The only of its kind in BC, BCIT's Emergency nursing specialty is a unique, comprehensive program that educates registered nurses (RNs) from all over the world. Our hands-on learning, clinical experiences, and expert faculty give you the skills employers seek.
This highly unique program prepares you to work in the fast-paced, dynamic emergency care environment. No two shifts are the same, with constantly changing patients who have many different reasons for needing emergency care. Emergency nurses take on leadership, support, and decision-making roles to provide the best patient care possible.
The BCIT Nursing Specialty Bachelor of Science (BSN) is a combination of our advanced certificate program and our specific academic BSN courses. Choose to complete both concurrently or in the order that works best for you.
Visit Nursing Specialty BSN for information about the required academic courses.
Visit Emergency Nursing Advanced Certificate for information about the required specialty courses and clinicals.
Ongoing throughout the year.
Note: Effective immediately, all health care workers who come into contact with patients at publicly-funded health care facilities or in the community, including at long-term-care facilities, will have to get the influenza vaccine or wear a mask during flu season. This policy affects all students who will be entering a clinical setting.
As such, you will be required to provide proof of your immunization or agree to wear a mask at all times prior to being placed in your clinical studies.
The following are requirements for program entry into Specialty nursing certificate and degree courses. Enforcement or waiving of any or all entry requirements is at the discretion of the Program Head.
If you have any questions about your experience or qualifications, please contact the Program Head to arrange program advising.
English: Two years of education in English in an English-speaking country with one of the following:
Adequate Work Experience
Applicants to Specialty Nursing Certificate courses should have a minimum of 6 months to 1 year of relevant work experience in an acute care setting. Exceptions may be granted for undergraduate students taking entry level theory courses. However, a resume of work experience may be required to progress in the program. If you have questions about whether your work experience qualifies, please contact the Program Head.
If you are a long term or residential care nurse or an RN lacking current (within the last 2 years) acute care experience, Kwantlen College offers a Competency Assessment and Enhancement for Nurses course that provides a refresher in acute care principles.
This assessment involves an individual self assessment, multiple choice exam and practice simulation. This course may be required for admission in the Specialty Nursing programs. For more information on Kwantlen's offering please visit:
Once you have been assessed, you may be required to complete a tailored curriculum designed to meet BCIT's need for familiarity with acute care principles. This curriculum may include some of the following courses:
Basic Cardiac Life Support Certification
All students participating in clinical courses must have current Current Cardiopulmonary Resuscitation (CPR), Level C or Level Health Care Provider (HCP). The original certificate must be presented upon application to the clinical courses.
As well as providing this information at the time of admission, BCIT requires students to provide proof of CRNBC membership (or Canadian provinvial equivalent) for each clinical course they enroll in. Without proper provincial registration, you will not be permitted to continue in the course.
Face Respirator Fit Testing
A face piece respiratory fit test is required before students are permitted to enter the clinical practicum. Upon successful completion of the fit test, the original certificate must be presented to the program and annual re-fitting is required. Students are expected to carry their certificate with them at all times during their practicum.
For the Respirator Fit Testing, fit testing with a N95 respirator (1860, 1860s or 1870) is required and must be performed, in accordance with CSA Standard CAN/CSA-Z94.4-02. Fit Testing must also include, inspection, cleaning, maintenance and storage of protective equipment. Students will be given specific instructions in preparation for their fit testing by the provider they choose.
International students outside of Canada
International students must be currently working in their nursing specialty area and have a practicing registered nurse’s license in their country to be eligible for this program. All courses are delivered through an online format, so students do not need a study permit.
International students working in Canada
International students who currently hold a work permit and are working in their specialty nursing area with a practicing registered nurse's license are eligible for this program. Students are responsible to maintain a work permit that is valid throughout clinical training. All courses are delivered through an online format, so students do not need a study permit.
International students are required to have a study permit before they attend any in-class courses/exams as part of the program.
International students must receive program head approval before applying.
To submit your application:
The program faculty assesses learners with previous Specialty Nursing course work and relevant work experience on an individual basis.
BCIT requires original, sealed transcripts and course outlines to assess transfer of credit.
Within two business days of submitting your completed application, BCIT will send a message to your personal and myBCIT e-mail addresses. All correspondence regarding your application will be posted to your online myCommunication account at my.bcit.ca. We'll send you an e-mail when a new message is posted. It's important to watch for these e-mails or regularly check your account online.
You can expect to receive communication concerning the status of your application within four weeks.
Check current availability of courses for this program.
Dysrhythmia Interpretation and Management
This course supports the development of fundamental knowledge required to systematically analyze and interpret basic cardiac dysrhythmias. Participants will explore myocardial electrophysiology in relation to cardiac monitoring and develop a systematic approach to dysrhythmia analysis and interpretation. Further, participants will consider 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, the significance of dysrhythmia analysis, interpretation, and management to critical care nursing practice will be explored. Although this course is conducted within the specific context of critical care nursing practice, it would also be suitable for other nurses or qualified health professionals requiring this skill. If you are not a registered nurse or a student nurse in the final years of your BSN program you must consult the Critical Care Nursing Program Head prior to registration. Health professionals who are not nurses may register for this course with approval of the Critical Care Specialty Program Head. If you are registering in the NSCC, NSHA or NSER nursing program follow the program course matrix. Program Head approval is required to take NSCC 7150 as a co-requisite with NSCC 7120, NSCC 7220, NSHA 7100, or NSER 7110. You must achieve 75% or greater in this course to continue forward in the Critical Care Nursing Program and register in NSCC 7220.
Emergency Nursing Theory 1
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
Emergency Nursing Theory 2
This course builds on concepts presented in Theory 1 such as critical thinking, assessment, and level of urgency. Students are given opportunities to work through complex emergency patient presentations through case studies, identifying concepts key to emergency nursing. Pathophysiology, assessment, and decision making related to shock, pediatrics, mental health, substance use, acute coronary syndrome, and cardiac arrest will be explored. Prerequisites: 75% in NSER 7110 and NSCC 7150
Emergency Nursing Clinical 1
Nurses develop and begin to enact their role in emergency nursing by exploring an emergency environment and assessing influences pertaining to patient and family health. Building upon theory and frameworks from the preceding courses, nurses focus on developing comprehensive assessment skills and applying this knowledge in the care of patients and families. Effective clinical decision making in the context of common, less acute patient presentations is another focus of this clinical experience. In addition, nurses will develop and foster collaborative relationships with patients, families, colleagues, instructors, and other health care providers. The development of critical thinking, systematic inquiry, and communication skills will be emphasized throughout this course. Clinical placements will be available in either a three and one-half week block or on a part-time basis over eight weeks. Prerequisites: NSER 7210
Emergency Nursing Theory 3
An introduction to the care of critically ill patients, this course focuses on the knowledge, values, and beliefs central to the practice of nursing patients who experience life-threatening injuries. Throughout this course, students explore key concepts related to resuscitation including primary assessment and interventions and mechanism of injury. In addition, there is a strong focus on the needs of special populations. Pathophysiology, urgency determination, clinical reasoning, and patient assessment continue to be a focus for learning. Prerequisites: 75% in NSER 7210
Emergency Nursing Clinical 2
Building on knowledge and skills acquired in previous theory and clinical courses, nurses continue to develop understanding and apply reflective practice to their role as emergency nurses. Broad perspectives of communities, environment, and health care resources are incorporated into nurses’ understanding of health assessment and emergency nursing care. With a focus on a diversity of complex health care challenges and issues arising in emergency practice, nurses use systematic frameworks and reflective problem solving to gain knowledge, make and evaluate clinical judgements, and examine and challenge practice. Developing confidence in the provision of competent emergency nursing care for complex patients is central to this course. Communication skills and relationship building strategies are emphasized as nurses assume an active role in creating partnerships with patients and families and participating in multi-member/interdisciplinary teams. This clinical experience will integrate knowledge and skills gained from workshops/laboratories such as cardiac arrest management and trauma care with clinical practice. Specifically, this course focuses student learning on caring for patients experiencing unstable, complex health challenges. This course may be done on a part-time or full-time basis. Prerequisites: NSER 7410
|Complete 3.0 credits from the following list of electives:||Credits|
Advanced Cardiac Life Support
Advanced Cardiac Life Support (ACLS) is an advanced, instructor-led classroom course that highlights the importance of team management of a cardiac arrest, team dynamics and communication, systems of care and immediate post-cardiac-arrest care. Specific skills in airway management and related pharmacology are also featured. Skills are taught through discussion and group learning, while testing stations offer case-based scenarios using simulators. Target Group ACLS is designed for health-care professionals who either direct or participate in the management of cardiopulmonary arrest and other cardiovascular emergencies. This includes personnel in emergency response, emergency medicine, intensive-care and critical-care units. Prerequisite: A current HSFC BLS for Healthcare Provider (C) card.
Emergency Nursing and Mental Health
This practice-based course has been developed for nurses caring for patients experiencing mental health challenges or patients experiencing physical illness/injury with a concomitant mental health component. This course is suitable for all nurses working in rural, community, or tertiary hospital emergency departments as well as community settings. The following information provides a brief description of our course.
Independent Study in Specialty Nursing
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.
|And/or Program Head Approved Electives which would lend toward emergency nursing practice i.e. TNCC, ENPC, ATLS, NRP, PALS (one credit each). Other options could include a course from another specialty nursing program.|
|Core/Management Courses: (21.0 credits)||Credits|
Management Skills and Applications
The course provides an overview of the basic skills of a manager and applies these skills through a series of projects and case studies. It examines the evolution of management and the organizational culture and environment. It also teaches the decision-making skills and the skills involved in planning, organizing, leading and controlling, including planning and facilitating change, teamwork, applying motivational techniques and effective communication.
Teaching and Learning in Specialty Nursing
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.
In this online course, learners explore how research informs evidence-based nursing practice. Foundational research concepts and processes in quantitative and qualitative paradigms are examined. Learners critique primary research reports of interest, both individually and in groups, and address research utilization in practice.
This on-line course offers students the opportunity to develop their leadership knowledge and skills within the context of specialty nursing. Leadership is explored from multiple perspectives with an emphasis on contemporary theories and frameworks. Topics that are examined include followership, contextual influences, power, navigating change and transitions, and teambuilding. Students engage in a work related leadership project to apply leadership knowledge and skills to their practice.
Professional growth is explored from personal, professional, and historical perspectives. Students choose a focus for growth which is fostered by ongoing critical reflection and journaling. Relational practice is explored through the lenses of mentoring and harmful workplace relationships. Contemporary trends in ethical practice are examined, including the contextual influences on practice; the development of moral identity; and the enhancement of moral integrity. An anticipated trajectory for professional development is envisioned and described.
Community Nursing: Facilitating Health
This course explores contemporary community health nursing, examining multiple perspectives on community, health, and relational practice. Community health nursing is examined through the lenses of primary health care, health promotion, and ethics. Clinical practice is focused on facilitating participatory dialogue with a selected group to explore perspectives on relational practice in health care.
Community Nursing: Facilitating Health Action
Based on the Canadian Community Health Nursing Standards of Practice, this course provides opportunities for exploring contemporary perspectives on health promotion, protection of health, a community health nursing process, and participatory decision making. Clinical experience occurs through engaging in participatory dialogue with a selected group; exploring salient health issues; and facilitating collective health action. Prerequisites: NSSC 8600
|Liberal Studies Component: (12.0 credits required)||Credits|
|Mandatory Courses: (6.0 credits)|
Critical Reading and Writing
This is a course in advanced composition and rhetoric, in which students will develop skills in complex critical analysis and interpretation by analyzing and evaluating materials from a variety of discourses or genres, including visual, online, and print; developing and writing essays, including critiques and research papers; applying and discussing principles of rhetoric and critical theory; examining and using methods of interpretation and analysis from the humanities and social sciences; evaluating the credibility of primary and secondary sources, including as it applies to media literacy, and for the purposes of academic research; situating discourses within their historical context and relevant to rhetorical theories of different periods (for example, Aristotle in the ancient world and Bakhtin in the twentieth century). The course format will include lecture, discussion, and both individual and group activities. Prerequisite: BCIT ENGL 1177 or (equivalent), OR 6 credits BCIT Communication at 1100-level or above.
This course introduces students to contemporary issues in health ethics by examining and applying ethical theories to moral dilemmas at the clinical, professional, and organizational levels. To this end, developing competence in moral reasoning is an important goal, one that will be emphasized through the analysis of case studies that test personal, professional, and societal values. Prerequisite: BCIT ENGL 1177, or 6 credits BCIT Communication at 1100-level or above, or 3 credits of a university/college first-year social science or humanities course.
General Education [PDF] electives at a 100 level minimum in at least two different academic disciplines (6.0 credits)
Check current availability of courses for this program.
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.
|Nursing Component||44.0 - 55.0|
|A. Advanced Certificate||21.0 - 34.0|
|B. Core Courses||18.0 - 24.0|
|Liberal Studies Component||12.0|
|Total||60.0 - 67.0|
Health Match BC is a new service that helps recent specialty nursing graduates find work within BC. Funded by the provincial government, Health Match BC prioritizes the hiring of BC nursing graduates. For more information, download the Health Match BC PDF.
The BCIT student outcomes reports present summary findings from the annual survey of former students administered by BC Stats one to two years after graduation. These reports combine the last three years of available results for the 2016-2018 BCIT Outcomes Surveys of 2015-2017 graduates and for Degree 2014-2016 graduates. The reports are organized into three-page summaries containing information on graduates' labour market experiences and opinions regarding their education. More detailed information can be accessed at the BC Student Outcomes website.
To view these results, you may need to have the Adobe Acrobat Reader installed in your Web browser.
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