Course Overview
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.
- Not offered this term
- This course is not offered this term. Notify me to receive email notifications when the course opens for registration next term.
Learning Outcomes
Upon successful completion, the student will be able to:
- Develop a theoretical knowledge base related to nursing and specifically the nursing role in relation to selected common health problems and the inherent concept/context in the health situations studied.
- Develop an ability to accept a variety of perspectives related to the situation.
- Analyze contextual influences as relevant to the situation.
- Actively work in the group, with commitment and initiative, to develop a planned approach towards understanding the situation.
- Use facilitation skills in the group so that the group functions productively.
- Reflect on own growth in developing effective facilitation skills.
- Establish relationships with group members that achieve the tasks of the group.
- Develop ability to monitor group process.
- Develop ability to give feedback to other members of the group in a manner that facilitates the group goal.
- Teach researched topics to group members utilizing principles of teaching and learning in a competent and professional manner.
Process Threads Relevant to this Course
Professionalism
- Students develop professionalism by initiating learning partnerships with peers and nursing instructors and begin to use reasoning and reflection to develop a depth of knowledge, professional nursing attitudes, judgments, and group skills. Students demonstrate honesty, integrity, responsibility, accountability and moral commitment consistent with the Canadian Nurses Association Code of Ethics for Registered Nurses (2008) and BCIT Policy 5104: Academic Integrity and Appeals (2009) as they work with their group to address learning needs in this theory course. Students continue to develop professional competencies by considering theoretical perspectives relevant to client issues, reading and discussing nursing research, considering humanistic care, developing a plan of care, making defensible nursing judgments, and considering contexts that promote, maintain, and restore health.
Communication
- Students develop professional communication competencies by using reading, active listening, assertiveness and inquiry skills to negotiate roles, share knowledge and responsibility as they identify capacities and pool abilities to explore learning goals and make decisions. Students use self-reflection to develop their interpersonal capacities and communication skills to create shared meaning and build trust in relationships with nursing students and instructors. Students use APA style to write essays.
Systematic Inquiry
- Systematic inquiry involves the processes of critical thinking, decision making and research. Students access a variety of academic sources for information. To develop critical thinking, students validate assumptions, consider the importance of context, imagine alternate perspectives and begin to be reflectively sceptical (Brookfield, 1987). They engage in self-reflection and dialogue with nursing students and instructors. This reflective questioning, thinking and evidence search is used continually to develop approaches to health concerns. To develop decision making, students use reasoning to make connections and judge information. They use critical thinking and academic research to consider the best possible decisions. To develop research ability, students initiate a diligent, systematic investigation of concepts and data relevant to the health experience presented. They read appropriate and relevant academic literature to expand their body of knowledge.
Professional Growth
- Professional Growth is a process of self-inquiry and self-direction that facilitates learning. Students continue to evaluate theirs and others' performance, assess learning gaps, and reflect on these gaps and why they might exist, manage information to search for learning opportunities, think critically about learning options, and then critically appraise the consequences of the learning options implemented. Students continue to develop the self-discipline, initiative, commitment to nursing and passion for nursing practice to engage with nursing students and instructors to enhance their professional growth. They assume responsibility and accountability for their professional growth in this course. They continue to reflect on their personal values, beliefs and assumptions about nursing concepts, health situations and group process.
Creative Leadership
- Creative leadership is a process that evolves throughout a nurse's professional life. Students begin to develop creative leadership that enhances and supports the creative potential within followers by nourishing a common vision and focusing activity towards the common goal. Students begin to develop self-understanding so they can transcend self-interest, and establish meaningful connections with nursing students and instructors, challenge the status quo, and incorporate nursing ethics into their actions. They begin to support self-direction and risk-taking by nursing students and instructors and recognize the contributions of others. Students develop the independence and initiative to think critically and challenge ideas so the best idea, strategy or goal is identified and supported. Students become aware of their own strengths and their unique contribution to the goal. Students continue to gain experience in followership and leadership roles.
Technology-in-Practice
- In nursing, technology-in-practice (TIP) is the way of knowing, being and doing (Franklin, 1990) in the health care context that enhances client care. As TIP and information & communication technology (ICT) (CNA, 2009) evolve, students continue to learn the impact of these activities on clients, health care workers and the health care system. TIP and ICT may include techniques, skills and health informatics. TIP and ICT are influenced by culture, socially accepted practices and values and they also influence culture, socially accepted practice and values. Students use educational technology to facilitate learning course content. They may use their own electronic devices to access information during learning sessions. Simulation laboratory experiences apply course content, including assessment and interventions to a client scenario.
Effective as of Fall 2012
Programs and courses are subject to change without notice. Find out more about BCIT course cancellations.