School of Nursing - The Chang School - Ryerson University

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• Arrange a mutually agreeable date and time • On completion of your interview, notify your placement coordinator Preparing for an Interview Interviews with individuals representing your tentative placement should be managed as a professional interview and you should take with you a copy of: • Personal learning goals (based on year curriculum theme and self assesses areas for nursing practice development) • Typed, on letter quality paper, a one page resume of your nursing practice experience as well as related employment and volunteer experiences • Be prepared to discuss your rationale for the selection of this placement • Be prepared to discuss the pertinent sections of the Collaborative Nursing Degree program curriculum. • Consult with your placement coordinator or other faculty for assistance as necessary Placement Interviews & Placement Orientation Students who do not attend the required placement interviews and who do not attend orientation may not be accepted by that agency and may jeopardize any other placement in that course. Orientation to an agency will normally have precedence over class. Should there be a timetable conflict, your professor should be notified of your nursing practice orientation priority. Students who do not attend orientation to practice setting will not be allowed to begin their practice experience. Student grades and evaluative feedback (including practice course mid-term and final evaluations) are part of the student’s academic record and are considered “Confidential” under university policy. Students are not expected to provide this type of evaluation information to agency personal during an interview. However, students should be prepared to discuss their strengths and areas they wish to develop. If asked for evaluation information during the interview, the student may feel comfortable responding along these lines: “While university policy maintains the confidentiality of my course evaluations, I would be pleased to identify my strength and talk about developmental areas I would like to focus on during my placement”. NURSING PRACTICE COURSE EXPECTATIONS These guidelines provide an overview of expectations for students, faculty, and preceptors (if placement option selected) in relation to nursing practice. ORIENTATION Students are required to obtain the following information during orientation: • the name of your faculty advisor/teacher, location of office, office hours, telephone number, e-mail address, course description, methods for performance review, and the scheduled nursing practice hours for the course, times of conferences; • the full name of your preceptor, her phone number, both at work and at home (if she wishes to provide you with this), her email address; • interpretations of program outcomes for the course and related College of Nurses competencies; • relevant Ryerson and agency policies; • must have a Ryerson RMail account for use with Blackboard discussions; • emergency protocols including fire, safety, and CPR; • roles and responsibilities of various health care workers; • available human and physical resources; • care delivery and documentation protocols; • relevant knowledge and skills related to the specific population. 16
NURSING PRACTICE ROLES Student Practice role includes: • acquiring a name tag at the Ryerson Bookstore; • being professionally responsible; • orienting self to the practice environment; • creating and supporting a healing environment; • focusing on quality of life from the client's perspective; • acquiring psychomotor skills as per policy and procedure of the health care faculty; • critiquing the quality and integration of health sciences in the setting/community population; • negotiating with the client the role and time spent in the situation; • negotiating with the preceptor the nursing practice hours – the student is expected to be flexible; • providing comprehensive, individualized care; • using intuitive and critical analysis abilities to continually enhance practice. Student Learner role includes: • applying knowledge/ theory to practice; • building on one's own experience, personal knowledge and wisdom; • contributing to and supporting the learning of others; • developing critical thinking skills using the reflective process; • capitalizing on learning opportunities in the settings; • developing personal learning plans related to Program Outcomes and placement goals/ outcomes; • developing professional relationships with the faculty advisor and the preceptor; • generating questions and hunches in the search of excellence in nursing; • integrating theory/ knowledge and practice during nursing practice conferences; • partnering with peers to co-construct nursing expertise; • working interdependently with others; • submitting required evidence of nursing practice learning. Faculty Advisor role The faculty are expected to engage in: • providing sufficient information during orientation to facilitate student preparation for the nursing practice setting; • assisting students to develop strategies to enter the nursing practice setting in a professional manner; • discussing the preceptor role with other nursing practice setting staff; • advocating for students to promote their freedom of expression and freedom from discrimination; • building on one's own experience, personal knowledge and wisdom; • dialoguing with students to assist them in building on their strengths and addressing their practice limitations; • generating questions and hunches in search of excellence in nursing and teaching/learning; • monitoring and mediating interactions and concerns between staff and students; • promoting professional growth of self, students, and colleagues; • providing ongoing clarification of performance expectations and competencies of students with staff, preceptors, and colleagues; • supervising the provision of safe care; • discussing student progress with students; • consult agency staff, preceptors about the appropriateness of learning plans and student practice; • integrating agency staff, preceptor, and student reviews into the mid course and final reviews; • informing the preceptor of events of professional interest in the Daphne Cockwell School of Nursing; 17
Page 1 and 2: Post Diploma Degree Program Student
Page 3 and 4: TABLE OF CONTENTS NURSING EDUCATION
Page 5 and 6: NURSING EDUCATION AT RYERSON UNIVER
Page 7 and 8: PHILOSOPHY OF THE DAPHNE COCKWELL S
Page 9 and 10: POST DIPLOMA DEGREE PROGRAM LEARNIN
Page 11 and 12: TEACHING-LEARNING BELIEFS AND PRINC
Page 13 and 14: equired for every nursing practice
Page 15: PLACEMENT OPTION **Please Note** St
Page 19 and 20: 2. LEARNING PLAN Adult learning the
Page 21 and 22: ACCOMPANYING CLIENTS Students accom
Page 23 and 24: The approaches to monitor progress,
Page 25 and 26: ACADEMIC POLICIES AND PROTOCOLS GUI
Page 27 and 28: • be available during office hour
Page 29 and 30: For information on the Policy on th
Page 31 and 32: 50 - 62 D- to C- Below 50 percent U
Page 33 and 34: In deciding whether to grant an ext
Page 35 and 36: 2. i) At any point during the acade
Page 37 and 38: • maintains a distinction between
Page 39 and 40: Following Course: • Written cours
Page 41 and 42: Voting Each member of Council shall
Page 43 and 44: nursing profession as a whole, and
Page 45 and 46: FACULTY PERSONNEL FACULTY (RFA): HE
Page 47 and 48: MANDANA VAHABI, RN, PhD • Women
Page 49 and 50: msantill@ryerson.ca JULIETT SAUNDER
Page 51 and 52: DIRECTOR, COLLABORATIVE NURSING DEG
Page 53 and 54: APPENDIX A POST DIPLOMA DEGREE CURR
Page 55 and 56: Knowledge Knowledge Application Rel
Page 57 and 58: RYERSON UNVERSITY Daphne Cockwell S
Page 59 and 60: A Guide to Practice Decision-Making
Page 61 and 62: A Practice Decision-making Framewor
Page 63 and 64: As each of the three above options
Page 65 and 66: APPLYING THE PRACTICE DECISION-MAKI
Page 67 and 68:
CNO STANDARDS OF PROFESSIONAL PRACT
Page 69 and 70:
Performs: See initiate. Population:
Page 71 and 72:
able to perform in a changing healt
Page 73 and 74:
Knowledge Each nurse possesses, thr
Page 75 and 76:
Leadership Each nurse demonstrates
Page 77 and 78:
Professional Relationships Professi
Page 79 and 80:
APPENDIX D Freedom of Information a
Page 81:
T teaching-learning beliefs & princ
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School of Nursing - The Chang School - Ryerson University

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