder.
Within the Grade Appeal Handbook, the Grade Appeal Policy outlines the guidelines and process through which students may appeal final grades. The Grade Appeal Policy is included in the Policies file of this submission.
SECURITY OF ACADEMIC STUDENT RECORDS
Pursuant to requirements of the Ministry of Colleges and Universities, Sault College securely stores student transcripts for a period of no less than 75 years.
The official student file is maintained in the Registrar’s Office. Particular to the BScN program, confidential student files are kept in the Chair’s office and maintained by the Academic Assistant. Such files include evaluation forms, clinical requirement information, consent forms, interview forms, as well as any other official documentation required for clinical placements. Upon a student’s graduation these files are shredded except for the information kept for the purposes of completing Visas when graduates work internationally.
To further strengthen Sault College file retention practices, there is a cross-college working group dedicated to defining two complimentary policies.
a) Student records policy b) Academic file retention policy
Students in the BScN program sign the Academic Integrity and Statement of Confidentiality form each year; these forms are included in the Student Manual. The Sault College Student Code of Conduct is enforced.
PAYMENT SCHEDULES OF FEES AND CHARGES, AND REFUNDS
The Student Fee Administration Policy, included in the Policies file, ensures equity in student fee assessment and collection.
Information for prospective, new, and current students about the schedule of fees and charges and refunds is included in the Academic Calendar as presented below.
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STUDENT DISMISSAL AND WITHDRAWAL
Student dismissal and withdrawal is supported by the Academic Withdrawal Policy and the Student Risk Assessment, Accommodation and Withdrawal Policy, in addition to the Student Code of Conduct, which addresses sanctions related to student misconduct, with suspension and expulsion being potential outcomes of an instance of misconduct.
The Academic Withdrawal Policy outlines the processes for both student-initiated and College-initiated withdrawals. Sault College recognizes that students may need to withdraw or be withdrawn from a postsecondary program or course during the semester in which they are registered. This policy in included in the Policies file.
Student Risk Assessment, Accommodation and Withdrawal Policy ensures a process by which the College may determine whether a student, who may be engaging in behaviours that indicate a potential risk to the safety and well-being of self or others due to a possible emotional, mental, psychological, or physiological condition, may be accommodated or whether a voluntary or involuntary medical withdrawal is necessary in order for the College to fulfill its duties to all members of the College community, including the student of concern. This policy in included in the Policies file.
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SUPPORT LINKS ON THE STUDENT PORTAL
The screenshots below show the Support Service page of the Sault College Student Portal. All of the items listed in black, under the blue headings, are live links to resources.
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E-LEARNING COMPONENTS
Sault College postsecondary programs, including the BScN program have traditionally been delivered in an in-class face-to-dace format. The COVID -19 pandemic has been the catalyst to bring Sault College programming online at a pace must more rapid than was planned. Sault College faculty, administration and support services mobilized to ensure students are provided the information and resources required to successful as their courses transitioned out of the classroom.
Since March 2020m BScN courses have been delivered in a hybrid format. Course delivery will continue to leverage hybrid and blended delivery formats into the future as the College works to accommodate students’ learning preferences and accommodation.
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SECTION 13: OPTIONAL MATERIALS
CONCEPTUAL FRAMEWORK OF THE BSCN PROGRAM DEVELOPMENT PROJECT
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MAPPING TO CPSI FRAMEWORK
Canadian Patient Safety Institute (CPSI)
CPSI Competency Domain 1: Patient Safety Culture Patient safety culture is an integrated pattern of individual and organizational actions and behaviour based on shared beliefs and values that enables individuals and organizations to continuously seek to minimize the potential for patient harm which may result from the processes of care delivery. 1Patient safety culture is characterized by authentic leadership, broad, timely and responsive communication, transparency of information, as well as the engagement of patients and families. Sault College BScN Program Goals Meet the professional practice requirements as identified in the current Entry-to-Practice Competencies and Professional Standards of the College of Nurses of Ontario. Provide safe, competent, holistic care to diverse individuals, groups and populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety. Practice nursing while demonstrating advocacy and leadership at the professional, political, and societal levels; in accordance with the values of social justice and equity. Manage the care of people across the lifespan who have stable and unstable outcomes. Practice in a broad range of settings, with an emphasis on rural communities. Practice with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada. Sault College BScN Courses Professional Growth I: Introduction to Clinical I: The Fundamentals of Nursing Professional Nursing Professional Growth II - Ethics Clinical II: Health Assessment Professional Growth III: Nurses Influencing Clinical III: Medical-Surgical Nursing I Change Professional Growth IV: Leadership & Clinical IV: Medical-Surgical Nursing II Management Clinical Relational Practice I: Reflection Clinical V: Mental Health Relational Practice II: Communication in Nursing Population Health Clinical VI: Child and Family Health Obstetrics and Reproductive Health Clinical VII: Advanced Clinical Concepts I Clinical Nursing in the Community Setting Clinical VIII: Advanced Clinical Concepts II
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CPSI Competency Domain 2: Teamwork Optimizing teamwork within and across teams to maximize patient safety, quality of care, and health outcomes. Sault College BScN Program Goals Meet the professional practice requirements as identified in the current Entry-to-Practice Competencies and Professional Standards of the College of Nurses of Ontario. Provide safe, competent, holistic care to diverse individuals, groups and populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety. Build professional relationships in a collaborative environment with other health care providers and the client, to actively engage in collaborative decision-making. Contribute to the nursing profession and healthcare through the practice of critical inquiry, self- reflection and a commitment to professional growth through lifelong learning. Utilize critical thinking and reasoning to make evidence-informed clinical judgements. Practice nursing while demonstrating advocacy and leadership at the professional, political, and societal levels; in accordance with the values of social justice and equity. Utilize available technologies to communicate, educate, and provide appropriate care in a variety of contexts. Practice in a broad range of settings, with an emphasis on rural communities. Practice with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada. Identify, support and effect appropriate change in healthcare. Sault College BScN Professional Growth I: Introduction to Clinical I: The Fundamentals of Nursing Professional Nursing Professional Growth II - Ethics Clinical II: Health Assessment Professional Growth III: Nurses Influencing Clinical III: Medical-Surgical Nursing I Change Professional Growth IV: Leadership & Clinical IV: Medical-Surgical Nursing II Management Clinical Clinical V: Mental Health Relational Practice I: Reflection Clinical Nursing in the Community Setting Relational Practice II: Communication in Nursing Clinical VI: Child and Family Health Population Health Clinical VII: Advanced Clinical Concepts I Obstetrics and Reproductive Health Clinical VIII: Advanced Clinical Concepts II https://www.patientsafetyinstitute.ca/en/toolsResources/safetyCompetencies/Documents/CPSI- SafetyCompetencies_EN_Digital.pdf#search=competencies
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CPSI Competency Domain 3: Communication Healthcare professionals engage patients and family members in an open dialogue to promote patient safety, and to prevent and respond to patient safety incidents. Sault College BScN Program Goals Meet the professional practice requirements as identified in the current Entry-to-Practice Competencies and Professional Standards of the College of Nurses of Ontario. Provide safe, competent, holistic care to diverse individuals, groups and populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety. Build professional relationships in a collaborative environment with other health care providers and the client, to actively engage in collaborative decision-making. Contribute to the nursing profession and healthcare through the practice of critical inquiry, self- reflection and a commitment to professional growth through lifelong learning. Utilize critical thinking and reasoning to make evidence-informed clinical judgements. Practice nursing while demonstrating advocacy and leadership at the professional, political, and societal levels; in accordance with the values of social justice and equity. Utilize available technologies to communicate, educate, and provide appropriate care in a variety of contexts. Practice in a broad range of settings, with an emphasis on rural communities. Practice with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada. Identify, support and effect appropriate change in healthcare. Sault College BScN Courses Professional Growth I: Introduction to Clinical I: The Fundamentals of Nursing Professional Nursing Professional Growth II - Ethics Clinical II: Health Assessment Professional Growth III: Nurses Influencing Clinical III: Medical-Surgical Nursing I Change Professional Growth IV: Leadership & Clinical IV: Medical-Surgical Nursing II Management Relational Practice I: Reflection Clinical V: Mental Health Relational Practice II: Communication in Nursing Clinical Nursing in the Community Setting Population Health Clinical VI: Child and Family Health Obstetrics and Reproductive Health Clinical VII: Advanced Clinical Concepts I Pharmacology I & II Clinical VIII: Advanced Clinical Concepts II Health Informatics Research I: Quantitative Statistics Research II: Qualitative
CPSI Competency Domain 4: Safety, Risk, and Quality Improvement Acting on safety risks is a broad concept that encompasses identifying, assessing, reducing, and mitigating safety risks to both patients and healthcare providers. This is accomplished by engaging
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patients and their families and other members of the care team in implementing evidence-informed principles of system design and quality improvement. Sault College BScN Program Goals Meet the professional practice requirements as identified in the current Entry-to-Practice Competencies and Professional Standards of the College of Nurses of Ontario. Provide safe, competent, holistic care to diverse individuals, groups and populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety. Contribute to the nursing profession and healthcare through the practice of critical inquiry, self- reflection and a commitment to professional growth through lifelong learning. Utilize critical thinking and reasoning to make evidence-informed clinical judgements. Practice nursing while demonstrating advocacy and leadership at the professional, political, and societal levels; in accordance with the values of social justice and equity. Utilize available technologies to communicate, educate, and provide appropriate care in a variety of contexts. Practice in a broad range of settings, with an emphasis on rural communities. Practice with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada. Identify, support and effect appropriate change in healthcare. Sault College BScN Courses Professional Growth I: Introduction to Clinical I: The Fundamentals of Nursing Professional Nursing Professional Growth II - Ethics Clinical II: Health Assessment Professional Growth III: Nurses Influencing Clinical III: Medical-Surgical Nursing I Change Professional Growth IV: Leadership & Clinical IV: Medical-Surgical Nursing II Management Clinical Relational Practice I: Reflection Clinical V: Mental Health Relational Practice II: Communication in Nursing Clinical Nursing in the Community Setting Population Health Clinical VI: Child and Family Health Obstetrics and Reproductive Health Clinical VII: Advanced Clinical Concepts I Pharmacology I & II Clinical VIII: Advanced Clinical Concepts II Health Informatics Nursing Research: Quantitative Statistics Nursing Research: Qualitative
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CPSI Competency Domain 5: Optimize Human and System Factors Managing the interaction between people (individuals, healthcare providers, patients, family members and teams) and other system factors (tasks, tools/technologies, organizational, environmental) to optimize patient safety. Sault College BScN Program Goals Meet the professional practice requirements as identified in the current Entry-to-Practice Competencies and Professional Standards of the College of Nurses of Ontario. Provide safe, competent, holistic care to diverse individuals, groups and populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety. Build professional relationships in a collaborative environment with other health care providers and the client, to actively engage in collaborative decision-making. Contribute to the nursing profession and healthcare through the practice of critical inquiry, self- reflection and a commitment to professional growth through lifelong learning. Utilize critical thinking and reasoning to make evidence-informed clinical judgements. Practice nursing while demonstrating advocacy and leadership at the professional, political, and societal levels; in accordance with the values of social justice and equity. Utilize available technologies to communicate, educate, and provide appropriate care in a variety of contexts. Practice in a broad range of settings, with an emphasis on rural communities. Practice with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada. Identify, support and effect appropriate change in healthcare. Sault College BScN Courses Professional Growth I: Introduction to Clinical I: The Fundamentals of Nursing Professional Nursing Professional Growth II – Ethics Clinical II: Health Assessment Professional Growth III: Nurses Influencing Clinical III: Medical-Surgical Nursing I Change Professional Growth IV: Leadership & Clinical IV: Medical-Surgical Nursing II Management Clinical Relational Practice I: Reflection Clinical V: Mental Health Relational Practice II: Communication in Nursing Clinical Nursing in the Community Setting Population Health Clinical VI: Child and Family Health Obstetrics and Reproductive Health Clinical VII: Advanced Clinical Concepts I Pharmacology I & II Clinical VIII: Advanced Clinical Concepts II Health Informatics Research I: Quantitative Statistics Research II: Qualitative
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CPSI Competency Domain 6: Recognize, Respond, to and Disclose Patient Safety Incidents Recognize and report patient safety incidents, respond appropriately and effectively to mitigate harm, ensure disclosure, and prevent recurrences. Sault College BScN Program Goals Meet the professional practice requirements as identified in the current Entry-to-Practice Competencies and Professional Standards of the College of Nurses of Ontario. Provide safe, competent, holistic care to diverse individuals, groups and populations in a variety of contexts based on the principles of nursing knowledge, ways of knowing, ethics, relationships, and cultural safety. Build professional relationships in a collaborative environment with other health care providers and the client, to actively engage in collaborative decision-making. Contribute to the nursing profession and healthcare through the practice of critical inquiry, self- reflection and a commitment to professional growth through lifelong learning. Utilize critical thinking and reasoning to make evidence-informed clinical judgements. Practice nursing while demonstrating advocacy and leadership at the professional, political, and societal levels; in accordance with the values of social justice and equity. Utilize available technologies to communicate, educate, and provide appropriate care in a variety of contexts. Practice in a broad range of settings, with an emphasis on rural communities. Practice with an understanding of the history, ways of knowing, and culture of the Indigenous Peoples of Canada. Identify, support and effect appropriate change in healthcare. Sault College BScN Courses Professional Growth I: Introduction to Clinical I: The Fundamentals of Nursing Professional Nursing Professional Growth II – Ethics Clinical II: Health Assessment Professional Growth III: Nurses Influencing Clinical III: Medical-Surgical Nursing I Change Professional Growth IV: Leadership & Clinical IV: Medical-Surgical Nursing II Management Clinical Relational Practice I: Reflection Clinical V: Mental Health Relational Practice II: Communication in Nursing Clinical Nursing in the Community Setting Population Health Clinical VI: Child and Family Health Obstetrics and Reproductive Health Clinical VII: Advanced Clinical Concepts I Pharmacology I & II Clinical VIII: Advanced Clinical Concepts II Health Informatics Research I: Quantitative Statistics Research II: Qualitative
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INDIGENOUS LEARNING OUTCOMES
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ANNUAL PROGRAM REVIEW TEMPLATE
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COLLABORATIVE PARTNERSHIP INSTITUTIONAL REPORT FORM
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COLLABORATIVE BSCN ANNUAL COURSE EVALUATION
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SECTION 14: POLICIES
The following Sault College policies are found the Policies file, accompanying this submission.
PEQAB Standard Policy Status Approving Governing Body Date Approved
Academic Withdrawal Published Executive 10-Mar-21
Admissions Published Executive 10-Mar-21
Credentials Published Executive 10-Mar-21
Credit Transfer Published Executive 28-Apr-21 Admission, Promotion, Graduation Grading Published Executive 10-Mar-21
Prior Learning Assessment and Recognition Published Executive 27-Feb-13
Prior Learning Assessment and Recognition* *Draft Executive TBD
Program Progression and Graduation Published Executive 10-Mar-21 Requirements - Postsecondary
Course Outline Management Published Executive 21-Nov-18
Professional Development Published Executive 8-Mar-08
Program Delivery Program Quality Assurance Published Executive 10-Mar-21
Program Review Published Executive 10-Mar-21
Student Feedback Procedure Published V.P. Academic and Research 6-Nov-18
Faculty Academic and Professional Credential *Draft Executive TBD Requirements*
Faculty Review* *Draft Executive TBD Capacity to Deliver Faculty Review Procedure* *Draft Executive TBD
Professional Development Published Executive 8-Mar-08
Student Feedback Procedure Published V.P. Academic and Research 6-Nov-18
Faculty Review* *Draft Executive TBD
Faculty Review Procedure* *Draft Executive TBD
New Program Development Procedure Published V.P. Academic and Research 1-Jun-15 Internal Quality Assurance and Development Program Quality Assurance Published Executive 10-Mar-21
Program Review Published Executive 10-Mar-21
Student Feedback Procedure Published V.P. Academic and Research 6-Nov-18
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PEQAB Standard Policy Status Approving Governing Body Date Approved
Academic Freedom in Research Published Executive 19-Jun-13
Academic Integrity Published Executive 14-Oct-20
Conflict of Interest in Research Published Executive 8-Jun-11 Academic Freedom and Integrity Copyright and Fair Dealing Published Executive 12-Sep-12
Intellectual Property Published Executive 8-Jun-11
Responsible Conduct of Research Published Executive 12-Sep-12
Academic Withdrawal Published Executive 10-Mar-21
Grade Appeal Policy** Published Executive August 4, 2020
Student Protection Student Code of Conduct ** Published Executive 11-Aug-20
Student Fee Administration Published Executive 23-May-18
Student Risk Assessment, Accommodation and Published Executive 9-Jan-19 Withdrawal
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