School of Nursing - The Chang School - Ryerson University

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Ethics Each nurse understands, upholds and promotes the values and beliefs described in the CNO standard entitled Ethics. Ethical nursing care means promoting the values of client well-being, respecting client choice, assuring privacy and confidentiality, respecting sanctity and quality of life, maintaining commitments, respecting truthfulness, and ensuring fairness in the use of resources. It also includes acting with integrity, honesty and professionalism in all dealings with the client and other health team members. Indicators A nurse demonstrates the standard by: • identifying ethical issues and communicating these to the health team; • identifying options to resolve ethical issues; • evaluating the effectiveness of the actions taken to resolve ethical issues; and • identifying personal values and ensuring they do not conflict with professional practice. In addition, a nurse in an administrator role demonstrates the standard by: • creating environments that promote and support safe, effective and ethical practice; • valuing time taken to resolve ethical issues; • advocating for resources and establishing mechanisms to assist nurses in recognizing and resolving ethical issues; • supporting nurses to develop skills to recognize and manage ethical issues; and • facilitating/advocating for nursing input on ethics committees. A nurse in an educator role demonstrates the standard by: • encouraging and supporting critical thinking and dialogue about ethical issues; and • assisting nurses and students to identify resources to improve recognition and resolution of ethical issues. A nurse in a researcher role demonstrates the standard by: 4 • ensuring the client has all the information necessary to make informed decisions; • advocating for nursing involvement on ethical review boards; • participating in the ethical review of research; and • ensuring ethical guidelines are followed to protect research participants. 4 Canadian Nurses Association. (1994). Ethical Guidelines for Nurses in Research Involving Human Participants. 73
Knowledge Each nurse possesses, through basic education and continuing learning, knowledge relevant to her/his professional practice. RNs and RPNs study from the same body of nursing knowledge. RPNs study for a shorter period of time resulting in a more focused or basic foundation of knowledge in clinical practice, decision-making, critical thinking, research and leadership. RNs study for a longer period of time for a greater breadth and depth of knowledge in clinical practice, decision-making, critical thinking, research utilization, leadership, health care delivery systems and resource management. All nurses add to their basic education and foundational knowledge throughout their careers by pursuing ongoing learning. Indicators A nurse demonstrates the standard by: • providing a theoretical and/or evidence-based rationale for all decisions; • being informed and objective about the various nursing roles and their relationship to one another; • being informed about nursing and its relationship to the health care delivery system; • understanding the legislation and standards relevant to nursing and the practice area; • understanding the knowledge required to meet the needs of complex clients; • having knowledge of how bio-psychosocial needs and cultural background relate to health needs; • knowing where/how to access learning resources when necessary; • seeking and reviewing research in nursing, health sciences and related disciplines; • using research to inform practice/professional service; and • being aware of how the practice environments affect professional practice. In addition, an RN demonstrates the standard by: • contributing to the generation of new professional knowledge through research; • seeking and critiquing philosophical, theoretical and research-based literature in nursing, health services, etc.; and • using philosophy, theory and research to inform practice. A nurse in an administrator role demonstrates the standard by: • understanding how a practice environment can foster professional growth and improve professional practice; • facilitating nurses to seek new knowledge continually; • knowing how to access resources to enable nurses to provide the best possible care; • critically evaluating research related to outcomes and advocating for its application in practice; • using relevant leadership and management principles; and • understanding and promoting nursing work as knowledge-based and research-informed. A nurse in an educator role demonstrates the standard by: • identifying and evaluating information sources that are useful for professional practice; • promoting an environment that facilitates questioning and learning; and • possessing/developing knowledge of teaching-learning theories and practices. A nurse in a researcher role demonstrates the standard by: • identifying research methods useful to the nursing profession; • identifying resources to answer research questions; and • sharing knowledge gained through research. 74
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Post Diploma Degree Program Student
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TABLE OF CONTENTS NURSING EDUCATION
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NURSING EDUCATION AT RYERSON UNIVER
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PHILOSOPHY OF THE DAPHNE COCKWELL S
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POST DIPLOMA DEGREE PROGRAM LEARNIN
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TEACHING-LEARNING BELIEFS AND PRINC
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equired for every nursing practice
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PLACEMENT OPTION **Please Note** St
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NURSING PRACTICE ROLES Student Prac
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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: able to perform in a changing healt
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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