SCHOLAR PRACTITIONER PROGRAM Program Mission: To graduate the next generation of nurses; practice-ready scholar practitioners, with an active voice in health care who successfully contribute the health and well-being of individuals, families, communities, and populations through evidence-based practice. Toron Contact: Baiba Zarins, RN, BScN, MHS, MA Program Manager Nipissing University second degree BScN Scholar Practitioner Program University Health Network 200 Elizabeth Street, Ean North 1-812 Toron, Ontario M5G 2C4 Phone: (416)40-4800 ext 6195 E-mail: baiba.zarins@uhn.ca ; baibaz@nipissingu.ca Nipissing Scholar Practitioner Program-Summary September 2014 1
Background: The second degree BScN Scholar Practitioner Program was created in response the evolving and shifting a new means of nursing and health care provision, necessitating an option in models of facilitating nursing education. The premise of this program is based in the understanding that nurses need be clinically competent and theoretically sound thinkers as developing scholar practitioners. This program offers graduates who carry out knowledge work in a wholistic healing relationship, serving individuals and societies internationally and participating in the generation of new forms of knowledge be used in ever-increasing complexity of inter-professional health-care practice. Nurses need learn practice along a continuum of health with individuals as they move along their lifespan with primary and secondary care being provided along that continuum. Providing an accelerated Second Degree Entry Bachelor of Science in Nursing program for previous degree holders is instrumental meeting the demands of an evolving society and complex health care system. The Bachelor of Science in Nursing: Scholar Practitioner Program at NU represents innovation in nursing education and represents a strong desire on behalf of the university meet the needs of the changing healthcare economy. Partnerships: Co-learner students are matched one of four participating affiliate health care agencies upon program application and throughout the program curriculum. SickKids Hospital (Hospital for Sick Children) Mount Sinai Hospital Toron Public Health University Health Network Target Applicants and Admissions: Applicants who have already completed a degree and wish move in the healthcare secr in the field of nursing. Individuals who display innovation, self-directedness, maturity and flexibility in meeting semester and program learning objectives. The admissions process entails submission of all undergraduate and professional development transcripts, an admissions essay, reference letter and proof of program pre-requisites. Program pre-requisites include completion of a university level Anamy & Physiology and Psychology course if not already done so with previous undergraduate studies. All applicants who do not have this pre-requisite must provide evidence of completion by the end of the first year of program study. Please note this program is administered full-time and does not offer transfer credits or advanced standing options. Admissions are conducted in a staged process, whereby qualified applicants are invited an admissions interview with program faculty ensure a fit with our innovative curriculum delivery and high emphasis on self-directed academic studies. The tal number of successful applicants with any cohort intake varies and dependent upon many facrs, such as organizational capacity, as program faculty work very closely with affiliate co-learner students. All clinical experiences are 1:1 precepred for a strong and meaningful learning experience for the co-learner student. The program is entirely based in Toron within the matched affiliate health care organization and the program meeting space at the start and end of each semester. All program co-learner students are responsible for their own accommodations and resources (e.g.: text references, clinical uniforms/equipment) as we are a virtual campus located in Toron. Nipissing Scholar Practitioner Program-Summary September 2014 2
Timeline: Program intake occurs annually in September, with a continuous course of study over twenty - four months. Successful graduates are eligible write the licensing examination for entry practice, as offered through the College of Nurses of Ontario. Co-learner students in the Scholar Practitioner Program study full time within a variety of health settings and clinical experiences at their affiliate organization. All co-learner students rotate at least one other organizational setting over the two years of program study. The required curriculum is divided by themes. One overarching semester theme is addressed within each subsequent semester courses as per course of study outline. (see page 9) Each 1-week semester comprises of three required courses as follows: Inquiry (theory over three weeks), (practicum over 9 weeks), and Reflection (evaluation over one week). Co-learner students must register for all three courses each semester. Co-learner student intake occurs annually. In the event of unsuccessful academic standing, immediate course remediation is not offered. Co-learner students must ensure satisfacry academic standing throughout their course of study or be subject program withdrawal until such time a subsequent cohort enters the semester of remediation. Faculty: Highly qualified (minimum Masters prepared) Adjunct Professor faculty collaborate with colearner students support the learning experience through use of learning technologies and systems within each of the participating academic health care delivery centres. The program utilizes a blended delivery learning model accommodate the various needs of the learners as well as facilitate connections between the four affiliate health care organizations. Program faculty and invited guest speakers collaborate with co-learner students during the threeweek inquiry phase in shared learning sessions of academic discussions. Educational Approach: The SPP follows a Narrative Inquiry Pedagogy which emphasizes the collaborations between Adjunct Professor faculty and co-learner students understand experiences. Narrative Pedagogy focuses on the processes of teaching, interpreting, critically thinking and analyzing concepts, ideas, and situations. This particular teaching method fosters the creation of partnerships in learning rather than the traditional hierarchy of education meet the demands of current continuous changing healthcare environments. Through the unique partnership with four major health centers, a gateway for research, knowledge, and nursing education is established for co-learner students create and foster valuable evidence informed networks. Program curriculum is based in the College of Nurses of Ontario Entry Practice Competencies (CNO) and program accreditation standards as set forth by the Canadian Association of Schools of Nursing (CASN). This distinctive partnership provides co-learner students with one of the most experientially rich learning environments available Canadian undergraduates with facilitation of prospective employment opportunities upon successful graduate licensure. Program Deliverables: Cultivate a strong sense of responsibility for contribution the knowledge-based economy and prepared act as knowledge-workers in the field of nursing. Nipissing Scholar Practitioner Program-Summary September 2014
Graduate practice-ready scholar practitioners proficient in the following skills and exhibiting the following characteristics: curious, insightful, technologically competent, courageous, and knowledgeable. Graduates from the Scholar Practitioner Program will be conferred a Bachelor of Science in Nursing degree through Nipissing University. Graduates will then be eligible commence the process (as per College of Nurses of Ontario requirements) write the National Council Licensure Examination NCLEX-RN in obtain nursing licensure as a Registered Nurse. Program Mission and Aim: To graduate the next generation of nurses; practice-ready scholar practitioners, with an active voice in health care who successfully contribute the health and well being of individuals, families, communities, and populations through evidence-based practice. The aim of this program is produce the next generation of nurses who are practice-ready scholar practitioners able nurse within the evolving and complex health landscape. Programmatic Learning Outcomes: Apply semester theme concepts of Generativity & Life, Functionality of Mind, Body & Spirit, Hope & Possibility, Experiential Integration, Reoling & Redesign, and Challenging the System professional nursing practice; guided by professional regulation, health care, policy and professional standards. Use knowledge and insightfulness develop and sustain therapeutic relationships with clients within a complex changing healthcare environment. Utilize evidence-based knowledge co-create health with individuals, families and populations in increasingly complex and changing healthcare environments. Use multiple ways of knowing, sciences and information technological advancements ensure client outcomes are achieved in collaboration with the healthcare team and other stakeholders. Engage in leadership activities courageously transform nursing practice on a local and/or global level based on relevant principles and theories. Year One Program and Curriculum Highlights: Year one consists of the following formative core semester themes be completed sequentially over three semesters as follows: 1) Generativity and Life; 2) Functionality of Body, Mind and Spirit; ) Hope and Possibility. Each semester comprises of three courses named Inquiry, Practicum and Reflection. Inquiry Phase: a three-week introduction the semester include administrative orientation, faculty and guest speaker pic presentations and formulation of individual learning plans. This is an individualized co-learner student-centered activity facilitated by faculty identify additional program content and learning processes co-learner students require explore and enhance their understanding of the core program learning outcomes. The program design schedules additional time for personal learning activities take place during each semester review progress, update and continue development each co-learner student s individualized Learning Plan. Practicum: Co-learner students are placed in one of the four partner institutions complete their clinical hour requirements and implement individualized Learning Plans within point of care learning environments. A minimum of 202.5 point of care clinical hours are required per semester in the first five semesters of practicums of the program. Nipissing Scholar Practitioner Program-Summary September 2014 4
Reflection: All program co-learner students reconvene in the community learning location, with program faculty, reflect and share on semester experiences, engage in scholarly discussions, presentations and program evaluations. In Year 1 co-learner students can choose follow a family, client, community or health care theme throughout the initial semesters. Co-learner students identify their learning style, beliefs and values by choosing an assessment model, determining health needs, and implementing and evaluating a health teaching session. This places the co-learner student in a societal context, which furthers broadens their perspective of health care issues and challenges facing the Canadian population. Year Two Program and Curriculum Highlights: Year 2 consists of the following advanced core semester themes be completed sequentially over three semesters as follows: 4) Experiential Integration 5) Reoling and Redesign 6) Challenging the System The Elective Practicum (semester four), places co-learner students within an alternate partner Academic Health Center, based on assessment criteria. During this practicum co-learner students integrate past knowledge and experiences in a different setting. During semester five, (Reoling and Redesign), co-learner students commence development and implementation of a Change Project within an Academic Health Science Center. During the last and consolidating semester (Challenging the System), co-learner students engage in a clinically based Change Project related an area of professional interest for them. The required transformative practicum clinical hours in semester six increase 0.75 from the previous 5 semesters, enhance synthesis and integration of all previous course leanings in transition from colearner student nurse graduate nurse. Co-learner students are responsible work independently with their faculty ensuring their learning needs are met successfully by the completion of the program and in accordance individual Learning Plan activities and submission of semester Learning Portfolios. In Year 2 the co-learner students are engaged in a change project related an area of interest. The project includes conducting a literature review, developing and answering research questions, and producing a final report. More specifically, in the final semester, co-learner students implement and evaluate the recommendations resulting from this project. The change project utilizes the practical application of all theory learned and challenges the scholar practitioner impact their environment in a meaningful manner Curriculum Details: Co-learner students will develop an individualized Learning Plan and Learning Portfolio each semester. The Learning Plan is created and revisited each semester in the inquiry phase and revised throughout the semester accordingly. Flexibility exists within each semester allow for co-learner students enhance personal learning, which allows them meet programmatic outcomes, based on their individualized learning plan. The Learning Portfolio is created each semester demonstrate achievement of semester objectives through individual collections of artefacts, narratives and academic assignments for submission, discussion and evaluation by affiliate Adjunct Professor faculty. Reflective sessions are scheduled weekly at respective health care agencies during the transformative practicum phase share in point of care learning experiences with affiliate Adjunct Professor faculty. The semester reflection sessions are scheduled Nipissing Scholar Practitioner Program-Summary September 2014 5
Appendix Curriculum Outline: see Course of Study on page 9(specific dates subject NU Academic Calendar) For each successful semester of completion, co-learner student transcripts will document: credits for the Inquiry course (recorded as a percentage grade, as per NU policy) 6 credits for the Practicum course (recorded as grade of SAT or UNSAT) credits for the Reflection course (recorded as grade of SAT or UNSAT) Semester evaluations and final grades are calculated based on individual submissions of academic assignments, professionalism assessments, learning plan and learning portfolios, as per specific semester syllabus requirements. NU SPP Semester Courses: Semester 1: Generativity and Life Semester 1 Courses NURS 1176 This course is a general orientation the program and the Academic Health Center s organizational vision, mission and values. Co-learner students are introduced select clinical areas and patient populations served by the practice environment, and begin explore and question the practice challenges faced by the future nurse as beginning scholar-practitioners from the perspective of Generativity and Life and related concepts. The educational theoretical framework of narrative inquiry is also introduced and discussed. The co-learner students will receive applicable supplemental resources (E.g.: identification cards, learning technologies and resource orientation, clinically required documents.). NURS 1195 This course begins with an orientation the Academic Health Center point of care environment. Co-learner students are introduced the knowledge, skills, judgment and ethical component of individuals and families. The focus is on providing health promotion, resration and sustainability for individuals and families from the perspective of Generativity and Life and related concepts. (202.5 Point of Care clinical hours) NURS 1187 This course introduces the co-learner student the reflective practice process and its application their personal learning, the clinical setting and knowledge development. Co-learner students explore and question praxis from the perspective of Generativity and Life and related concepts, utilizing a narrative inquiry framework. Specifically, colearner students explore the questions What did I discover? and What is my focus for further discovery? Semester 2 - Functionality of the Mind, Body, Spirit Semester 2 Courses NURS 1276 Co-learner students explore and question the challenges faced by nurses as beginning scholar-practitioners from the perspective of Functionality of Mind, Body and Spirit and related concepts. NURS 1295 Co-learner students formulate their knowledge and skills with individuals and families. The focus is on providing health promotion, resration and sustainability for individuals and families from the perspective of Functionality of Mind, Body and Spirit and related concepts. (202.5 Point of Care clinical hours) NURS 1287 This course introduces the co-learner student the reflective practice process and its application their personal learning, the clinical setting and knowledge development. Co-learner students explore and question praxis from the perspective of Functionality of Mind, Body and Spirit and related concepts. Specifically, co-learner students explore the questions What did I discover? and What is my focus for further discovery? Nipissing Scholar Practitioner Program-Summary September 2014 6
Semester - Hope and Possibility Semester Courses NURS 276 Co-learner students explore and question the challenges faced by the future nurse as beginning scholar-practitioners from the perspective of Hope and Possibility and related concepts. NURS 295 In this course co-learner students apply knowledge and skills with individuals, families, groups and community. The focus is on providing health promotion, resration and sustainability for individuals and families from the perspective of Hope and Possibility and related concepts. (202.5 Point of Care clinical hrs.) NURS 287 This course introduces the co-learner student the reflective practice process and its application their personal learning, the clinical setting and knowledge development. Co-learner students explore and question praxis from the perspective of Hope and Possibility and related concepts. Specifically, co-learner students explore the questions What did I discover? and What is my focus for further discovery? Semester 4 - Experiential Integration Semester 4 Courses NURS 2476 This course is a general orientation the Academic Health Center organizational vision, and values. Co-learner students practice in an alternative Academic Health Center, and begin broaden their perspective of the challenges related Generativity and Life, Functionality of Mind, Body and Spirit, and Hope and Possibility. NURS 2495 This course includes a general orientation an alternative Academic Health Center s practice environment. The co-learner student applies all previous cumulative semester related concepts of knowledge and skills individuals and families, with the focus on providing health promotion, resration and sustainability. (202.5 Point of Care clinical hours) NURS 2487 Co-learner student continue engage reflective practice process and its application their personal learning, the clinical setting and knowledge development. Co-learner students explore and question praxis from the perspective of all previous semester related concepts the alternative practice environment. Specifically, co-learner students explore the questions What did I discover? and What is my focus for further discovery? Semester 5 - Reoling and Redesign Semester 5 Courses NURS 576 Co-learner students explore and question the challenges faced by the future nurse as beginning scholar-practitioners from the perspective of reoling and redesign and related concepts. NURS 595 Co-learner students apply knowledge and skills with individuals, families, groups and community acquired in all previous semesters the original health care agency. The focus is on providing care clients in an environment of innovation and change from the perspective of reoling and redesign, and related concepts. (202.5 Point of Care clinical hours) NURS 587 Co-learner students continue engage the reflective practice process and its application their personal learning, the clinical setting and knowledge development. Co-learner students explore and question praxis from the perspective of reoling and redesign. Specifically the co-learner students explore the questions What did I discover? and What is my focus for further discovery? Nipissing Scholar Practitioner Program-Summary September 2014 7
Semester 6 - Challenging the system Semester 6 Courses NURS 676 Co-learner students explore and question the challenges faced by the future nurse as beginning scholar-practitioners from the perspective of Challenging the System, and related concepts. NURS 695 This course focuses on the synthesis of all previous course learning outcomes with a focus on the Change Project within a selected health care setting. This consolidation semester requires full-time equivalent hours within point of care setting. (0.75 hrs) NURS 687 Co-learner students continually engage in the reflective practice process as it relates personal learning, the clinical setting and knowledge development. Specifically, the co-learner students explore the questions, What did I discover? and What is my focus for further discovery? from the perspective of Challenging the System and transition future practice and preparation for licensure examination. At the completion of this program the co-learner students will have explored all the following health system characteristics, as evidenced through specific course expectations each sequential semester. The Increasing Complexity of Health Care, Changing Patient Characteristics Science and Information Technology Advancements Regulation, Policy and Professional Standards Globalization Leadership Additional program information is available within the Nipissing University Academic Calendar and the BScN Scholar-Practitioner Student Handbook, located within the Nipissing University School of Nursing website. Nipissing Scholar Practitioner Program-Summary September 2014 8
Course of Study The following dates outline the semesters of study (subject change) for the BScN: SPP program Academic Year 2014-2015 Enrolled Courses Generativity and Life Inquiry: NURS 1176 Practicum NURS 1195 Total Credits Offered 6 Semester Run Dates Sept 8 th December 5 th 2014 Inquiry Phase (at CEHPEA) Sept 8-Sept 26 Experiential Phase (within Academic Health Care Organization) Sept 29-Nov 28 Reflective Phase Evaluation (at CEHPEA) 2015-2016 Reflection: NURS 1187 Break December 6 th 2014 -January 4 th 2015 Functionality of Mind, Body and Spirit Inquiry : NURS 1276 6 Practicum NURS 1295 Reflection NURS 1287 Break April 8 th - April 26 th 2015 Hope & Possibility Inquiry NURS 276 6 Practicum NURS 295 Reflection NURS 287 Break August 1 st -September 6 th, 2015 Experiential Integration Inquiry NURS 2476 6 Practicum NURS 2495 Reflection NURS 2487 Break December 5 th January rd, 2016 Reoling and Redesign Inquiry NURS 576 6 Practicum NURS 595 Reflection NURS 587 Break April 2 nd - May 1 st, 2016 Challenging the System Inquiry NURS 676 Practicum NURS 695 6 January 12 th April 14 th 2015 May 4 th July 1 st 2015 September 7 th December 4 th 2015 January 4 th April 1 st 2016 May 2 nd - July 29 th 2016 Jan 12 -Jan 0 May 4-May 22 Sept 7-Sept 25 Jan 4-22 May 2-20 Feb 2 -March 27 May 25-July24 Sept 28- Nov 27 Jan 25-Mar 25 May 2-July 22 Dec 1-Dec 5 April 6 -Apr 10 July 27-1 Nov 0-Dec 4 Mar 28-Apr 1 Reflection NURS 687 July 25-29 Nipissing Scholar Practitioner Program-Summary September 2014 9