School of Nursing - The Chang School - Ryerson University

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Relationships Each nurse establishes and maintains respectful, collaborative, therapeutic and professional relationships. Relationships include therapeutic nurse-client relationships and professional relationships with colleagues, health team members and employers. Therapeutic Nurse-Client Relationships The clients’ needs are the focus of the relationship, which is based on trust, respect, intimacy and the appropriate use of power. 7 Nurses demonstrate empathy and caring in all relationships with clients, families and significant others. It is the responsibility of the nurse to establish and maintain the therapeutic relationship. Indicators A nurse demonstrates the standard by: • practising according to the Therapeutic Nurse- Client Relationship practice standard; • demonstrating respect, empathy and interest for clients; • maintaining boundaries between professional, therapeutic relationships and non-professional, personal relationships; • ensuring clients’ needs remain the focus of the nurse-client relationship; • ensuring that her/his personal needs are met outside of the therapeutic nurse-client relationship; • developing collaborative partnerships with clients and families that respect their needs, wishes, knowledge, experience, values and beliefs; • recognizing that the potential for abuse of clients exists; • preventing abuse where possible; and • taking action to stop abuse and report it appropriately. In addition, a nurse in an administrator role demonstrates the standard by: • fostering an environment in which clients and nurses are safe from abuse; • supporting the therapeutic nurse-client relationship; • promoting a philosophy of client-centred care and collaborative relationships; and • advocating for systems of care that acknowledge and support nurses in developing and maintaining therapeutic relationships. 7 Refer to the practice standard document Therapeutic Nurse-Client Relationship. A nurse in an educator role demonstrates the standard by: • role-modelling therapeutic nurse-client relationships; and • identifying and supporting education related to professional and therapeutic relationships. A nurse in a researcher role demonstrates the standard by: • communicating knowledge of evidence-based, best-practice guidelines related to caring and therapeutic relationships. 77
Professional Relationships Professional relationships are based on trust and respect, and result in improved client care Indicators A nurse demonstrates the standard by: • role-modelling positive collegial relationships; • using a wide range of communication and interpersonal skills to establish and maintain collegial relationships effectively; • demonstrating knowledge of, and respect for, each other’s roles, knowledge, expertise and unique contribution to the team; • sharing knowledge with others to promote best possible outcomes for clients; • developing networks to share knowledge related to best practices; and • demonstrating effective conflict-resolution skills. In addition, a nurse in an administrator role demonstrates the standard by: • promoting a work environment in which trust and respect among all health care disciplines is expected; • ensuring systems are in place to reduce and manage conflict between team members effectively; • supporting nurses to take action when clients are at risk of harm from colleagues; and • valuing and acknowledging nursing expertise and contributions to the health care of clients. A nurse in an educator role demonstrates the standard by: • facilitating the development of conflict-resolution skills; and • supporting nurses to develop skills to address unethical, unprofessional or unsafe behaviour of colleagues. A nurse in a researcher role demonstrates the standard by: • communicating knowledge of the research process and relevant studies to other nurses and team members; and • supporting nurses to participate in research studies. 78
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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
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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: Leadership Each nurse demonstrates
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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