NURS 130 Consolidated Practice Experience I

School of Health and Human Services

NURS 130 Consolidated Practice Experience I is designed to assist students to move forward with the health promoting focus of year one towards the focus on health challenges in year two. Students have opportunities to develop caring relationships with individuals and families, furthering the development of their assessment skills, some medication administration skills, and their understanding of health and health promotion. Students build confidence in all domains of nursing practice as they integrate knowledge from health and healing, applied health sciences, relational practice and professional practice courses.

Prerequisites: BIOL 165, NURS 122, NURS 126, and NURS 129 all with a minimum grade of 60%

Accessibility Services Notice

Students who would like an academic accommodation and who have a documented disability should contact Accessibility Services, if they have not already done so.

Transfer Agreements

Course to Course transfer – YesBlock Transfer – Yesbctransferguide.ca

Course Details
Total number of weeks	5
Total Credits
Total Hours	160

Typical hours per week breakdown
Practicum/Preceptorship	Practicum: 27.2
Other	24

Learning Outcomes

Upon successful completion of this course, the learner will be able to:

Establish and maintain a caring environment, and therapeutic, ethical, and professional relationships with individuals and families, while focusing on peoples’ experiences of health, healing and health promotion
Demonstrate respectful and effective communication with others (verbally or with information communication technologies) to improve collaboration, relationships, and quality of care
Develop and implement learning plans to meet identified learning needs for individuals and groups
Perform comprehensive assessments and connect findings to knowledge of holistic well-being and physiological processes
Demonstrate critical thinking, skillful decision making, self-reflection, and self-evaluation through the integration of nursing knowledge
Describe information literacy skills to support nursing practice
Solicit and integrate input of individuals, families and other professionals from the interprofessional team to inform person-centred care
Display initiative, a beginning confidence and self-awareness in collaborative interactions within the interprofessional team
Discuss the influence of paradigms, worldviews and theories on one’s own approach in nursing practice
Demonstrate self-awareness by reflecting on positionality and social location while accommodating for difference with others
Demonstrate cultural awareness and sensitivity to promote culturally safe health care
Demonstrate environmentally responsible practice

Teaching and Learning Approach

This consolidated practice experience reflects the integration of ways of knowing (epistemology), being (ontology), and doing (praxis) developed throughout Year One of the nursing program. Teaching and learning approaches are grounded in relational, inquiry-based, and reflective practice, with learners engaging alongside faculty, peers, interprofessional team members, and persons (and families) in the long-term care setting to support the development of ethical and relational nursing practice. Learning experiences are designed to consolidate and apply Year One concepts through workshops, simulation, dialogue, and practice-based learning. Within the long-term care setting, learners participate in the day-to-day functioning of the care environment, provide direct care, and develop relational practice and health assessment skills while attending to the lived experiences of older adults. Through health assessment and introduction to the Decision-Making for Nursing Practice model, learners begin to develop clinical reasoning and professional judgment. Ongoing feedback, reflective narrative, and practice appraisal support the development of self-awareness, critical thinking, and accountability. This experience supports learners in understanding the role of the Registered Nurse in long-term care while developing competencies in promoting health and healing, teaching and learning, decision-making, professional responsibility, and collaborative leadership.

Learning Resources

All required resources from Fall and Winter Semester of Year 1 CPE1 Course-specific resources (e.g., workshop materials, simulation resources, required readings, assignment guidelines) Assignment forms (CTKTC, PAF, DM) Decision-Making for Nursing Practice model (framework) Selected persons (individuals in long-term care) as partners in learning Interprofessional team members and clinical instructors as learning supports

Assessment

Title	Learning Outcomes	Value
Coming to Know the Client Assessment(s)	The purposes of this assignment to have students develop their ability to identify personal meaning of health and healing for the person in their care, and to gather data through physical assessment, communication, and use of informatics (e.g. accessing information). The purpose of this assignment to support the development	is Satisfactory/Unsatisfactory chart is of
Reflective Practice Narrative (RPN)	critical thinking and clinical reasoning through reflection practice experiences. Learners make sense of and find meaning their experiences, challenges, observations, drawing connections between theory and practice (praxis). Through critical reflection and pattern recognition, learners deepen their understanding person-centred care, health	on in and Satisfactory/Unsatisfactory of issues
Reflect upon and demonstrate your learning in a Midterm Practice Appraisal	and healing initiatives. The purpose of this assignment to self-reflect and self-evaluate own nursing practice according competencies within the PAF Students will incorporate instructor feedback in setting learning strategies for the rest of the course.	is to form. Satisfactory/Unsatisfactory
Reflect upon and demonstrate your learning in a Final Practice	The purpose of this assignment to self-reflect and self-evaluate own nursing practice according the competencies within the form. Students will incorporate instructor feedback in setting	is to PAF Satisfactory/Unsatisfactory
Total		100%

Grading Table

Competency-based Grades

This grading system is based on satisfactory acquisition of defined skills or successful completion of the course learning outcomes. It is used where standard numerical grades are not generally applied, for example in evaluating practicum performance or work placements, in pass/fail courses or for non-credit courses.

Grade	Description
AAV	ABOVE AVERAGE -The student has mastered all or most course objectives/requirements in a minimum time frame and has exemplified good work and study habits.
COM	COMPLETE – denotes that the student has mastered a satisfactory number of course objectives/requirements in a non-credit course
CRG	CREDIT GRANTED - denotes that the student performance was satisfactory in a credit course.
NCG	NO CREDIT GRANTED - denotes that the student performance was unsatisfactory.
PCG	PARTIAL CREDIT GRANTED – denotes that the student has successfully completed a portion of the course objectives in a credit course.

See the Academic Calendar for General Information including how to withdraw from course(s) and other regulations.

Disclaimer

Information contained in this course outline is correct at the time of publication. Content of the course is revised on an ongoing basis to ensure relevance to changing educational, employment and market needs. The instructor will endeavor to provide notice of changes to students as soon as possible. The instructor reserves the right to add or delete material from courses.