School of Nursing - The Chang School - Ryerson University

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Knowledge Application Each nurse continually improves the application of professional knowledge. The quality of professional nursing practice reflects nurses’ application of knowledge. Nurses apply knowledge to practice using nursing frameworks, theories and/or processes. This includes the performance of clinical skills because the technical and cognitive aspects of care are closely related and cannot be separated. Indicators A nurse demonstrates the standard by: • ensuring practice is based in theory and evidence and meets all relevant standards/ guidelines; • assessing/describing the client situation using a theory, framework or evidence-based tool; • identifying/recognizing abnormal or unexpected client responses and taking action appropriately; • recognizing limits of practice and consulting appropriately; • planning approaches to providing care/service with the client; • creating plans of care that address client needs, preferences, wishes and hopes; • using best-practice guidelines to address client concerns and needs; • managing multiple nursing interventions simultaneously; • evaluating/describing the outcome of specific interventions and modifying the plan/ approach; • identifying and addressing practice-related issues; and • integrating research findings into professional service and practice. In addition, an RN demonstrates the standard by: • analyzing and applying a wide range of information using a variety of frameworks or theories that result in a global approach and creative solutions; • anticipating and preparing for possible outcomes by analyzing all influences; • identifying a full range of options based on depth and breadth of knowledge; • creating comprehensive and creative plans of care that reflect the complexity of client needs; • meeting client needs regardless of complexity and predictability; • analyzing and interpreting unusual client responses; and • evaluating theoretical and research-based approaches for application to practice. A nurse in an administrator role demonstrates the standard by: • creating practice environments that support quality nursing practice; • establishing and maintaining communication systems to support quality service and research; • supporting and contributing to practice environments that encourage learning, application of nursing knowledge and research; and • articulating an evidence base for all • decisions and measuring the impact on practice. A nurse in an educator role demonstrates the standard by: • planning and implementing creative learning opportunities for students/nurses; • critically analyzing and evaluating nursing practice and education; and • creating an environment where learning is encouraged. A nurse in a researcher role demonstrates the standard by: • supporting and evaluating practice through research; • facilitating the involvement of others in the research process; • ensuring high standards are used in the • research process; • communicating research findings to decision-makers and others; • supporting and contributing to environments that encourage the application of research findings to professional practice; • securing resources to explore nursing research; and • fostering an atmosphere of inquiry. 75
Leadership Each nurse demonstrates her/his leadership by providing, facilitating and promoting the best possible care/service to the public. Leadership requires self-knowledge (understanding one’s beliefs and values and being aware of how one’s behaviour affects others), respect, trust, integrity, shared vision, learning, participation, good communication techniques and the ability to be a change facilitator. 5 The leadership expectation is not limited to nurses in formal leadership positions. All nurses, regardless of their positions, have opportunities for leadership. Indicators A nurse demonstrates the standard by: • role-modelling professional values, beliefs and attributes; • collaborating with clients and the health team to provide professional practice that respects the rights of clients; • advocating for clients, the workplace and the profession; • providing direction to, collaborating with and sharing knowledge and expertise with novices, students and unregulated care providers; • acting as a role model and mentor to less experienced nurses and students; • participating in nursing associations, committees or interest groups; • providing leadership through formal and informal roles (e.g., team leader, charge nurse); • taking action to resolve conflict; and • developing innovative solutions to practice issues. In addition, an RN demonstrates the standard by: • coordinating care for complex clients and demonstrating leadership when collaborating with care providers. A nurse in an administrator role demonstrates the standard by: 6 • identifying goals that reflect CNO’s mission and values and facilitate the advancement of professional practice; • guiding/coaching nursing projects; • providing feedback and support to staff about nursing issues at an individual and organizational level; • creating opportunities for nurses to assume various leadership roles; • involving nursing staff in decisions that affect their practice; and • coordinating and supervising the development of client programs and services. A nurse in an educator role demonstrates the standard by: • role-modeling the development of expertise and leadership qualities; • enabling others to develop expertise and confidence in their abilities; and • providing professional and educational advice to committees and teams. A nurse in a researcher role demonstrates the standard by: • communicating research findings to nurses and other team members; • promoting nursing research; • educating staff about the research process; • promoting nursing through research that improves or validates professional practice; and • advocating for nursing representation on research review committees. 5 Murdoch-Perra, B. (2001). Leadership: The keys to quality outcomes. Journal of Nursing Care Quality, 15(2), pp. 68–73. 6 Ferguson-Pare, Mary. (1998). Nursing leadership and autonomous professional practice of registered nurses. Canadian Journal of Nursing Administration, 11(2), pp. 7–30. 76
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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
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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: Knowledge Each nurse possesses, thr
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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