• Program matrix, including the offering of each program level in the stated sequential order
• Minimum course hours for each course and the overall curriculum
• Approved course descriptions and course concepts
• Defined course learning outcomes
• Admission requirements, outlined in The Practical Nursing and Access to Practical Nursing Supplement (the Supplement)
• Faculty qualifications, outlined in the Supplement
• The current versions of all documents listed in the Supplement

Progression from Novice to Expert

Constructivism

Scaffolding

Professional

Knowledgeable

Competent

Client Focused

• Learning is organized and presented through select courses in each level:
  • Professional Practice
  • Professional Communication
  • Variations in Health
  • Pharmacology
  • Health Promotion
  • Integrated Nursing Practice
  • Consolidated Practice Experiences, including Final Practice Experience (Preceptorship)

Learning Outcomes

1. Describe how legislation and the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies inform nursing practice.
   • 1.1 Discuss how historical perspectives, current trends, and issues affect the role of the practical nurse.
   • 1.2 Explore the Health Professions and Occupations Act (effective April 1, 2026), the Nurses and Midwives Regulation (effective April 1, 2026), and the Regulated Health Practitioners Regulation (effective April 1, 2026) and their impact on nurses and other health professions in B.C.
   • 1.3 Describe how legislation, standards, and practice expectations guide nursing practice.
2. Explain the role and responsibility of the BCCNM, including the partnership among different nursing designations: registered nurse (RN), registered psychiatric nurse (RPN), licensed practical nurse (LPN), nurse practitioner (NP).
   • 2.1 Discuss the role of the practical nurse in the context of the Canadian health care system.
   • 2.2 Explore professional self-regulation and the implications for individual responsibilities and accountabilities of the practical nurse.
   • 2.3 Discuss responsibilities and competencies of other health care roles, and how the collective interprofessional team influences care and the quality practice environment.
3. Describe how the philosophy of caring guides nursing practice.
   • 3.1 Discuss the philosophy of Practical Nursing Program curriculum.
   • 3.2 Discuss how personal competence, responsibility, and accountability of the nurse are components of caring practice.
4. Explore strategies to develop critical thinking, clinical judgment, and self-reflective practice skills in one’s nursing practice.
   • 4.1 Discuss ethical practice and decision-making principles.
   • 4.2 Explore the professional and practice standards governing ethical practice.
   • 4.3 Discuss the importance of critical thinking as it relates to nursing practice.
   • 4.4 Describe the value, importance, and responsibility to personal ownership of learning and lifelong learning principles.
   • 4.5 Discuss the concept of reflective practice, including what it is, why it is important, and how to develop as a reflective care provider.
5. Explore the concept of self-care.
   • 5.1 Identify strategies to promote mental, emotional, and physical health and wellness.
   • 5.2 Describe ways to prevent and/or alleviate moral distress, moral injury, and burnout in one’s nursing practice.
   • 5.3 Describe how one’s own state of health (mental, emotional, and physical) may impact the practical nurse’s responsibilities and accountabilities, and the ability to provide safe, compassionate, and efficient care.
   • 5.4 Discuss how BCCNM LPN Entry-Level Competencies influence professional conduct.
6. Explore the concepts of diversity, cultural safety, cultural humility, and anti-racism—particularly Indigenous-specific anti-racism.
   • 6.1 Define diversity, cultural safety, cultural humility, and Indigenous-specific anti-racism.
   • 6.2 Describe how personal privileges, values, biases, and assumptions may influence one’s ability to provide safe, compassionate, and non-judgmental care, particularly when caring for Indigenous clients, clients with mental health conditions, and/or those who are marginalized or vulnerable.
   • 6.3 Describe culture as a shifting relational process.
   • 6.4 Define social justice.
7. Explain how to access and assess current and relevant scholarly resources to prepare for nursing practice.
   • 7.1 Use appropriate guidelines for writing an academic paper.
   • 7.2 Discuss academic integrity, including the ethical and permitted use of artificial intelligence, in written assignments.
   • 7.3 Explore sources of credible health information.
8. Discuss the role of leadership, management, and followership in nursing practice.
   • 8.1 Discuss theories of nursing leadership, including leadership styles and attributes.
   • 8.2 Identify key competencies associated with effective leadership, management, and followership.

Course Concepts

• BCCNM LPN Ethics Standards, Practice Standards, and documents that guide scope of practice
• Legislation and regulation that govern practical nursing practice
• Introduction to practical nursing professional practice
• History of practical nursing
• Philosophy of the Practical Nursing Program curriculum
• Introduction to ethical practice
• Privacy and confidentiality
• Introduction to leadership
• Interprofessional practice
• Diversity
• Cultural safety and cultural humility
• Anti-racism with a focus on Indigenous-specific anti-racism
• Self-reflection
• Self-care
• Stress management
• Using scholarly resources appropriately

Learning Outcomes

1. Explain how legislation and the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies influence nursing practice in complex care settings and when caring for clients with chronic illness and/or mental health conditions.
   • 1.1 Discuss professional self-regulation, including the autonomous scope of practice and the implications for individual responsibilities and accountabilities of the practical nurse in complex care settings.
   • 1.2 Discuss how legislation and standards protect clients in care and govern nursing practice.
2. Implement self-care practices to promote personal mental, emotional, and physical health and wellness, including strategies to prevent and/or alleviate moral distress, moral injury, and burnout.
   • 2.1 Identify one’s emerging self-care practices.
   • 2.2 Discuss strategies to prevent and/or alleviate moral distress, moral injury, and burnout.
   • 2.3 Examine how one’s own current state of health (mental, emotional, and physical) may influence the provision of care for older adults, including those with chronic illnesses and/or mental health conditions.
3. Describe how one’s own values, biases, and assumptions may influence the care of older adults, including those with chronic illnesses and/or mental health conditions.
   • 3.1 Reflect on strategies to recognize and avoid acting on stereotypes or assumptions one may hold about Indigenous Peoples and 2SLGBTQIA+[footnote]2SLGBTQIA+ stands for Two-Spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, with the + representing additional sexual and gender diverse identities.[/footnote] individuals.
   • 3.2 Demonstrate commitment to ongoing personal ownership of learning by identifying learning needs and seeking opportunities to meet them when caring for Indigenous clients and older adults, including those with chronic illnesses and/or mental health conditions.
   • 3.3 Discuss personal and professional responsibility to cultural safety, cultural humility, and anti-racism—particularly Indigenous-specific anti-racism—when caring for older adults, including clients with chronic illness and/or mental health conditions.
   • 3.4 Compare and contrast personal and professional responsibilities with respect to trauma-informed care with older adults, including those with chronic illness and/or mental health conditions.
4. Identify leadership responsibilities of the practical nurse when working with unregulated care providers.
   • 4.1 Discuss delegation, what it entails, and the limits and conditions under which it may occur in practical nursing practice.
   • 4.2 Explain how legislation, professional standards, ethics, and practice expectations influence leadership in nursing practice in complex care settings.
   • 4.3 Compare and contrast leadership and management roles and responsibilities in a variety of health care settings.
5. Describe the influence of interprofessional collaborative relationships on a quality practice environment in complex care.
   • 5.1 Describe approaches to accessing others’ skills and knowledge appropriately through consultation.
   • 5.2 Define the nursing care delivery models used in health care.
   • 5.3 Explore the diversity of other health care roles, including the practical nurse role in relation to regulated and unregulated care provider relationships.
6. Explore the role of critical thinking in developing ethical nursing practice.
   • 6.1 Discuss the development of critical thinking and clinical judgment skills, guided by the BCCNM definitions of those terms.
   • 6.2 Apply an ethical decision-making process to determine actions for ethical dilemmas in nursing practice with older adults, including those with chronic illness and/or mental health conditions.
7. Use critical thinking and self-reflection to support both ongoing learning and nursing practice.
   • 7.1 Demonstrate self‐reflection and reflective journal writing to enhance learning, critical thinking, clinical judgment, and nursing practice.
   • 7.2 Use critical thinking when accessing and assessing information and evidence from current, relevant scholarly resources.
   • 7.3 Format a written paper with a specific focus on correctly using in-text citations and referencing.

Course Concepts

• Continuing Care Act, and other legislation influencing practical nursing practice in the context of complex care
• Adult Guardianship Act
• Health Care (Consent) and Care Facility (Admission) Act
• Controlled Drugs and Substances Act
• Delegation
• Professional practice
• Critical thinking
• Self-care
• Ethical practice
• Privacy and confidentiality
• Moral distress, moral injury, and burnout
• Trauma-informed practice
• Leadership in practical nursing practice
• Interprofessional practice
• Models of care
• Diversity, equity, and inclusion
• Cultural safety, cultural humility, and anti-racism
• Indigenous-specific anti-racism
• Self-reflective practice

Learning Outcomes

1. Analyze how legislation and the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies influence care in community settings, including care for maternity clients, newborns, children and youth, and clients with mental health and/or substance use conditions.
   • 1.1 Discuss the nurse’s role in reporting suspected child abuse and neglect.
   • 1.2 Explain the Mental Health Act of British Columbia and the role and responsibility of the practical nurse in applying the act.
   • 1.3 Explore professional self‐regulation, autonomous practice, and the implications for individual responsibilities and accountability of the practical nurse in the continuum of care.
   • 1.4 Distinguish which legislation will guide or direct the practical nurse’s practice in the community, mental health, maternal, and pediatric settings.
   • 1.5 Analyze differences and unique considerations of leadership and followership roles and responsibilities in the context of care in community settings.
2. Reflect on how one’s own ongoing state of health (mental, emotional, and physical) can impact the ability to provide safe and efficient care for people in community settings, including clients with mental health and/or substance use conditions.
   • 2.1 Explain the importance of self-care strategies for nurses working in community settings.
   • 2.2 Identify ways to support and assess one’s own state of health (mental, emotional, and physical) in order to provide safe and efficient care in community settings.
3. Identify necessary actions to prevent negative impact on care from one’s personal values, biases, and assumptions for clients across the lifespan seeking care in community settings.
   • 3.1 Analyze the impact of personal values, biases, and assumptions on the provision of care for diverse clients across the lifespan in community settings, including Indigenous Peoples and clients with mental health and/or substance use conditions.
   • 3.2 Describe the required actions as a practical nurse to address Indigenous-specific racism in health care.
   • 3.3 Explain the professional responsibility of fostering community partnerships to support cultural safety, cultural humility, anti-racism, and inclusion.
   • 3.4 Discuss how to engage in ongoing education and learning on Indigenous health care, traditional healing practices, determinants of health, cultural safety, and Indigenous-specific anti-racism.
4. Evaluate the influence of interprofessional collaborative relationships on a quality practice environment in community settings.
   • 4.1 Consider the roles of other health care providers in determining one’s own professional and interprofessional roles.
   • 4.2 Explore external agencies responsible for care for maternity clients, newborns, children and youth, and clients with mental health and/or substance use conditions.
   • 4.3 Discuss how these external agencies collaborate and partner within the health care team.
5. Demonstrate critical thinking skills when accessing, assessing, and synthesizing current, relevant professional practice resources to prepare for nursing practice in community settings.
   • 5.1 Use self‐reflection, including reflective journal writing, to enhance learning, critical thinking, clinical judgment skills, and nursing practice.
6. Assess ethical decision making as it applies to ethical dilemmas in nursing practice of clients from across the lifespan in community settings and clients with mental health and/or substance use conditions.
   • 6.1 Discuss the impact of stigma on ethical practice and the ethical decision-making process.
7. Describe the value of listening to and learning from people with lived and living experience of mental health and/or substance use conditions when providing care.
   • 7.1 Discuss professional responsibility in creating effective health care partnerships with individuals living with mental health and/or substance use conditions.

Course Concepts

• Legislation influencing practical nursing practice in the context of community care
• Mental Health Act
• Professional practice
• Ethical decision making and ethical practice
• Leadership in practical nursing practice
• Interprofessional practice
• Personal values, assumptions, and biases
• Diversity, equity, and inclusion
• Cultural safety and cultural humility
• Indigenous-specific anti-racism
• People with lived and living experiences
• Self-care
• Self-reflection
• Critical thinking

Learning Outcomes

1. Describe how the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies guide professional communication with clients, families, and the interprofessional team.
   • 1.1 Explore the relevant documents that apply to professional communication.
   • 1.2. Discuss how these documents inform practice.
2. Describe fundamental elements involved in the communication process.
   • 2.1 Discuss the basic elements of any interpersonal communication process: sender, receiver, message, and feedback.
   • 2.2 Describe common barriers to communication.
   • 2.3 Describe the characteristics of effective communication and factors that influence ineffective communication.
   • 2.4 Explore the difference between verbal and non-verbal communication.
3. Explain the foundational concepts and nursing actions that promote the development, maintenance, and conclusion of therapeutic relationships, including trauma-informed communication.
   • 3.1 Identify communication skills that support therapeutic relationships, including active listening, empathy, and caring.
   • 3.2 Describe components of the nurse-client relationship, including the family as a client.
   • 3.3 Define self-awareness and self-concept.
   • 3.4 Explain the role of self-awareness and self-concept in nursing therapeutic relationships.
   • 3.5 Describe the role of attending and its relationship to therapeutic communication.
   • 3.6 Describe trauma-informed communication and its role in therapeutic relationships.
   • 3.7 Describe communication barriers and challenges to therapeutic relationships and identify strategies to overcome them.
4. Reflect on how the nurse’s privileges, biases, values, belief structures, behaviours, and positions of power may impact their therapeutic relationship with Indigenous clients.
   • 4.1 Discuss the characteristics of culturally sensitive communication.
   • 4.2 Identify effective and culturally safe communication strategies for working with Indigenous clients, their families, and peers.
5. Discuss the foundational competencies and specific communication skills that foster strong, effective interprofessional teams and collaborative practice.
   • 5.1 Identify effective group behaviours and development.
   • 5.2 Describe how information and communication technology is used to support effective client care in collaboration with other members of the health care team.
   • 5.3 Identify principles of effective teamwork communication.
   • 5.4 Discuss digital professionalism and appropriate methods for communicating through technology.
6. Practise giving and receiving effective feedback through role plays, scenarios, and other applied practices.
   • 6.1 Describe the steps to effectively receive expected and unexpected feedback.
   • 6.2 Identify personal factors that may trigger defensive responses to feedback.
   • 6.3 Explore strategies for giving and receiving feedback with unregulated care providers, interprofessional team members, clients and families, peers, and instructors.

Course Concepts

• BCCNM LPN Ethics Standards, Practice Standards, and documents that guide scope of practice
• Professional communication in health care
• Therapeutic relationships and communication
• Communication theory
• Trauma-informed communication
• Self-awareness
• Attending and listening
• Caring and empathy
• Clarifying by questioning and summarizing
• Assertiveness: seeking help and support; refusing a request
• Giving and receiving feedback
• Barriers to communication
• Foundations of relational practice
• Nurse-client relationship
• Helping relationships
• Cultural safety and cultural humility
• Caring and respect
• Family as client
• Developing trusting relationships with clients and team members
• Interprofessional communication
• Conflict resolution
• Effective group participation and development

Learning Outcomes

1. Explore how the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies guide professional communication with clients, family, and with the interprofessional team.
   • 1.1 Discuss the relevant professional documents that inform professional nursing communication.
2. Demonstrate communication skills that promote the development, maintenance, and conclusion of therapeutic relationships when caring for older adults, including those with chronic illnesses and/or mental health conditions.
   • 2.1 Demonstrate the ability to adjust communication appropriately for older adults through applied practice (e.g., role plays, scenarios, and case studies).
   • 2.2 Demonstrate effective active listening skills through applied practice (e.g., role plays, scenarios, and case studies).
   • 2.3 Demonstrate caring and respectful communication through applied practice (e.g., role plays, scenarios, and case studies).
3. Discuss communication barriers and challenges as well as communication strategies to use with clients who have sensory, language, and/or cognitive differences.
   • 3.1 Describe how dementia affects a client’s ability to communicate.
   • 3.2 Identify strategies to effectively communicate with clients experiencing dementia.
   • 3.3 Demonstrate communication techniques used with clients experiencing dementia through applied practice (e.g., role plays, scenarios, and case studies).
   • 3.4 Demonstrate effective communication skills during critical incidents through applied practice (e.g., role plays, scenarios, case studies).
4. Describe strategies for sharing information with clients and families in a respectful manner that is understandable, encourages discussion, and enhances participation in decision making.
   • 4.1 Identify strategies to increase client and family participation in decision making.
   • 4.2 Describe approaches to effectively communicate with clients, families, and team members in end‐of‐life care.
   • 4.3 Explain how to facilitate communication with clients, families, and team members experiencing loss and grieving.
5. Explore the principles of relational care with Indigenous Peoples, including communication approaches that are culturally safe, respectful, and compassionate.
   • 5.1 Use the BCCNM’s practice standard Indigenous Cultural Safety, Cultural Humility, and Anti-Racism to identify strategies that support person-led care.
6. Explore the role of stigma when providing care, including the potential impacts of verbal and written stigmatizing language.
   • 6.1 Discuss how to communicate both verbally and in writing in a non-stigmatizing way when caring for older adults, including those with chronic illnesses and/or mental health conditions.
   • 6.2 Use self-reflection to determine one’s choices and patterns of communication.
7. Identify and describe team communication tools (e.g., Situation-Background-Assessment, Recommendation [SBAR] tool and end-of-shift report).
   • 7.1 Identify the appropriate team member to refer and report client information.
   • 7.2 Demonstrate use of various communication tools (e.g., SBAR and end-of-shift report) through applied practice (e.g., role plays, scenarios, and case studies).
8. Practise giving and receiving feedback effectively with other health care team members, including communicating with unregulated care providers through applied practice (e.g., role plays, scenarios, case studies).
   • 8.1 Discuss the principles of giving and receiving feedback.
   • 8.2 Identify barriers to receiving feedback.
9. Describe communication approaches to delegating tasks to unregulated care providers.
   • 9.1 Review which tasks can be delegated to unregulated care providers and the parameters under which these tasks can be delegated.
   • 9.2 Explore the BCCNM documents that inform the ability of the LPN to delegate to unregulated care providers.

Course Concepts

• Professional communication with older adults exhibiting sensory deficits, language deficits, cognitive deficits, aggression, and/or ineffective non-verbal approaches:
  • Active listening
  • Resolving conflict
  • Verbal de-escalation
  • Coordinating actions of others during an emergency
  • Problem solving and decision making
  • Adapting communication skills appropriate to the client
• Therapeutic relationships and relational practice with the older adult:
  • Establishing trust
  • Honouring diversity
  • Respecting cultural safety, cultural humility, and anti-racism with a focus on Indigenous-specific anti-racism
  • Displaying care, respect, empathy
  • Making environmental adaptations for the older adult with cognitive challenges
  • Dealing effectively with agitation and aggressive behaviours from clients including those who are cognitively intact and those with cognitive challenges
  • Sharing information with family in a respectful, understandable manner
  • Stigma and non-stigmatizing verbal and written language
  • Nurse-client boundaries
• Interprofessional communication:
  • Communicating client information appropriately to health care team members (transfer of accountability)
  • Using effective communication tools (e.g., SBAR)
  • Directing unregulated care providers with client care
  • Sharing knowledge with unregulated care providers and learners
  • Managing conflict
  • Managing change
  • Communicating assignments to unregulated care providers
  • Delegating to unregulated care providers

Steering and Review Committee

Project Team

Learning Outcomes

1. Identify the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies that are relevant to communicating with clients in community settings, including maternity clients, newborns, children, youth, and clients experiencing mental health and/or substance use conditions.
   • 1.1 Discuss learning experiences where specific BCCNM standards and entry-level competencies have directed and guided communication practice with clients, family members, and team members.
   • 1.2 Analyze how standards inform communication in community settings.
2. Explain approaches to effectively communicate and facilitate problem solving and decision making with the interprofessional team to ensure continuity of care while respecting team members’ roles, competencies, and scope.
   • 2.1 Identify the members of the interprofessional team that care for clients in the community setting.
   • 2.2 Discuss the role of the LPN in coordinating care for clients in different community care settings.
   • 2.3 Use effective collaborative problem-solving and decision-making strategies through applied practice (e.g., role plays, scenarios, case studies).
3. Demonstrate through applied practice the communication skills for developing, maintaining, and concluding therapeutic relationships with clients across the lifespan who are receiving care in the community.
   • 3.1 Identify communication strategies for building and concluding therapeutic relationships when clients are living with mental health and/or substance use conditions or have perceptual differences.
   • 3.2 Identify strategies for building therapeutic rapport.
   • 3.3 Explore how to communicate both verbally and in writing in a non-stigmatizing way when providing care for clients across the lifespan and for clients with mental health and/or substance use conditions, receiving care in the community.
   • 3.4 Explain how to apply personal and professional boundary setting with children, youth, and adult clients, including those experiencing mental health and/or substance use conditions.
   • 3.5 Describe communication barriers and challenges to therapeutic relationships when caring for people in crisis, including people with mental health and/or substance use conditions.
4. Describe effective communication strategies when caring for adults with developmental disabilities.
   • 4.1 Identify communication strategies for developing positive relationships with adults with developmental disabilities and their families.
5. Describe effective communication strategies for developing positive relationships with children.
   • 5.1 Identify age-appropriate communication strategies for developing positive relationships with different pediatric age groups and developmental stages, including children with developmental disabilities.
   • 5.2 Identify strategies for developing positive relationships with families.
6. Describe recovery-oriented care and strength-based approaches that promote the development, maintenance, and conclusion of therapeutic relationships when caring for people with mental health and/or substance use conditions.
   • 6.1 Explore different models of recovery-oriented care.
   • 6.2 Explain how these models inform nursing practice and the therapeutic relationship.
7. Identify communication cues that indicate when an individual may be at risk for self-harm or causing harm to others.
   • 7.1 Discuss the difference between suicide and self-harm.
   • 7.2 Explore the relationship between the strength of the therapeutic relationship and the client’s willingness to share information.
8. Discuss the communication skills required for effective collaboration with Indigenous and non‐Indigenous health care professionals, including traditional healers, to provide effective care for Indigenous clients, families, and communities.
   • 8.1 Explore the importance of cultural safety, cultural humility, and anti-racism approaches when building relationships with Indigenous Peoples.
   • 8.2 Discuss strategies for applying cultural safety, cultural humility, and anti-racism with different cultures, with a focus on Indigenous-specific anti-racism.
   • 8.3 Describe the importance of a strength-based approach with Indigenous clients and strategies for integrating this approach into practice.

Course Concepts

• Therapeutic relationships
• Integrating communication skills
• Ensuring continuity of care
• Problem solving and decision making
• Conflict resolution
• Verbal de-escalation
• Age-appropriate communications
• Adapting communication appropriate for the client
• Non-stigmatizing language
• Integrating relational practice
• Working with groups
• Communicating effectively with clients with mental health and/or substance use conditions, including clients with perceptual differences
• Communicating effectively with clients with developmental differences
• Honouring diversity
• Caring and respect
• Integration of interprofessional communication
• Interprofessional conflict resolution
• Guidelines for addressing disagreements
• Establishing a safe environment to express opinions
• Cultural safety, cultural humility, and anti-racism with a focus on Indigenous-specific anti-racism
• Reaching a consensus
• Coordinating care for clients in community settings

Learning Outcomes

1. Identify the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies that define LPN responsibilities and accountabilities in medication administration.
   • 1.1 Explain the LPN’s responsibilities and accountabilities when administering medications within autonomous scope of practice (without an order) and when administering medications with a client-specific order.
   • 1.2 Explain how drug standards and legislation affect medication regulation in Canada.
   • 1.3 Explain the purpose of Canadian drug legislation, including the Controlled Drugs and Substances Act and the Food and Drugs Act, and their application to nursing practice.
   • 1.4 Discuss the legal and ethical considerations for the nurse when administering medications.
2. Describe the concepts of pharmacodynamics and pharmacokinetics.
   • 2.1 Describe the principles of pharmacology as related to common drug actions and interactions.
   • 2.2 Describe commonly used drug classification systems in Canada.
   • 2.3 Identify basic terminology and abbreviations used in pharmacology.
3. Conduct basic mathematical drug calculations correctly.
   • 3.1 Identify common unit conversion factors.
   • 3.2 Discuss the 24-hour clock and why this is important in medication administration.
   • 3.3 Examine the consequences of mathematical errors when calculating drug dosages.
4. Explain the principles of medication administration, including human and system errors that contribute to medication errors or near misses.
   • 4.1 Discuss the nurse’s role when administering medications.
   • 4.2 Identify commonly used drug distribution systems in Canada.
   • 4.3 Discuss types of drug orders.
   • 4.4 Describe the routes of medication administration.
   • 4.5 Review error-prone medication abbreviations.
   • 4.6 Discuss factors that contribute to medication incidents or near misses.
   • 4.7 Identify the process in reporting and managing medication incidents.
5. Identify various classes of medications used to treat specific disorders and illnesses.
   • 5.1 Discuss how drug classifications can be grouped by body systems.
   • 5.2 Discuss the main nursing considerations to treat specific health challenges when administering medication via ophthalmic, otic, topical, and rectal (bowel elimination) routes.
   • 5.3 Identify complementary, Indigenous, and alternative therapies.
   • 5.4 Discuss the implications of using herbal, vitamin, and Indigenous therapies with other medications.

Course Concepts

• BCCNM LPN Ethics Standards, Practice Standards, and documents that guide scope of practice
• Introduction to pharmacology
• The practical nurse role and legal responsibilities of medication administration
• Decision making and autonomy in medication administration (e.g., medications “as needed,” medications for asthma, anaphylaxis, and hypoglycemia)
• Pharmacodynamics
• Pharmacokinetics
• Drug actions and interactions
• Drug classifications according to body systems:
  • Adrenergic agents (asthma, COPD)
  • Beta blockers (HTN)
  • Cholinergic agents (symptoms of Alzheimer’s disease)
  • Anticholinergic agents
  • Anti-Parkinson’s agents
  • Cholinesterase inhibitors (symptoms of Alzheimer’s disease)
  • Gastrointestinal medications (used to treat bowel incontinence, constipation)
• Principles of medication administration
• Drug distribution systems
• Basic terminology used in pharmacology
• Nursing process and pharmacology
• Routes of medication administration:
  • Oral
  • Rectal
  • Topical
  • Parenteral
  • Percutaneous
• Introduction to complementary, Indigenous, alternative, and traditional healing therapies
• Vitamin supplements
• Herbal preparations
• Homeopathy
• Basic medication dosage calculations
• Polypharmacy across the lifespan

Learning Outcomes

1. Describe medication classifications, actions, interactions, and nursing implications for body systems, including endocrine, neurological, cardiovascular, respiratory, gastrointestinal, genitourinary, and musculoskeletal systems, and miscellaneous drug classifications.
   • 1.1 Describe the effects, uses, and indications for antimicrobials, as well as the relationship with drug resistance.
   • 1.2 Describe the potential interactions between prescription medications and complementary, Indigenous, and alternative therapies, including herbal preparations.
2. Relate drug interactions, polypharmacy, and food-drug effects to medications used by clients across the lifespan, particularly in older adults.
   • 2.1 Describe age-related changes and safe medication practices in older adults.
   • 2.2 Discuss how age-related changes impact pharmacokinetics.
3. Discuss opioid side effects, indications for use, and the practical nurse’s legal responsibilities related to opioid administration.
   • 3.1 Discuss the principles of pain management.
   • 3.2 Explore types of analgesics.
   • 3.3 Describe major classes of drugs that are substances of addiction.
4. Conduct basic mathematical drug calculations correctly.
   • 4.1 Review medication calculation content from Pharmacology 1.
   • 4.2 Identify common unit conversion factors.
   • 4.3 Discuss the 24-hour clock and why this is important in medication administration.
   • 4.4 Summarize the consequences of mathematical errors when calculating drug dosages.
5. Examine the LPN’s professional role within the interprofessional team in ordering, processing, dispensing, administering, and monitoring prescription medications and complementary and alternative therapies.
   • 5.1 Explore the BCCNM documents that guide the practical nurse’s role in relation to medication handling.
   • 5.2 Discuss legal, professional, and ethical considerations when ordering, processing, dispensing, administering, and monitoring medications.

Course Concepts

• Drug classifications according to body systems:
  • Endocrine system
  • Nervous system, including effects on cognition and mental health (anti-depressants, anxiolytics, antipsychotics, sedatives and hypnotics, and anticonvulsants and antiepileptics)
  • Cardiovascular system
  • Respiratory system
  • Gastrointestinal system (not including medications used to treat constipation)
  • Genitourinary system
  • Musculoskeletal system
  • Sensory system
• Miscellaneous drug classifications (antineoplastics)
• Antimicrobial, antiviral, and antifungal agents
• Analgesics: opioid and non-opioid
• Drug resistance
• Interactions of prescription medications with complementary, Indigenous, and alternative therapies, including herbal preparations
• Medication dosage calculations

Learning Outcomes

1. Discuss how the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies are used to guide practice when caring for clients with variations in health.
   • 1.1 Examine how standards and scope inform nursing management of disease and illness.
2. Describe pathophysiology as it relates to common presentations of illness.
   • 2.1 Give examples of cellular alterations.
   • 2.2 Describe the inflammatory and tissue repair processes.
   • 2.3 Describe chronic versus acute illness in the context of disease (health continuum and disease versus illness).
   • 2.4 Identify the influence of illness and disease on homeostasis.
3. Explain physical and psychosocial stressors.
   • 3.1 Describe the differences between mental health, mental wellness, and mental illness.
   • 3.2 Explain compensatory and decompensatory mechanisms.
   • 3.3 Identify physical and psychosocial stressors that affect health and wellness.
   • 3.4 Define general adaptation syndrome and how it affects health.
4. Identify the nursing management of disease and illness for body systems in clients across the lifespan.[footnote]Recommended topics to address these outcomes can be found in the table following the Variations in Health 4 course outline.[/footnote]
   • 4.1 Identify holistic and traditional healing practices associated with common illnesses.
   • 4.2 Describe the historical and current impacts of colonialism on Indigenous Peoples and how this has impacted their health and health care experiences.
   • 4.3 Discuss how culture influences health and wellness.
   • 4.4 Identify appropriate evidence-informed research and practice resources.

Course Concepts

• BCCNM LPN Ethics Standards, Practice Standards, and documents that guide scope of practice
• Introduction to pathophysiology
• Maintaining homeostasis
• Compensatory and decompensatory mechanisms
• Cell alteration: types of cell injury and repair, cell aging and degeneration, and irregular cell growth
• Alterations to all body systems (e.g., inflammation, infection, obstruction/occlusion, genetics, familial, cancer, trauma)
• Physical and psychosocial stressors
• Chronic versus acute disease (health continuum); illness versus disease
• Mental health, mental wellness, and mental illness
• Nursing management of disease and illness across the lifespan
• Nursing management, including
  • Assessment (holistic assessment and data collection, including lab values and diagnostics)
  • Pharmacology
  • Identification of real and potential problems
  • Nursing diagnoses
  • Planning and documenting specific nursing interventions on a care plan
  • Implementing culturally safe care
  • Evaluation of care
  • Collaborating with other members of the health care team
  • Health promotion
  • Client teaching
• Therapeutic interventions and treatments, including pharmacology
• Traditional and holistic healing practices
• Introduction to diagnostics
• Cultural diversity in health and healing
• Impacts of colonialism on the health and experiences of Indigenous Peoples
• Introduction to evidence-informed research and practice

Learning Outcomes

1. Discuss the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies that are relevant to providing care for older adults, including those with chronic illnesses and/or mental health conditions.
   • 1.1 Examine how standards, scope, and employer policies inform nursing management for variations in health in older adults, including those with chronic illnesses and/or mental health conditions.
   • 1.2 Discuss the complexities of providing nursing care to clients who are not able to give consent.
   • 1.3 Explain how evidence-informed practice influences the nursing care of older adults.
2. Explain the physiology of pain.
   • 2.1 Differentiate between acute and chronic pain.
   • 2.2 Identify the types of pain.
   • 2.3 Describe the gate control theory of pain.
   • 2.4 Identify factors influencing the client’s pain experience.
   • 2.5 Describe the nursing management of pain.
3. Explain the pathophysiology of common chronic illnesses related to the aging process.[footnote]Recommended topics to address these outcomes can be found in the table following the Variations in Health 4 course outline.[/footnote]
   • 3.1 Identify factors that contribute to common health challenges affecting older adults.
   • 3.2 Identify altered presentations of illnesses in older adults.
   • 3.3 Describe the nursing management of illnesses associated with aging.
4. Describe what is meant by a chronic mental illness and the differences between mental illness, mental health, and mental wellness.
   • 4.1 Identify common mental health conditions and mental illnesses experienced by older adults.
   • 4.2 Differentiate between the nursing management in the typical aging process and nursing management of older adults with mental illness.
5. Explore holistic and traditional Indigenous healing practices in the management of chronic illnesses, including mental health conditions.
   • 5.1 Discuss examples of holistic and traditional healing practices.
   • 5.2 Explain the influence of culture, cultural diversity, and cultural safety on health and healing.

Course Concepts

• Relevant BCCNM Ethics Standards and Practice Standards
• Physiological changes in the older adult contributing to disease and illness
• Pain and pain management
• Recognition and presentation of common diseases and illnesses in older adults
• Nursing management of disease and illness for the older adult according to body systems
• Mental health conditions in older adults, including dementia, delirium, and depression
• Nursing management:
  • Assessment: holistic assessment and data collection, including lab values and diagnostics
  • Pharmacology
  • Identification of real and potential problems
  • Nursing diagnoses
  • Planning of specific nursing interventions
  • Implementing culturally competent care
  • Evaluation of care
  • Collaborating with other members of the health care team
  • Health promotion and client teaching
• Therapeutic interventions and treatments
• Cultural safety, cultural humility, and anti-racism, particularly Indigenous-specific anti-racism
• Diversity, equity, and inclusion
• Traditional healing practices (e.g., acupuncture, smudging, sweat lodge ceremony, Reiki)
• Introduction to diagnostics
• Evidence-informed research and practice

Learning Outcomes

1. Discuss the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies that are relevant to community settings, including maternity clients, newborns, children, youth, and clients with mental health and/or substance use conditions.
   • 1.1 Explore the limitations of involuntary treatment under the Mental Health Act of BC in the context of community care.
   • 1.2 Discuss the practical nurse's role in providing care for clients experiencing health challenges across the lifespan in community settings, including community/public health, home health, rehabilitative services, and supportive services.
2. Describe common physiologic variations in antepartum, intrapartum, and postpartum clients.[footnote]Recommended topics to address these outcomes can be found in the table following the Variations in Health 4 course outline.[/footnote]
   • 2.1 Review the pathophysiology of pregnancy, labour, and delivery.
   • 2.2 Identify when escalation of care is required.
3. Describe the pathophysiology of common childhood illnesses and disabilities.^[1]
   • 3.1 Discuss the nursing management of the client with select childhood illnesses.
   • 3.2 Identify variances requiring escalation of care.
4. Describe the pathophysiology, evidence-based treatments, and nursing management of clients with common mental health conditions across the lifespan receiving care in the community.^[1]
   • 4.1 Describe the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) (most current version) in the classification of mental illnesses.
   • 4.2 Describe the continuum of substance use conditions, including differentiation of substance-induced symptoms and pre-existing mental health conditions.
   • 4.3 Describe risk factors and signs and symptoms associated with substance use.
   • 4.4 Describe adjunct therapies to promote holistic care for the person experiencing mental health and/or substance use conditions.
5. Describe medication classifications, actions, interactions and nursing implications relative to common mental health conditions.
   • 5.1 Discuss the effects, uses, indications, and contraindications for commonly prescribed mood-stabilizing, antidepressant, depressant, anxiolytic, stimulant, and antipsychotic medications.
   • 5.2 Discuss relapse prevention agents.
6. Describe the continuity of care for clients experiencing addictions and/or concurrent disorders.
   • 6.1 Discuss theoretical approaches to substance use, abuse, addiction, and dependence.
   • 6.2 Explain models of psychosocial rehabilitation and recovery.
   • 6.3 Identify expected outcome criteria for acute withdrawal and recovery of substance-use disorders.
7. Analyze how cultural safety, cultural humility, and anti-racist practice impact health and healing.
   • 7.1 Discuss the stigma associated with living with a mental illness, physical disability, and/or developmental disability.
8. Demonstrate critical thinking skills by accessing, assessing, and synthesizing current, relevant resources to inform nursing care in community settings.
   • 8.1 Use evidence-based research, practice, and guidelines to supplement learning.

Course Concepts

• Care in the context of community settings
• Relevant BCCNM professional standards and practice standards
• Identification of variances requiring escalation in care for antepartum, intrapartum, and postpartum clients
• Developmental and physical disabilities in the pediatric population
• Identification of variances requiring escalation in care for the newborn, child, and youth
• Common mental health conditions, including:
  • Alterations in cognition
  • Alterations in mood
  • Anxiety disorders
  • Disruptive impulse control, and conduct disorders
  • Eating disorders
  • Neurodevelopmental disorders
  • Obsessive-compulsive related disorders
  • Personality disorders
  • Psychosis
  • Substance related and addictive disorders
  • Trauma- and stressor-related disorders
  • Concurrent disorders
  • Dual diagnosis disorders
  • Physiologic alterations associated with mental illness
• Nursing management:
  • Assessment (holistic assessment and data collection, including lab values and diagnostics)
  • Pharmacology
  • Identifying real and potential problems
  • Nursing diagnoses
  • Planning and documenting of specific nursing interventions
  • Implementing culturally safe care
  • Evaluation of care
  • Interprofessional collaboration
  • Health promotion and client teaching
• Pharmacological management of mental health disorders
• Cycle of addiction
• Medical detoxification
• Risk factors associated with substance use including communicable diseases, delirium tremens, liver impairment, neurological changes, overdose, pancreatitis, precipitated withdrawal and opiate withdrawals, sedation, seizures, wounds and infections
• Psychosocial rehabilitation
• Cultural safety, cultural humility, and anti-racism
• Diversity, equity, and inclusion
• Traditional healing practices for mental illness
• Traditional healing practices for maternal and child health
• Cultural diversity in health and healing
• Evidence-informed research and practice; best practice guidelines

Learning Outcomes

1. Analyze the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies that are relevant to providing care for clients in acute care settings.
   • 1.1 Discuss the practical nurse's role in providing care for clients across the lifespan experiencing health challenges in acute care settings.
   • 1.2 Discuss the practical nurse's responsibilities related to the scope of practice and how they affect the escalation of client care in acute care settings.
   • 1.3 Identify the interprofessional collaborative relationships that are required in acute care settings.
2. Explain the pathophysiology of common acute illnesses affecting clients across the lifespan.
   • 2.1 Explain the pathophysiology and nursing management of fluid, electrolyte, and acid-base imbalances.
   • 2.2 Explain the nursing management of common acute diseases and acute exacerbations of illness in clients across the lifespan.[footnote]Recommended topics to address these outcomes can be found in the table following this course outline.[/footnote]
   • 2.3 Explain the pathophysiology and nursing management of shock (cardiogenic, hypovolemic, neurogenic, anaphylactic, and septic).
   • 2.4 Discuss the complexities associated with providing nursing care to clients experiencing acute illness who may have concurrent mental health and/or substance use conditions.
3. Identify holistic and traditional healing practices relevant to acute illnesses, including mental health and/or substance use conditions.
   • 3.1 Explore holistic and traditional healing practices that support the nursing management of common acute illnesses.
   • 3.2 Discuss holistic and traditional healing practices that may conflict with Western medicine in the acute care setting.
4. Describe the impact of cultural safety, cultural humility, and anti-racist practice on health and healing.
   • 4.1 Compare and contrast how different cultural practices impact health and healing.
   • 4.2 Discuss how culture impacts the way clients may experience pain in the acute care setting.
   • 4.3 Explore the impact that cultural safety and cultural humility have on a client’s willingness to complete treatment plans and/or remain in the acute care setting.
5. Use critical thinking skills when accessing, assessing, and synthesizing current and relevant practice resources to inform nursing care in acute care settings.
   • 5.1 Use evidence-based research, practice, and guidelines to support learning.

Course Concepts

• Relevant BCCNM Ethics Standards, Practice Standards, and Entry-Level Competencies
• Physiological changes contributing to acute disease and illness across the lifespan, including mental health and/or substance use conditions
• Recognition and presentation of common acute disease and illness across the lifespan, including mental health conditions
• Nursing management of acute disease and illness according to body system
• Shock (cardiogenic, hypovolemic, neurogenic, anaphylactic, and septic)
• Disruption in homeostasis (fluid, electrolyte, acid-base imbalances)
• Nursing management, including:
  • Holistic assessment and data collection (including lab values and diagnostics)
  • Identifying real and potential problems
  • Nursing diagnoses
  • Planning of specific nursing interventions
  • Implementing culturally safe and culturally informed care
  • Evaluation of care
  • Collaborating with other members of the health care team
  • Health promotion
  • Client teaching
• Therapeutic interventions and treatments, including pharmacology
• Emergency pharmacology
• Traditional and holistic healing practices
• Evidence-informed research and practice; best practice guidelines
• Cultural safety, cultural humility, and anti-racist practice and impact on health and healing

Recommended Topics for Variations in Health Courses

Learning Outcomes

1. Explain definitions and concepts related to health promotion and disease prevention in the context of both physical and mental health.
   • 1.1 Explain epidemiology related to health promotion.
   • 1.2 Describe the concept of health continuums, including the mental health continuum.
   • 1.3 Explain the difference between primary, secondary, and tertiary prevention.
   • 1.4 Identify the levels of Maslow’s hierarchy of needs.
   • 1.5 Describe the principles of harm reduction and their relationship to advocacy.
2. Discuss the major components of Canada’s health care system.
   • 2.1 Identify trends, issues, and challenges facing the Canadian health care system.
   • 2.2 Discuss the concept of health care privatization.
   • 2.3 Explore the different models of health care delivery in Canada.
3. Explain how the determinants of health impact individual health and wellness, including mental health and wellness.
   • 3.1 Identify the determinants of health affecting Indigenous people and the health inequities between non-Indigenous and Indigenous Peoples in Canada.
   • 3.2 Identify the requirements for healthy living.
   • 3.3 Discuss the significance of health statistics to health promotion.
4. Describe the concept of advocacy and the different types of advocacy that practical nurses engage in for clients and themselves.
   • 4.1 Describe what it means to be a client navigator to assist clients and families to navigate numerous systems associated with health care.
   • 4.2 Explore how practical nurses self-advocate for themselves and their role within the interprofessional health care team.
5. Describe how cultural safety, cultural humility, and anti-racism, as well as diversity, equity, and inclusion are essential to health promotion.
   • 5.1 Define the principles of health promotion in 2SLGBTQIA+[footnote]2SLGBTQIA+ stands for Two-Spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, with the + representing additional sexual and gender diverse identities.[/footnote] care.
   • 5.2 Describe the importance of a trauma-informed approach within the context of health promotion.
   • 5.3 Discuss diversity in health beliefs and practices within a culturally diverse society.
   • 5.4 Discuss cultural competence in health promotion.
   • 5.5 Describe how nurses can promote health with Indigenous clients by providing culturally safe and anti-racist care.
6. Describe teaching and learning principles for health promotion across the lifespan.
   • 6.1 Discuss the influence of health education on health and wellness.
   • 6.2 Describe the learning domains.
   • 6.3 Discuss the components of a teaching-learning plan.
7. Describe the steps of communicable disease reporting.
   • 7.1 Identify health promotion strategies that minimize the risk of transmitting communicable diseases.
8. Describe well-known growth and development theories across the lifespan.
   • 8.1 Describe psychosocial, cognitive, and moral development across the lifespan.
   • 8.2 Discuss factors influencing typical growth and development.
   • 8.3 Explore the role that determinants of health play in growth and development.
   • 8.4 Discuss the relationship between knowledge of growth and development theories and nursing practice.

Course Concepts

• BCCNM LPN Ethics Standards, Practice Standards, and documents that guide scope of practice
• Canada’s health care system
• Holistic health
• Wellness and health
• Determinants of health
• Maslow’s hierarchy of needs
• Health promotion in the context of both physical and mental health
• Typical growth and development across the lifespan
• Health continuums
• Client advocacy and navigation
• Cultural safety and cultural humility in health promotion
• Health disparities and their impacts on people
• Impact of racism on health—particularly Indigenous-specific racism
• Diversity in health beliefs, including Indigenous beliefs and practices
• Introduction to health statistics and epidemiology
• Teaching and learning in health promotion
• Communicable diseases and epidemiology
• Harm reduction
• Recovery-oriented care
• Trauma-informed practice
• Health literacy

Learning Outcomes

1. Explore health promotion and health strategies for the care of older adults in complex care settings, including those with mental health conditions.
   • 1.1 Describe various theories of aging and the demographics of aging.
   • 1.2 Discuss appropriate teaching and learning strategies for health promotion activities with older adults.
   • 1.3 Explain the principles of chronic disease management.
   • 1.4 Discuss health promotion strategies for older adults living with mental and/or physical chronic illness.
   • 1.5 Discuss risk management in the care of older adults.
2. Explain the connection between the determinants of health and healthy living for older adults, including mental health and wellness.
   • 2.1 Discuss the importance of cultural safety and the harmful effects of Indigenous-specific racism on Indigenous people accessing the health care system and its disproportionate impact on Indigenous women, girls, and 2SLGBTQIA+[footnote]2SLGBTQIA+ stands for Two-Spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, with the + representing additional sexual and gender diverse identities.[/footnote] individuals.
   • 2.2. Explore the prevalence of chronic diseases among Indigenous Peoples and examine the connection to determinants of health.
   • 2.3 Discuss 2SLGBTQIA+ care for older adults.
3. Explore the different types of advocacy a nurse may engage in when providing care for older adults, including those with chronic illnesses and/or mental health conditions.
   • 3.1 Discuss, using specific examples, what it means to be a client navigator, particularly when assisting older adults, including those with chronic illnesses and/or mental health conditions.
   • 3.2 Identify local community resources that support and promote mental and physical health in older adults, their families, and caregivers.
   • 3.3 Discuss the importance of these community resources in promoting health.
4. Describe risk factors for and examples of abuse with older adults.
   • 4.1 Discuss assessment strategies used to identify abuse in the older adult.
   • 4.2 Identify strategies and interventions to reduce the risk of abuse.
   • 4.3 Discuss how culture might impact perceptions of abuse.
5. Discuss end-of-life issues for older adults.
   • 5.1 Explore cultural differences in approaches to dying.
   • 5.2 Discuss common reactions and experiences as people approach death.
   • 5.3 Analyze the impact and implications of the Medical Order for Scope of Treatment (MOST) document on nursing practice.
6. Explore the concepts and principles of harm reduction and recovery-oriented care as they relate to older adults.
   • 6.1 Discuss informed consent and the right to live at risk as it relates to health promotion in older adults.
   • 6.2 Describe the principles of recovery-oriented care.

Course Concepts

• Theories of aging
• Typical process of aging
• Demographics of aging
• Family caregiving, caregiver burnout, caregiver benefits, and self-care
• Risk management and promoting safety with older adults
• Rehabilitation
• Principles of chronic disease management
• Living with chronic disease (physical and/or mental): self-management
• Regular health screening
• Community resources and social supports
• Client advocacy and navigation
• Teaching and learning in health promotion for older adults
• End-of-life planning
• Harm reduction and recovery-oriented care
• Trauma-informed practice with older adults
• Abuse of older adults
• Cultural safety and cultural humility in health and healing, including end-of-life practices
• Indigenous-specific racism and access to care
• 2SLGBTQIA+ care for older adults

Learning Outcomes

1. Identify typical patterns of growth and development from conception to middle adulthood.
   • 1.1 Analyze the determinants of health as they relate to each developmental stage.
2. Describe health promotion and health-promoting strategies for clients across the lifespan in community settings, including pregnant and postpartum clients; newborns, children, and youth; and clients with mental health and/or substance use conditions.
   • 2.1 Explain the connection between the determinants of health and healthy living for clients across the lifespan.
   • 2.2 Give examples of teaching and learning strategies for care in the community.
   • 2.3 Explain the use of health continuums, including the mental health continuum, when providing care for clients across the lifespan.
   • 2.4 Discuss the impact of immunization in health promotion.
3. Provide examples of public health services available to clients across the lifespan in community settings, including pregnant and postpartum clients, newborns, children, and youth.
   • 3.1 Describe factors that may impact access and use of community services, including culture, stigma, and geographic locations (rural, remote, urban).
   • 3.2 Discuss the importance of social supports to the health of clients living with mental health and/or substance use conditions.
4. Discuss the different types of advocacy nurses engage in when caring for clients in community settings, particularly those with mental health and/or substance use conditions.
   • 4.1 Examine harm reduction strategies for clients at each developmental stage.
   • 4.2 Explore the concepts and principles of harm reduction and recovery-oriented care when working with clients with a mental health and/or substance use condition in a community setting.
5. Analyze the impact of cultural safety and trauma-informed practice on client care across the lifespan in community settings, including Indigenous clients, clients with mental health and/or substance use conditions, and clients who are 2SLGBTQIA+.[footnote]2SLGBTQIA+ stands for Two-Spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, with the + representing additional sexual and gender diverse identities.[/footnote]
   • 5.1 Discuss the importance of Indigenous cultural rights, values, and practices (including ceremonies and protocols related to illness, birth, and death) in the provision of culturally safe care.
   • 5.2 Discuss disparities in the delivery of community health services in B.C.

Course Concepts

• Typical growth and development: conception to middle adulthood
• Continuum of care for maternal, newborn, child, and youth clients
• Health promotion for maternal, newborn, child, and youth clients
• Typical physiological changes related to antepartum, intrapartum, and postpartum
• Teaching and learning
• Continuum of care for clients with mental health and/or substance use conditions
• Health promotion strategies for clients with mental illness and physical or developmental disabilities
• Client advocacy and navigation
• Promotion of safety for clients experiencing mental illness
• Families experiencing violence
• Public health services
• Resource allocation and inequities
• Illness prevention: immunization (child, adolescent, young and middle adult)
• Harm reduction
• Principles of trauma-informed practice
• Cultural safety, cultural humility, and anti-racism across the continuum of care
• 2SLGBTQIA+ care

Learning Outcomes

1. Explore health promotion and health promotion strategies for clients in acute care settings, including clients with mental health and/or substance use conditions.
   • 1.1 Discuss health promotion approaches in acute care settings and in relation to discharge planning.
   • 1.2 Formulate teaching strategies to manage or improve client health.
   • 1.3 Explain the use of screening tools for early detection of illness.
   • 1.4 Explain which immunizations are important for clients experiencing acute illness.
2. Explore how the continuum of care supports nursing practice with clients in acute care settings, including clients with mental health and/or substance use conditions.
   • 2.1 Explain the continuum of care from pre-admission to end-of-life care.
   • 2.2 Identify the interprofessional health care team in the acute care setting.
   • 2.3 Describe the role of the practical nurse in discharge planning.
   • 2.4 Compare resource allocation and inequities across the province for diverse demographics.
3. Identify culturally safe and culturally informed health promotion materials.
   • 3.1 Analyze the importance of Indigenous cultural rights, values, and practices, including ceremonies and protocols, in the acute care setting.
   • 3.2 Describe the significance of the client’s request for involvement of family and others (e.g., community and Elders, Indigenous cultural navigators, and interpreters) to their experiences of safety.
   • 3.3 Evaluate trauma-informed practice within acute care settings.
4. Explain the discharge planning process, including teaching and learning strategies to prepare the client for discharge.
   • 4.1 Discuss the practical nurse’s role as client navigator in assisting clients and families with health care decisions and access to services.
   • 4.2 Evaluate 2SLGBTQIA+[footnote]2SLGBTQIA+ stands for Two-Spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, with the + representing additional sexual and gender diverse identities.[/footnote] needs for discharge teaching, including gender-affirming procedures.
   • 4.3 Evaluate the various forms of advocacy that a practical nurse may engage in when discharging clients from acute care settings, including advocacy for clients with mental health and/or substance use conditions.
5. Explore the concepts and principles of harm reduction and recovery-oriented care for clients with mental health and/or substance use conditions in acute care settings.
   • 5.1 Define recovery-oriented care in the acute care setting.
   • 5.2 Identify client needs and strategies to effectively provide clients and families with emotional support in acute care settings.
   • 5.3 Describe trauma-informed and harm reduction strategies and how these strategies are integrated into the discharge planning process.

Course Concepts

• Risk-management strategies
• Early detection of illness through screening
• Client teaching and learning
• Continuum of care (pre‐admission and discharge planning)
• Harm reduction
• Recovery-oriented care
• Trauma-informed practice in acute care settings
• Cultural safety, cultural humility, anti-racism
• Diversity, equity, and inclusion in acute care
• Advocacy
• Health promotion for clients with mental health and/or substance use conditions
• 2SLGBTQIA+ health promotion

Learning Outcomes

1. Use the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and the Entry-Level Competencies to guide nursing practice.
   • 1.1 Perform basic holistic nursing assessments, interventions, and documentation in stable or predictable situations, using objective and non-stigmatizing language and a trauma-informed, culturally humble, culturally safe, and person-centred approach.
   • 1.2 Discuss evidence-informed practice and clinical practice guidelines that inform nursing practice.
   • 1.3 Identify ongoing educational and learning opportunities that will enhance nursing competence.
2. Demonstrate clinical and personal care skills competently in nursing practice with healthy adults in stable or predictable situations as taught in the skills lab.
   • 2.1 Define nursing management.
   • 2.2 Use critical thinking, clinical judgment, and knowledge of holistic assessment to plan, implement, and evaluate care of clients in stable or predictable situations.
   • 2.3 Use decision support tools to assist with decision making and implementation of care.
   • 2.4 Practise safe medication administration.
3. Collaborate with clients, the interprofessional health care team, peers, and faculty.
   • 3.1 Provide a caring environment for clients by connecting, sharing, and exploring with them in a collaborative relationship.
   • 3.2. Practise communication skills required to initiate, maintain, and conclude a therapeutic relationship with healthy adults.
4. Provide care for clients that considers their physical, mental, emotional, spiritual, and cultural needs.
   • 4.1 Provide culturally safe, person‐centred care that is free from personal assumptions and that recognizes and respects diversity and the uniqueness of each individual.
   • 4.2 Identify one’s own values, biases, and assumptions as a self‐reflective, responsible, and accountable practitioner.

Course Concepts

• BCCNM Ethics Standards, Practice Standards, and documents that guide scope of practice
• Introduction to assessment: taking vital signs
• Focused health assessment of healthy adults across the lifespan: chest, abdomen, peripheral vascular
• Clinical decision making
• Basic nursing interventions
• Safety
• Principles of asepsis
• Standard precautions
• Musculoskeletal injury prevention
• Personal care
• Mobility assistance
• Prevention of complications of immobility
• Urinary elimination
• Digital stimulation and rectal disimpaction (see more information below)
• Fecal elimination
• Nutrition and assisting with eating and drinking
• Simple wound management (clean technique)
• Introduction to pain management (non‐pharmacological)
• Medication administration
• Principles of medication administration
• Rectal and topical medication
• Introduction to reporting and documentation
• Self-assessment and meeting own learning needs
• Introduction to nursing care delivery models
• Cultural safety, cultural humility, and anti-racism
• Diversity, equity, and inclusion

Learning Outcomes

1. Use the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies to guide practice in complex care settings.
   • 1.1 Perform comprehensive holistic nursing assessments and interventions with older adults, including those with chronic illness and/or mental health conditions, in a competent and safe manner.
   • 1.2 Demonstrate a trauma-informed, culturally humble, and person-centred approach with clients.
   • 1.3 Document assessments and care provided using objective and non-stigmatizing language.
   • 1.4 Use appropriate practice standards and clinical guidelines to support the implementation of specific clinical skills used in complex care settings.
   • 1.5 Use critical thinking and clinical judgment to assess clinical situations where select medications can be given without an order (asthma, anaphylaxis, and hypoglycemia medications).
   • 1.6 Discuss the legal implications of restraint use in complex care settings.
   • 1.7 Identify personal learning needs to enhance competence and take actions to remediate.
2. Use clinical skills and assessments competently and safely in complex care settings.
   • 2.1 Demonstrate personal safety practices when providing care (e.g., safe disposal of sharps, ergonomics and body mechanics).
   • 2.2 Use critical thinking, clinical judgment, and knowledge of assessment to autonomously plan, implement, and evaluate care.
   • 2.3 Use decision support tools to assist with decision making and implementation of care.
   • 2.4 Demonstrate safe medication administration.
3. Collaborate with older adults, including those with chronic illnesses and/or mental health conditions, as well as the interprofessional health care team, peers, and faculty.
   • 3.1 Provide a caring environment for older adults, including those with chronic illnesses and/or mental health conditions, by connecting, sharing, and exploring with them in a collaborative relationship.
   • 3.2 Initiate, maintain, and conclude a therapeutic relationship when caring for older adults, including those with chronic illnesses and/or mental health conditions.
4. Analyze potential sources of violence de-escalation and safety strategies in complex care and home and community care settings.
   • 4.1 Describe a quality practice environment.
   • 4.2 Describe factors that put individuals at risk for injury in complex care and home and community settings.
   • 4.3 Describe fall risk-management tools and related assessments.
   • 4.4 Demonstrate nursing management of clients at risk for unintended injury.
   • 4.5 Complete incident reports and other documentation related to quality practice environments.
5. Provide person‐centred care that recognizes and respects the uniqueness of each individual and demonstrates cultural safety, cultural humility, and anti-racism, particularly Indigenous-specific anti-racism.
   • 5.1 Identify one’s own values, biases, and assumptions as a self‐reflective, responsible, and accountable practitioner.
   • 5.2 Demonstrate appropriate and required actions in a simulated environment when observing racist or discriminatory behaviour.

Course Concepts

• Comprehensive health assessment of older adults, including those with chronic illness and/or mental health conditions
• Reporting and documentation in complex care settings
• Establishing therapeutic relationships
• Cultural safety, cultural humility, and anti-racism—particularly Indigenous-specific anti-racism
• Diversity, equity, and inclusion
• Clinical decision making
• Nursing interventions
• Safety specific to the care of older adults
• Infection control
• Chronic wound management
• Foot assessment and care (see more information below)
• Pain management
• End-of-life care
• Oral and nasal suctioning
• Oxygen therapy, continuous positive airway pressure (CPAP) and bilevel positive airway pressure (BIPAP)
• Care of established ostomies
• Specimen collection (sputum, urine, and stool)
• Blood glucose monitoring
• Enteral feedings and medications via nasogastric, jejunostomy and gastrostomy tubes
• Quality practice environments
• Individualizing nursing care plans
• Medication administration
• Medication routes: oral, subcutaneous, intramuscular, and intradermal, percutaneous
• Inserting a subcutaneous infusion device
• Opioid administration
• Decision making and autonomy in administering medications (e.g., medications “as needed” for asthma, anaphylaxis, and hypoglycemia)
• Taking and transcribing physician orders
• Documentation of response to medication
• Safety: Needlestick injury and prevention

Learning Outcomes

1. Use the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies to guide decision making (including autonomous practice) in community settings.
   • 1.1 Describe the role of the practical nurse in supporting clients and families in situations where the Mental Health Act is enacted.
   • 1.2 Perform comprehensive holistic nursing assessment and interventions for clients across the lifespan in community settings, including maternity clients, newborns, children, youth, and clients with mental health and/or substance use conditions, in a competent and safe manner.
   • 1.3 Demonstrate a trauma-informed, culturally humble, and person-centred approach with clients.
   • 1.4 Document assessments and care provided using objective and non-stigmatizing language.
2. Demonstrate clinical skills and assessments for nursing practice in community settings competently and safely.
   • 2.1 Use critical thinking, clinical judgment, and knowledge of holistic assessment to plan, implement, and evaluate care of clients across the lifespan, and clients with a mental health and/or substance use condition.
   • 2.2 Perform a quick priority assessment (QPA) to prioritize and plan care.
   • 2.3 Use decision support tools (DSTs) to assist with decision making and implementation of care.
   • 2.4 Complete a point-of-care risk assessment related to infectious diseases in a competent and safe manner.
3. Initiate, maintain, and conclude therapeutic relationships with clients from across the lifespan, including clients with a mental health and/or substance use condition.
   • 3.1 Collaborate with clients, the interprofessional team, peers, and faculty.
4. Demonstrate the principles of medication administration for clients across the lifespan, including clients receiving medication for mental health and/or substance use conditions.
   • 4.1 Describe pharmacology commonly encountered in mental health and/or substance use treatment.
   • 4.2 Describe factors influencing a person’s adherence to psychotropic medications.
   • 4.3 Describe psychotropic medication toxicity and possible life-threatening adverse effects.
   • 4.4 Respond to an opioid overdose competently and safely.
5. Provide person-centred care that recognizes diversity and respects the uniqueness of each individual through cultural safety, cultural humility, and anti-racism.
   • 5.1 Identify one’s own values, biases, and assumptions as a self‐reflective, responsible, and accountable practitioner.
   • 5.2 Demonstrate appropriate and required actions in a simulated environment when observing racist or discriminatory behaviour.

Course Concepts

• Comprehensive health assessment and care for clients across the lifespan, including maternity clients, newborns, children and youth (theory only)
• Comprehensive health assessment and care for clients with mental health and/or substance use conditions
• Suicide risk assessment
• Sterile technique and wound care
• Infusion therapy 1 including:
  • Assessment of insertion sites: short peripheral catheter, peripherally inserted central catheter (PICC), and central venous catheter (CVC) lines
  • Changing intravenous (IV) tubing and solutions
  • Regulating rate of flow
  • Setting up and priming infusion line
  • Converting IV to an intermittent infusion device
  • Flushing an intermittent infusion device
  • Discontinuing a peripheral infusion device
• Urinary catheterization
• Context-specific reporting and documentation
• Mental Health Act
• Clinical decision making
• Nursing interventions
• Risk management
• Individualizing nursing care plans across the lifespan
• Principles of medication administration for clients across the lifespan
• Pharmacology for clients with mental health and/or substance use conditions, including:
  • Drug classes: SSRIs, mood stabilizers, antipsychotics, benzodiazepines, and stimulants
  • Effects and considerations: anticholinergic effects, cognitive changes, fluctuations and/or changes in mood and energy impacting levels of risk (i.e., increased risk of suicidality), neurological changes, paradoxical responses, physiological changes, and sexual dysfunction
• Psychotropic medication toxicity, including (but not limited to) lithium toxicity, serotonin syndrome, neuroleptic malignant syndrome, metabolic syndrome
• Medications and approaches for substance use, including alcohol, benzodiazepine, cannabis, nicotine, opioid, polysubstance and stimulant use
• Factors influencing a person’s adherence:
  • Age, culture, attitudes and beliefs about medications
  • Treatment burden and benefits of oral or long-acting injectables
  • Environmental factors and support systems
  • Knowledge and understanding
  • Therapeutic responses
• Immunizations across the lifespan
• Cultural safety, cultural humility, anti-racism, particularly Indigenous-specific anti-racism
• Diversity, equity, and inclusion

Learning Outcomes

1. Analyze the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies that guide decision making and practice in acute care settings.
   • 1.1 Evaluate one’s own learning needs to enhance competence and readiness for practice in an acute care setting.
   • 1.2 Evaluate how legislation and the BCCNM Practice Standards inform nursing practice in acute care.
2. Perform clinical skills and assessments for nursing practice in an acute care setting competently and safely.
   • 2.1 Apply critical thinking, clinical judgment, and knowledge of assessment to plan, implement, and evaluate care of clients experiencing acute illness.
   • 2.2 Perform comprehensive nursing assessment and interventions including principles of medication administration and accuracy in medication calculations for clients experiencing acute illness.
   • 2.3 Document assessment data and nursing interventions in objective and non-stigmatizing language.
   • 2.4 Carry out a quick priority assessment (QPA) to prioritize and plan care.
   • 2.5 Use decision support tools (DSTs) to assist with decision making and implementation of care.
   • 2.6 Use Situation-Background-Assessment-Recommendation (SBAR) tool and other nursing shift reports commonly found in acute care settings.
3. Collaborate effectively with clients, the interprofessional health care team, peers, and faculty, while respecting scope of practice.
   • 3.1 Provide a caring environment for clients by connecting, sharing, and exploring with them in a collaborative relationship.
   • 3.2 Identify the unique considerations and needs for initiating, maintaining, and concluding a therapeutic relationship with clients experiencing acute illness.
4. Provide person‐centred care that recognizes and respects the uniqueness of each individual and demonstrates cultural safety, cultural humility, anti-racism, particularly Indigenous-specific anti-racism.
   • 4.1 Uphold anti-racist practice through advocacy and actions.
   • 4.2 Identify one’s own values, biases, and assumptions as a self‐reflective, responsible, and accountable practitioner.
5. Examine practical applications associated with leadership, management, and followership.
   • 5.1 Describe approaches to facilitate and strengthen interprofessional collaborative practice, including collaborative leadership, in an acute care setting.

Course Concepts

• Comprehensive holistic health assessment, including mental health assessment
• Admission history, assessment/screeners and care planning, best possible medication history, discharge planning, and discharge teaching
• Quick priority assessment
• Documentation
• Clinical decision making
• Decision support tools
• Nursing interventions with clients experiencing acute illness, including a mental health and/or substance use condition
• Continuous bladder irrigation
• Risk management
• Principles of infection control
• Surgical wound management (assessment, cleansing and irrigation)
• Removing sutures, staples, and drains; inserting and removing wound packing
• Review of IV therapy
• IV initiation
• Blood and blood products (checking client identification, monitoring infusion, responding to blood reactions)
• Initiating blood and blood products (theory and knowledge only)
• Maintaining and removing nasogastric tubes
• Inserting nasogastric tubes (theory and knowledge only)
• Care of medical and surgical clients
• Management of chest tubes, epidural catheter, drainage tubes, suprapubic catheter, tracheostomy, and ostomy
• Individualizing nursing care plans in acute care setting
• Medication administration for clients in the acute care setting
• Pain management for clients in the acute care setting
• IV medication administration
• Reporting and documentation in the acute care setting, including SBAR, client transition reports, client handover, and transfer of accountability
• Leadership competencies

Learning Outcomes

1. Practise within relevant legislation; the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies; and facility-specific policy and procedures.
   • 1.1 Describe the practical nurse role in providing leadership, direction, assignment, and supervision of unregulated care providers.
   • 1.2 Uphold the mission, policies, and standards of the organization.
   • 1.3 Consult appropriate policies and procedures to inform practical nursing practice.
2. Apply clinical decision making and knowledge of assessment to plan, implement, and evaluate care in predictable situations with faculty guidance.
   • 2.1 Apply knowledge of growth and development in the assessment of healthy adults.
   • 2.2 Demonstrate beginning competence in holistic assessment and nursing care of healthy adults, considering their physical, mental, emotional, spiritual, and cultural needs.
   • 2.3 Support the autonomy and independence of clients and their families.
   • 2.4 Follow the care plan for each client.
3. Demonstrate clinical skills competently for nursing practice in complex care settings.
   • 3.1 Provide personal care and assistance in a safe, competent, and organized manner.
   • 3.2 Demonstrate decisions that are client specific and consider client acuity, complexity, variability, and available resources.
   • 3.3 Demonstrate beginning competence in documentation and assessment of healthy adults, using objective and non-stigmatizing language.
4. Provide a caring environment for clients by connecting, sharing, and exploring with them in a collaborative relationship.
   • 4.1 Initiate, maintain, and conclude a therapeutic relationship with healthy adults.
   • 4.2 Apply evidence‐informed practice within a collaborative approach in the client-nurse relationship at a beginning level.
5. Demonstrate a collaborative approach with other members of the interprofessional health care team to meet the collective needs of their clients.
   • 5.1 Base interactions on a clear understanding of the roles and responsibilities of the members of the health care team.
   • 5.2 Use appropriate health care team members as resources to augment own problem solving and decision making.
   • 5.3 Offer support and assistance to other health care team members as appropriate.
6. Provide person‐centred care that recognizes and respects the uniqueness of each individual and demonstrates cultural safety, cultural humility, and anti-racism, particularly Indigenous-specific anti-racism.
   • 6.1 Demonstrate awareness of how one’s own values, biases, and assumptions influence interactions with clients and interprofessional team members.
   • 6.2 Maintain a non-judgmental position when faced with difficult or unusual client or family situations.
7. Determine learning needs for the continuous development of nursing competence.
   • 7.1 Identify own learning needs for both personal and professional development.
   • 7.2 Apply self-reflective processes to identify and respond to self-development needs.

Course Concepts

• Professional practice and communication
• Nurse‐client relationship/therapeutic relationship
• Comprehensive assessments
• Interprofessional approach to care
• Ethical practice
• Wellness and health promotion
• Nursing care includes assessment, personal care, basic wound care, topical and rectal medication administration, and documentation
• Self‐reflective approach to practice
• Lifelong learning
• Cultural safety, cultural humility, and anti-racist practice
• Diversity, equity, and inclusion

Learning Outcomes

1. Practise within relevant legislation; the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies; and facility-specific policy and procedures for providing care for older adults, including those with chronic illnesses and/or mental health conditions.
   • 1.1 Ensure consent is obtained before providing safe, competent, and ethical care.
   • 1.2 Access appropriate resources, policies, and procedures as required.
   • 1.3 Demonstrate accountability and responsibility for one’s own decisions and actions.
2. Employ competence in clinical skills for nursing practice in complex care settings.
   • 2.1 Practise consistent client-specific decision making that considers client acuity, complexity, variability, and available resources.
   • 2.2 Use critical thinking, clinical judgment, and knowledge of holistic assessment to plan, develop nursing diagnoses, implement, and evaluate care of older adults with a variety of health challenges, with guidance as required.
   • 2.3 Apply knowledge of pharmacology and principles of safe medication practice.
   • 2.4 Demonstrate effective time management skills by setting priorities and organizing workload.
3. Demonstrate a collaborative approach with other members of the health care team, as well as clients and families, to meet the collective needs of older adults, including those with chronic illness and/or mental health conditions.
   • 3.1 Collaborate with faculty to provide leadership, direction, assignment, and supervision of unregulated care providers in complex care settings.
   • 3.2 Engage in continuous learning to build one’s professional and personal competence.
   • 3.3 Contribute assessments and information to care-planning sessions.
   • 3.4 Communicate changes in the client’s health status to the appropriate health care team members.
4. Reflect on the practical nurse’s role as advocate for the health and wellness needs of older adults, including those with chronic illnesses and/or mental health conditions.
   • 4.1 Advocate for change reflecting evidence‐informed practice.
   • 4.2 Share new learning with peers and other health care team members.
5. Initiate, maintain, and conclude the therapeutic relationship when caring for older adults, including those with chronic illnesses and/or mental health conditions.
   • 5.1 Demonstrate various communication strategies in communicating with clients with cognitive, sensory, and/or mental health disorders.
   • 5.2 Provide clear information to clients about the care or service to be provided.
   • 5.3 Respond to questions and concerns in a calm and caring manner.
   • 5.4 Maintain appropriate interpersonal and professional boundaries.
6. Deliver person‐centred care that demonstrates cultural safety, cultural humility, and anti-racism.
   • 6.1 Communicate both verbally and in writing in an objective and non-stigmatizing manner.
   • 6.2 Interact in a manner that respects the rights, needs, interests, and preferences of clients.
   • 6.3 Evaluate how one’s own values, biases, and assumptions about clients and other members of the health care team have or may impact interactions and care in clinical settings.

Course Concepts

• Legislation specific to the older adult
• Leadership
• Professional practice and communication
• Communication with older adults with cognitive challenges
• Interprofessional approach to practice
• Comprehensive assessment of the older adult, including mental health assessment
• Medication administration to at least six clients on at least two occasions
• Chronic wound care
• Basic foot assessment and care
• Self‐reflective approach to practice and lifelong learning
• Cultural safety, cultural humility, and anti-racism, particularly Indigenous-specific anti-racism
• Diversity, equity, and inclusion

Learning Outcomes

1. Practise within legislation; the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies; and facility-specific policy and procedures relevant to care in community settings.
   • 1.1 Examine the practical nurse's role and responsibility and the unique considerations of leadership, direction, assignment, and supervision of unregulated care providers within the context of community care.
   • 1.2 Explore the impact of Professional and Practice Standards on nursing practice in community settings.
   • 1.3 Use facility-specific resources, policies, and procedures in the delivery of care in community settings.
   • 1.4 Demonstrate accountability and responsibility for one’s own decisions and actions.
2. Apply critical thinking, clinical judgment, and knowledge of holistic assessment to plan, implement and evaluate care for clients from across the lifespan receiving care in a community setting.
   • 2.1 Apply knowledge of mental health and/or substance use conditions in the provision of care in the practice setting.
   • 2.2 Demonstrate a trauma-informed, person-centred, and recovery-oriented approach when providing care for clients experiencing mental health and/or substance use conditions.
3. Initiate, maintain, and conclude therapeutic relationships when caring for clients across the lifespan in community settings, including clients with mental health and/or substance use conditions.
   • 3.1 Interact in a manner that respects the rights, needs, interests, and preferences of clients.
   • 3.2 Maintain appropriate interpersonal and professional boundaries.
   • 3.3 Identify personal biases and barriers to communicating effectively with the health care team and clients, particularly those with mental health and/or substance use issues.
   • 3.4 Provide clear information to clients about the care or service to be provided.
   • 3.5 Respond to questions and concerns in a calm and caring manner.
4. Reflect on the practical nurse’s role as advocate when caring for clients across the lifespan in community settings, including clients with mental health and/or substance use conditions.
   • 4.1 Advocate on the behalf of the rights, needs, interests, and fair treatment of clients and their families.
   • 4.2 Identify how evidence-informed decision making can advocate for change in the community setting.
5. Participate in collaborative practice decisions that are client specific and consider client acuity, complexity, and variability as well as available resources in a supervised practice setting.
   • 5.1 Develop collaborative relationships with clients in a caring community environment.
   • 5.2 Seek clarification, guidance, and assistance from other health care team members when needed.
   • 5.3 Use problem-solving and decision-making skills with the interprofessional team and clients to develop a plan for care in the community.
6. Provide culturally safe, trauma-informed, and relational care that recognizes diversity and respects the uniqueness of each individual.
   • 6.1 Communicate verbally and in writing in an objective and non-stigmatizing manner.
   • 6.2 Evaluate how interactions with clients and other members of the health care team in the community are influenced by one’s own biases, values, and assumptions.
7. Engage in continuous learning to maintain and enhance personal and professional competence.
   • 7.1 Use self-reflection to identify practice areas for improvement.
   • 7.2 Cope constructively with unanticipated or unusual situations.
   • 7.3 Respond non-defensively to feedback, even when provided in a critical or confrontational manner.

Course Concepts

• Professional communication
• Nurse‐client relationship/therapeutic relationship
• Comprehensive assessments across the lifespan
• Mental health assessment
• Interprofessional approach to care
• Ethical practice
• Wellness and health promotion
• Nursing care and documentation
• Self‐reflective approach to practice and lifelong learning
• Cultural safety and cultural humility, and anti-racism, particularly Indigenous-specific anti-racism
• Diversity, equity, and inclusion

Learning Outcomes

1. Practise within legislation; current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies for LPNs; and facility-specific policy and procedures relevant to practice in an acute care setting.
   • 1.1 Demonstrate accountability and responsibility for one’s own decisions and actions.
   • 1.2 Use facility-specific resources, policies, and procedures that inform nursing practice.
   • 1.3 Provide leadership, direction, assignment, and supervision of unregulated care providers in the acute care setting.
   • 1.4 Document according to established legislation, standards of practice, ethics, and organizational policies.
   • 1.5 Obtain informed consent to support the client’s informed decision making.
2. Apply critical thinking, clinical judgment, and knowledge of holistic assessment to plan, develop nursing diagnoses, implement, and evaluate the agreed-upon plan of care for stable or predictable post-operative or medical clients across the lifespan, including clients with concurrent acute mental health and/or substance use conditions, in an independent manner.
   • 2.1 Make practice decisions, including nursing interventions, that are client-specific and consider client acuity, complexity, variability, and available resources, in an independent manner.
   • 2.2 Apply relevant clinical data to practice decision, interventions, and care.
   • 2.3 Formulate clinical decisions consistent with client needs and priorities.
   • 2.4 Apply clinical skills for nursing practice competently in the acute care setting.
   • 2.5 Demonstrate quick priority assessments on clients competently and independently.
   • 2.6 Apply principles of safe medication administration.
   • 2.7 Respond immediately when a client’s condition is deteriorating.
   • 2.8 Demonstrate effective time management skills by setting priorities and organizing workload.
3. Demonstrate respect for the roles and abilities of other members of the health care team in the acute care setting.
   • 3.1 Collaborate with other members of the health care team to develop a plan of care when a client’s status has changed.
   • 3.2 Collaborate with the health care team in transitions and transfer of responsibility of care.
4. Provide a caring environment for clients and families by connecting, sharing, and exploring with them in a collaborative relationship.
   • 4.1 Facilitate the involvement of the client’s family and others as needed and requested.
   • 4.2 Initiate, maintain, and conclude therapeutic relationships in the context of caring for clients in acute care settings and/or experiencing crisis, including clients with a mental health and/or substance use condition.
5. Use a trauma-informed, person-centred, and recovery-oriented approach when providing care to clients in acute care, including clients experiencing mental health and/or substance use conditions, especially as it relates to a person’s perception of health care and health care services.
   • 5.1 Communicate both verbally and in writing in a non-stigmatizing manner.
   • 5.2 Ensure one’s own biases, values, and assumptions do not negatively influence client care or interactions with other members of the health care team.
6. Advocate as needed when caring for clients in the acute care setting, including clients with mental health and/or substance use conditions.
   • 6.1 Advocate for and lead change reflective of evidence‐informed practice.
   • 6.2 Advocate for clients or their representatives, especially when they are unable to advocate for themselves.
7. Provide culturally informed, trauma-informed, and relational care that recognizes diversity and respects the uniqueness of each individual.
   • 7.1 Incorporate Indigenous cultural rights, values, and practices into the plan of care for Indigenous clients, including ceremonies and protocols significant to health and healing.
   • 7.2 Demonstrate appropriate and required actions when observing racist or discriminatory behaviour.
8. Demonstrate teaching and learning through a continuum of care and discharge planning.
   • 8.1 Assess clients’ health literacy, knowledge, and readiness to learn.
   • 8.2 Apply the nursing process to the teaching and learning process.
   • 8.3 Provide information and access to resources to facilitate health education.
9. Engage in continuous learning based on one’s desired growth in personal and professional competence.
   • 9.1 Use self-reflective processes to identify practice areas for improvement.
   • 9.2 Cope constructively with unanticipated or unusual situations.
   • 9.3 Respond non-defensively to feedback, even when provided in a critical or confrontational manner.
   • 9.4 Develop a learning plan to be implemented in the Final Practice Experience.

Course Concepts

• Leadership
• Professional practice and communication
• Therapeutic relationships
• Reporting off and transition of care
• Advocacy
• Clinical decision making
• Interprofessional approach to practice
• Comprehensive and focused assessments
• Medication administration
• Wound care
• Discharge planning
• Self‐reflective approach to practice and lifelong learning
• Cultural safety, cultural humility, and anti-racism, particularly Indigenous-specific anti-racism
• Diversity, equity, and inclusion

Learning Outcomes

1. Practise within legislation; the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies; and facility-specific policy and procedures relevant to the practice setting.
   • 1.1 Demonstrate accountability and responsibility for one’s own decisions and actions.
   • 1.2 Engage in evidence-informed practice by considering a variety of relevant sources of information.
   • 1.3 Articulate one’s own role based on legislated scope of practice, individual competence, and the care context including employer policies.
   • 1.4 Utilize appropriate resources and standards to guide nursing practice.
   • 1.5 Practise within one’s own level of competence.
2. Engage in continuous learning based on one’s desired growth in personal and professional competence.
   • 2.1 Develop and document a learning plan to guide practice in Final Practice Experience.
   • 2.2 Assess implications of one’s own decisions.
   • 2.3 Use self-reflective processes to identify practice areas for improvement.
3. Model cultural safety, cultural humility, and anti-racism in practice, particularly Indigenous-specific anti-racism.
   • 3.1 Take appropriate and required action when observing racist or discriminatory behaviour toward Indigenous Peoples.
   • 3.2 Incorporate Indigenous cultural rights, values, and practices into the plan of care for Indigenous clients (where possible), including ceremonies and protocols related to illness, birth, and death.
   • 3.3 Analyze how practices and protocols in the health care setting contribute to either a negative or positive health care experience for clients, with a focus on the experience of Indigenous clients.
4. Demonstrate the ability to initiate, maintain, and conclude therapeutic relationships when caring for clients in health care settings and/or experiencing a crisis, including clients with a mental health and/or substance use condition.
   • 4.1 Establish collaborative relationships with clients by connecting, sharing, and exploring with them in a caring environment.
   • 4.2 Facilitate the involvement of the client’s family and others as needed and requested.
   • 4.3 Support clients in making informed decisions about their health care and respect their decisions.
5. Collaborate with other members of the health care team to meet the collective needs of clients.
   • 5.1 Participate in interprofessional problem solving and decision making.
   • 5.2 Advocate for and facilitate change reflecting evidence‐informed practice.
   • 5.3 Use conflict resolution strategies to promote healthy relationships and optimal client outcomes.
   • 5.4 Apply the principles of team dynamics and group processes in interprofessional team collaboration.
6. Use critical thinking, clinical judgment, and knowledge of holistic assessment to plan, implement, and evaluate the agreed-upon plan of care.
   • 6.1 Make practice decisions, including about nursing interventions, that are client specific and consider client acuity, complexity, variability, and available resources.
   • 6.2 Apply principles of safe medication administration.
   • 6.3 Incorporate relevant clinical data into one’s nursing practice.
   • 6.4 Evaluate competing priorities to competently respond to clients’ conditions.
7. Provide culturally informed, trauma-informed, relational care across the lifespan that recognizes diversity and respects and the uniqueness of each individual.
   • 7.1 Establish collaborative relationships with clients by connecting, sharing, and exploring with them in a caring environment.
   • 7.2 Adapt practice in response to the spiritual beliefs and cultural practices of clients.
   • 7.3 Preserve the dignity of clients in all personal and professional contexts.
8. Provide leadership, direction, assignment, and supervision of unregulated care providers as appropriate.
   • 8.1 Participate in creating and maintaining a quality practice environment that is healthy, respectful and psychologically safe.
   • 8.2 Foster an environment that encourages questioning and exchange of information.
   • 8.3 Demonstrate formal and informal leadership in practice.
9. Take action to minimize the impact of personal values and assumptions on interactions and decisions.
   • 9.1 Reflect on and strategize how one’s own values, biases, and assumptions may negatively influence care and/or interactions with members of the health care team.
   • 9.2 Demonstrate respect for the values, opinions, needs, and beliefs of others.

Course Concepts

• BCCNM Ethics Standards, Practice Standards, and Entry-Level Competencies for LPNs
• Leadership
• Professional communication
• Therapeutic relationship
• Clinical decision making
• Interprofessional approach to practice
• Comprehensive and focused assessments
• Medication administration
• Wound care
• Care planning and discharge planning
• Self‐reflective approach to practice
• Cultural safety, cultural humility, and anti-racism
• Diversity, equity, and inclusion

Supplement to the Provincial Curriculum

• Suggested learning strategies and approaches to assessment
• References and resources for each course
• Guidelines for practice experience

• Minimum Course Hours: The minimum number of hours required for each course.
• Course Description: A brief overview of the course, helpful for learners and may be used by educational institution approval bodies in their educational institution calendars or as part of online or printed materials.
• Learning Outcomes: A description of what knowledge, skills, and abilities (competencies) the learner will have gained upon successful course completion.
• Course Concepts: A list of main concepts and topics that are covered in the course. It is helpful for learners and may be used by educational institution approval bodies in their institution calendars or in online or printed materials.

Indigenous Cultural Safety, Cultural Humility, and Anti-Racism

Final Practice Experience

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