Bcit bsn nursing program

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Direct entry to an advanced level e. If you have previously completed part of this program at BCIT and wish to re-enter the program at an advanced level, you may be eligible to apply for re-admission.

Applications to each upcoming term are due by noon on the Friday of final exam week in the prior term. Ready to submit your application? Apply now. Costs of the Nursing program include education materials, CPR certification, criminal record check, annual face respirator fit testing, uniforms, shoes, stethoscope, blood pressure cuff, copying, stationary, penlight, and transportation expenses. Information on obtaining a criminal record check and the fees involved will be mailed to students upon acceptance.

Financial assistance may be available for this program. For more information, please contact Student Financial Aid and Awards.

Experiential learning is used to explore the following concepts: quality and safety in healthcare, and clinical decision making. Learners begin to access research evidence about healthy lifestyle patterns, risk factors for chronic disease, and apply growth and development theory using a culturally safe approach. This course will focus on the development of nursing knowledge and thinking processes required to care for individual aging clients who are well or recovered from illness and living in the community.

Learners will begin to learn to make selected clinical decisions in the context of nursing science and care by accessing and using current and reliable resources. Specific concepts such as perfusion, cognition and mobility as they relate to the well client's experience of aging will provide the basis for knowledge development and will be illustrated using exemplars such as dementia and osteoporosis. The course will also incorporate knowledge from sciences and other disciplines as it relates to specific exemplars.

This course will include active learning strategies such as unfolding case studies to support student learning. This course supports and is integrally linked to the Practice of Nursing 1. The course is co-facilitated by Nursing and Basic Health Science faculty to integrate nursing and science concepts.

This course focuses on the health care system, society, and nursing, and provides learners with legal, ethical and contextual foundations of nursing practice. Content includes the organization and structure of the Canadian health care system, Canada Health Act, professional regulation of nursing, the Canadian Nurses Association Code of Ethics, and the importance to the profession of professional associations, unions and regulatory bodies.

Additionally, learners will examine the evolution of nursing practice, nursing history, and current professional nursing issues and trends. Learners will explore concepts of primary health care and population health, consider the determinants of health, the concept of diversity, cultural perspectives of health, and social justice.

Learners are introduced to conceptual learning and competency based practices, as well as tools to be successful in the BSN program. Personal values, philosophies of care, self-care, the concept of resilience, and goal setting are examined as part of the process of creating a learning plan and professional e-portfolio to document learning accomplishments throughout the program. Learners will be taught to employ search strategies for retrieval of scientific literature to support evidence informed nursing practice.

This is a blended course, both online and seminar, and will employ active learning strategies. This course provides an introduction to relational practice, cultural safety, nursing ethics, and caring as foundations of nursing practice.

The focus of this course is relating with the individual client in the context of providing nursing care. Additionally, learners will identify and discuss the impact of personal values and biases on the provision of client care. This is a blended course, online and experiential, where learners will participate in interactive activities, reflective exercises and clinical practice experiences designed to deepen and consolidate their understanding of relational nursing practice.

This course focuses on care provision and clinical skill acquisition to care for clients actively managing chronic medical health challenges. The course incorporates pharmacological therapy in relation to specific exemplars. Multidisciplinary team roles and responsibilities are explored in the context of delivering safe, high quality health care to individuals living well with mental health challenges including the practical and legal aspects of assignment and delegation.

Cultural, ethical, legal and health care delivery issues are explored through case scenarios and clinical practice. Integrative laboratory, simulation, and clinical experiences on a medical unit provide opportunities for learners to apply knowledge and communication, assessment and problem-solving skills. This course explores pathophysiological processes that contribute to a variety of chronic disease states experienced by adult clients.

It builds on conceptual learning from Nursing Knowledge 1, and introduces additional salient concepts and related exemplars for central nervous system regulation, fluid and electrolyte balance, metabolic regulation, nutrition, elimination, infection and pain. Foundational pharmacological concepts are also introduced during this course.

Active learning strategies will support learners to explore the impact of chronic disease exacerbation on clients and their families. Learners will apply knowledge of clinical decision making to identify potential nursing assessments and management strategies required for safe client care. This course will explore interprofessional communication, teamwork and collaborative practice in multiple contexts where nurses work with others from a perspective of client safety and quality care.

This is a blended course, online, seminar and self-directed, where learners will participate in interactive activities, reflective exercises and clinical practice experiences designed to deepen and consolidate their interprofessional communication skills. Additionally, learners will have the opportunity to practice group process and presentation skills in seminar activities.

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. Learners will learn and demonstrate related psychomotor skills, and integrate these with client assessment, pathophysiological and pharmacological knowledge to plan nursing care for these clients in acute care situations. Learners will learn and apply the principles of critical inquiry to determine the most appropriate evidence to facilitate care planning for clients.

The influence of the determinants of health for adults requiring surgical intervention will be explored. Knowledge, skills, and attitudes related to client-centered care for adults, teamwork and collaboration, evidence-based practice, quality improvement, safety, and nursing informatics will be considered within the context of nursing practice.

This course introduces learners to the pathophysiological processes and pharmacological principles relevant to providing nursing care to clients experiencing surgical intervention. Learners will learn to make appropriate clinical decisions for clients in the perioperative and post-operative context using current, reliable sources of information. They will learn how to select, implement and interpret focused nursing assessments, based on knowledge of pathophysiological processes.

They will learn how to teach clients from diverse populations and backgrounds regarding their experience, and communicate effectively with other health professionals to optimize client care. The course incorporates knowledge of pharmacological therapy in relation to specific exemplars. Case scenarios and simulation incorporate prioritizing care, delegation and supervision, and family and patient teaching.

Learners will learn about nursing informatics and the use of Information and Communication Technologies to support patient care and decision-making. These courses are co-facilitated by Nursing and Bioscience Faculty to integrate nursing and science concepts.

An aspect of the course is to expand the understandings held by many Canadians about those relationships. Students will explore the impact of colonization on Indigenous Peoples and other Canadians. The course will provide an opportunity to explore the healing process that emerged and continues today in Canada.

The Professional Regulation aspect of the course will introduce students to knowledge regarding regulatory policies outlined by the BCCNM that supports the delivery of safe competent ethical nursing care. This course offers students an opportunity to further develop their understanding of professional nursing practice with a specific focus on the BCCNM Standards of Practice and the Scope of Practice for Registered Nurses.

Learning will be facilitated using a variety of active learning strategies with learning activities occurring solely on line during some weeks of the course. This course builds on Practice of Nursing 3 and consists of two rotations of six weeks each, one on an acute mental health care unit and the other in a Public Health unit.

This course explores evidence based approaches when completing focused mental health and public health nursing assessments. Learners will follow up with effective, efficient and relevant nursing interventions.

Life span factors, cultural variables and legal aspects of care frame the ethical decision-making employed in client choices for care within the acute mental health and public health settings. The aim of the mental health rotation is to prepare learners to provide competent mental health and addiction care in any health care setting, by providing a foundation for practice, at the beginning level, in a specialized mental health setting. In the public health context, learners examine the nursing process and how public health nurses promote health and prevent disease within a variety of populations.

During practicum experiences, learners participate in and explore nurses' roles in public health settings. In addition, epidemiology, population health, communicable disease control, health promotion and working with specific at-risk populations are explored in relation to specific local and global health issues. This course, delivered online and in seminars, provides learners with the necessary theoretical and conceptual foundations of both public health and mental health nursing and is integrally linked with Practice of Nursing 4.

Learners critically examine models and professional standards that guide nursing practice and the care of vulnerable populations in both contexts of practice. Using a process of critical inquiry learners will explore and determine the nurse's role in public and mental health settings, with diverse populations, and in relation to local and global health issues.

During the mental health component of the course, prevention, assessment and nursing interventions of individuals at risk for impaired mental health will be explored. Through the use of exemplars including mood disorders, psychosis, substance abuse and trauma, learners will gain a deeper understanding of the nurses' role in mental health.

This course focuses on global citizenship and population health in global contexts. With an emphasis on global health, learners will develop qualities of global citizenship by applying concepts of social justice and equity to international and Canadian populations facing extreme health disparities.

Learners will further demonstrate principles of global citizenship through analysing the role of individuals, professionals, communities, organizations, and governments in working towards global health.

Ethical and cultural safety principles will be explored when considering the nursing role in advocating for diverse communities and structurally vulnerable populations. As an introduction to global health, this course will use epidemiology and population health concepts to explore key global issues of environmental health; water, sanitation and hygiene; nutrition, maternal and child health; communicable and non-communicable diseases; emergency preparedness; humanitarian crises; and refugee health.

The course emphasizes active learning in weekly online and in-class sessions. Learners will participate through a variety of activities including the use of technology and databases, small group activities, student-led discussions, group presentations, and advocacy writing.

This course provides an overview of the historical development of the nursing profession. Using active learning strategies, learners will consider the contribution of nursing theory and nursing science to nursing identity, nursing practice, client safety and quality improvement in healthcare. Learners will explore how scholarship in nursing develops nursing science and nursing identity.

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. The focus of this course is to provide safe, evidence informed based nursing care to children, youth and families with children.

The course introduces the learner to the assessment and common interventions required to care for children who require acute care, childbearing families experiencing normal childbirth, as well as those families living with chronic illness. The evidence related to family care giving is a major focus and provides a basis for exploring nursing interventions with clients and families, and the inter professional nature of healthcare.

Students will also explore the concepts of health promotion and risk reduction, utilizing teaching strategies to address patient and family educational needs. Learning occurs in actual clinical practice situations and includes practice with therapeutic communication skills for various developmental stages and relevant technical procedures.

This course will focus on the development of nursing knowledge and thinking processes required to plan care for families during the perinatal period and for those with growing children and youth. Specific concepts such as sexual health, nutrition, growth and development, client education as they relate to childbearing and to the family with children and youth will provide the basis for knowledge development using exemplars such as 'low risk' birth, allergies, neurodevelopmental disorders, asthma and depression.

Students have the opportunity to integrate conceptual learning as they apply biopsychosocial and pharmacological principles to plan care. The course incorporates knowledge from science, humanities and other disciplines in relation to specific exemplars.

In collaborative, problem-based seminars and other active learning methods, learners will actively employ critical thinking, clinical imagination and clinical reasoning processes, form clinical judgments, and emphasize priorities based on case examples.

Additionally, they will apply the principles of critical inquiry to access and determine the most appropriate evidence and apply it to their nursing care planning. Learners will draw from a variety of clinical practice experiences and contexts providing real time opportunities to further develop and apply these thinking processes. This course supports and is integrally linked to the Practice of Nursing 5. The focus of this course is to explore communication and collaborative practice in multiple contexts where nurses work with children and childbearing families while giving appropriate consideration to relevant stages of growth and development.

In addition to exploring the concepts of health promotion, risk reduction, and teaching strategies to address patient and family educational needs, this course will also continue the foundational work of therapeutic practice and professional communication from previous communication courses.

BSNC is a blended learning course that focuses on the nature and role of research in nursing practice. Learners are introduced to the concepts that are foundational to qualitative and quantitative research. The role of BSN nurses as consumers and critics of nursing research is developed with an emphasis on research literacy.

Learners will critique research articles relevant to healthcare. By determining the quality and rigor of research, learners work towards identifying evidence that supports safe, high quality nursing care — the hallmark of evidence-informed nursing practice. Learners are exposed to nursing research, their sources and how they are developed. The significance of informing nursing care with evidence is deliberate. Learners consider the value and contribution of nursing scholarship to the creation of credible evidence for clinical judgment and nursing practice, client safety, and quality improvement in healthcare.

This is great news for members, BCIT itself, and for nursing students who will be better able to succeed in their important careers when their faculty are also supported. It must be said we only got here because we were prepared to exercise our arbitration rights under the Collective Agreement.

Arbitration can sometimes be an adversarial process, and it certainly was in this case, but it was also absolutely indispensable to achieving the settlement we did. Any arbitration of this magnitude is a collective effort that required significant personal and professional commitment from many people.

FSA staff have worked tirelessly on this multi-file case for years and the FSA elected board has consistently and steadfastly supported us to do what was needed to do to fight for the rights of members in BSN, and to protect attacks on collective agreement rights that would have far ranging impacts for the whole membership.

To gain Mature student status, you must also meet BCIT's English-language requirements as well as any prerequisites for your desired program.

Training in a program like this one can lead to different careers. Related occupations are presented to show potential career options, not definite outcomes.

Follow the links to learn more about these careers on WorkBC's career profiles. More Items. British Columbia Institute of Technology. Info Visit. Intake Fall Winter Spring. Study Options Work Experience. Program Start Date.

Burnaby Resources Need more information about Burnaby? City of Burnaby. See Full-Time Studies tuition fees website for more information. Learning Method Options. Midterm grades are not accepted. Only official transcripts are to be submitted with your online application. Most courses can be taken in any order, except those with prerequisite course requirements. Students do not need to be accepted into the degree program before registering in degree courses.

You may register while your application is in process or while you are completing your advanced certificate. Phone: Email: admissions bcit. Bachelor of Science — Specialty Nursing Degree.