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Learning plan

  • The student develops a learning plan to guide progress in the course and is responsible for actively partnering with you to work on goals.
  • At the beginning of each set of shifts, the student should review learning needs and strategies for meeting learning goals with you; more frequently if required.

Course outcomes

  • The course outcomes have been organized according to the Professional Standards for Registered Nurses and Nurse Practitioners (CRNBC, 2012) so you will be familiar with student expectations.
  • Clinical Practice Indicators organized under the professional standards define knowledge, attitudes and skills required to meet each course outcome.
  • Clinical evaluation standards and practice indicators.


  • Students complete assignments that demonstrate their learning and map their progress towards meeting course outcomes. A reflective journal in Practice of Nursing 10 relates to nurse agency.
  • These assignments provide the student with opportunities to reflect upon and analyze their practice, and, provide an avenue for ongoing dialogue with their instructor.
  • Students may choose to share their assignments with you, and specific situations may be discussed during midterm or final instructor visits.


  • Daily feedback on the student’s practice is most important and helpful.
  • Set time aside each day for a quick discussion about what is going well and what needs to be improved.
  • Avoid letting concerns or problems build into serious concerns or potential conflicts.
  • You may want to consult with the Educator for your unit, and definitely the BCIT instructor for input to clarify your perceptions.


  • Look for patterns of behaviour when judging overall ability.
  • Try not to let a single incident or episode (positive or negative) bias your overall assessment of the student’s progress.
  • Incidents though, are sometimes cues to problems that, when attended to early, are easy to resolve.

Clinical techniques (skills)

  • When supervising clinical techniques, initially focus your feedback to the principles involve; at later times input re efficiencies will be helpful.
  • The student may have a different way of completing the skill that still follows principles.
  • You should feel free to supervise any clinical technique the student performs until you have confidence in the student’s competency.


The BCIT instructor is responsible for recommending the final grade in the course.