The Bachelor of Science in Nursing (BSN) degree is a 3 year full-time (year round) program.
Applying:
There are two intakes per year: January and August
Applications for August intakes are accepted from October 1 of the previous year until January 31.
Applications for the January intakes are accepted from June 1 of the previous year until August 31.
All academic pre-requisites must be complete, and all transcripts and a current resume received in the Admissions department by the application deadline.
The Nursing program does not keep a wait-list; the selection is by competition. If you are not successful in obtaining a seat in the intake you have applied for you must reapply and re-compete.
All applications are reviewed and the most eligible are short-listed and requested to submit further documentation (e.g. medical and immunization forms, work/volunteer references, Criminal Record Check).
Selection Process:
BCIT does not guarantee admission to applicants who meet the minimum requirements. The Nursing program mandate is to select those applicants deemed to have the best opportunity for success.
Obtaining a seat in the Nursing program is by competition.
BCIT assigns priority to applicants based on post-secondary experience and health-related work experience. All applicants must have at least one year of post-secondary education (30 credits).
The Program
The program prepares highly skilled, practice-ready graduates eligible for nurse registration. On completion of the program graduates are eligible to write the Canadian Registered Nurse Exams.
Self-directed learning, small group learning, and problem-based learning help students develop the skills required in the health-care system. The program emphasizes the development of professionalism, communication, professional growth, reasoning and reflection, creative leadership, facilitation skills, and technical skills.
Self-directed learning is a method that encourages students to take charge of their learning by identifying learning needs, implementing strategies to meet these learning needs, and evaluating progress toward learning. These skills prepare students for lifelong learning and professional growth.
Small group learning is an approach in which students work in groups of 4 to 12 people to learn material and discuss course issues. This approach also develops communication and facilitation skills.
Problem-based learning is an approach in which a patient health problem is presented in a scenario. This is a starting point for learning. With the help of a tutor, students work together to acquire the knowledge they need to nurse patients with the health problem. Each course presents two to three scenarios. Each scenario may have several health issues to explore.
Problem-based learning has two purposes: the development of a base of knowledge related to the problem and the development of reasoning and problem-solving skills. This learning approach also perfects facilitation skills.
The program offers courses in nursing, basic health sciences, psychology, English, liberal studies, health-care management, and nursing specialties. Courses are offered in a variety of formats including lecture, laboratory, small group work, online, and clinical experiences. Learning opportunities in hospitals include clinical practice with acutely ill seniors, adults, children, and families.
Learning opportunities in community health include clinical practice in public health, homecare and other community health agencies. The clinical practice experience can be during the day, evening or night shift, including weekends and holidays.
program entry
Entrance requirements
Applicants must complete all academic requirements and submit a current resume before the application deadline.
BCIT does not guarantee admission to applicants who meet the minimum requirements. The Nursing program mandate is to select those applicants deemed to have the best opportunity for success. The Nursing program does not maintain a waitlist. Obtaining a seat in the Nursing program is by competition. Priority is given to applicants with a minimum of 30 credits of post-secondary course work. Recommended post-secondary courses include 3 credits of a university transferable English Composition course and 6 credits of Introductory Psychology or Sociology.
1. Academic
High school graduation or GED or BTSD level 4
English 12 (B) or three credits of a university/college first-year transferable English composition course with a (C+) or BCIT's English-language proficiency
Biology recency: The Biology prerequisite must have been completed within the last five years. BCIT assesses, on an individual basis, the acceptability of Biology prerequisites for applicants who have not completed their Biology 12 (C+) or acceptable equivalent within the last five years but have successfully completed Human Biology courses at a post-secondary level.
2. Spoken English Proficiency
As English is the language of instruction in all programs at the Institute, an adequate knowledge of written and spoken English is required for admission and successful completion of the program. All applicants must demonstrate proficiency in the English language prior to acceptance. Spoken English is especially important in clinical settings where strong spoken communication skills are required to maximize safety and security of patients, staff, and the public. Spoken English proficiency may be demonstrated in one of the following ways:
Successful completion of a minimum of 2 years of senior secondary education in English in Canada or in a country where English is the principal language and the curriculum is taught in English. Please note the minimum 2 year requirement does not include time enrolled in ESL courses.
Waiver request process: If you do not meet the spoken language requirement but believe that you have the proficiency of a native English speaker, please submit a waiver request to the BCIT Admissions office. Your request must include:
A brief letter explaining why you believe the requirement should be waived.
An official letter of recommendation from your school's English teacher, guidance counsellor, principal, or headmaster, which attests that your level of English proficiency is close to or equal to that of a native speaker. English must be the primary language of your referee. The letter should include the writer's contact information (phone number and email address). The letter must be on school letterhead and must be submitted in a sealed school envelope mailed directly from your school to BCIT admissions.
3. Additional Requirements:
Current resume must be submitted by application deadline.
Priority is given to applicants who have completed a minimum of 30 credits of post-secondary education, including a university/college composition course and 6 credits of introductory Psychology or Sociology (or 3 credits of each) prior to applying to the program.
Only applicants who have been short-listed are required to submit the following documentation. Applicants will be notified in writing if they have been short-listed.
Employment Reference: For individuals with previous employment (not necessarily in the health-care area), BCIT requires evidence of this employment and a satisfactory reference. If applicants do not have work experience, we require 30 hours of volunteer experience in a health-care area. Photocopies and unsigned reference letters will not be accepted.
For individuals with prior nursing education, BCIT requires a transcript and reference letter from your previous nursing school. The reference letter must be from your clinical instructor or program head with specific emphasis on your last clinical courses. Photocopies and unsigned reference letters will not be accepted.
Completion of the program Medical Form. Satisfactory health is required for all applicants.
A letter of intent and/or an English test may be required of short-listed applicants.
Attendance at an applicant group meeting or an interview. You will be contacted by BCIT if this is required.
Provisional Acceptance
Applicants provisionally accepted to BCIT will be notified in writing. The following procedures and documents must be completed to gain full acceptance into the program:
Mandatory Immunization Review [PDF, 691 KB]. Submit as soon as possible to Student Health Services prior to program start. Immunization is a requirement for clinical placement.
Submit these documents to the Nursing department on the first day of classes:
Proof of current Cardiopulmonary Resuscitation (CPR) - Level Health Care Provider (HCP). CPR must be recertified annually.
Identification documentation: birth certificate or passport or citizenship papers. Proof of name change (if applicable): marriage certificate or name change document.
Advanced Placement
Licensed Practical Nurses (LPNs) are not eligible for advanced placement and must apply to level 1 of the program.
Direct Entry into Level 3 for Registered Psychiatric Nurses
Registered Psychiatric Nurses (RPNs) are eligible for placement into Level 3 of the Nursing program if they meet the following requirements and if seats are available.
Academic:
Current active registration as a Registered Psychiatric Nurse in Canada. Must be a member in good standing.
Employment in patient care: employment in patient care for a minimum of 1,420 hours during the past five years. BCIT may consider those who graduated within the past two to five years but do not have the minimum 1,420 hours. If this is your situation, include a letter describing your work experience. If the applicant graduated within one year prior to acceptance into the BCIT Nursing program, we do not require employment in patient care.
Graduation from high school or equivalent.
Successful completion of 3.0 credits of a university/college first-year transferable English composition course with a pass or better.
Principles of Math 11 (C+) or Principles of Math 12 (C) or Academic Math 11 (C+) or Applications of Math 12 (C+) (a challenge exam can be written at BCIT)
BCIT gives preference to applicants with university-level courses successfully completed within the past 10 years.
Completion of the BCIT Direct Entry reference form by one of the following:
If a recent graduate, the last clinical instructor of the applicant's RPN program
If employed in nursing, the applicant's current nursing supervisor
A satisfactory interview with a member of the Nursing program.
The rest of the entrance requirements are identical to those for Level 1 students in the non-academic section of this program. These entrance requirements deal with immunization, satisfactory health, CPR (HCP), and computer skills.
BCIT gives preference to those applicants with the equivalent of at least six months of full-time clinical experience as a RPN in an acute psychiatric setting in the last two years.
Current resume must be submitted by the application deadline.
On request, BCIT may exempt students from the psychiatric clinical experience and the Mental Health course in Level 3. We may consider other learning activities.
Other Advanced Entry Applicants
All other applicants applying for advanced entry are assessed individually if they meet the following requirements and if seats are available.
Academic: All program prerequisites need to be met.
Non Academic: Permission will be sought to obtain a reference from your former nursing program with specific
emphasis on your last clinical courses.
BC provincial exams
For programs beginning in August 2007 or later which require Grade 12 Math and Science courses, BCIT will not require the applicant to write the provincial exam. Provincial exam marks will still be required for English 12, Communications 12, and Technical and Professional Communications 12.
Allow four to six weeks for Admissions to process your application and supporting documents. You can check that BCIT has received your application at any time using the Secure Information System.
Application processing
August intake: Oct. 1 of the previous year until Jan. 31.
January intake: June 1 of the previous year until Aug. 31.
Applications are considered for a specific intake.
Selection Process (including Direct Entry applicants)
The Nursing program does not maintain a waitlist. Obtaining a seat in the Nursing program is by competition. BCIT does not guarantee admission to applicants who meet the minimum requirements. The Nursing program mandate is to select those applicants deemed to have the best opportunity for success. BCIT assigns priority to applicants based on the number of post-secondary credits and/or health-related work experience. Short-listed applicants must have at least one year of post-secondary education (30 credits).
Out-of-province and international applicants should review BCIT's applicant priority information.
costs & supplies
Tuition fees
Please see the Fees, Payments and Refunds section of the website for more information on full-time tuition fees.
Students may incur additional expenses. Uniforms and shoes cost approximately $350. The student is responsible for transportation to assigned hospitals and community agencies. Access to a motor vehicle is required for Levels 6 and 7 of the program. A criminal record check is required prior to starting the program. Information on obtaining the criminal record check and the fees involved will be mailed to students upon acceptance.
courses
Program matrix
Level 1 (17 weeks)
Credits
BHSC 1103
Physiology and Pathophysiology 1 (NURS)
The first of a two-course sequence that considers normal physiology and pathophysiology as they apply to contemporary nursing practice. Following sections on introductory basics, cell and tissue injury, inflammation and healing, considers the concept of homeostasis as a unifying theme in physiologic regulation. Applies these concepts to a normal and disordered function of the endocrine and nervous systems, followed by a treatment of neoplasia and blood disorders. Prerequisites: Biology 12 (C+) or equivalent within 5 yrs or BHSC 0100 or BHSC 2217 or equivalent
Students develop nursing knowledge, skills, attitudes and judgments while exploring health situations in problem-based groups. Each health situation requires the development of a plan for nursing care. Nursing, growth and development, ethnicity, health promotion, health, illness, sexuality, stress and anxiety, coping, diversity, spirituality, physical context, critical thinking and group process are the concepts emphasized in this course. In their problem-based groups, students develop the processes crucial to nursing practice: professionalism, communication, systematic inquiry, professional growth, creative leadership and technology-in-practice. Course format Problem-based, small group learning is the format used in this course. Instructor facilitators/tutors meet with a maximum of 11 students weekly for the duration of the course. The groups work at their pace as they identify learning issues to investigate then apply this learning to the health situation. All health situations must be completed by the end of the course. Corequisite: NURS 1030
Presents essential behaviours for conducting psychosocial and physical assessment. Includes techniques for taking a health history in order to identify health needs. Provides opportunity for practice and demonstration of the learned skills. Corequisite: NURS 1030
Presents basic nursing skills related to hygiene, touch therapies and therapeutic touch, movement and rest, feeding, oxygen use, voiding, bowel care, and oral and topical medications. Emphasizes understanding of the purpose of the skill, focused assessment related to the skill, and the safe and confident demonstration of it. Also includes the communication and research aspects of the skills. Requires independent and laboratory practice, demonstrations and examinations. Corequisite: NURS 1030
Delivers the skills to provide knowledgeable and safe nursing care. The scope of nursing practice includes recognition and consideration of patient health needs when they enter the hospital, and health needs that require follow-up on discharge. Context of practice: Adult Medicine. Prerequisites: NURS 1019 and current CPR HCP certificate. Corequisites: NURS 1000, NURS 1020, NURS 1063
Presents the concepts of the BCIT Nursing model and philosophy, professionalism and the professional association to provide an understanding of the professional basis of nursing practice. Includes computer work, projects, written assignments and discussions with peers and faculty.
Professional Interpersonal Communication in Nursing Practice
In this introductory course students will engage in a discovery process aimed at learning about themselves and their interpersonal effectiveness for professional nursing practice. The student will study aspects of interpersonal communication theory and practice that promote competency in the establishment of respectful, meaningful, purposeful partnerships with clients and other health care colleagues. Emphasis will be placed on student recognition and development of their own unique interpersonal capacities, qualities and communication skills. Students will increase their abilities to connect with and respond to the lived experiences of others. Students will understand nursing presence as a moral and ethical responsibility of the nurse. Journaling, interactive exercises, class activities, role playing, research of relevant topics and simulated patients are part of this course.Corequisite: Clinical
This course presents introductory concepts and principles related to pharmacology. Drug classifications will be presented to assist the learners to appreciate the scope of pharmacological treatment and to sort, categorize and retrieve information about selected drugs. This course presents a rationale for understanding current drug therapy by focusing on the principles of nursing management in drug therapy along with the basics of core drug knowledge and patient related variables. This course also introduces students to on-line learning and interaction and assists students to improve computer literacy skills required for clinical practice. Corequisite: NURS 1030
A continuation of BHSC 1103 that focuses on physiological regulation and disease in the cardiovascular, respiratory, gastrointestinal, urinary, reproductive and skeletomuscular systems. Includes a section on fluid and electrolyte disorders to complete the course content. Both courses combine to provide the foundation on which a broad array of clinical applications depends. Prerequisites: BHSC 1103
An introductory course providing you with an understanding of the key microbiological concepts relevant to nursing and client care. Progresses from the discussion of nosocomial infections to various aspects of microbiological infections to various aspects of microbiology. Includes the basic characteristics of micro-organisms as well as the relationship between microbes, humans and their environment. Emphasizes the application of these concepts in the identification, prevention and treatment of infectious diseases. Also includes selected topics on microbial agents with emerging significance, to keep you aware of the trends in microbiology. Prerequisites: BHSC 1103
This course expands on introductory concepts and principles related to pharmacology. Drug classifications knowledge will assist learners to expand their theory and application of the scope of specific pharmacological interventions. The course will assist students to relate drug action(s) to patient physiology and/or pathophysiology and to anticipate effects based on this understanding. Interventions related to monitoring patient response to drugs will be emphasized. Learners will continue to develop and refine on-line learning and interaction skills reflecting several dimensions of on-line interactivity. Prerequisite: NURS 1063. Corequisite: NURS 2030
Students develop nursing knowledge, skills, attitudes and judgments while exploring health situations in problem-based groups. Each health situation requires the development of a plan for nursing care. Nursing, growth and development, ethnicity, health promotion, health, illness, pain, loss and grief, dying, physiological stress, diversity, spirituality, social and economic context, and group process are the concepts emphasized in this course. In their problem-based groups, students develop the processes crucial to nursing practice: professionalism, communication, systematic inquiry, professional growth, creative leadership and technology-in-practice. Prerequisites: NURS 1000 and NURS 1030. Corequisite: NURS 2030
Presents hands-on nursing skills related to relaxation therapies, surgical asepsis, wound care, injections, intravenous therapy, nasogastric tubes, suprapubic catheters and colostomy care and irrigations. Emphasizes understanding of the purpose of the skill, focused assessment related to the skill, and the safe and confident demonstration of it. Includes the communication and research aspects of the skills. Also includes independent and laboratory practice, demonstrations and examinations. Prerequisite: NURS 1020. Corequisite: NURS 2030
Delivers the skills to provide knowledgeable and safe nursing care. The scope of nursing practice includes recognition and consideration of patient health needs when they enter the hospital, and health needs that require follow-up on discharge. Context of practice: Adult Surgery. Prerequisites: NURS 1000, NURS 1020, NURS 1030, NURS 1040, and current CPR HCP certificate. Corequisites: NURS 1064, NURS 2000 and NURS 2020
Focuses on the role of the immune system in health and disease. Presents basic concepts of immunology, including non-specific resistance, both humoral and cell-mediated immune response to microbial pathogens, foreign grafts and tumours with special emphasis on their clinical application in the following three major areas: immunoprophylaxis and immunotherapy; blood transfusion and tissue/organ transplantation; and hypersensitivity, immunodeficiencies and autoimmune diseases. Also includes a special detailed discussion of Acquired Immune Deficiency Syndrome (AIDS). Prerequisites: BHSC 2203 and BHSC 2228
This course assists learners to further develop pharmacology knowledge and application of specific pharmacological interventions. The course expands on the learner's abilities to relate drug action(s) to patient physiology and/or pathophysiology and to anticipate effects based on this understanding. Interventions related to monitoring patient response to drugs will be expanded upon. Learners will refine and develop confidence with on-line learning, interaction and interaction analysis skills reflecting multiple dimensions of on-line interactivity. Prerequisite: NURS 1064. Corequisites: NURS 3034, NURS 3038
Students develop nursing knowledge, skills, attitudes and judgments while exploring health situations in problem-based groups. Each health situation requires the development of a plan for nursing care. Nursing, growth and development, ethnicity, health promotion, health, illness, pain, loss and grief, dying, physiological stress, diversity, spirituality, social and economic context, and group process are the concepts emphasized in this course. In their problem-based groups, students develop the processes crucial to nursing practice: professionalism, communication, systematic inquiry, professional growth, creative leadership and technology-in-practice. Prerequisites: NURS 2000 and NURS 2030 and ENGL 1177 and BHSC 2203 and BHSC 2228
The process of promoting the health of individual and families is integral to professional nursing practice. This course provides a philosophical and theoretical foundation for understanding family health issues and offers processes and strategies that can enhance nursing responsiveness to families and support the promotion of health and healing. Prerequisites: NURS 1055, NURS 2000, NURS 2030, and (PSYC 1101 or Sociology credit). Corequisite: NURS 3034
Focuses on the nursing experience in perinatal nursing and nursing with families with a hospitalized child. The scope of nursing practice includes consideration of health promotion and illness prevention within the context of family. Emphasizes assessment of stable clients/families and the provision of knowledgeable, safe nursing care. With consultation and assistance, may include nursing care to clients/families with unstable health issues. Prerequisites: NURS 1055, NURS 2000, NURS 2020, NURS 2030, and current CPR HCP certificate. Corequisites: NURS 1065 and NURS 3033
NURS 3036 is a seminar course focusing on selected theory and mental health issues that nurses frequently encounter in nursing practice. Students will study individual and family mental health in a broad sense and as a key dimension of optimal health. The course emphasizes the recognition and appropriate nursing care of clients whose mental health may be threatened by a physical or mental illness and/or substance use, losses, personality traits and/or a disorder, and developmental challenges. Prerequisites: NURS 1055 and (PSYC 1101 or Sociology), and current CPR HCP certificate. Corequisite: NURS 3038
Focuses on nursing care of clients who are experiencing changes in their mental health and who require hospitalization and follow up care and/or support in the community. Emphasizes developing knowledge, skills and attitudes relevant to the provision of holistic care of clients in all nursing contexts. Prerequisites: BHSC 2203, NURS 1055, NURS 2000, NURS 2030, (PSYC 1101 or Sociology), and current CPR HCP certificate. Corequisites: NURS 1065 and NURS 3036
This seminar course extends the concepts of specialization, technology and informatics, research/evidence-based practice, ethics, legality, and the role of professional associations and unions so that students will continue to develop a professional role perspective. The concepts of collaborative practice, change, and partnerships will be discussed. Computer work, projects, written assignments, clinical assignments, and discussion with other students, peers, health care teams, and faculty are part of the course. Prerequisites: NURS 1040, NURS 3034, and NURS 3038. Corequisite: NURS 4032
Presents hands-on nursing skills related to complex wound care, use of blood glucose monitors, blood products, central intravenous therapy saline locks and medications by push, catheterization, chest drainage, nasogastric and feeding tube insertion care, and pain management therapies. Emphasizes understanding of the purpose of the skill, focused assessment related to the skill, and the safe and confident demonstration of it. Also includes the communication and research aspects of the skill. Requires independent and laboratory practice, demonstrations and examinations. Prerequisite: NURS 2020. Corequisite: NURS 4032.
Students develop nursing knowledge, skills, attitudes and judgments while exploring health situations in problem-based groups. Each health situation requires the development of a plan for nursing care. Nursing, growth and development, ethnicity, health promotion in acute care settings and elder abuse, health, illness, physiological stress, diversity, physical context, social and economic context, and group process are the concepts emphasized in this course. In their problem-based groups, students develop the processes crucial to nursing practice: professionalism, communication, systematic inquiry, professional growth, creative leadership and technology-in-practice. Prerequisites: NURS 1065, NURS 3000, NURS 3034, NURS 3038. Corequisite: NURS 4032
Takes place in a variety of units that may have a specialized focus. Delivers skills to provide knowledgeable and safe nursing care. The scope of nursing practice includes recognition and consideration of patient health needs when they enter the hospital, and health needs that require follow-up on discharge. Context of practice: Adult Medicine and Surgery. Prerequisites: NURS 1065, NURS 3000, NURS 3033, NURS 3034, NURS 3036, NURS 3038, BHSC 3329, and current CPR HCP certificate. Corequisite: NURS 2040, NURS 3020, NURS 4000
Professional Interpersonal Communication for Leadership and Management in Nursing Practice
As front line health care professionals nurses are frequently expected to assume leadership roles and manage complex practice situations where effective use of interpersonal communication skills is required. In this course, students will focus on developing their ability to respond effectively to challenging interpersonal situations with clients, families, and co-workers. Emphasis will be placed on increasing emotional awareness of self and others; developing communication skills such as empathy, immediacy; effectively responding to challenging situation such as resistance, manipulation, hostility, anger, and conflict; and on further developing teamwork, and leadership skills. Through practical application, students will learn communication skills and strategies that foster trust, mutual respect, partnership, and encourage a safe and productive working environment. Developing a proficient use of communication skills that address challenging interpersonal situations will assist students to act as leaders, and project a credible professional image to the public and health care community. Prerequisites: NURS 1055, NURS 3034 and NURS 3038. Corequisite: NURS 4032
NURS 7100 is an online course that introduces a broad overview of Community Health Nursing. It is the first of two Community Health Nursing theory courses. NURS 7100 focuses on examining multiple perspectives of health and community. Students critically examine the beliefs, values, and assumptions that underlie the way community nurses engage in partnerships with individuals, families, and groups. Students also critically examine primary health care principles, health promotion and illness/injury prevention strategies, and chronic disease self-management (including the Trans-theoretical Model of Lifestyle Change) as frameworks for community health nursing. The processes of partnership, critical thinking, and systematic inquiry and the concepts of health, community, and partnership are fundamental aspects of the course. These processes and concepts help students build knowledge and skills to facilitate health for individuals, families, and groups. Prerequisites: NURS 4032
This seminar course extends the concepts of specialization, technology and informatics, research/evidence-based practice, ethics, legality, and the role of professional associations and unions so that students will continue to develop a professional role perspective. The concepts of collaborative practice, change, and partnerships will be discussed. Computer work, projects, written assignments, clinical assignments, and discussion with other students, peers, health care teams, and faculty are part of the course. Prerequisites: NURS 1040, NURS 3034, and NURS 3038. Corequisite: NURS 4032
Presents hands-on nursing skills related to complex wound care, use of blood glucose monitors, blood products, central intravenous therapy saline locks and medications by push, catheterization, chest drainage, nasogastric and feeding tube insertion care, and pain management therapies. Emphasizes understanding of the purpose of the skill, focused assessment related to the skill, and the safe and confident demonstration of it. Also includes the communication and research aspects of the skill. Requires independent and laboratory practice, demonstrations and examinations. Prerequisite: NURS 2020. Corequisite: NURS 4032.
Students develop nursing knowledge, skills, attitudes and judgments while exploring health situations in problem-based groups. Each health situation requires the development of a plan for nursing care. Nursing, growth and development, ethnicity, health promotion in acute care settings and elder abuse, health, illness, physiological stress, diversity, physical context, social and economic context, and group process are the concepts emphasized in this course. In their problem-based groups, students develop the processes crucial to nursing practice: professionalism, communication, systematic inquiry, professional growth, creative leadership and technology-in-practice. Prerequisites: NURS 1065, NURS 3000, NURS 3034, NURS 3038. Corequisite: NURS 4032
Takes place in a variety of units that may have a specialized focus. Delivers skills to provide knowledgeable and safe nursing care. The scope of nursing practice includes recognition and consideration of patient health needs when they enter the hospital, and health needs that require follow-up on discharge. Context of practice: Adult Medicine and Surgery. Prerequisites: NURS 1065, NURS 3000, NURS 3033, NURS 3034, NURS 3036, NURS 3038, BHSC 3329, and current CPR HCP certificate. Corequisite: NURS 2040, NURS 3020, NURS 4000
Professional Interpersonal Communication for Leadership and Management in Nursing Practice
As front line health care professionals nurses are frequently expected to assume leadership roles and manage complex practice situations where effective use of interpersonal communication skills is required. In this course, students will focus on developing their ability to respond effectively to challenging interpersonal situations with clients, families, and co-workers. Emphasis will be placed on increasing emotional awareness of self and others; developing communication skills such as empathy, immediacy; effectively responding to challenging situation such as resistance, manipulation, hostility, anger, and conflict; and on further developing teamwork, and leadership skills. Through practical application, students will learn communication skills and strategies that foster trust, mutual respect, partnership, and encourage a safe and productive working environment. Developing a proficient use of communication skills that address challenging interpersonal situations will assist students to act as leaders, and project a credible professional image to the public and health care community. Prerequisites: NURS 1055, NURS 3034 and NURS 3038. Corequisite: NURS 4032
NURS 7100 is an online course that introduces a broad overview of Community Health Nursing. It is the first of two Community Health Nursing theory courses. NURS 7100 focuses on examining multiple perspectives of health and community. Students critically examine the beliefs, values, and assumptions that underlie the way community nurses engage in partnerships with individuals, families, and groups. Students also critically examine primary health care principles, health promotion and illness/injury prevention strategies, and chronic disease self-management (including the Trans-theoretical Model of Lifestyle Change) as frameworks for community health nursing. The processes of partnership, critical thinking, and systematic inquiry and the concepts of health, community, and partnership are fundamental aspects of the course. These processes and concepts help students build knowledge and skills to facilitate health for individuals, families, and groups. Prerequisites: NURS 4032
NURS 8012 is an on-line learning course that focuses on the nature and role of research in nursing practice. Students 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 identified and students are provided with opportunities to synthesize and apply knowledge by critiquing nursing research articles in order to determine reliability and validity. Students acquire the knowledge and skills that are some of the components of evidence-based nursing practice. Prerequisites: NURS 4032
*Plus a Specialty Nursing Elective 3.0 credits required (see list of courses below)
Level 5 (30 weeks) - for January intake only
Credits
NURS 5030
Community Health Clinical
Knowledgeable and safe nursing care to promote health, prevent illness and injury and build individual/community capacity is the goal of this practicum. The scope of nursing practice includes collaboration with clients, families, groups and interdisciplinary team members to identify health issues, establish appropriate care and facilitate health teaching and access to relevant resources. Throughout this practicum, students will be developing attitudes, knowledge, clinical skills, and decision making relevant to professional practice requirements. Addressed in this course are issues concerning: the health of the community; population health; family health; empowerment; advocacy; communicable disease control; political, social, and economic determinants affecting health; and health promotion and prevention concepts specific to populations with which students will be working. Students will have opportunities to facilitate health teaching and engage in health promotion initiatives in a variety of settings within the community context. Prerequisites: NURS 4032, NURS 7055, NURS 7100. Corequisites: NURS 8014 and NURS 8100
NURS 8012 is an on-line learning course that focuses on the nature and role of research in nursing practice. Students 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 identified and students are provided with opportunities to synthesize and apply knowledge by critiquing nursing research articles in order to determine reliability and validity. Students acquire the knowledge and skills that are some of the components of evidence-based nursing practice. Prerequisites: NURS 4032
NURS 8014 is an on-line course that focuses on the knowledge and skills necessary to provide evidence-based nursing practice. Students are introduced to the role of formulating clinical questions, searching the literature and appraising evidence with the goal of synthesizing best research evidence, clinical expertise and patient preferences. The current significance of evidence-based practice is addressed and students are provided with opportunities to apply the evidence-based practice process to clinical problems. Prerequisites: NURS 8012
NURS 8100 is an online distance education course. It is the second of two Community Health Nursing theory courses and is offered concurrently with the community health nursing practicum. NURS 8100 provides students with the opportunity to explore contemporary perspectives on health promotion and health protection. It also examines the community health nursing process, community development and facilitation of participatory dialogue. Students critically examine the Population Health Promotion Model and the Canadian Community Health Nursing Standards as guiding frameworks for community health nursing practice. Prerequisites: NURS 7100
Focuses on the development of leadership skills for nursing practice. Analyzes the processes of visioning, mentoring, coaching, team building and identifying opportunities for change within the chaos of the health care system as strategies to enhance leadership in practice. Analyzing multiple perspectives and future projections assists in creating a personal vision for nursing practice and gives the opportunity to apply leadership strategies in practice. Prerequisites: BUSA 7250 and NURS 7055. Corequisite: NURS 8380
*Plus 6.0 credits of Specialty Nursing Electives taken in succession (see list of courses below)
Level 5 (17 weeks) - for August intake only
Credits
NURS 5030
Community Health Clinical
Knowledgeable and safe nursing care to promote health, prevent illness and injury and build individual/community capacity is the goal of this practicum. The scope of nursing practice includes collaboration with clients, families, groups and interdisciplinary team members to identify health issues, establish appropriate care and facilitate health teaching and access to relevant resources. Throughout this practicum, students will be developing attitudes, knowledge, clinical skills, and decision making relevant to professional practice requirements. Addressed in this course are issues concerning: the health of the community; population health; family health; empowerment; advocacy; communicable disease control; political, social, and economic determinants affecting health; and health promotion and prevention concepts specific to populations with which students will be working. Students will have opportunities to facilitate health teaching and engage in health promotion initiatives in a variety of settings within the community context. Prerequisites: NURS 4032, NURS 7055, NURS 7100. Corequisites: NURS 8014 and NURS 8100
NURS 8014 is an on-line course that focuses on the knowledge and skills necessary to provide evidence-based nursing practice. Students are introduced to the role of formulating clinical questions, searching the literature and appraising evidence with the goal of synthesizing best research evidence, clinical expertise and patient preferences. The current significance of evidence-based practice is addressed and students are provided with opportunities to apply the evidence-based practice process to clinical problems. Prerequisites: NURS 8012
NURS 8100 is an online distance education course. It is the second of two Community Health Nursing theory courses and is offered concurrently with the community health nursing practicum. NURS 8100 provides students with the opportunity to explore contemporary perspectives on health promotion and health protection. It also examines the community health nursing process, community development and facilitation of participatory dialogue. Students critically examine the Population Health Promotion Model and the Canadian Community Health Nursing Standards as guiding frameworks for community health nursing practice. Prerequisites: NURS 7100
Focuses on the development of leadership skills for nursing practice. Analyzes the processes of visioning, mentoring, coaching, team building and identifying opportunities for change within the chaos of the health care system as strategies to enhance leadership in practice. Analyzing multiple perspectives and future projections assists in creating a personal vision for nursing practice and gives the opportunity to apply leadership strategies in practice. Prerequisites: BUSA 7250 and NURS 7055. Corequisite: NURS 8380
*Plus a Theory 2 Specialty Nursing Elective 3.0 credits required (see list of courses below)
Level 6 (17 weeks)
Credits
NURS 7080
Nursing Co-op Placement 5
NURS 7080 is a clinical experience that takes place in a variety of institutions throughout the lower mainland and in a variety of units within those institutions. Requires working in collaboration with an RN preceptor to manage the clinical aspects of planning, implementing and evaluating nursing care for a group of patients within the preceptor's case load. Context of Practice: Acute medical/surgical units, sub-acute units, rehabilitation services and transitional care units. Prerequisites: NURS 2040, NURS 3020, NURS 4000, NURS 4032, NURS 7055 and current CPR HCP certificate
NURS 8380 is a clinical experience focusing on the nursing care of people, families, and/or groups experiencing health issues requiring nursing care. Emphasis is placed on integrating the depth of knowledge, skills, attitudes, and judgments relevant to the practice of professional nursing and the development of nursing leadership. The context of practice may be hospital or community settings. Prerequisites: NURS 8014, NURS 8132 and current CPR HCP certificate. Corequisite: NURS 8300
Students are responsible for scheduling the following 24 credits of required courses during the program as meets their needs. These courses are offered through Part-time Studies in the fall, winter and spring terms.
Credits
ENGL 1177
Academic Writing
This course introduces students to the principles of university-level writing and critical reading. Academic writing focuses on the study and application of the principles of university-level discourse, with particular emphasis on exposition and persuasion. Students will read and analyze essays, and write their own compositions. In several language workshops, students will also learn fundamental strategies for developing an effective prose style. Prerequisite: C+ in Grade 12 English.
Examines current issues in the delivery of health care in Canada's Health System with some reference to other health care systems in the world. Critical thinking and evaluative skills applied to investigation, analysis and discussion of various issues.
Develops advanced skills in critical analysis, close reading and composition through lectures, discussion and group activities in which students analyse 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: equivalent of three credits of university/college composition or six credits BCIT Communication.
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: Equivalent of three credits of university/college composition or six credits of BCIT Communication.
This university-transferable course is the first of two introductory psychology courses focusing on the psychologist's approach to theories, problems and issues in contemporary psychology. This survey course introduces the student to the following areas of psychology: perspectives in psychology and current research findings on biological aspects, sensory processes, perception, consciousness, learning and memory.
This university-transferable course is the second of two introductory psychology courses focusing on the psychologist's approach to theories, problems and issues in contemporary psychology. This survey course introduces the student to the following areas of psychology: theories of personality, psychological disorder and its treatment, health psychology, emotion and motivation, social psychology and cultural influences, developmental changes over the life span, thought and intelligence. Prerequisites: PSYC 1101
In addition to LIBS 7001 and LIBS 7002 all students will be required to achieve an additional 6.0 credits of Liberal Studies in accordance with the BCIT policy on Liberal Studies course requirements. Information regarding topic areas and/or eligibility for transfer credits may be obtained from the Advanced Placement and Degree Programs office at 604-432-8230.
*Specialty Nursing Electives
Credits
Students must take two courses from one specialty. Students wishing to take a specialty nursing elective at other post-secondary institutions should talk with the Level 6 Program Head.
Select from the following Specialty Nursing courses:
NSCC 7100
Introduction to Critical Care Nursing
Introduces critical care nursing practice and explores what it means to be a critically ill person. Examines concepts foundational to this understanding, including oxygen supply and demand, comprehensive assessment, technology as practice, and clinical and ethical decision making. An observational experience in a critical care unit provides insight into the patient's experience of illness, the role of the critical care nurse, and the context of critical care nursing practice. Prerequisite: CRNBC registration or eligibility for registration. Two years relevant work experience.
Supports the development of fundamental knowledge required to systematically analyze and interpret basic cardiac dysrhythmias. Explores myocardial electrophysiology in relation to cardiac monitoring, and develops a systematic approach to dysrhythmia analysis and interpretation. Considers 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, explores the significance of dysrhythmia analysis, interpretation and management to critical care nursing practice. Prerequisites: 75% in NSCC 7100 or 75% in NSHA 7100 (75% in each evaluation component is required).
Introduces emergency nursing and focuses on client perspectives of care in emergency settings. Provides opportunities to explore the concept of partnership with clients, families, and health care professionals in a time limited, changing environment. Introduces emergency skills such as assessment, urgency determination, and diagnostic reasoning. Provides opportunities to work through common, less complex emergency client presentations in the form of case studies, identifying concepts key to emergency nursing. Emphasizes examination of pathophysiology, assessment and decision-making. Prerequisites: NSCC 7150* (* may be taken concurrently)
Explores the mental health component for all emergency clients while focusing on clients presenting with specific mental health challenges. Highlights assessment, safety, types of challenges, intervention and communication. Take this course on its own or as an elective.
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. respiratory illness) while applying the theory of oxygen supply and demand, comprehensive assessments, and in consideration of ethical clinical decision-making within the high acuity nursing practice environment.
Required course in the Neonatal Specialty Program. Focuses on infants and families, their diversity and their commonalities, capabilities and vulnerabilities. Introduces family-centred care and developmentally supportive care as frameworks for practice. Examines fetal development and the transition to extrauterine life as sources of infant vulnerability. Experienced nurses may challenge this course.
This required course in the Neonatal Nursing Specialty Program builds on the concepts presented in NSNE 7100. Specifically, explores the relationships among infant vulnerability, pathophysiology and health. Using a case study format, addresses asphyxia, dehydration, jaundice, apnea, bradycardia, patent ductus asteriosus, opiate dependency, hypothermia and respiratory distress. Each case explores developmental, family, assessment and feeding issues. Experienced nurses may challenge this course. Prerequisites: NSNE 7100
Focuses on the experience of the individual with end stage renal disease. Links pathophysiology of renal disease and treatment options to the lived experience of various individuals. Provides an understanding of the physiological, psychological and social impact of renal disease as it varies over the life span and with individuals.
Combines theory and clinical experience to focus on the chronic renal insufficiency phase of the individual with renal failure. Provides opportunities to interview clients, learn about the CRI services and examine the role of various health care team members. Attendance at a CRI clinic facilitates learning. Prerequisites: 75% in NSNN 7200
Nephrology Nursing Theory 2: Introduction to Dialysis Nursing
Focuses on the experience of the individual on dialysis. Provides an understanding of the principles of hemodialysis and peritoneal dialysis, the complications of dialysis and the lived experience of various individuals to develop the nursing role in the management of dialysis. Prerequisites: NSNN 7200 and NSNN 7300
Focuses on work and its relationship to health. Introduces the community focus of the occupational health nurse through the beginning use of frameworks, epidemiological principles and relevant legislation. Emphasizes building partnerships with management, labour, and other health and safety team members.
Presents theory related to potential hazards found in various work settings. Focuses on the industrial hygiene principles and practices of anticipating, recognizing, and evaluating biological, chemical and physical hazards. Emphasizes a collaborative approach to eliminating or controlling these hazards, whether the occupational health nurse is a member of a team of occupational health and safety practitioners or is the only on-site practitioner with knowledge and skills in industrial hygiene. Prerequisites: NSOH 7100
Focuses on infants, children, and families, their diversity and their commonalities. Introduces family-centred care and developmentally-supportive care as frameworks for practice. Examines concepts such as children's autonomy and vulnerability.
This required course in the Pediatric Nursing program uses a case study format to examine the health challenges that infants and children commonly experience. Specifically, addresses fever, dehydration, shock, asthma, developmental delay, tonsillitis, eating disorders and respiratory distress. Each case explores developmental, family and assessment issues. Prerequisites: NSPE 7100
Intended for those who are interested in a pediatric critical care focus. Using a case study format, addresses the health challenges commonly seen in pediatric critical care settings. Specifically addresses shock, respiratory failure, sepsis, neurologic impairment, non- accidental trauma and perinatal asphyxia. Each case explores assessment, developmental and family issues. Prerequisites: NSPE 7100
Builds on the concepts presented in NSPE 7100. Focuses on the partnership/relationship between the nurse and the child and family. Presents children with a variety of health challenges requiring surgical intervention in a case study format to examine the principles guiding the management of these children's care. Explores in detail children's experiences of illness, surgery and hospitalization. Prerequisite: NSPE 7100
Provides beginning knowledge and skills for pediatric nursing practice outside of the hospital setting. Using a case study format, addresses opiate dependency, chronic respiratory problems, neurologic impairment and cancer. Examines developmental, family, resource allocation and role issues. Prerequisites: NSPE 7100
Examines pediatric arrest management, focusing on anticipation and prevention. Using a case study format, addresses shock, sepsis, meningitis, asthma, respiratory distress and croup. Examines concepts such as emergency preparedness, assessment, oxygen therapy, fluid resuscitation, and cardio- respiratory resuscitation. In addition, explores developmental and family issues. Prerequisites: NSPE 7100
Perinatal Theory 1 Healthy Childbearing Experiences
Focuses on introducing the perinatal nurse to healthy childbearing experiences. Within the context of building partnerships, reveals a holistic way of caring for childbear women, their fetuses/newborns and families. Can be challenged by experienced nurses.
NSPN 7200 builds on the concepts presented in NSPN 7100, Healthy Childbearing Experiences. The social determinants of health perspective is the framework for this course which seeks to explore common health challenges experienced during the perinatal period through the use of multifaceted case studies. Concepts of systematic inquiry, critical reflection, and clinical decision making are emphasized throughout the course. NSPN 7200 can be challenged by experienced perinatal nurses. A course grade of 70% is needed to proceed to Clinical 1. Prerequisites: NSPN 7100
Perioperative Theory 1: Developing Perioperative Partnerships
Introduces the specialty of Perioperative Nursing by exploring individuals' perioperative experiences and examining the role of the perioperative nurse. Explores the concept of partnership and the role of the perioperative nurse in providing patient-centred care both independently and as a member of the health care team.
Perioperative Theory 2: The Nurse in the Circulating Role
Focuses on the experience of anesthesia for individuals undergoing common, less complex surgery. Examines perioperative patient assessment and factors impacting the stability and safety of individuals from different age groups who are undergoing anesthesia. Explores the role and practice of the circulating nurse. Prerequisites: NSPO 7100
Provides the opportunity to pursue a particular area of interest in specialty nursing. You and course tutor determine the learning intentions, activities and evaluation strategies for the course. For further details, contact the program head in your chosen specialty. Requires program head approval to register.
Provides the opportunity to pursue a particular area of interest in nursing specialties. You and course tutor determine the learning intentions, activities and evaluation strategies for the course. For further details, contact the program head in your chosen specialty. Requires program head approval to register.
Do you have credits from another BC/Yukon post-secondary school? Do you want to know if
they transfer to courses here at BCIT? Check out BCIT's
Transfer Equivalency Database to find out.
program details
BSN Program's student guidelines, policies and procedures:
How do I determine if my general health is suitable for a nursing career?
Consider:
Nurses work either 8- or 12-hour shifts. This time is spent standing, walking, bending, and lifting, supporting, or transferring people or objects. Nurses must be able to move quickly and efficiently, often in tight spaces.
Nurses need to be able to support and turn patients without harming themselves or the patient.
Nurses must be physically fit in order to be active throughout the workday. Leg, back, or foot problems may interfere. Anyone who has limited muscle strength or physical endurance may also have difficulties.
Nurses perform skills requiring a high level of manual dexterity and coordination (for example, giving injections). Anyone with poor eye-hand coordination may have difficulties with these tasks.
Nurses give emotional support to others and work in stressful, anxiety-producing situations. This may be difficult for anyone who has emotional or psychiatric problems or difficulty dealing with their own stress and anxiety.
Nurses wash their hands frequently with antiseptic soaps and wear latex/rubber gloves. If you are latex-sensitive or have a latex allergy, you will not meet our health requirements, as the Nursing program and the practicum settings may not be able to accommodate your latex allergy/sensitivity.
Skin must be intact, since exposed lesions pose a problem to both students and patients. A skin condition resulting in chronic open lesions is likely to prevent you from meeting our satisfactory health requirement. [top]
Look for these books in your library:
Chenevert, M. Mosby's Tour Guide to Nursing School: A Student's Road Survival Kit. Little Rock: Elsevier Science.
Dunham, K. S. How to Survive or Maybe Even Love Nursing School: A Guide for Students by Students. Philadelphia: F. A. Davis.
Katz, J. R. Keys to Nursing Success. Upper Saddle River, NJ: Prentice Hall.
Kerr, J.R. & Sirotnik, M. Potter & Perry Canadian Fundamentals of Nursing. St. Louis: Mosby [top]
BCIT’s Nursing program encourages self-directed learning with a variety of strategies. Students need to be self-aware, self-motivated and able to take initiative in order to seek and make use of learning opportunities. In addition to traditional learning strategies, expect the following:
Learning and working in small groups
Videotaping and audio taping of communication skills
In problem-based learning (PBL), a given scenario provides a starting point for learning. With the help of a tutor, students work together in groups to identify what knowledge they need for nursing patients with the health problem presented. Students utilize problem-solving, critical thinking, research, communication skills and the group’s learning experiences. In PBL, students learn by teaching each other. [top] How many days per week is a BCIT Nursing student in the hospital?
In the first two years of the program, student nurses spend two days per week at a hospital site and the remainder of the school week on the BCIT campus. In the final three terms of the program, students are in the hospital or community sites from 3 to 5 full days per week.
Clinical days, which run throughout the program, are scheduled on a changing rotation with shifts varying from eight to twelve hours in length. Shifts may start as early as 6:45 a.m. or end as late as 11:00 p.m., on weekends and holidays as well as weekdays. [top] What are the workload requirements of the program?
The program schedule requires attending classes or practicum approximately 30 hours each week. Expect several hours of homework and practicum preparation each evening. You will also need to plan time for library research and group work.
This is a very demanding program. Working at a job during the school year is not recommended. [top] What courses can be taken in advance to lighten the workload?
There are 21 credits of Liberal Studies in the Bachelor of Science in Nursing degree:
ENGL 1177
PSYC 1101
PSYC 1102
LIBS 7001
LIBS 7002
Two electives (6 credits)
We strongly recommend that you complete the English and Psychology courses prior to entry. These courses are offered at universities and most community colleges. Note: For equivalency comparison to BCIT courses English 1177 and Psychology 1101 and 1102 see the BC Council on Admissions and Transfer web site. For details on the two elective courses, please refer to the Liberal Studies Component of BCIT's Degrees. Please Note: Tuition fees are not calculated on a course credit basis. Therefore, there are no program fee reductions for advanced credit. [top] Who requires a criminal record search?
All students are required to obtain a student membership with the College of Registered Nurses of BC (CRNBC). A criminal record search is done at this time, to identify individuals convicted of physical, sexual, or chemical abuse. If you have concerns about this, contact the CRNBC directly. It is not necessary to join the CRNBC until you have been accepted into the program. It is your responsibility to keep your student membership current while in the program. [top] What skills are required of an applicant to the nursing program?
To be successful in the Nursing program you must be computer literate. Assignments must be word-processed and formatted according to American Psychological Association (APA) style. You must also have library research skills, including knowledge of how to obtain references for books, journals, and videos, et cetera, using the Internet.
You must be fluent in written and oral English. Excellent communication and interpersonal skills are required.
Basic math skills are required. The following reference book will help you review your math skills:
Buchholz, S. et al. Henke’s Med-Math: Dosage Calculation, Preparation, and Administration. Philadelphia: J.B. Lippincott Co. [top] Why is it required that students have the use of a car?
Student practicums take place in a variety of hospitals throughout the Lower Mainland, and students are required to change hospitals several times during the program. Hours of work often make travel to and from hospitals difficult without the use of a car. Safety is also an issue in late-night and early-morning travel.
In levels 6 & 7 of the program, practicums require daily travel and transportation of equipment to several homes or agencies in the community. Using public transportation for level 6 & 7 practicums is not permitted. [top]
Program length
Three years, full-time. Students attend classes year round.
Continue your education
Advanced Training
Graduates may elect to undertake one of the many part-time advanced certificate programs at BCIT, elsewhere in BC, Canada, or the US, to further their knowledge and/or skills in specialty areas of nursing.
BCIT offers a Bachelor of Science in Nursing (Specialty Nursing). We offer Specialty Nursing programs in:
Hospitals and community health settings employ Registered Nurses (RNs). Successful completion of the Nursing program provides graduates with the knowledge, skills, and attitudes necessary to work in a variety of health-care settings. Please check the BC Nurses' Union Web site for current salary information: www.bcnu.org.
Graduate employment outcomes
The following link takes you to graduate outcome survey results containing mostly labour market results from the 2007-2009 BCIT Outcomes Surveys of 2006-2008 Graduates. Note: The survey results will be displayed in a separate browser window. To view these results, you need to have the Adobe Acrobat Reader installed in your Web browser.
Following completion of the Nursing program at BCIT, graduates must write the Canadian registration examinations to obtain the RN designation. There is a fee for this exam.
For more information about the BCIT Nursing program, contact Student Information and Enrolment Services at 604-434-1610 or toll-free at 1-866-434-1610 (Canada and United States only). You may also contact the Nursing department at a toll-free number, 1-800-663-6542 ext. 1610.
We invite you to attend one of BCIT's Nursing information sessions held throughout the year. To find out about and register for the next available information session, please contact Registration and Information at 604-434-1610 or toll-free at 1-800-663-6542 ext. 1610 or register online at www.bcit.ca/infosessions.
simulation lab
The School of Health Sciences Nursing Simulation Lab is a place where students can experience authentic and complex clinical scenarios in a safe learner centered environment. Students have the opportunity to develop their roles as health care professionals through the use of scenarios that build on their learning in the classroom and the hospital. With instructor supervision and facilitation, students communicate, assess and provide interventions to human patient simulators. Click here for a 360º Virtual Tour
Human Patient Simulators
Human Patient Simulators are computerized full sized anatomically correct mannequins. These state of the art simulators mimic "real patients" allowing students to complete full assessments along with interventions. The simulators are not simply mannequins – they have hearts that beat, lungs that breath and they even bleed, cry and talk.
Benefits for Students
Simulation experiences help students develop nursing knowledge, skills, attitudes and judgements in real time ‘clinical’ simulations. Every student is given the opportunity to participate in a number of essential "clinical" scenarios throughout the course of the nursing program. Simulation supports students by:
Preparing learners for professional practice by:
Realistically integrating knowledge and practice
Incorporating reflection on practice in debriefing
Promoting interdisciplinary healthcare
Providing an environment where it is safe to make mistakes
Developing leadership in learners
Developing student's application of skills, critical thinking, and decision making through 'acute' simulation scenarios
Using evidence based research to advance 'best' practice
Simulation Scenarios
Prepare - Prior to the actual simulation experiences, students are given the learning objectives and patient data for the simulation scenarios.
Apply - Scenarios run from 20 minutes to 1 hour giving students time to assess, determine patient problems, plan, implement interventions and evaluate their effectiveness.
Reflect - Structured debriefing occurs immediately after the scenario in order to help the students connect the experience with the theory they already have and make sense of what happened.
Simulation Roles
Students
During simulation scenarios, students will work together. Teamwork is encouraged. Each student will be given a role at the beginning of the scenario:
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