The purpose of this course is to introduce participants to the high acuity nursing specialty and the role of the high acuity nurse. The participants will focus on expanding their ability to think critically and engage in participatory relationships; examine the concept of health and explore their understanding of health in order to promote health for high acuity patients and families. The participants will explore the lived experience of an acute illness (e.g. COPD and respiratory insufficiency) while applying the theory of oxygen supply and demand, comprehensive assessments, and ethical clinical decision-making within the high acuity nursing practice environment.

The course supports the development of fundamental knowledge required to systematically analyze and interpret basic cardiac dysrhythmias. Participants will explore myocardial electrophysiology in relation to cardiac monitoring and develop a systematic approach to dysrhythmia analysis and interpretation. Further, participants will consider the predisposing factors and associated interventions related to the conduction defect present and the consequences of the dysrhythmia to both systemic and myocardial oxygen supply and demand. Finally, the significance of dysrhythmia analysis, interpretation, and management to critical care nursing practice will be explored. Although this course is conducted within the specific context of critical care nursing practice, IT WOULD ALSO BE SUITABLE FOR THE OTHER NURSES OR QUALIFIED HEALTH PROFESSIONALS REQUIRING THIS SKILL. If you are not a registered nurse or a student nurse in the final years of your BSN program you must consult the Critical Care Nursing Program Head prior to registration.

High Acuity Nursing Theory 2 is the third theory course in the High Acuity Specialty Nursing Certificate. In this course, learners will build on the theoretical concepts explored in NSHA 7100, High Acuity Nursing Theory 1 and NSCC 7150, Dysrhythmia Interpretation and Management. High Acuity Nursing Theory 2 focuses on caring for patients who are experiencing various complex acute illnesses. NSHA 7201 provides opportunities for the learner to develop an advanced understanding of patients’ experiences of various acute illnesses. The concept of this acute illness also impacting the chronic illness patients may also be suffering from is also introduced in this section. The presence of co-morbidities can create an unpredictable course for the acute illness. This course provides opportunities for the learner to use the high acuity nursing theory to identify the patient’s priority problems and to provide care for complex and acutely ill patient. The skill of being able to interpret the subtle changes in the patient’s condition is what makes the role of the high acuity nurse caring for the acutely ill patient is very important. The theory covered in this course offers the learner the chance to recognize that the identification of priority patient problems and timely interventions can restore imbalances in oxygen supply and demand in order to provide optimum end-organ perfusion.

The purpose of this 125-hour clinical course is to provide students with opportunities to develop proficiency at a beginner’s level in caring for high acuity patients in a variety of settings. Through application of previous high acuity theory course content (e.g., oxygen supply and demand), students are engaged in critical thinking while performing comprehensive assessments and determining appropriate clinical/ethical decisions. Students learn to further their ability to develop and maintain engaged relationships with patients and families in crisis. Students must have recent acute care experience to enroll in this course. Prerequisites: NSHA 7201 (75% in each evaluation component is required).

Introduces diverse perspectives on teaching and learning related to specialty nursing and explores the impact that connected teacher-learner relationships have on effective learning. Teaching and learning are viewed as mutual and parallel processes, being influenced by beliefs, intentions, and capacities of both teachers and learners. Teaching and learning abilities are further developed according to mutually agreed upon learning outcomes and intentions.

The purpose of this course is to give students an opportunity to pursue a particular area of interest in High Acuity Specialty Nursing. The learning intentions, learning activities and evaluation strategies for the course will be determined by the student and the course tutor. Prerequisites: NSHA 7300

In this combined theory/clinical course, you will build on concepts explored in NSHA 7100, NSCC 7150, and NSHA 7201 to gain an understanding of patients experiencing alterations in oxygen supply and demand. This course focuses on caring for individuals experiencing acute alterations in oxygen supply and demand such as: coronary artery disease and acute coronary syndrome (e.g., MI and angina). NSHA 7410 provides opportunities for you to develop an understanding of patients’ experiences of life-threatening challenges, as well as the knowledge and abilities you require to care for these critically ill patients. You will also have the opportunity to learn about therapeutic interventions used to promote oxygen supply and demand balance (e.g., medications, revascularization techniques, and pacemakers) and to develop your clinical decision-making processes in the clinical setting. The concept of capacities, with consideration of vulnerability, fear and anxiety, and self-determination is further examined within the context of health, critical illness, and health promotion. We also continue to explore the influence of context on the nurse-patient relationship during critical illness. Finally, throughout this course, you will continue to reflect on the significance of your beliefs and values and nursing knowledge for your nursing practice. Opportunities are presented to assist you in identifying and developing strategies that best support your unique learning style. Prerequisites: NSHA 7300

The course provides an overview of the basic skills of a manager and applies these skills through a series of projects and case studies. It examines the evolution of management and the organizational culture and environment. It also teaches the decision-making skills and the skills involved in planning, organizing, leading and controlling, including planning and facilitating change, teamwork, applying motivational techniques and effective communication.

In this online course, learners explore how research informs evidence-based nursing practice. Foundational research concepts and processes in quantitative and qualitative paradigms are examined. Learners critique primary research reports of interest, both individually and in groups, and address research utilization in practice.

This on-line course offers students the opportunity to develop their leadership knowledge and skills within the context of specialty nursing. Leadership is explored from multiple perspectives with an emphasis on contemporary theories and frameworks. Topics that are examined include followership, contextual influences, power, navigating change and transitions, and teambuilding. Students engage in a work related leadership project to apply leadership knowledge and skills to their practice.

Professional growth is explored from personal, professional, and historical perspectives. Students choose a focus for growth which is fostered by ongoing critical reflection and journaling. Relational practice is explored through the lenses of mentoring and harmful workplace relationships. Contemporary trends in ethical practice are examined, including the contextual influences on practice; the development of moral identity; and the enhancement of moral integrity. An anticipated trajectory for professional development is envisioned and described.

This course explores contemporary community health nursing, examining multiple perspectives on community, health, and relational practice. Community health nursing is examined through the lenses of primary health care, health promotion, and ethics. Clinical practice is focused on facilitating participatory dialogue with a selected group to explore perspectives on relational practice in health care.

Based on the Canadian Community Health Nursing Standards of Practice, this course provides opportunities for exploring contemporary perspectives on health promotion, protection of health, a community health nursing process, and participatory decision making. Clinical experience occurs through engaging in participatory dialogue with a selected group; exploring salient health issues; and facilitating collective health action. Prerequisites: NSSC 8600

Develops advanced skills in critical analysis, close reading and composition through lectures, discussion and group activities in which students analyze and evaluate materials from various disciplines. Readings might come from professional journals, reports, newspapers, magazines and literature. Multimedia such as video, music and the Internet may also be included. Prerequisite: BCIT ENGL 1177, or 6 credits BCIT Communication at 1100-level or above, or 3 credits of university/college composition.

Fosters abilities and values required for ethical decision making at work. Develops skills in logical analysis, a working knowledge of moral principles and theories, and the ability to diagnose and resolve moral disagreements commonly found at work. Examines and applies moral principles to historically famous cases in manufacturing, human resources, management, engineering, health care, and computing. Prerequisite: BCIT ENGL 1177, or 6 credits BCIT Communication at 1100-level or above, or 3 credits of university/college composition.