Professional Practice Seminar 1 NURS 1040

Upon successful completion, the student will be able to:

• Describe the role of nursing in the current health care system from a historical perspective.
• Analyze the impact of the philosophical basis of the BCIT Nursing Program on nursing practice.
• Discuss the interrelationships of the BCIT Nursing model and their impact on the role of the nurse in practice partnerships.
• Appreciate the role of caring in nursing and its contribution to the health of people.
• Discuss the personal, empirical and ethical ways of knowing in nursing and their contribution to nursing practice.
• Explain the concept of research based practice and its relevance for nursing practice and health care.
• Explain the nurse's role re advocacy, health promotion, primary health care and referral.
• Describe the legal boundaries of nursing practice, including obligations of the professional association re public safety and obligations of professional nurses re standards.
• Investigate current professional issues.
• Discuss concepts of leadership/followership.
• Identify assumptions and alternate perspectives when discussing course concepts.

Process Threads Relevant to this Course

Professionalism

• Students develop professionalism by participating in learning partnerships with peers and nursing instructors and they begin to use reasoning and reflection to develop a depth of knowledge, professional nursing attitudes, judgments, and group skills. Students begin to 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 discuss various aspects of professional practice so that they develop an understanding of the professional nursing role. This includes understanding the purpose and roles of the professional association. They are encouraged to attend in-services, workshops, or conferences to identify current professional issues. Ethical principles are discussed and students recognize the various contexts in which people live.

Communication

• Students develop professional communication competencies by using reading, active listening, assertiveness and inquiry skills to begin negotiating roles, sharing 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. Students thoughtfully discuss verbally and in writing. They learn to be clear and concise in their arguments and to use relevant research and literature to support their views. An introduction to APA style and academic use of APA is included. They critically read and compose critical analyses and summaries. Students dialogue with colleagues and teachers in the process of learning.

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 begin to recognize assumptions, the importance of context, 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. The ways of knowing are discussed. Students start to critically review literature and research. They are encouraged to identify assumptions, suggest alternatives and consequences, and be clear on the context of issues. They are encouraged to provide evidence for their views. Students are expected to access Internet sites and be able to utilize library resources for assignment research.

Professional Growth

• Professional Growth is a process of self-inquiry and self-direction that facilitates learning. Students begin to evaluate their 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 begin 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 begin to reflect on their personal values, beliefs and assumptions about nursing concepts, health situations and group process. Students take responsibility for their learning and for preparing material that is accurate and relevant. Students work in groups so they are responsible for sharing their thoughts clearly in class. They are responsible and accountable for their actions.

Creative Leadership

• Students discuss concepts of leadership which include: issues in decision making, priority setting, and leadership/followership styles. Students are encouraged to identify their strengths and consider ways to develop them. They discuss the concept of power and influence as they relate to nursing situations. They describe the continuum of care and understand the various components of the health care system. Students become aware of current health care issues by contributing to a current event class activity.

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 begin 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.

Effective as of Winter 2016