Teaching and Learning in Specialty Nursing
|School||School of Health Sciences|
|Program||Bachelor of Science Specialty Nursing|
|Minimum Passing Grade||75%|
|Start Date||September 07, 2021|
|End Date||November 26, 2021|
Acknowledgement of Territories
The British Columbia Institute of Technology acknowledges that our campuses are located on the unceded traditional territories of the Coast Salish Nations of Sḵwx̱wú7mesh (Squamish), səl̓ilwətaɁɬ (Tsleil-Waututh), and xwməθkwəy̓əm (Musqueam).
|Instructor to provide|
|Office Hours||Instructor to provide|
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.
Course Learning Outcomes/Competencies
As licensed health care practitioners, all learners will practice in accordance with professional standards of practice throughout the course. Upon successful completion of this course, the student will be able to:
- Analyze teaching and learning relationships in relation to present capacity as a learner and teacher in specialty nursing.
- Compare and contrast self and another learner’s beliefs, intentions, and capacities to illuminate differences amongst learners.
- Perform a comprehensive learning needs assessment for clients or nursing peers.
- Identify applicable teaching strategies that enhance learner capacities and facilitate learning for clients or nursing peers.
- Evaluate development of teaching-learning relationships with clients or peers.
- Describe contextual influences on teaching and learning in specialty nursing practice.
- Develop a teaching strategies ‘tool kit’ for future teaching experiences.
Bastable, S. (2017). Essentials of patient education (2nd ed.). Jones and Bartlett.
American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington.
|Analyzing Teaching/Learning Relationships||15|
|Learning Assessment Profile||25|
|Teacher Profile and Tool Kit||15|
|Participation in Discussions||10|
Course Specific Requirements
This is a course extension or re-registration. Learners will be required to complete all of the remaining evaluative components or requirements prior to or by the last day of term.
The penalty for late assignments is 5% per day past the due date. Extensions may be granted but must be requested AND confirmed at least 72 hours in advance of the assignment due date. If an extension is granted and the assignment is still late, the penalty is 10% for the first day and 5% for each subsequent day. All extensions and penalties will be granted or enforced at the discretion of the instructor and program head.
Statement for prior learning assessment
Prior Learning and Assessment Recognition is a way for students with applicable academic experience to apply that knowledge toward earning credits without taking additional classes. If you believe that you have applicable prior academic experience, please contact the program directly:
Please note that BCIT's PLAR website mentions credit for work experience. However, courses within the NSSC BSN degree program are theory courses and therefore only comparable academic experience may be applied.
Course Schedule and Assignments
Refer to your course-specific delivery schedule.
Any student who needs special assistance in the event of a medical emergency or building evacuation (either because of a disability or for any other reason) should promptly inform their course instructor(s) and Accessibility Services of their personal circumstances.
Human Rights, Harassment and Discrimination:
The BCIT community is made up of individuals from every ability, background, experience and identity, each contributing uniquely to the richness and diversity of the BCIT community as a whole. In recognition of this, and the intrinsic value of our diversity, BCIT seeks to foster a climate of collaboration, understanding and mutual respect between all members of the community and ensure an inclusive accessible working and learning environment where everyone can succeed.
Respect, Diversity, and Inclusion is a supportive resource for both students and employees of BCIT, to foster a respectful learning and working environment. Any student who feels that they are experiencing discrimination or harassment (personal or human rights-related) can confidentially access this resource for advice and support. Please see Policy 7507 – Harassment and Discrimination and accompanying procedure.
Students should make themselves aware of additional Education, Administration, Safety and other BCIT policies listed at https://www.bcit.ca/about/administration/policies.shtml
Guidelines for School of Health Sciences
No school specific policies, please refer to main BCIT Policy.
I verify that the content of this course outline is current.
Kristie Walters, Instructor on behalf of Janet Morrison, Faculty
June 08, 2021
I verify that this course outline has been reviewed.
Janet Morrison, Faculty
June 10, 2021
I verify that this course outline has been reviewed and complies with BCIT policy.
Kathy Kennedy, Associate Dean
June 10, 2021
Note: Should changes be required to the content of this course outline, students will be given reasonable notice.