Nursing programs bcit

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Toward this end, it promotes high standards of practice, education, research, and administration. The CNA is the national and global professional voice of Canadian nursing, representing registered nurses, nurse practitioners, licensed and registered practical nurses, registered psychiatric nurses, and retired nurses across all provinces and territories.

ENABC's main goal is to provide standards for emergency nursing care, offer a forum in which emergency nurses can exchange ideas, promote the specialized education of emergency nurses, and support community relations.

Before you fill out the form, check the information in all the pages for this program. How to Apply Contact Us. Program delivery mode: blended. This program will be delivered for the coming semester as a combination of online and on-campus learning. While some of your coursework will take place online, there will also be in-person sessions.

Faculty will notify students of when their attendance on campus will be required. We have put measures in place for your safety and well-being, ensuring that all safety protocols are addressed. Entrance Requirements Note: In alignment with public health orders, this program requires that students be vaccinated for a number of communicable diseases — including COVID Entrance requirements The following are requirements for entry into Specialty Nursing certificate and degree courses.

Post-secondary education: diploma in nursing Current practicing registration with one of the following: BC College of Nurses and Midwives BCCNM or Canadian provincial equivalent or Registered Nurse RN license number if practicing outside Canada Work Experience: minimum six months work experience in an acute care setting Submit a resume of work experience with your application.

BCIT recommends the following programs: Douglas College Kwantlen Polytechnic University Thompson Rivers University Please contact one of the institutions above, as well as the program head, to determine an appropriate preparatory course of study. Clinical requirements Note: Effective immediately, all health care workers who come into contact with patients at publicly-funded health care facilities or in the community, including at long-term-care facilities, will have to get the influenza vaccine or wear a mask during flu season.

Face Respirator Fit Testing A face piece respiratory fit test is required before students are permitted to enter the clinical practicum. International applicants accepted into this program are not eligible for a study permit. Program declaration Please contact the program assistant to declare this program. Tuition fees Part-time Studies tuition is charged on a course-by-course basis. Courses Program matrix Check current availability of courses for this program.

Required Courses: Credits NSCC Dysrhythmia Interpretation and Management This course supports the development of fundamental knowledge required to systematically analyze and interpret basic cardiac dysrhythmias. Program length The length of the program varies, as it is offered in a variety of formats: BCIT offers theory and some clinical courses by part-time, independent study. You can work in many areas, including: Hospital emergency departments and trauma centers Rural health centers Military trauma units Cruise ship nursing International travel nursing Private sector nursing working in industries and corporations such as oil, mining and gas.

Keep learning Looking to get your BSN? Graduate employment outcomes The BCIT student outcomes report presents summary findings from the annual survey of former students administered by BC Stats one to two years after graduation. Emergency Nursing Specialty Standard Option.

Allow approximately six to eight weeks for processing. All financial obligations to the Institute must be met prior to issuance of any credential. Questions or comments? Also, if you meet any of the following criteria, please check these places first: you are an international student you are looking for financial aid you have already applied and want to check your application status. This field is for validation purposes and should be left unchanged. Subscribe Sign up to receive updates, invitations to events, and information about BCIT and your program.

Programs and courses are subject to change without notice. NSCC They will learn how to teach clients from diverse populations and backgrounds regarding their experience, and communicate effectively with other health professionals to optimize client care.

The course incorporates knowledge of pharmacological therapy in relation to specific exemplars. Case scenarios and simulation incorporate prioritizing care, delegation and supervision, and family and patient teaching. Learners will learn about nursing informatics and the use of Information and Communication Technologies to support patient care and decision-making.

These courses are co-facilitated by Nursing and Bioscience Faculty to integrate nursing and science concepts. An aspect of the course is to expand the understandings held by many Canadians about those relationships. Students will explore the impact of colonization on Indigenous Peoples and other Canadians. The course will provide an opportunity to explore the healing process that emerged and continues today in Canada. The Professional Regulation aspect of the course will introduce students to knowledge regarding regulatory policies outlined by the BCCNM that supports the delivery of safe competent ethical nursing care.

This course offers students an opportunity to further develop their understanding of professional nursing practice with a specific focus on the BCCNM Standards of Practice and the Scope of Practice for Registered Nurses.

Learning will be facilitated using a variety of active learning strategies with learning activities occurring solely on line during some weeks of the course.

This course builds on Practice of Nursing 3 and consists of two rotations of six weeks each, one on an acute mental health care unit and the other in a Public Health unit. This course explores evidence based approaches when completing focused mental health and public health nursing assessments. Learners will follow up with effective, efficient and relevant nursing interventions.

Life span factors, cultural variables and legal aspects of care frame the ethical decision-making employed in client choices for care within the acute mental health and public health settings. The aim of the mental health rotation is to prepare learners to provide competent mental health and addiction care in any health care setting, by providing a foundation for practice, at the beginning level, in a specialized mental health setting.

In the public health context, learners examine the nursing process and how public health nurses promote health and prevent disease within a variety of populations. During practicum experiences, learners participate in and explore nurses' roles in public health settings. In addition, epidemiology, population health, communicable disease control, health promotion and working with specific at-risk populations are explored in relation to specific local and global health issues.

This course, delivered online and in seminars, provides learners with the necessary theoretical and conceptual foundations of both public health and mental health nursing and is integrally linked with Practice of Nursing 4. Learners critically examine models and professional standards that guide nursing practice and the care of vulnerable populations in both contexts of practice.

Using a process of critical inquiry learners will explore and determine the nurse's role in public and mental health settings, with diverse populations, and in relation to local and global health issues.

During the mental health component of the course, prevention, assessment and nursing interventions of individuals at risk for impaired mental health will be explored. Through the use of exemplars including mood disorders, psychosis, substance abuse and trauma, learners will gain a deeper understanding of the nurses' role in mental health. This course focuses on global citizenship and population health in global contexts.

With an emphasis on global health, learners will develop qualities of global citizenship by applying concepts of social justice and equity to international and Canadian populations facing extreme health disparities.

Learners will further demonstrate principles of global citizenship through analysing the role of individuals, professionals, communities, organizations, and governments in working towards global health. Ethical and cultural safety principles will be explored when considering the nursing role in advocating for diverse communities and structurally vulnerable populations.

As an introduction to global health, this course will use epidemiology and population health concepts to explore key global issues of environmental health; water, sanitation and hygiene; nutrition, maternal and child health; communicable and non-communicable diseases; emergency preparedness; humanitarian crises; and refugee health. The course emphasizes active learning in weekly online and in-class sessions.

Learners will participate through a variety of activities including the use of technology and databases, small group activities, student-led discussions, group presentations, and advocacy writing.

This course provides an overview of the historical development of the nursing profession. Using active learning strategies, learners will consider the contribution of nursing theory and nursing science to nursing identity, nursing practice, client safety and quality improvement in healthcare. Learners will explore how scholarship in nursing develops nursing science and nursing identity.

This course introduces students to contemporary issues in health ethics by examining and applying ethical theories to moral dilemmas at the clinical, professional, and organizational levels. To this end, developing competence in moral reasoning is an important goal, one that will be emphasized through the analysis of case studies that test personal, professional, and societal values.

The focus of this course is to provide safe, evidence informed based nursing care to children, youth and families with children. The course introduces the learner to the assessment and common interventions required to care for children who require acute care, childbearing families experiencing normal childbirth, as well as those families living with chronic illness. The evidence related to family care giving is a major focus and provides a basis for exploring nursing interventions with clients and families, and the inter professional nature of healthcare.

Students will also explore the concepts of health promotion and risk reduction, utilizing teaching strategies to address patient and family educational needs. Learning occurs in actual clinical practice situations and includes practice with therapeutic communication skills for various developmental stages and relevant technical procedures. This course will focus on the development of nursing knowledge and thinking processes required to plan care for families during the perinatal period and for those with growing children and youth.

Specific concepts such as sexual health, nutrition, growth and development, client education as they relate to childbearing and to the family with children and youth will provide the basis for knowledge development using exemplars such as 'low risk' birth, allergies, neurodevelopmental disorders, asthma and depression.

Students have the opportunity to integrate conceptual learning as they apply biopsychosocial and pharmacological principles to plan care. The course incorporates knowledge from science, humanities and other disciplines in relation to specific exemplars.

In collaborative, problem-based seminars and other active learning methods, learners will actively employ critical thinking, clinical imagination and clinical reasoning processes, form clinical judgments, and emphasize priorities based on case examples. Additionally, they will apply the principles of critical inquiry to access and determine the most appropriate evidence and apply it to their nursing care planning.

Learners will draw from a variety of clinical practice experiences and contexts providing real time opportunities to further develop and apply these thinking processes.

This course supports and is integrally linked to the Practice of Nursing 5. The focus of this course is to explore communication and collaborative practice in multiple contexts where nurses work with children and childbearing families while giving appropriate consideration to relevant stages of growth and development.

In addition to exploring the concepts of health promotion, risk reduction, and teaching strategies to address patient and family educational needs, this course will also continue the foundational work of therapeutic practice and professional communication from previous communication courses. BSNC is a blended learning course that focuses on the nature and role of research in nursing practice. Learners are introduced to the concepts that are foundational to qualitative and quantitative research.

The role of BSN nurses as consumers and critics of nursing research is developed with an emphasis on research literacy. Learners will critique research articles relevant to healthcare. By determining the quality and rigor of research, learners work towards identifying evidence that supports safe, high quality nursing care — the hallmark of evidence-informed nursing practice.

Learners are exposed to nursing research, their sources and how they are developed. The significance of informing nursing care with evidence is deliberate.

Learners consider the value and contribution of nursing scholarship to the creation of credible evidence for clinical judgment and nursing practice, client safety, and quality improvement in healthcare. Learners will critically analyze the nature and hierarchy of evidence, the structure of a research design and how evidence contributes to the development of best practice guidelines for nursing practice.

This practicum will explore an evidence base supporting appropriate focused assessments, and effective, efficient and relevant nursing interventions. Case scenarios and simulation incorporate prioritizing care, delegation and supervision, and family and client teaching.

Clients will present with complex medical conditions and surgical interventions in acute care settings. This course will prepare learners to care for the more complex clients by building on pathophysiological knowledge and pharmacology learned in previous courses.

The course will emphasize the holistic care of the client and family through individual and group work. There will be an emphasis on application of knowledge to practice through exploration of evolving case studies. Learners will use nursing frameworks to support decision-making, prioritizing and planning of client care.

This course introduces learners to the concept of leadership and ethical decision-making models. The focus of the course is the development of leadership abilities required for nursing practice. Learners examine contemporary leadership models and perspectives related to leadership, leaders, and followers. Additionally, learners explore the concepts of power, influence, and empowerment as they relate to quality healthcare and leadership, and learning to thrive in the ever-evolving healthcare environment.

Exemplars pertaining to quality assurance and discipline such as continuing competence, professional conduct, and formal complaint and resolution processes will be explored. The Canadian legal system, professional accountability and negligence, and nurses in court will be examined. Learning will occur using active learning strategies. Case studies will explore the leadership of quality initiatives in nursing practice including organizational change, innovation, and factors contributing to quality practice environments, quality healthcare, and client safety.

Learners will explore the "lived experience" of clients and practice the skills of interpersonal communication. Specific topics of focus include emotional intelligence; mindfulness; language and stigma; defusing anger and hostility; conflict, empowerment and power; negotiation; manipulation; and reluctance and resistance. This course provides learners with the opportunity to engage with the theoretical and conceptual foundations of community health nursing through the practice lens of continuing care.

Through collaboration with clients and associated team members, learners: address identified health issues, engage in knowledgeable and safe nursing practice, facilitate client empowerment and capacity building, and, support client education and access to relevant resources. Learners use primary healthcare principles and population health promotion approaches when working in partnership with clients, health professionals, and community service providers in a variety of settings that include Home Health units as well as community based health initiatives.

In the directed studies component, learners will work with a community client, addressing a health issue from a capacity building perspective. In a collaborative, problem-based learning style seminar learners will actively employ critical thinking, clinical imagination and clinical reasoning processes, form clinical judgments, and emphasize priorities based on case examples of clients requiring complex nursing care.

Finally, learners will engage collaboratively in planned simulations that draw from a variety of complex clinical practice experiences and contexts providing collaborative opportunities to further develop and apply these thinking processes. This course, building on foundations established from previous content regarding resilience and becoming a professional nurse, provides learners with the opportunity to actively consider and build their capacity for transition to independent practice upon graduation.

Learners will gain an understanding of their self-efficacy, as well as the challenges and strategies for successfully moving into increased autonomy and independence in their nursing practice.

Using knowledge of relational practice and an ethic of care, this course will focus learners on furthering the development and integration of their relational practice in complex practice situations across diverse contexts.

Learners will explore being in-relation with clients experiencing significant issues e. Additionally, learners will explore being in-relation with clients, colleagues, and policymakers as they learn and practice skills of change e.

This is a blended course, both online and experiential, where learners will examine relevant theories, methods, and research as well as participate in interactive activities, reflective exercises, discussions and practice experiences designed to deepen and consolidate their skills of communication and collaboration. This course integrates a tutorial directed study that focuses on clinical decision making and guides the learner to apply this learning to the practice environment. The emphasis will also be on developing practice capacity and independent decision making through selection of specific client assignments.

Learners will develop consistency with appropriately focused assessments, effective and efficient nursing interventions, time management strategies and evaluation of client responses to their nursing care. Prioritizing care needs and client teaching will also be emphasized. The latter half of the clinical experience is the Developing Independent Practice Experience.

Learners will work more closely with their most responsible nurse MRN and will continue to engage with their clinical instructor to meet their learning needs. There will be a greater emphasis on independent decision making while the learner partners more with their MRN and assumes more of the role of the nurse.

This experience will help promote transition to preceptorship in Term 9. This course includes an applied learning experience in a simulated environment. This course focuses on healthcare politics and quality improvement QI. Learners will explore the concepts and processes of QI and examines the importance of QI processes in improving healthcare. This is a blended course that provides opportunities for learners to examine competing priorities, power dynamics, and influential barriers as forces within the healthcare system that affect the quality of healthcare.

Additionally learners will consider how political environments, legislation and health policy impact quality improvement in healthcare organizations locally and globally. Learners explore how professional nursing organizations influence health policy and how nurses can act to address local and global health issues. Subsequently, learners will apply the QI process. The QI project will be considered within the context of interprofessional healthcare and from a systems perspective. Learners will apply collaborative teamwork skills and systems thinking.

Learners will develop knowledge and skills in the science of quality improvement and take action to improve the quality of care for clients. Learners will critically analyze qualitative and quantitative research design and examine studies to determine their validity, reliability, and applicability to nursing practice.

Quantitative research examination includes exploring common statistical analysis methods and possible conclusions. This is a blended course that provides opportunities for learners to engage in critical inquiry, reflective skepticism and analytical reasoning. Learners will explore the link between nursing research, theory and practice through the process of knowledge translation as they evaluate the implementation of research evidence in practice through the creation of best practice guidelines, procedures or policies related to an area of interest.

Learners will then demonstrate their developing scholarship by disseminating their work. This course, in the context of a clinical preceptorship, provides the learner with the opportunity to synthesize and integrate the nursing knowledge and skills acquired through all previous coursework into their practice. The emphasis is on consolidation of practice capacity while safely managing client assignment. For more information, including steps on how to complete an advanced search, follow the below steps:.

Each course is identified by a subject code 4 letters and 4 numbers and a course reference number 5 digit number. Click the course you have selected to display detailed course information. Read the course description and pay particular attention to course dates, the CRN course reference number , any notes, the course format and prerequisites.

Course Details: This course covers the full accounting cycle for individuals with little or no accounting background. Topics include accounting as an information system; introduction to accounting theory; income measure; traditional record keeping; the accounting cycle; special journals; cash and financial statements.