{"id":79,"date":"2025-11-07T12:37:36","date_gmt":"2025-11-07T17:37:36","guid":{"rendered":"https:\/\/opentextbc.ca\/pncurriculum\/chapter\/course-outline-integrated-nursing-practice-4\/"},"modified":"2026-02-23T16:05:43","modified_gmt":"2026-02-23T21:05:43","slug":"course-outline-integrated-nursing-practice-4","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/pncurriculum\/chapter\/course-outline-integrated-nursing-practice-4\/","title":{"raw":"Course Outline: Integrated Nursing Practice 4","rendered":"Course Outline: Integrated Nursing Practice 4"},"content":{"raw":"Minimum Course Hours: 214\n

Course Description<\/h1>\nLearners develop nursing skills aimed at promoting health and healing with clients across the lifespan experiencing acute health challenges, including concurrent mental health and\/or substance use conditions. Learners use a variety of approaches (such as simulation) to build on theory and practice from Level 1, 2, and 3 and integrate new knowledge and skills relevant to the acute care setting. Learners explore critical thinking, clinical judgment, collaboration, and the provision of culturally safe and person-centred care.\n\nPrerequisites:<\/strong> Successful completion of Level 3 courses and Consolidated Practice Experience 3\n\nCorequisites:<\/strong> Variations in Health 4; Health Promotion 4\n

Learning Outcomes<\/h1>\nUpon successful completion of this course, in the simulated learning environment the learner will be able to:\n
    \n \t
  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.\n
      \n \t
    • 1.1 Evaluate one\u2019s own learning needs to enhance competence and readiness for practice in an acute care setting.<\/li>\n \t
    • 1.2 Evaluate how legislation and the BCCNM Practice Standards inform nursing practice in acute care.<\/li>\n<\/ul>\n<\/li>\n \t
    • Perform clinical skills and assessments for nursing practice in an acute care setting competently and safely.\n
        \n \t
      • 2.1 Apply critical thinking, clinical judgment, and knowledge of assessment to plan, implement, and evaluate care of clients experiencing acute illness.<\/li>\n \t
      • 2.2 Perform comprehensive nursing assessment and interventions including principles of medication administration and accuracy in medication calculations for clients experiencing acute illness.<\/li>\n \t
      • 2.3 Document assessment data and nursing interventions in objective and non-stigmatizing language.<\/li>\n \t
      • 2.4 Carry out a quick priority assessment (QPA) to prioritize and plan care.<\/li>\n \t
      • 2.5 Use decision support tools (DSTs) to assist with decision making and implementation of care.<\/li>\n \t
      • 2.6 Use Situation-Background-Assessment-Recommendation (SBAR) tool and other nursing shift reports commonly found in acute care settings.<\/li>\n<\/ul>\n<\/li>\n \t
      • Collaborate effectively with clients, the interprofessional health care team, peers, and faculty, while respecting scope of practice.\n
          \n \t
        • 3.1 Provide a caring environment for clients by connecting, sharing, and exploring with them in a collaborative relationship.<\/li>\n \t
        • 3.2 Identify the unique considerations and needs for initiating, maintaining, and concluding a therapeutic relationship with clients experiencing acute illness.<\/li>\n<\/ul>\n<\/li>\n \t
        • Provide person\u2010centred care that recognizes and respects the uniqueness of each individual and demonstrates cultural safety, cultural humility, anti-racism, particularly Indigenous-specific anti-racism.\n
            \n \t
          • 4.1 Uphold anti-racist practice through advocacy and actions.<\/li>\n \t
          • 4.2 Identify one\u2019s own values, biases, and assumptions as a self\u2010reflective, responsible, and accountable practitioner.<\/li>\n<\/ul>\n<\/li>\n \t
          • Examine practical applications associated with leadership, management, and followership.\n
              \n \t
            • 5.1 Describe approaches to facilitate and strengthen interprofessional collaborative practice, including collaborative leadership, in an acute care setting.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

              Course Concepts<\/h1>\nCourse outcomes will be met through examination and exploration of the following:\n
                \n \t
              • Comprehensive holistic health assessment, including mental health assessment<\/li>\n \t
              • Admission history, assessment\/screeners and care planning, best possible medication history, discharge planning, and discharge teaching<\/li>\n \t
              • Quick priority assessment<\/li>\n \t
              • Documentation<\/li>\n \t
              • Clinical decision making<\/li>\n \t
              • Decision support tools<\/li>\n \t
              • Nursing interventions with clients experiencing acute illness, including a mental health and\/or substance use condition<\/li>\n \t
              • Continuous bladder irrigation<\/li>\n \t
              • Risk management<\/li>\n \t
              • Principles of infection control<\/li>\n \t
              • Surgical wound management (assessment, cleansing and irrigation)<\/li>\n \t
              • Removing sutures, staples, and drains; inserting and removing wound packing<\/li>\n \t
              • Review of IV therapy<\/li>\n \t
              • IV initiation<\/li>\n \t
              • Blood and blood products (checking client identification, monitoring infusion, responding to blood reactions)<\/li>\n \t
              • Initiating blood and blood products (theory and knowledge only)<\/li>\n \t
              • Maintaining and removing nasogastric tubes<\/li>\n \t
              • Inserting nasogastric tubes (theory and knowledge only)<\/li>\n \t
              • Care of medical and surgical clients<\/li>\n \t
              • Management of chest tubes, epidural catheter, drainage tubes, suprapubic catheter, tracheostomy, and ostomy<\/li>\n \t
              • Individualizing nursing care plans in acute care setting<\/li>\n \t
              • Medication administration for clients in the acute care setting<\/li>\n \t
              • Pain management for clients in the acute care setting<\/li>\n \t
              • IV medication administration<\/li>\n \t
              • Reporting and documentation in the acute care setting, including SBAR, client transition reports, client handover, and transfer of accountability<\/li>\n \t
              • Leadership competencies<\/li>\n<\/ul>","rendered":"

                Minimum Course Hours: 214<\/p>\n

                Course Description<\/h1>\n

                Learners develop nursing skills aimed at promoting health and healing with clients across the lifespan experiencing acute health challenges, including concurrent mental health and\/or substance use conditions. Learners use a variety of approaches (such as simulation) to build on theory and practice from Level 1, 2, and 3 and integrate new knowledge and skills relevant to the acute care setting. Learners explore critical thinking, clinical judgment, collaboration, and the provision of culturally safe and person-centred care.<\/p>\n

                Prerequisites:<\/strong> Successful completion of Level 3 courses and Consolidated Practice Experience 3<\/p>\n

                Corequisites:<\/strong> Variations in Health 4; Health Promotion 4<\/p>\n

                Learning Outcomes<\/h1>\n

                Upon successful completion of this course, in the simulated learning environment the learner will be able to:<\/p>\n

                  \n
                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.\n
                    \n
                  • 1.1 Evaluate one\u2019s own learning needs to enhance competence and readiness for practice in an acute care setting.<\/li>\n
                  • 1.2 Evaluate how legislation and the BCCNM Practice Standards inform nursing practice in acute care.<\/li>\n<\/ul>\n<\/li>\n
                  • Perform clinical skills and assessments for nursing practice in an acute care setting competently and safely.\n
                      \n
                    • 2.1 Apply critical thinking, clinical judgment, and knowledge of assessment to plan, implement, and evaluate care of clients experiencing acute illness.<\/li>\n
                    • 2.2 Perform comprehensive nursing assessment and interventions including principles of medication administration and accuracy in medication calculations for clients experiencing acute illness.<\/li>\n
                    • 2.3 Document assessment data and nursing interventions in objective and non-stigmatizing language.<\/li>\n
                    • 2.4 Carry out a quick priority assessment (QPA) to prioritize and plan care.<\/li>\n
                    • 2.5 Use decision support tools (DSTs) to assist with decision making and implementation of care.<\/li>\n
                    • 2.6 Use Situation-Background-Assessment-Recommendation (SBAR) tool and other nursing shift reports commonly found in acute care settings.<\/li>\n<\/ul>\n<\/li>\n
                    • Collaborate effectively with clients, the interprofessional health care team, peers, and faculty, while respecting scope of practice.\n
                        \n
                      • 3.1 Provide a caring environment for clients by connecting, sharing, and exploring with them in a collaborative relationship.<\/li>\n
                      • 3.2 Identify the unique considerations and needs for initiating, maintaining, and concluding a therapeutic relationship with clients experiencing acute illness.<\/li>\n<\/ul>\n<\/li>\n
                      • Provide person\u2010centred care that recognizes and respects the uniqueness of each individual and demonstrates cultural safety, cultural humility, anti-racism, particularly Indigenous-specific anti-racism.\n
                          \n
                        • 4.1 Uphold anti-racist practice through advocacy and actions.<\/li>\n
                        • 4.2 Identify one\u2019s own values, biases, and assumptions as a self\u2010reflective, responsible, and accountable practitioner.<\/li>\n<\/ul>\n<\/li>\n
                        • Examine practical applications associated with leadership, management, and followership.\n
                            \n
                          • 5.1 Describe approaches to facilitate and strengthen interprofessional collaborative practice, including collaborative leadership, in an acute care setting.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

                            Course Concepts<\/h1>\n

                            Course outcomes will be met through examination and exploration of the following:<\/p>\n

                              \n
                            • Comprehensive holistic health assessment, including mental health assessment<\/li>\n
                            • Admission history, assessment\/screeners and care planning, best possible medication history, discharge planning, and discharge teaching<\/li>\n
                            • Quick priority assessment<\/li>\n
                            • Documentation<\/li>\n
                            • Clinical decision making<\/li>\n
                            • Decision support tools<\/li>\n
                            • Nursing interventions with clients experiencing acute illness, including a mental health and\/or substance use condition<\/li>\n
                            • Continuous bladder irrigation<\/li>\n
                            • Risk management<\/li>\n
                            • Principles of infection control<\/li>\n
                            • Surgical wound management (assessment, cleansing and irrigation)<\/li>\n
                            • Removing sutures, staples, and drains; inserting and removing wound packing<\/li>\n
                            • Review of IV therapy<\/li>\n
                            • IV initiation<\/li>\n
                            • Blood and blood products (checking client identification, monitoring infusion, responding to blood reactions)<\/li>\n
                            • Initiating blood and blood products (theory and knowledge only)<\/li>\n
                            • Maintaining and removing nasogastric tubes<\/li>\n
                            • Inserting nasogastric tubes (theory and knowledge only)<\/li>\n
                            • Care of medical and surgical clients<\/li>\n
                            • Management of chest tubes, epidural catheter, drainage tubes, suprapubic catheter, tracheostomy, and ostomy<\/li>\n
                            • Individualizing nursing care plans in acute care setting<\/li>\n
                            • Medication administration for clients in the acute care setting<\/li>\n
                            • Pain management for clients in the acute care setting<\/li>\n
                            • IV medication administration<\/li>\n
                            • Reporting and documentation in the acute care setting, including SBAR, client transition reports, client handover, and transfer of accountability<\/li>\n
                            • Leadership competencies<\/li>\n<\/ul>\n","protected":false},"author":123,"menu_order":21,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-79","chapter","type-chapter","status-publish","hentry"],"part":72,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/79","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/users\/123"}],"version-history":[{"count":1,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/79\/revisions"}],"predecessor-version":[{"id":80,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/79\/revisions\/80"}],"part":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/parts\/72"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/79\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/media?parent=79"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=79"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/contributor?post=79"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/license?post=79"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}