Judy Martin, RN, BHScN, MScN

PN Program Year Two

Coordinator judy.martin@humber.ca

COURSE OUTLINE ACADEMIC YEAR 2015/2016

Course Title: Practical Nursing Pre-graduate Experience
Course Code:
NURS 253

Schedule Type
Code: N/A

Credit Value: 20

Clinical Hours: 448

Co-requisite(s):

Program: Practical Nursing

Pre-Requisite(s):
ANAT 100
WRIT 121
NURS 103
NURS 101
NURS104
PSYC 110
PHYS 150
NURS 150
NURS 151
NURS 152
PSYC 210
NURS 461
NURS 200
NURS 201
NURS 202
NURS 204
SOCI 110

NURS 250
NURS 252

Pre-requisite for: Graduation

Restrictions: Practical Nursing Program Students only.

This course builds toward meeting and is in partial completion of the following:

Entry-to-Practice Competencies for Ontario Practical Nurses (Updated 2011) www.cno.org

Examination Blueprint 2012-2016, www.cpnre.ca
Practical Nursing Program Standard, www.tcu.gov.on.ca

Approved By:

Associate Dean Signature:

Date: August 31, 2015

Course Description
During the pre-graduate clinical practicum students make the transition from student to novice practical nurse. In
preparation for the work environment students gain experience by working shifts, weekends, and on holidays.
Students use knowledge, skills, and judgment to demonstrate readiness to enter the nursing profession and
practice and to become contributing members of the interprofessional health care team. Students practice with
mentorship by and in consultation with preceptors and other nurses. During this clinical practicum, students work
collaboratively as members of the interprofessional health care team and autonomously within their knowledge
and skills by using a practice decision-making framework and the Three-Factor Framework (nurse, client,
environment). At all times, students practice safely, competently and within legal, regulatory, ethical and
professional frameworks of practice.
Course Rationale
Prior to graduation students work as members of the interprofessional health care teams as they begin the
transition from the student role to that of a novice nurse at entry to practice. In this pre-graduate clinical course
students as members of health care teams practice safely and competently, using strategies that support
collaboration and consultation, nursing and other knowledge, critical thinking, problem-solving and
decision-making frameworks to support clients in meeting their needs and expected outcomes.
Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Model safe, competent, and ethical practice in compliance with legal and regulatory frameworks and the
policies and procedures of the practice setting. (ETP# 5, 6, 19, 37, 45 a-b, 67, 68, 69, 75, 77, 79, 80, 83,
89, 103, 104, 106 a-c, 113, a-f, 115)
2. Communicate using strategies and technology to effect accurate and timely information sharing including
data, research, and other information. (ETP# 7b, 28b, 42, 60, 70, 79, 83, 97, 98, 100, 110 a-d; 113 d, f, 117
a-d, 118)
3. Engage in relational practice that is caring, compassionate and respectful. (ETP# 1, 10, 12, 14, 17, 20, 23,
28 f, 29, 32, 38, 40, 41, 47, 49, 60, 62, 63, 64, 65, 66, 67, 71, 72, 73, 74, 76, 77, 80, 81, 82, 85, 89, 93, 103)
4. Act as a leader and an advocate to empower clients, self, the interprofessional health care team and to
further the profession. (ETP# 7a-b, 9, 11, 13, 16, 22, 24, 25, 37, 43, 44, 46, 48, 57, 58, 59, 61, 63, 69, 77,
78, 85, 94, 98, 100, 101,113 a-e)
5. Integrate the nursing process into all aspects of nursing care and across diverse practice settings. (ETP#
2, 3, 5, 6, 17, 19, 20, 21, 26, 27a-b, 28 a-f, 29, 30, 31a-e, 32, 33, 34, 35, 36, 39, 40, 45 a-b, 46, 54, 55, 56,
95, 102)
6. Collaborate and consult with clients and the interprofessional and health care teams to provide
comprehensive and holistic health care in a complex and changing environment. (ETP# 3, 5, 6,10, 11, 14,
20, 22, 26, 27 a-b, 28 a-f, 29, 32, 45 a-b, 46, 53, 59, 84, 85, 89, 96, 98, 105, 106 a-c, 112, 116)
7. Engage in Quality Assurance consistent with the regulatory requirements for safe practice. (ETP # 5, 6,18,
28 b, 53, 84, 88, 89, 91, 94, 96, 99, 101, 105, 106 a-c, 107, 109, 110 d, 111, 112, 113 a, e, 117 d, 118, 119,
120, 121)
8. Use critical thinking, problem solving and decision making skills to meet the health care needs and
expected outcomes of clients. (ETP# 4, 5, 6, 10, 15, 18, 19, 28 a-f, 30, 31 a-e, 32, 36, 45 a, 50, 52, 89, 94,
102, 103, 106 a-c, 113 a, e)
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical

3
settings, the client may be referred to as a patient or resident. (see Glossary, Entry-to-Practice Competencies for Ontario
Registered Practical Nurses, 2011).
Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization,
sequencing, or weighting of significance. Learning outcomes are inter-related and interactive with each other.

Essential Employability Skills

Essential Employability Skills are transferable skills that provide the foundation for a students academic,
vocational, and personal success.
Learning Resources

Communication

Numeracy

Critical Thinking and

Problem Solving
Information
Management

Interpersonal

Personal

Required Resources:
ASI Predictor Test: http://www.cpnre.ca/
College of Nurses of Ontario. (CNO). (2009). Professional standards, revised 2002. Retrieved June 17, 2009 from
http://www.cno.org/Global/docs/prac/41006_ProfStds.pdf .
Ebersole, P., Hess, P., Touhy, T.A., & Jett, K.F. (2005). Ebersole and Hess Geriatric nursing & healthy aging. (3rd
ed.). St. Louis: Mosby.
Government of Ontario. (2009). Health information protection act, 2004 (PHIPA). Ministry of Health and Long
Term Care. Retrieved on November 23, 2011 from
http://www.health.gov.on.ca/english/public/updates/archives/hu_03/priv_legislation.html
Jarvis, C. (2014). In Browne, A., MacDonald-Jenkins, J., & Lucktkar-Flude, M. (Eds.), Physical
Examination and Health Assessment: Canadian Edition (2nd ed). Toronto: Elsevier.
Kelly, P. & Crawford, H. (2008). Nursing Leadership and Management. Toronto: Nelson Education.
Lewis, S. M., Heitkemper, M. M., & Dirksen, S. R. (2014). In Goldsworthy, S. & Barry, M.A. (Eds), Medical-surgical
nursing in Canada: Assessment and management of clinical problems. (3rd ed.). Toronto: Mosby Elsevier.
Lilley, L. L., Harrington, S., & Snyder, J. S. (2011). In Swart, B. (Ed.), Pharmacology for Canadian Healthcare
Practice (2nd ed.). Toronto: Mosby Elsevier.
McHugh Schuster, P. & Nykolyn. L. (2010). Communication for nurses. How to prevent harmful events and
promote patient safety. Philadelphia: FA Davis
th
Potter, P., & Perry, A. (2014). In Ross-Kerr, M, Woods, J. (Eds.), Canadian Fundamentals of Nursing (5 ed.).
Toronto: Mosby Elsevier.
Registered Nurses Association of Ontario (RNAO). (1999). Best practice guidelines. Retrieved Feb. 16, 2012 from
http://www.rnao.org.

4
Copyright
Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All
members of the Humber community are required to comply with Canadian copyright law which governs the
reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of
copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example,
photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book.
See the Humber Libraries website (http://library.humber.ca) for additional information regarding copyright and for
details on allowable limits.
Learning Delivery Format
The majority of time is spent in direct clinical placement activities.
Professional Portfolio
QA Requirements
The College of Nurses of Ontarios (CNO) Quality Assurance (QA) program has two components: Reflective
Practice and Practice Review.

Reflective Practice self-assessment, peer feedback and create, implement and evaluate a learning plan.
Practice Review: are randomly selected by CNO to complete this review (this occurs after graduation and
registration as a practice nurse).

Of these, as a student you are responsible for the reflective practice.

At Humber College, all students have a professional responsibility to keep their written records of
self-assessment, peer feedback and learning plans while enrolled in the Practical Nursing program. These are
part of the Professional Portfolio that was submitted in NURS 460(250); in NURS253 the learning goals developed
in NURS460(250) are evaluated and new learning goals are developed which are the foundation for continuing
competence both in the pre-graduate experience and after graduation.

Course Content
LEARNING
INDICATORS THAT LEARNING HAS OCCURRED
OUTCOME
COMPETENT AND SAFE PRACTICE WITHIN A PROFESSIONAL, LEGAL AND ETHICAL
FRAMEWORK
1. Model safe,
i.
Comply with regulatory standards, relevant legislation and the
competent, and
practice settings policies and procedures. (67, 115)
ethical practice
ii.
Act in a professional, responsible, ethical and accountable
in compliance
manner. (45a, b, 67, 68, 69, 75, 77, 79, 80, 89, 103, 106 a-c, 113awith legal and
f)
regulatory
iii.
Use the three factor and decision making frameworks to determine
frameworks and
strengths and limitations and when to collaborate and consult with
the policies and
other professionals. (45a,b, 89, 106 a-c)
procedures of
iv.
Integrate evidence-informed practice and a theory based
the practice
approach into nursing care. (5, 6)
setting.
v.
Assess practices and risk management principles and take action
to ensure safety of clients, self, and others (19, 83, 113c)
ETP# 5, 6, 19, 37, 45
vi.
Question and clarify unclear orders or directions and when
a-b, 67, 68, 69, 75, 77,
uncertain. (45b)
79, 80, 83, 89, 103, 104,
vii.
Question, clarify or challenge questionable orders, decisions or
106 a-c, 113, a-f, 115
actions by others. (37)
viii.
Respond in a professional manner to situations in which there is
unsafe, unacceptable or unprofessional behavior. (83, 113 b-d)
ix.
Demonstrate understanding about the role of the nurse within
health care. (45a,b)
ACCURATE AND RELEVANT COMMUNICATION
2. Communicate
i. Contribute to team sharing and discussions. (70, 97, 98,100)
using strategies
ii. Document clearly, accurately, concisely in a timely manner using
and technology
written and electronic methods. (42, 110a, 113 d, f, 117 a)
to effect
iii. Use effective communication techniques when reporting relevant
accurate and
information and providing feedback to the appropriate members of
timely
the interprofessional heath care team. (70, 83, 97, 98, 100)
information
iv. Evaluate and refine techniques used to communicate and share
sharing
information with clients and the interprofessional health care team.
including data,
(60, 100)
research, and
v. Ensure privacy and confidentiality. (7b, 70, 79)
other
vi. Use technology to retrieve information including research and other
information.
data and to obtain and forward information both within and outside
the practice setting. (28b, 110 b, c, d, 117 b, c, d, 118)
ETP# 7b, 28b, 42, 60,
70, 79, 83, 97, 98, 100,
110 a-d; 113 d, f, 117
a-d, 118

3. Engage in
relational
practice that is
caring,
compassionate
and respectful.
ETP# 1, 10, 12, 14, 17,
20, 23, 28 f, 29, 32, 38,
40, 41, 47, 49, 60, 62,
63, 64, 65, 66, 67, 71,
72, 73, 74, 76, 77, 80,
81, 82, 85, 89, 93, 103

i.

ii.

iii.
iv.

v.
vi.
vii.
viii.

ix.
4. Act as a leader
and an advocate
to empower
clients, self, the
interprofessional
health care team
and to further
the profession.
ETP# 7a-b, 9, 11, 13, 16,
22, 24, 25, 37, 43, 44,
46, 48, 57, 58, 59, 61,
63, 69, 77, 78, 85, 94,
98, 100, 101,113 a-e

i.

ii.
iii.
iv.
v.
vi.

vii.
viii.

CARING RELATIONAL PRACTICE

Establish therapeutic caring, compassionate, and culturally safe
relationships with clients and health care team members. (1, 12,
23, 38, 47, 60, 71, 73, 74, 81, 82, 85, 93)
Establish a caring environment that supports clients in meeting
their needs and outcomes, managing their illness, or experiencing
a peaceful death. (7 a, b, 17, 72, 77)
Demonstrate therapeutic use of self to foster client well-being. (1,
12, 73)
Utilize relational knowledge and skills and ethical principles to
support clients and to interact with health care providers. (66, 67,
73, 80, 103)
Use self-awareness to identify the effects that beliefs, values, and
personal experiences have on relational practice. (64, 65)
Collaborate with clients, members of the interprofessional and
health care teams; and consult appropriately. (10, 20, 29, 32, 89)
Uphold practices and systems that support the diversity of clients
and of the interprofessional health care team. (41, 63, 76)
Respect clients choices and decisions. (63, 77)
Provide effective client education. (14, 28 f, 40, 49, 62)
LEADERSHIP AND ADVOCACY
Evaluate and refine leadership skills to develop solutions, resolve
conflict, create a positive work environment and organizational
culture, and to strengthen advocacy role. (11, 13, 22, 25, 46, 48,
57, 59, 61)
Provide feedback to peers and accept feedback from peers and
members of the interprofessional health care team. (98, 100)
Advocate for clients, self, others, and quality practice
environment. (16, 78)
Support clients rights for self-determination and choice. (7a-b, 63,
69, 77, 78)
Respond appropriately to unsafe, unacceptable, and
unprofessional behaviors. (37, 83, 113 a-e)
Demonstrate public protection and acting in the interests of the
public through collaboration and consultation with other members
of the interprofessional health care teams. (85, 94, 101)
Contribute to the creation of quality practice strategies and
solutions.
Assign, supervise, teach as appropriate, and provide feedback to
unregulated care providers (UCPs) in collaboration with the
interprofessional health care team. (9, 24, 43, 44, 58)

7
PLANS OF CARE:
MEET CLIENTS NEEDS AND MUTUALLY AGREED EXPECTED OUTCOMES
5. Integrate the
i. Formulate clinical judgments that meet clients unique and changing
nursing process
health needs and priorities, outcomes, and overall condition and
into all aspects
incorporate these into evolving plans of care. (19, 36, 56)
of nursing care
ii. Devise evidence-informed plans of care that are holistic and
and across
client-centred. (2, 3, 5, 6, 10, 17, 19, 20,26, 27a, b, 28 a-f, 29, 31
diverse practice
a-e, 30, 32, 33, 34, 35, 39, 40)
settings.
iii. Use clinical judgment to assess clients, prioritize needs, outcomes,
and nursing interventions. (2, 3, 5, 6, 19, 26, 27a, b, 28 a-f, 29, 31
ETP# 2, 3, 5, 6, 17, 19,
a-e, 32, 33, 34, 35, 36, 39)
20, 21, 26, 27a-b, 28 a-f,
iv. Collaborate in the evaluation, refinement and modification of plans
29, 30, 31a-e, 32, 33, 34,
of care. (54, 55, 56)
35, 36, 39, 40, 45 a-b,
v. Safely and competently perform treatments, techniques and use
46, 54, 55, 56, 95, 102
technology autonomously and in collaboration with clients and
members of the interprofessional health care team. (5, 6, 20, 31 a-e,
32, 33, 34, 35, 36, 39, 45 a, b)
vi. Collaborate with the clients across the lifespan and with members of
the interprofessional health care team to create, evaluate, and
modify client centered plans of care. (2, 3, 29, 55)
vii. Use awareness of own knowledge and skills, the three factors of
nurse, client and environment, and the practice decision-making
framework to guide practice.
viii. Manage workload, time, and physical resources to provide effective,
efficient and ethical care. (21, 95, 102)
COLLABORATIVE PRACTICE: INTERPROFESSIONAL HEALTH CARE TEAM
6. Collaborate and
i.
Collaborate with clients and members of the interprofessional
consult with
health care team to determine needs, mutually agreed health
clients and the
outcomes, approaches to care, and to evaluate care. (3, 20, 26,
interprofessional
28 a-f)
and health care
ii.
Contribute as a member of the interprofessional health care team
teams to provide
to respond to changing client needs and outcomes. (5, 6, 27a, b)
comprehensive
iii.
Consult with and seek out assistance from members of the
and holistic
interprofessional health care team. (10, 45 a-b, 89, 98,106 a-c)
health care in a
iv.
Use teamwork, consensus building, and conflict resolution and
complex and
leadership skills to meet expected client outcomes. (11, 22, 46,
changing
59, 85)
environment.
v.
Integrate effective, collaborative, and consultative strategies to
meet clients needs within a changing environment. (10, 14, 20,
ETP# 3, 5, 6,10, 11, 14,
27 a-b, 29, 32, 89)
20, 22, 26, 27 a-b, 28 a-f, vi.
Respect the unique role and competencies of all members of the
29, 32, 45 a-b, 46, 53,
interprofessional health care team. (85)
59, 84, 85, 89, 96, 98,
vii.
Collaborate as a member of the interprofessional health care
105, 106 a-c, 112, 116
team to respond to changes in nursing knowledge and practice
and in the health care environment. (53, 84, 96, 98, 105, 112,
116)
QUALITY ASSURANCE: CONTINUE AND IMPROVE COMPETENCE
7. Engage in
i.
Act in the best interests of clients and protect clients from harm

8
Quality
Assurance
consistent with
the regulatory
requirements for
safe practice.

through collaboration and consultation with members of the

interprofessional health care team and by through competent and
safe practice. (45a, 94, 101)
ii.
Commit to Quality Assurance practice to identify strengths and
areas for professional growth and in accordance with the
regulatory framework (CNO). (18, 89,106 a, b, c, 113 a, e)
iii.
Create, implement, and evaluate learning plans consistent with
ETP # 5, 6,18, 28 b, 53,
the Quality Assurance program (CNO). (18, 111, 113 a, e)
84, 88, 89, 91, 94, 96,
iv.
Assume responsibility to seek out feedback from colleagues and
99, 101, 105, 106 a-c,
peers and learning opportunities that foster professional
107, 109, 110 d, 111,
development. (53, 89, 111, 113 e)
112, 113 a, e, 117 d,
v.
Consistently review nursing research and information about
118, 119, 120, 121.
nursing and health care to improve competence and to support
clients. (5, 6, 28 b, 53, 84, 88, 91, 99, 110 d, 107, 117, d, 119)
vi.
Develop professional responses to health care system changes
resulting from advances in research, technology, and changes in
societal and political forces. (88, 96, 105, 109, 112, 118, 120,
121)
CRITICAL THINKING, PROBLEM-SOLVING AND DECISION-MAKING
8. Use critical
i.
Use critical thinking and problem-solving skills to inform decision
thinking,
making in all aspects of nursing care. (4, 18, 36, 52)
problem solving
ii.
Use clinical judgment to assess and refine assessments in
and decision
collaboration with the interprofessional health care team,
making skills to
formulate nursing diagnoses, plan nursing interventions, and
meet the health
outline evaluative criteria. (19, 28 a-f, 31 a-e, 32, 36, 52, 55)
care needs and
iii.
Evaluate and refine critical thinking, problem solving, and
expected
decision-making skills. (52)
outcomes of
iv.
Integrate knowledge from variety of nursing, health, and other
clients.
theory into nursing practice to provide safe and competent care,
(5, 6, 10, 15, 28 b, 30, 50)
ETP# 4, 5, 6, 10, 15, 18, v.
Prioritize effectively. (19, 28 d)
19, 28 a-f, 30, 31 a-e,
vi.
Demonstrate professionalism, responsibility, and accountability.
32, 36, 45 a, 50, 52, 89,
(45 a, 89, 94, 101, 103, 106 a-c)
94, 102, 103, 106 a-c,
vii.
Use critical thinking, the practice decision-making framework and
113 a, e
the nurse-client-environment framework to inform clinical
judgments and practice. (18, 19, 36, 45a, 89, 106 a-c, 113 a, e)
Client: Individuals, families, groups or entire communities across the lifespan who require nursing expertise. In some clinical
settings, the client may be referred to as a patient or resident. (See Glossary, Entry-to-Practice Competencies for Ontario
Registered Practical Nurses, 2011).
Note: The learning outcomes and their indicators have been numbered as a point of reference; numbering does not imply
prioritization, sequencing, or weighting of significance. Learning outcomes are inter-related and interactive with each other.
The indicators describe the learning outcomes, are inter-related, and incorporate the Entry-to-Practice Competencies for
Ontario Registered Practical Nurses (2011).

9
Weekly Schedule
WEEK

TOPIC

Preparation for Pregrad (contacting placement/preceptor/arranging documents)

Orientation to NURS 253(561) Monday January 18th , 2016 Community room ( time
TBA)

Pregrad Feedback Exam Tuesday January 19th, 2016, 1800-2200 hrs.

ASI Predictor Test Must purchase the code and complete the test on your own time
before week 5- February 19th, 2016

Pre-graduate Comprehensive Examination ( Monday March 28th, 2016 room and

time TBA)

1 - 15

Clinical Practice in Pre-graduate Clinical Placement

Please note: this course schedule may change as resources and circumstances require.
Student Evaluation
TYPE OF ASSESSMENT
ASI Predictor test

Pre Graduate Feedback

Exam
A. Self-Assessment and
Clinical Learning Plan (if
required)
B. Preceptor feedback if
required
Self-evaluation
Signed Time Sheets
Pre grad shift schedule

A. Mid-Term Self-evaluation
B. Preceptor evaluation
C. Clinical Teacher
evaluation if required

DATE DUE
Due by Friday Feb 19th by 12
noon. - Hard copy of results
submitted to Judy Martin Year
2 Program Coordinator Can be
dropped in the Health Sciences
drop box.
Tuesday January 19th, 2016
1800-2200 lecture theatre
Week 4 and/or ongoing

Ongoing
End of each month
Student to obtain from clinical
preceptor at the placement,
before start of clinical
practice
End of Week 7

WEIGHT
Feedback for student to prepare
for the pre-graduate exam.

Feedback only
Satisfactory/Unsatisfactory

Satisfactory/Unsatisfactory
Complete/Incomplete
Complete/Incomplete

Satisfactory/Unsatisfactory

10
Pre-graduate Exam
th

Monday March 28 , 2016

( Room and time TBA)
A. Final Self-evaluation
B. Preceptor Final
Evaluation
C. Clinical Teacher
evaluation if required

Week 15

Satisfactory/Unsatisfactory (must
achieve a grade of 65% or
higher to receive a grade of
Satisfactory.
Satisfactory/Unsatisfactory

***As this is the Programs Capstone course, ALL learning outcomes must be SATISFACTORILY achieved
in order to pass the course. Failure to achieve any learning outcome will result in an unsatisfactory final
grade for NURS 253.

A Satisfactory grade in NURS 253 will include ALL of the following:

1. A mark of 65% or greater on your pregraduate examination
2. Completion of 448 hours ( Fifty-six 8 hr shifts or thirty seven 12 hr shifts) in
pregraduate clinical placement.
3. A grade of satisfactory on final clinical evaluation.

Pre-graduate Feedback Exam: NOTE: Tuesday January 19th, 2016 .

All students will participate in the Pre-graduate Feedback Examination (written exam). This is a
multiple-choice exam that resembles the National Registration Examination. The student will be assigned
a specific date and time to write this exam. This is a 3.5-4.5-hour exam and will require the student to
complete significant preparation. This exam is for feedback only. Students must use the results to help
them prepare for the Pre-graduate Exam on Monday March 28th, 2016.

Pre-graduate Exam: Monday March 28th, 2016

NOTE: Students complete the following:
All students will participate in the mandatory Pre-graduate Comprehensive Examination (written exam).
This exam is multiple-choice, and resembles the CPNRE. There will be 150 questions. This exam will
require students to complete significant preparation and demonstrate mastery of core competencies in
order to be successful. The grade required to achieve a mark of satisfactory is 65% or higher. Students,
who do not achieve greater than or equal to 65% or higher, will be required to attend mandatory
remediation.
Students who are not satisfactory on the Pre-graduate Exam will NOT be eligible to write the Canadian
Practical Nurses Registration Exam (CPNRE) in May 2016. Students will be required to complete the
mandatory remediation course. There will a nominal fee for materials. Upon attendance at all sessions
AND successful completion of remediation, students will be eligible to register and write the CPNRE in
September 2015. If students DO NOT attend summer remediation OR if they are unsuccessful in summer
remediation; names will NOT be forwarded to the CNO for the September date of the CPNRE.

11

Clinical Evaluation
Students must meet all clinical learning outcomes in order to achieve a satisfactory grade in NURS 253.
Please refer to course learning outcomes and details of clinical evaluation.

ASI Predictor Test(s)

Students will be required to purchase an ASI (Assessment Strategies Incorporated) predictor test. The test
can be purchased at http://www.cpnre.ca/
Once the website is accessed, the test can be purchased by clicking on predictor test on the menu at the top
of the screen and the drop down allows for an option to purchase the test.
The ASI online predictor test must be taken and hardcopy of results submitted by the Friday of Week 5
by 1200hrs/noon. The Predictor Test is a short-version of the actual Canadian Practical Nurse Registration
Exam (CPNRE). The Predictor Test is created using the same methods the national exam and the evaluation
items in the Predictor Test have all been used on previous administrations of the actual CPNRE.

After completing this online Predictor Test, students are provided with a report of their proficiency. The report
that is created provides students the following:
Score on the Predictor Test
Probability of passing the CPNRE
A scoring profile showing the main content domains tested by the CPNRE

Students must submit a hard copy of the probability result (probability percentage of passing the CPNRE
exam) to the Year 2 Program Coordinator by the end of Week 4 of NURS 253. Late submissions may result in
a delay in Pregrad completion. Submissions can be made in the drop box outside of M200 and must include
the students name and student number. The ASI predictor test allows the student the opportunity to focus
on the areas that need improvement prior to writing the Pregraduate and College of Nurses registration exam
Week 13. While completing the test at home it is the responsibility of the student to adhere to Humber
Academic Policies/ Academic Integrity and it is expected that the student honestly completes the test on their
own. Failure to do this will result in a false result and will negatively impact the results the student
achieves in the future Pregrad exam and the College of Nurses Registration Exam.

Students Accountability for Practice

Schedule for Practice Setting
It is the right of Humber College to assign students to the pre-graduate practice setting. Once a student has
received this assignment it is the students responsibility to contact the practice setting and arrange to meet the
preceptor.
Initial Schedule
After initial contact with the preceptor and practice setting, the student asks for and receives a proposed
schedule for upcoming full time shifts. This proposed schedule is forwarded in advance to the Professor/Clinical
Teacher; those who do not do this WILL NOT receive credit for hours worked.
Ongoing Schedules
Students send their Professor/Clinical teacher their weekly or biweekly schedule in advance of the student
completing any clinical hours. In the situation where a student does not send their proposed schedule to their
clinical teacher, NO hours will be credited for clinical completed. All clinical teachers require schedules to
facilitate over-the-phone discussions and on-site practice setting visits.
Information about Schedules
1. Students are scheduled for day, evening, and nightshifts as well as weekends. Students follow the
Preceptors schedule. Changes in the students schedule can only be made in consultation with
the Professor/Clinical Teacher. Hours scheduled and worked outside of the normal schedule
that were not approved in advance of the shift will not count towards pre-graduate hours.
2. At ALL times, students must follow their preceptors schedules until the beginning of Week 8.
3. After Week 8, if approved by the clinical teacher, preceptor, and agency management, the student
may work with other staff on the unit.
4. ALL additional hours must be approved in advance. Working two shifts in a row (a double shift
i.e.: 16hrs or more as a continuous shift) is strictly prohibited.
5. Students may attend pre-approved educational opportunities at the discretion of the preceptor or
clinical teacher in order to gain sufficient clinical hours. These opportunities CANNOT replace regularly
scheduled clinical shifts BUT may occur as a part of a shift, e.g., a one-hour seminar, clinical education
presentation etc.
6. In the event of illness, students must notify the practice setting immediately and notify the
Professor/Clinical Teacher during 0600 1800 hours. Days missed must be made up.
Student Time Sheets
Due a Minimum of Every 4 weeks
To document attendance in the pre-graduate clinical placement students submit time sheets a minimum of
every four (4) weeks; the preceptor initials these time sheets before they are submitted as a hard copy to the
Professor/Clinical Teacher. Hard copies must be submitted on time every four weeks. Time sheets are available
in course supplemental material posted on Blackboard.
Self-Evaluation: Ongoing
Students are expected to self-evaluate their clinical performance on an on-going basis. The student uses the
College of Nurses Quality Assurance program of reflective practice and incorporates feedback from clients,
peers, preceptor, and Professor/Clinical Teacher.

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For reflective practice and peer feedback, students use the following:
College of Nurses (CNO) Professional Standards as well as Practice Standards and Guidelines
NURS253 learning outcomes. The Learning Outcomes and related indicators reflect the
Entry-to-practice Competencies for Ontario Registered Practical Nurses (Revised 2011), (See
Documents list, http://www.cno.org)
Humber ITAL Code of Conduct
Practice setting policies and procedures.
Note: The Professor/Clinical Teacher may request documentation to validate this on-going self- evaluation,
especially if it concerns develop regarding the students clinical performance.
Preceptor Feedback
Preceptors complete online K4Y feedback in Week 7 (Mid-term Evaluation) and Week 15 (Final Evaluation).
In Week 4, a discussion of student learning to date occurs; students who Need Development or are
Unsatisfactory in Week 4, receive supplemental K4Y feedback from the preceptor, which is submitted to the
Professor/Clinical Teacher
Professor/Clinical Teacher
K4Y evaluation of performance occurs as required at week 4 and/or ongoing (if required), 7, 15, and a
professor/teacher may have to submit an evaluation other than the identified weeks if necessary.
Criteria for satisfactory
The student demonstrates a consistent pattern of performance, which indicates knowledgeable, safe and
competent nursing care for clients and families within the identified learning outcomes.
Students must demonstrate a professional demeanor, including respectful written, verbal and electronic
communication. Students must be successful on their pre-graduate exam (achieve a mark 65% or greater).
Criteria for unsatisfactory
The student demonstrates a pattern of performance that indicates a lack of knowledgeable, safe and competent
nursing care for clients and families in one or more of the stated learning outcomes. A mark less than 65% on
the Pre-graduate exam results in an unsatisfactory grade.
If the students behaviour and/or conduct interferes with the learning process or in any way jeopardize the safe
environment of the clinical setting, the student will be required to leave the clinical area.
(Humber Institute of Technology and Advanced Learning Practical Nursing Diploma Program Student
Handbook and Educational Policies).
Students, who demonstrate difficulty meeting the Learning Outcomes, have their name forwarded to the
Clinical Excellence Committee (CEC). The Clinical Excellence Committee (CEC) is comprised of the
Program Coordinators from the Nursing programs at Humber College who are experts in scholarly teaching and
learning. The committee meets weekly as required when students are experiencing difficulty achieving clinical
course outcomes. The purpose of the CEC meeting is to review the information on student performance as
presented by the Professor/Clinical Teacher and provide recommendations and remediation strategies to
support student success. After reviewing all information presented by the student and the Professor/Clinical
Teacher and gaining a thorough understanding of the students performance the CEC make the final
determination of satisfactory or unsatisfactory.

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K4Y FAQs for Pre Grad Clinical

1. K4Y assessments can be reached through any internet location.

as related to computer type.
a. PCs use Firefox
b. Apple computers use Chrome.

Please note the required search engine

2. Training Videos:
a. Faculty Advisor
http://nursis.knowledge4you.ca/pregrad-advisor/
b. Student
http://nursis.knowledge4you.ca/pregrad-student/
c. Preceptor
http://nursis.knowledge4you.ca/pregrad-preceptor/

3. User information for K4Y will be emailed to the preceptor as per the email provided.
submitted email is accurate including upper and lower case designations.

Please ensure the

4. Process: Whenever possible, for first time use, students are asked to go on line and walk through the
K4Y reporting process with their preceptor.
a. Students begin the process by completing their midterm/final self- evaluation and submits.
The Preceptor then receives the CASA with the students comments. Preceptors are asked to
comment on each of the abilities however do not necessarily need to comment on the sub
categories prior to submit. Preceptors are asked to review the CASA with the student or
choose send to student and submit. Faculty Advisor receives student & preceptor
Comments. Once the Faculty Advisor comments and submits the CASA is received by the
Coordinator for review and final submission.
5. Refer to Clinical Excellence Committee (CEC). Preceptors and clinical advisors may refer students to
the CEC, through K4Y, when clinical standards of performance are a concern. The Committee will
provide recommendations and remediation strategies to support student success.

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Diploma Students
In addition to meeting all program specific course and credit requirements, students must achieve a Cumulative
Program Grade Point Average (CPGPA) of 60 in order to be eligible for graduation.
Feedback Methodology
Feedback can be given in the following ways: grades, verbal/written comments, individual/group consultation,
and online comments.
Policies and Procedures
It is the students responsibility to be aware of the College Academic Regulations, which can be found on the
following, website: http://www.humber.ca/academic-regulations
Humber Institute of Technology and Advanced Learning Policies and Procedures can be found on
http://www.humber.ca/policies-and-procedures.
In addition, the School of Health Sciences Practical Nursing Program has a Handbook that outlines
program-specific policies and procedures. This Handbook can be found on the following websites:
www.humber.ca and course site https://learn.humber.ca.
Academic Integrity
Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students
avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any
misrepresentation of academic accomplishment.
Academic Complaint
If a student has questions or concerns regarding a grade on an assignment, test, or final examination, the
student should discuss the matter with the faculty member. The Program Co-ordinator and/or the Associate
Dean may be asked to assist if the faculty member and student are unable to resolve issues. For relevant forms
and a brief description, please refer to the Academic Regulations, Academic Compliant (Category 1, Category
2) or Academic Appeal at: http://www.humber.ca/academic-regulations. For further information see Section 13
of the Admission Requirements and Academic Regulations for Degree, Diploma and Certificate Studies.
Program Specific Policies:
Refer to the Humber Institute of Technology and Advanced Learning (HITAL) Practical Nursing Diploma
Program Student Handbook and Educational Policies.
The Humber ITAL Practical Nursing Diploma Program Student Handbook and Educational Policies contains the
following program policies for which students are held accountable:
Educational Polices
Program Related Policies
Student Health Policies
Note: At the start of Year 1 and again at the start of Year 2 students are required to read and sign that they
have read and will comply with all relevant Humber Institute of Technology and Advanced Learning policies and
all Practical Nursing Diploma Program policies outlined in the Handbook and other documents, and that they will
uphold all professional standards including confidentiality.

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Prior Learning Assessment Recognition (PLAR)
Course credits may be granted in recognition of prior learning, and that Application for
Consideration is made through the Office of the Registrar at http://www.humber.ca/plar/docs/pla.pdf.

Accessible Learning Services

Humber strives to create a welcoming environment for all students where equity, diversity and inclusion are
paramount. Accessible Learning Services facilitates equal access for students with disabilities by coordinating
academic accommodations and services. Staff in Accessible Learning Services are available by appointment
to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic
accommodations, contact:
Accessible Learning Services: http://www.humber.ca/student-life/swac/accessible-learning
North Campus: (416) 675-6622 X5090
Lakeshore Campus: (416) 675-6622 X3331

Disclaimer
While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content,
and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement
weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case,
students will be given appropriate notification in writing, with approval from the Dean (or designate) of the
School.

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ESSENTIAL EMPLOYABILITY SKILLS
Essential Employability Skills (MTCU
Requirements)

Graduates of the program reliably demonstrate the ability

to:

Communication
Reading
Writing
Speaking
Listening

1. communicate clearly, concisely and correctly in the written,

spoken and visual form that fulfills the purpose and meets the
needs of the audience.
2. respond to written, spoken, or visual messages in a manner
that ensures effective communication.

Presenting
Numeracy
Understanding and Applying
Mathematical Concepts and Reasoning

3. execute mathematical operations accurately.

Analyzing and using Numerical Data

Conceptualizing
Critical Thinking and Problem Solving
Analyzing

4. apply a systematic approach to solve problems.

Synthesizing

5. use a variety of thinking skills to anticipate and solve

problems.

Evaluating
Decision-Making
Creative and Innovative Thinking
Information Management
Gathering and managing information
Selecting and using appropriate tools
and technology for a task or project
Computer literacy

6. locate, select, organize and document information using

appropriate technology and information systems.
7. analyze, evaluate and apply relevant information from a
variety of sources.

Internet skills
Interpersonal
Teamwork
Relationship management
Conflict resolution
Leadership

8. show respect for the diverse opinions, values, belief

systems n and contributions of others.
9. interact with others in groups or teams in ways that
contribute to effective working relationships and the
achievement of goals.

Networking
Personal
Managing self
Managing change and being flexible and
adaptable
Engaging in reflective practice
Demonstrating personal responsibility

10. manage the use of time and other resources to complete

projects.
11. take responsibility for ones actions, decisions, and
consequences.

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