{"id":62,"date":"2025-11-13T16:45:58","date_gmt":"2025-11-13T21:45:58","guid":{"rendered":"https:\/\/opentextbc.ca\/apncurriculum\/part\/integrated-nursing-practice\/"},"modified":"2025-11-13T16:45:58","modified_gmt":"2025-11-13T21:45:58","slug":"integrated-nursing-practice","status":"publish","type":"part","link":"https:\/\/opentextbc.ca\/apncurriculum\/part\/integrated-nursing-practice\/","title":{"raw":"Integrated Nursing Practice","rendered":"Integrated Nursing Practice"},"content":{"raw":"The Integrated Nursing Practice courses integrate and provide opportunities for learners to practice and consolidate the competencies of all theory course learnings through strategies such as simulation, case studies, role play, self-directed learning, practical application of psychomotor skills in simulated environments, and interprofessional learning opportunities. The intent is to develop and validate competencies to prepare learners for success in the Consolidated Practice Experience.\n<h1>Simulation<\/h1>\nIn this curriculum, simulated learning opportunities are primarily linked with the Integrated Nursing Practice courses and take place in a simulated environment. While simulation provides essential learning experiences, it cannot replace direct client contact.[footnote]Simulation is often equated with low, moderate, or high-fidelity client simulators, but in this context it is used as a broader concept inclusive of such activities as client simulators, screen\u2010based simulations, virtual reality, models, live actors, web\u2010based tools, and various forms of skills training. Schiavenato, M. (2009). Re\u2010evaluating simulation in nursing education: Beyond the human patient simulator<em>. Journal of Nursing Education, 48<\/em>(7), 388-394.[\/footnote] Direct client contact experience occurs in the Consolidated Practice Experience.","rendered":"<p>The Integrated Nursing Practice courses integrate and provide opportunities for learners to practice and consolidate the competencies of all theory course learnings through strategies such as simulation, case studies, role play, self-directed learning, practical application of psychomotor skills in simulated environments, and interprofessional learning opportunities. The intent is to develop and validate competencies to prepare learners for success in the Consolidated Practice Experience.<\/p>\n<h1>Simulation<\/h1>\n<p>In this curriculum, simulated learning opportunities are primarily linked with the Integrated Nursing Practice courses and take place in a simulated environment. While simulation provides essential learning experiences, it cannot replace direct client contact.<a class=\"footnote\" title=\"Simulation is often equated with low, moderate, or high-fidelity client simulators, but in this context it is used as a broader concept inclusive of such activities as client simulators, screen\u2010based simulations, virtual reality, models, live actors, web\u2010based tools, and various forms of skills training. Schiavenato, M. (2009). Re\u2010evaluating simulation in nursing education: Beyond the human patient simulator. Journal of Nursing Education, 48(7), 388-394.\" id=\"return-footnote-62-1\" href=\"#footnote-62-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> Direct client contact experience occurs in the Consolidated Practice Experience.<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-62-1\">Simulation is often equated with low, moderate, or high-fidelity client simulators, but in this context it is used as a broader concept inclusive of such activities as client simulators, screen\u2010based simulations, virtual reality, models, live actors, web\u2010based tools, and various forms of skills training. Schiavenato, M. (2009). Re\u2010evaluating simulation in nursing education: Beyond the human patient simulator<em>. Journal of Nursing Education, 48<\/em>(7), 388-394. <a href=\"#return-footnote-62-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"parent":0,"menu_order":7,"template":"","meta":{"pb_part_invisible":false,"pb_part_invisible_string":""},"contributor":[],"license":[],"class_list":["post-62","part","type-part","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/parts\/62","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/parts"}],"about":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/wp\/v2\/types\/part"}],"version-history":[{"count":0,"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/parts\/62\/revisions"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/wp\/v2\/media?parent=62"}],"wp:term":[{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/wp\/v2\/contributor?post=62"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/wp\/v2\/license?post=62"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}