PNUR 106 Consolidated Practice Experience I

School of Health and Human Services

PNUR 106 Consolidated Practice Experience I provides learners with an opportunity to integrate theory from Level 1 coursework into practice. Learners will gain experience in various settings with a focus on the healthy client. Learning the role of the Practical Nurse, personal care skills, organization of care, focused assessment, beginning medication administration and professional communication are emphasized.

Notes:

Course outcomes will be met through examination and exploration of the following:

• Professional communication.

• Nurse‐client relationship.

• Comprehensive assessments.

• Interprofessional approach to care.

• Ethical practice.

• Wellness and health promotion.

• Nursing care including assessment, personal care, basic wound care, topical and rectal medication administration, documentation.

• Self‐reflective approach to practice.

Prerequisites: PNUR 114, PNUR 100, PNUR 101, PNUR 102, PNUR 103, and PNUR 105 all with a minimum of 70% and PNUR 104 with a minimum of 80%

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 – NoBlock Transfer – Nobctransferguide.ca

Course Details
Total number of weeks	3
Total Credits
Total Hours	90

Typical hours per week breakdown
Practicum/Preceptorship	Practicum: 30

Learning Outcomes

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

Practice within relevant legislation, Scope of Practice: Standards, Limits and Conditions (BCCNM, 2022), Entry-level Competencies for Licensed Practical Nurse (BCCNM, 2020), Professional Standards for LPNs (BCCNM, 2020) and Practice Standards (BCCNM, current editions), the Nurses (Licensed Practical) Regulation (2015) and facility-specific policy and procedures
Demonstrate safe, competent, ethical care and transfer of skills
Practice with integrity and accountability in a patient care context
Begin to look critically at clinical decision making and knowledge of assessment to plan, implement and evaluate care in predictable situations with faculty guidance
With faculty guidance, make practice decisions that are client specific and consider client acuity, complexity, variability and available resources
Demonstrate a collaborative approach with other members of the interprofessional health care team to meet the collective needs of their clients
Provide a caring environment for clients by connecting, sharing and exploring with them in a collaborative relationship
Provide person‐centred care that recognizes and respects the uniqueness of each individual and is sensitive to culture and diversity
Describe the LPN role in providing leadership, direction, assignment and supervision of unregulated care providers
With faculty guidance, apply professional communication to advocate for clients in their care
Apply evidence‐informed practice in the client nurse relationship at a beginning level
Identify own values, biases, and assumptions on interactions with clients and other members of the health care team at a beginning level
Explain the need for continuous learning to maintain and enhance competence
Demonstrate beginning competence in assessment of healthy adults
Apply knowledge of growth and development in assessment of healthy adults
Provide compassionate, culturally sensitive and aware relational and trauma-informed care for all cultures with consideration for First Nation, Inuit and Métis clients, their families and communities

Teaching and Learning Approach

In CPE I, the focus is on the healthy client and becoming comfortable with the relational aspects of nursing, learning the role of the Practical Nurse and becoming more confident with assessments, personal care and beginning medication administration skills. This faculty-supervised experience is 90 hours in a variety of areas, including long-term care. This consolidated nursing practice experience reflects the epistemology (knowing), the ontology (being), and the praxis (i.e., the integration of skills, knowledge, beliefs, values, concepts and issues) of previous learning. Learners engage with faculty, fellow learners, other health care professionals, and clients and their families to facilitate the consolidation of competent and ethical professional nursing practice. Learning experiences are designed to integrate the concepts learned in semester one of the practical nursing program into practice. Coming to Know the Client Assessments, the use of the Decision-Making Model, intentional learning, dialogue, practicing hands-on care, praxis and reflection (Reflective Practice Narrative and Practice Appraisal Form, post seminars) are all used to assist learners as they develop relationships with residents, their families as well as other members of the inter-professional team. This collaborative learning experience will enable the student to understand the role of the nurse within long-term care, to develop critical thinking and decision-making skills, and to develop relational practice and health assessment skills.

Learning Resources

BCCNM: Current British Columbia College of Nurses & Midwives (BCCNM) documents Lewis, S. L., Bucher, L., Heitkemper, M. M., Barry, M. A., Lok, J., Tyerman, J., & Goldsworthy, S. (2022). Medical- Surgical Nursing in Canada (5th ed.). Elsevier. Potter, P. A., Perry, A. G., Stockert, P., Hall, A., Astle, B. J., & Duggleby, W. (2019). Canadian Fundamentals of Nursing (6th ed.). Elsevier. Ochs, G., Engel, J., & Shoalts, K. (2018). Study guide to accompany Potter/Perry Canadian Fundamentals of Nursing, 6th edition. Elsevier Canada. Vallerand, A., Sanoski, C. (2022). Davis’s Drug Guide for Nurses (18th ed.). F. A. Davis.

Detailed Course Content, Topics, and Sequence Covered

1. Professional communication Nurse-client relationship Comprehensive assessments Inter-professional approach to care Ethical practice Wellness and health promotion Nursing care including: assessment, personal care, basic wound care, topical and rectal medication administration Documentation Self-reflective approach to practice 2. Professional communication Nurse-client relationship Comprehensive assessments Inter-professional approach to care Ethical practice Wellness and health promotion Nursing care including: assessment, personal care, basic wound care, topical and rectal medication administration Documentation Self-reflective approach to practice 3. Professional communication Nurse-client relationship Comprehensive assessments Inter-professional approach to care Ethical practice Wellness and health promotion Nursing care including: assessment, personal care, basic wound care, topical and rectal medication administration Documentation Self-reflective approach to practice

Assessment

Title	Learning Outcomes	Value
Reflective practice narratives (RPN) Nursing Care Plan Assignment: Coming	1-16 To Know	CRG/NCG
The Client.	1-16	CRG/NCG
Performance Appraisal Form	1-16	CRG/NCG
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.