| | Theoretical
Teaching and learning opportunities that address theory concepts
(e.g. Course, Course Outline, Course Learning Objectives, Required Learning Outcomes, Modules Outlines, Modules and Learning Objectives)
| Application
Key educational experiences that enable students to demonstrate application and integration
e.g. Consolidation and pre-consolidation experiences, Sim Lab Experiences, case study assignment, quiz, term exams, written assignments, individual and/or group presentations and learning plans
| Evaluation
Evaluation processes that determine the student’s understanding and application
(e.g. Assignment marking rubrics, clinical placement evaluation, learning plan evaluation, quiz and test marking rubrics)
| | | |
| Competency # | Competency Category | Source of Evidence
Min 1/Max 3 Source(s) of Evidence
(one entry per cell) | Descriptor(s) | Source of Evidence
Min 1/Max 3 Source(s) of Evidence
(one entry per cell) | Descriptor(s) | Source of Evidence
Min 1/Max 3 Source(s) of Evidence
(one entry per cell) | Descriptor(s) | Rating | Written Comments | |
| | | | | | | | | | | |
|---|
| Competency and Performance Indicators | Clinician Role
Nurse Practitioners deliver safe, competent, compassionate, and ethical care across the lifespan with diverse populations and in a range of practice settings. Nurse Practitioners ground their care in evidence-informed practice and use critical inquiry in their advanced diagnostic and clinical reasoning. | |
| Assessment | | | | | | | | | |
| 1.1 | Establish the reasons for the client encounter to determine the nature of the services required by the client
a. Perform initial observational assessment of the client’s condition
b. Ask pertinent questions to establish the presenting issues
c. Evaluate information relevant to the client’s presenting concerns
d. Prioritize routine, urgent, emergent, and life-threatening situations | AHAD 1 Module 1.1 learning Outcomes 1 & 2 Module 1.3 Readings: Myrick & Karosas (2021):
Chapter 1: Health History, The Patient Interview, and Motivational Interviewing. Cash and Glass (2020) :
Chapter 1: Health Maintenance Guidelines. Chapter 2: Public Health Guidelines
Bailey, A. St-Amant, O., Ziegler, E., Seto Nielsen, L., Savicevic, N., Petrie, P., Accettola, E., Pemasani, M., Andrew, A., Creer, R., Hughes, M., & Lapum, J. (2021). Chapter 2: Inclusive Approaches to Health Assessment. Toronto. See attached link . | AHAD 1 Module 1 1.1 Learning Outcomes 1 & 2 1. Incorporate a systematic diagnostic framework to guide health history and physical examination.
2. Discriminate between key categories that comprise a focused and comprehensive health assessment. Module 1.3 Learners are provided links to subjective and assessments and documentation. | AHAD 1 Module 1 -1.8 Case Studies 1,2,3. | AHAD 1 Module 1 -1.8 Case Studies 1,2,3 Instructor facilitated group discussions on the benefits of identifying the appropriate health assessment to the purpose of the client encounter; culturally sensitive care and impacts of the SDOH | AHAD 1 Clinical Placement Evaluation Criteria 1 & 2 1. Apply diagnostic reasoning frameworks to advanced interviewing and history taking skills. 2. Integrate advanced physical assessment skills within focused and comprehensive assessments for the client. | Demonstrates thorough investigation of common health problems at an advanced practice level.
Demonstrates an organized and comprehensive approach to the collection of the history.
Demonstrates sensitivity and respect for the individual during the interview process.
Clinical documentation is pertinent and succinct using an organized format such as SOAP or appropriate to the clinical setting. | | | |
AHAD 1 Assignment Critical Case Analysis Goals a-d Module 1 1.1 learning Outcomes 1 & 2 Module 1.3 Readings: Myrick & Karosas (2021):
Chapter 1: Health History, The Patient Interview, and Motivational Interviewing.
| AHAD 1 Critical Case Analysis Paper Goals (a) develop knowledge and skill in organizing thinking related to a particular case, given a profile of characteristics relevant to
that particular case by utilizing a framework for a presenting problem; (b) discriminate between what is relevant and irrelevant, given the particular presenting problem;
(c) demonstrate critical thinking in articulating these findings by defending thinking and diagnostic reasoning; (d) integrate advanced practice competencies from a primary health care perspective. Module 1.3 Learners are provided links to subjective and assessments and documentation. | AHAD 1 Assignment Critical Case Analysis Paper. | AHAD 1 Critical Case Analysis Paper In this critical case analysis paper, the student creates a diagnostic plan for a client with a ‘focused’ health problem seen in their clinical practice with a health condition relevant to the content of any one of the AHAD 1 modules. | AHAD 1 Assignment Critical Case Analysis Paper Marking Rubric. | Evaluates elements of: health, history, integration of physical examination findings, synthesis of information through diagnostic reasoning, formulation of medical diagnoses, implications for advanced practice, and diagnostic planning. | | | |
| AHAD 1 Course Outcomes: 1,2,3. Module 1.5 Health History & Physical Assessments (Videos: OSCE Clinical Skills; Physical Exam Skills- The Hub). See attached link | AHAD 1 Course Outcomes: 1,2,3 Conduct assessments utilizing evidence-informed and best practices; perform a comprehensive health history utilizing diagnostic reasoning frameworks; demonstrate advanced physical assessment skills based on client needs; | AHAD 1 & 2 -OSCE 1. OSCE marking rubric | AHAD I focuses on the care of the adult in a system-based approach to episodic care. These are 25 minute observed adult history and physical and oral examinations completed at the end of the semester. tested on the following specific clinical competencies:
taking a focused history, using a framework for a focused assessment, conducting a focused physical examination, explaining what is being done and what the findings are, providing a rationale for assessing certain systems,
demonstrating discriminatory thinking in determining what is relevant in the assessment, given the presenting problem,
communicating with a “client”, analyzing data and identifying relevant strengths and risks, formulating differential diagnoses, and
hypothesizing as to the one most likely working medical diagnosis providing supporting evidence for it. | AHAD 1 & 2 - OSCE 1 -Final Grading Rubric. | OSCEs attach osce rubric AHAD I focuses on the care of the adult in a system-based approach to episodic care. These are 25 minute observed adult history and physical and oral examinations completed at the end of the semester. tested on the following specific clinical competencies:
taking a focused history, using a framework for a focused assessment, conducting a focused physical examination, explaining what is being done and what the findings are, providing a rationale for assessing certain systems,
demonstrating discriminatory thinking in determining what is relevant in the assessment, given the presenting problem,
communicating with a “client”, analyzing data and identifying relevant strengths and risks, formulating differential diagnoses, and
hypothesizing as to the one most likely working medical diagnosis providing supporting evidence for it. | | | |
| | | | | | | | | | |
| 1.2 | Obtain informed consent according to legislation and regulatory requirements
a. Co-create with client a shared understanding of scope of services, expectations, client’s strengths and limitations, and priorities
b. Support client to make informed decisions, discussing risks, benefits, alternatives, and consequences
c. Obtain informed consent for the collection, use, and disclosure of personal and health information | AHAD 1 Module 1.1 Learning Outcomes # 4.
Module 1.3 Obtaining informed consent video.
| 4. Understand the importance of obtaining consent prior to completing a physician exam or diagnostic procedure. | AHAD 1 Module 4.1 Learning Outcome # 4
Module 4.5 Advance Practice | Instructor facilitated discussion on the skill of suturing. Discuss and obtain consent prior to procedure. | AHAD 1 exam question(s) regarding consent | Midterm exam will have a question regarding consent | | | |
Thera 1 Module 11 Learning Outcomes #1 & 6. See attached link. Module 11-11.2 Readings: Ontario Guidelines for Providers Offering HIV Testing (03-2023) and Module 11-11.5 Reading: Age of Consent to Sexual Activity CNO Confidentiality and Privacy Personal Health Information 2019
CNO Consent 2017 | Thera 1 Module 11-11. Learning outcomes 1 & 6 1. Synthesize the knowledge required to counsel a client prior to testing, including informed consent, risk & benefits, and follow-up (e.g., HIV testing, STI testing). 6. Apply knowledge regarding the age of consent for sexual activity Module readings provide learner with information regard consent for testing and age of consent for sexual activity | Thera 1 Module 11-11.6 STI Case Study Learning Activity 2 & 3 re: obtaining consent for testing (HIV), and consent for sexual activity in Ontario | In class activity peer practice- 2. With a peer practice obtaining informed consent for testing (e.g., HIV, STI, Lab draws)- includes rationale for the test and receiving verbal consent
3. With a peer practice discussion with a client regarding the legal requirements and age of consent for sexual activity in Ontario | Thera 1 & 2 TCP Marking Rubric- Includes obtaining consent for sharing information and consent to see another provider. See attached documents: TCP Marking Rubric criteria #1 | The Therapeutic care plan allows learners to develop goals and interventions in collaboration with the client to mutually set therapeutic goals, and develop a Plan of Care. The learners are required to obtain consent from the patient to provide their information to another provider and to consent to the referral. The consent can be verbal (implied) or written. | | | |
Roles Module 6.1 Learning Outcomes
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module6/6.1%20Learning%20Outcomes.aspx | Current learning outcomes:
In this module, you will apply legal and ethical principles to situations of relevance to practice as a primary health care nurse practitioner. You will also draw on resources and guidelines to consider resolution of issues in case scenarios, such as codes of ethics, consent, privacy, etc.
After completion of the module, you will be able to:
1. Describe legal and professional issues in advanced practice nursing.
2. Summarize the underlying theory of negligence and the elements necessary to establish malpractice.
3. Formulate and demonstrate risk management strategies.
4. Explain ethical issues that may arise in primary health care and advanced practice. Module readings prepare students for seminar discussion. https://phcnp.instructure.com/courses/367/pages/6-dot-6-reading-resources-and-references?module_item_id=14271 | Roles Case study 8.11 https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.11%20Virtual%20Classroom%20Session.aspx CAN sim scenario 1 (development in progress) | Addresses consent and privacy as a component of the client interaction. Module 8.11 case study discussed in class seminar group. Can-Sim scenario is a computer-based interactive simulated client encounter completed individually and debriefed in seminar group. | Roles Leadership/Collaboration/Facilitation Assignment. https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/LCF%20Facilitation%201.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 6. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
| | | | | | | | | | |
| 1.3 | Use critical inquiry to analyze and synthesize information from multiple sources to identify client needs and inform assessment and diagnosis
a. Establish a shared understanding of client’s culture, strengths, and limitations
b. Integrate information specific to the client’s biopsychosocial, behavioural, cultural, ethnic, and spiritual circumstances; current developmental life stage; gender expression; and social determinants of health, considering epidemiology and population-level characteristics
c. Integrate findings from past and current health history and investigations
d. Apply current, credible , and reliable research, literature, and standards to inform decision-making
e. Collect pharmacological history, including over-the-counter products, and complementary and alternative medicine, natural health products, and traditional medicine
f. Support client’s wishes and directions related to advance care planning, and palliative and end-of-life care
| AHAD 1-1.1 Learning Outcomes #1,3,5,7,9
Diagnostic Reasoning Framework (learning outcome #1)
Module 1.3 Readingshttps://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/AHAD1/modules/module1/1.1%20Learning%20Outcomes.aspxIndigenous Cultural Safety, Cultural Humility, and Anti-Racism
SOGI Nursing eLearning Toolkit - complete lesson 1, Cultural Humility and Cultural Humility Self Reflection
Myrick & Karosas (2021):
Chapter 1: Health History, The Patient Interview, and Motivational Interviewing
Bailey, A. St-Amant, O., Ziegler, E., Seto Nielsen, L., Savicevic, N., Petrie, P., Accettola, E., Pemasani, M., Andrew, A., Creer, R., Hughes, M., & Lapum, J. (2021). Chapter 2: Inclusive Approaches to Health Assessment.
Module 1 1. 4 Readings
Determinants of Health - Public Health Agency of Canada (2023).Transforming our realities: The Determinants of Health and Indigenous Peoples
Physical Exam Skills - Module 1 1.3 Readings
Virtual Care-The Hub
Bate's visual guide
Technique: Active or Attentive Listening (1:47)
Technique: Guided Questioning (5:20)
Technique: Empathic Responses (3:31)
Technique: Summarization (2:03)
Technique: Transitions (2:03)
Use of Non-Stigmatizing Language (1:57)
Use of Preferred Title, Name, and Gender Pronoun (3:42)
Module 1 1.5 Health History and Physical Exam
Head to toe - Adult
Head to toe - Older adult
| 1. Incorporate a systematic diagnostic framework to guide health history and physical examination.
3. Appraise and integrate various clinical practice guidelines into health assessment. 5. Evaluate the importance of cultural competence to enhance health assessment. 7. Appraise current scientific literature to guide evidence based practice. 9. Apply the concepts of cultural humility, cultural safety and cultural sensitive approach. | AHAD 1-OSCE 1 Final- Testing Rubric | AHAD I focuses on the care of the adult in a system-based approach to episodic care. 2 clinical scenarios on simulated clients where students are required to assess, diagnose and plan care under direct observation | AHAD 1-OSCE 1-Final Grading Rubric | AHAD 1-OSCE 1-Final Grading Rubric Part A 13 Medications, including OTCs 15 Recent History
16 Past Health History
17 Relevant Family History
18 Lifestyle
19 Psycho-social | | | |
Thera 1 Module 1-1.1 Learning Outcomes #1, 5 & 11 Thera 1 Module 1-1.2 Readings: Integrative, Complementary and Alternative Medicine; Medicine and Type 2 diabetes in First Nation Patients. Canadian Journal of Diabetes, 46, 53-59. CNO: Nurse Practitioner: Medication
CNO: Standards of Practice Nurse Practitioners
CNO: Scope of Practice Iglar K., Kennie N. & Bajcar J. (2007).I Can PresCribe A Drug: Mnemonic-based Teaching of Rational Prescribing Fam Med, 39(4), pp.236-40. | 1. Evaluate a prescribing framework as a guide to therapeutic interventions. 5. Discuss the implications for practice of the recommendations within the NP-PHC scope of practice regarding prescribing drugs, and recommending over-the-counter medications and complementary therapies. 11. Discuss the importance of being familiar with and incorporating Indigenous traditional health practices as a part of your therapeutic care plans. | Thera 1 & 2 Therapetic Care Plan (TCP): TCP assignment | TCP Assignment: Requires the assessment of the student's clinical client using 'I Can Prescribe Framework'. This framework integrates into the Therapeutic Process by examining the integration of client data, Cause and Effect of the condition, Mutually set Therapeutic Goals, Therapeutic Alternatives and Indications, Plan of Care and Evaluation. This is another crucial component of your analysis of available therapies as it is the scientific literature which informs your analysis. It is expected that you include a minimum of 15 primary sources in your literature review. | Therapeutic Care Plan (TCP) 1 & 2 -TCP Grading Rubric Criteria #5 & 6
| Criteria #5 Pharmacological Critically appraised the literature. Utilized evidenced informed practice principles to present all pharmacological options relevant to the case presented. Developed a clear and concise summary of plan of care and CASES table to present pharmacological options. Critera #6. Non-Pharmacological
(counseling heath education
complementary) Presented an evidenced informed critical analysis of the literature and developed a clear and concise plan of care and and concise plan of care and CASES table
| | | |
THERA 2 Module 12-12.6 Learning Outcomes 1-4- End of Life Care/MAID Module 12-12.7 Readings
College of Nurses of Ontario (CNO)-Medical Assistance in Dying
CNO: Medical Assistance in Dying.
Medical Assistance in Dying (Bill C-14; Legislative Background)
MOHLTC: Medical Assistance in Dying. | 1. Synthesize knowledge required to provide therapeutic care planning for persons requiring end of life care and/or MAID.
2. Apply the knowledge and skill required to develop therapeutic care plans in collaboration with other health care providers and community service agencies
3. Evaluate the outcomes of chosen therapeutics options.
4. Describe NP role in end-of-life care and medical assistance in dying. | Thera 2 Module 12 -12.8 End of Life Care/MAID
Medical Assistance in Dying (MAID) | 3 case scenarios Instructor facilitated discussion on the information that the NP-PHC should provide help a patient so that they may make an informed decision with regards to End of Life Care/MAID
Medical Assistance in Dying (MAID) | Thera 2 quiz/exam question re: End of Life/MAID | Thera 2 quiz/exam question re: End of Life/MAID | | | |
| | | | | | | | | | |
| 1.4 | Conduct an assessment that is relevant to the client’s presentation to inform diagnostic decisions
a. Determine the need for conducting a focused or comprehensive assessment
b. Conduct an assessment using valid and reliable techniques and tools
c. Conduct an assessment with sensitivity to client’s culture, lived experiences, gender identity, sexuality, and personal expression
d. Conduct a mental-health assessment, applying knowledge of emotional, psychological, and social measures of well-being
e. Conduct a review of systems to identify pertinent presenting findings
f. Order and perform screening and diagnostic investigations including point-of-care tests, applying principles of resource stewardship
| AHAD 1 Module 1 Learning Outcomes 1.1 #1, 2 & 5.
Module 1 1.5 Health History and Physical Exam
Head to toe - Adult
Head to toe - Older adult | 1. Incorporate a systematic diagnostic framework Download diagnostic frameworkto guide health history and physical examination. 2. Discriminate between key categories that comprise a focused and comprehensive health assessment. 5. Evaluate the importance of cultural competence to enhance health assessment. | AHAD 1 Module 2-2.6 Case study #3 | Instructor facilitated group discussions on the benefits of identifying and conductiong the appropriate type of health assessment to the presented client condition, offering differential diagnoses, applying evidence based tools, evaluating the client's risk for complications and utilizing diagnostic reasoning to recommend appropriate diagnostic investigtions | AHAD 1 Clinical Placement eval # 1, 2, 3, 4, 5
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ahad2/files/AHAD2-%20clinical%20Placement_evlaution.pdf | 1. Apply diagnostic reasoning frameworks to advanced interviewing and history taking skills.
Demonstrates thorough investigation of common health problems at an advanced practice level.
Demonstrates an organized and comprehensive approach to the collection of the history.
Demonstrates sensitivity and respect for the individual during the interview process.
Clinical documentation is pertinent and succinct using an organized format such as SOAP or appropriate to the clinical setting. 2. Integrate advanced physical assessment skills within focused and comprehensive assessments for the client.
Conducts appropriate physical examination techniques specific to the focused physical examination using advanced practice techniques in a comprehensive manner.
Conducts a comprehensive physical examination with an organized approach.
Interprets physical examination findings in a meaningful way for the purpose of establishing a diagnosis/differential diagnoses.
Demonstrates the ability to articulate correct terminology for physical assessment techniques and findings 3. Critically analyzes complex clinical presentations of the client.
Demonstrates critical thinking in the ability to perform a focused physical examination that accurately reflects the information obtained in the history.
Applies the principles of evidenced based practice and current research in the analysis of presenting data in the assessment of the client.
Integrates the information from the history and physical examination in complex clinical presentations for the formulation of appropriate differential diagnoses. 4. Select and interpret diagnostic and screening tests in the advanced practice role.
Identify appropriate diagnostic tests which are cost effective; reliable and valid related to the presenting problem or for preventive screening.
Is able to articulate appropriate screening tests for periodic screening in annual health examinations for specific age groups.
Articulates clearly the rationale for the ordering of specific laboratory tests related to either the periodic health exam and/or specific focused clinical presentations.
Demonstrates the ability to accurately interpret laboratory tests based on the pathophysiological processes, which could cause alteration in results beyond normal ranges. 5. Utilize evidence-based practice, conceptual frameworks and current research to integrate and analyze health assessment findings and identification of questions for future research.
Integrates concepts of advanced nursing practice into the assessment of individuals/populations.
Considers the determinants of health, epidemiology and risk factors affecting individuals/populations.
Applies principles of pathophysiology in consideration of common health problems.
Demonstrates a focus on wellness, health promotion, and illness prevention.
Identifies clinical questions for future research | | | |
AHAD 2 Module 3-3.1 Learning Outcomes #1,2,3,4
Module 3 3.2 Common Conitions/ReadingsDepression
Bipolar Disorder
Obsessive-Compulsive Disorder
Borderline Personality Disorder
Post-Traumatic Stress Disorder (PTSD)
Schizophrenia
Suicide
Health Canada (2020). Mental illnesses in Canada.
A guide to Primary Care Management of Mental Health and Addictions- related Risks and Functional Impairments
Canadian clinical practice guidelines for the management of anxiety, posttraumatic stress and obsessive-compulsive disorders
Depression evaluation:
PHQ 9 depression screening tool
Assessment Psychology. (2010). Hamilton Depression Scale (21 item).
Mood disorder:
Mood disorder questionnaire
Generalized Anxiety Disorder (GAD 7)
Various tools:
RNAO guidelines for suicide ideation:
Resources:
Legal aspect: Mental Health Act
Mental health screening tools ; eMentalHealth.ca | 3.1 Learning Outcomes
1. Accurately assess and diagnose clients with mental health conditions
2. Appraise the literature related to the impact of personal values and beliefs on the care of individuals and families experiencing mental health conditions
3. Evaluate factors relevant in determining the most appropriate strategies to assist clients in situational crisis
4. Develop strategies to incorporate the role of the NP-PHC in shared mental health care | AHAD 2 Module 3-3.6 Case studies #1 & #2
Module 3 3.7
Seminar Discussion Questions on Mental health conditions | Instructor facilitated group discussions on the benefits of identifying and conducting the appropriate history, relevant and essential physical exam components to support the diagnosis and providing rationale for which screening or diagnostic investigations need to be ordered for clients with mental health concerns | AHAD 2 https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ahad2/files/AHAD2-%20clinical%20Placement_evlaution.pdf | 2. Integrate advanced physical assessment skills within focused and comprehensive assessments of the client.
Conducts appropriate physical examination techniques specific to the focused physical examination using advanced practice techniques in a comprehensive manner.
Conducts a comprehensive physical examination with an organized approach.
Interprets physical examination findings in a meaningful way for the purpose of establishing a diagnosis/differential diagnoses.
Demonstrates the ability to articulate correct terminology for physical assessment techniques and findings
4. Select and interpret diagnostic and screening tests in the advanced practice role.
Identify appropriate diagnostic tests which are cost effective; reliable and valid related to the presenting problem or for preventive screening.
Is able to articulate appropriate screening tests for periodic screening in annual health examinations for specific age groups.
Articulates clearly the rationale for the ordering of specific laboratory tests related to either the periodic health exam and/or specific focused clinical presentations.
Demonstrates the ability to accurately interpret laboratory tests based on the pathophysiological processes, which could cause alteration in results beyond normal ranges.
5. Utilize evidence-based practice, conceptual frameworks and current research to integrate and analysis health assessment findings and identification of questions for future research.
Integrates concepts of advanced nursing practice into the assessment of individuals/populations.
Considers the determinants of health, epidemiology and risk factors affecting individuals/populations.
Applies principles of pathophysiology in consideration of common health problems.
Demonstrates a focus on wellness, health promotion, and illness prevention.
Identifies clinical questions for future research.
6. Synthesize health assessment data to formulate a working diagnosis and diagnostic plan.
Reviews all nursing and medical diagnoses with the preceptor for accuracy and relevance.
Integrates a discussion of the need for laboratory or diagnostic tests and results.
Demonstrates sensitivity related to client beliefs and needs in the development the working diagnosis and diagnostic plan
Integrates client specific needs/considerations in the final clinical decisions based on best practice guidelines and research | | | |
AHAD 2 Module 2-2.7 2SLGBTQ + Primary care Learning Outcomes #1,3,4,5,6
Module 2 2.8 Topics/Common Conditions/Reading-4
Bourns & Kucharski (2022). Caring for LGBTQ2S people: A clinical Guide (2nd edition)
Chapter 2 - Improving patient-provider relationships and health environments for 2SLGBTQ patients
Chapter 3 - History and Physical Examination
Chapter 4 - Prevention and Screening for 2SLGBTQ People
Chapter 11 - Trans and non-binary health: gender affirming hormone therapy and primary care
Sherboune Guidelines for gender-affirming care with trans and non-binary people
Part 1 only
Savoy et al (2020). Sexual health history: Techniques and tips. American Family Physician, 101(5), 286-293
Taking a Sexual History | 1. Identify and address issues of equity, diversity and inclusion, health inequities and barriers experienced by the 2SLGBTQ population.
3. Determine the impact of personal values on the therapeutic relationship with 2SLGBTQ individuals.
4. Promote the health of 2SLGBTQ patients by improving access to primary health care services.
5. Understand primary care issues as they specifically apply to the transgender population.
6. Apply knowledge to case studies relating to the care of a trans woman and a trans man. | AHAD 2 Module 2-2.9 Case studies # 1 and #2
Module 2 2.10
Seminar Discussion Questions on Gender affirming care | Instructor facilitated group discussions on the benefits of identifying and conducting the appropriate history, relevant and essential physical exam components to support the diagnosis and providing rationale for which screening tools or diagnostic investigations need to be ordered for clients seeking gender-affirming care. | AHAD 2 quiz/exam questions | There will be quiz/exam questions regarding gender affirming care, assessments, and diagnostics | | | |
| Diagnosis | |
| 1.5 | Integrate critical inquiry and diagnostic reasoning to formulate differential diagnoses and final diagnoses
a. Interpret the results of investigations
b. Generate differential diagnoses based on data analysis
c. Create a shared understanding of assessment findings, diagnoses, anticipated outcomes, and prognosis
d. Determine the leading diagnosis based on clinical and diagnostic reasoning | AHAD 1 Course Outcomes: 2,4,5
Module 1 1.6 Diagnostic Reasoning
Dains, Baumann & Scheibel (2020), Chapter 1
Case Application of Diagnostic Reasoning
Common Diagnostic Errors
Diagnostic Reasoning Framework
Diagnostic framework chart
Investigations Module | 2. Perform a comprehensive health history utilizing diagnostic reasoning frameworks
4. Formulate a provisional diagnosis and diagnostic plan through the synthesis of health assessment data
5. Select and interpret diagnostic and screening tests based on assessment findings | AHAD 1 Critical Case Analysis Paper | In this case critical analysis paper, the student will create a diagnostic plan for a client presenting with a specific clinical presentation in the clinical setting. The case critical analysis paper and the consult letter are to be written on the same client.
The goals of this assignment are to:
(a) develop knowledge and skill in organizing thinking related to a particular case, given a profile of characteristics relevant to that particular case by utilizing a framework for a presenting problem;
(b) discriminate between what is relevant and irrelevant, given the particular presenting problem;
(c) demonstrate critical thinking in articulating these findings by defending thinking and diagnostic reasoning;
(d) integrate advanced practice competencies from a primary health care perspective;
(e) articulate the ‘value-added’ contribution made by NPs in primary health care;
(f) develop skills in the written articulation of presenting clinical findings in a succinct and comprehensive manner. | AHAD 1 Critical Case Analysis Paper Marking Rubric. #3, #4 , #6 | 3. Synthesis of Information
Gives accurate summary of significant data
derived from the history and physical
examination, Summarizes the key points of the case in a concise manner, listing
significant positive or negative findings.
Makes general statement of client health
status. Lists client strengths and major risk
factors. Provides risk factor analysis based on
epidemiology, social, family, occupational, and
lifestyle history. Includes ethical/legal issues,
as they relate to the broader determinants of
health. Demonstrates understanding of
lifespan development.
DIAGNOSTIC REASONING
4. Medical Diagnoses
Lists applicable differential diagnoses providing rationale that is drawn
from analysis of data from health history, physical exam, risk factor
analysis, proposed diagnostic tests, and pathophysiology principles.
Identifies the one provisional diagnosis which is chosen including
rationale. Provides rationale for ruling out differentials. 6. Diagnostic Plan
From data collected and with problem formulation, determines what
investigations need to be done, consistent with primary health care
practice. Incorporates evidence informed practice information including
sensitivity and specificity in the selection of diagnostic investigations where
applicable, including rationale for each. Identifies those which can be
ordered autonomously as opposed to requiring consultation with a
physician partner. Determines need for referral to other disciplines and
provides rationale. Includes criteria for return/follow-up to clinic | | | |
AHAD 1 Module 2-2.1 Learning Outcomes #1
Bates' Visual Guide to Physical Examination Video: Eyes and ears Nose, mouth, neck
Sykes, E.A., Wu, V., Beyea, M., Simpson, M.T.W. & Beyea, J.A. (2020).
Pharyngitis: Approach to diagnosis and treatment. Canadian Family Physician, 66, 251-257 (only section on assessment and diagnosis)
diagnostic_framework.docx
Daines, Baumann & Scheibel (2024)- Chapters 16, 26, 31, 34 & 40 | 1. Employ the diagnostic reasoning framework to complete a thorough health assessment, determine appropriate screening or diagnostic investigations and synthesize client data to determine a diagnosis for specific HEENT conditions. | AHAD 1 Module 2-2.8 Quiz/Prep Questions for HEENT | Quizes are found at the end of each module and are self-directed. They offer questions relevant to the module. For example student needs to choose the diagnostic criteria for acute otitis media in a child; interpret clinical findings to diagnose cataracts for an older adult;interpret the clinical presentation findings for an adult with pharyngitis and apply guidelines to identify the most likely diagnosis; order diagnostic testing on an adolescent with signs and symptoms consistent with mononucleosis; determine if they should perform an external ear culture for C&S on a child with otitis externa. Student is required to review client's laboratory results, suggest further investigations, and provide rationale. The student must also discuss the significance of the results.
| AHAD 1 Clinical Placement Eval criteria # 1,3, 6, 7 | 1. Apply diagnostic reasoning frameworks to advanced interviewing and history taking skills.
Demonstrates thorough investigation of common health problems at an advanced practice level.
Demonstrates an organized and comprehensive approach to the collection of the history.
Demonstrates sensitivity and respect for the individual during the interview process.
Clinical documentation is pertinent and succinct using an organized format such as SOAP or appropriate to the clinical setting. 3. Critically analyzes complex clinical presentations of the client.
Demonstrates critical thinking in the ability to perform a focused physical examination that accurately reflects the information obtained in the history.
Applies the principles of evidenced based practice and current research in the analysis of presenting data in the assessment of the client.
Integrates the information from the history and physical examination in complex clinical presentations for the formulation of appropriate differential diagnoses. 6. Synthesize health assessment data to formulate a working diagnosis and diagnostic plan.
Reviews all nursing and medical diagnoses with the preceptor for accuracy and relevance.
Integrates a discussion of the need for laboratory or diagnostic tests and results.
Demonstrates sensitivity related to client beliefs and needs in the development the working diagnosis and diagnostic plan
Integrates client specific needs/considerations in the final clinical decisions based on best practice guidelines and research 7. Communicate assessment findings and appropriate diagnoses.
Succinctly communicates, to a team member, clinical assessment findings.
Demonstrates the ability to identify three to five differential diagnoses based on the history and clinical findings.
Demonstrates the ability to rule in/rule out diagnoses based on the client history, clinical findings, diagnostic investigations/laboratory results.
Communicates accurate diagnoses within the Practice Standard for Nurse Practitioners. | | | |
AHAD 2 Module 1-1.1 Learning Outcomes #2,3,4
Module 1 1.4 Investigations/Tools and Resources
Diagnostic Framework Chart
Inlow's 60-second Diabetic Foot Screen: Update 2022
Inlow's 60-second Diabetic Foot Screen (tool)
Module 1 1.2 Topics/Common Conditions/Readings
Diabetes Canada's full guidelines
Chapters 3-11, 14, 17, 23-25, 29-33, 37-38
Video -Overview of the 2018 Clinical Practice Guideline
Investigation Module
Endocrine | 2. Explore the utility of specific diagnostic investigations in the diagnosis and follow-up of diabetes
3. Appraise prevention strategies for individuals at risk for developing chronic diabetes
4. Explore the implications for quality of life for individuals who experience chronic diabetes | AHAD 2 Module 1-1.6 Case Study #1 Diabetes
Module 1 1.7 Seminar discussion on Diabetic care | Student is required to review client's laboratory results, suggest further investigations, and provide rationale. The student must also discuss the significance of the results.
Further instructor guided seminar involves examining history and physical would the NP-PHC be expected to assess for during a routine visit of a diabetic?; the criteria for diagnosing a new diabetic;
What are the long term complications of diabetes and how does the NP-PHC assess for these; Exploration of the available tools and resources that are found on the Canadian Diabetes Association website; interprofessional opportunities in providing care to individuals with diabetes; local resources. The seminar incorporates practice performing the 60 second diabetic foot assessment. | AHAD 2 OSCE Final Grading Rubric Part C ORAL PRESENTATION DIAGNOSTIC REASONING on Diabetic OSCE | Part C ORAL PRESENTATION DIAGNOSTIC REASONING 1. What is the working diagnosis? 2. Name 3 differentials for this case (not including your working diagnosis), and provide rationale. 3 What diagnostic investigations are indicated at this time. List 2 and provide rationale | | | |
| Management | |
| 1.6 | Use clinical reasoning to create a shared
management plan based on diagnoses and
the client’s preferences and goals
a. Examine, and explore with the client,
options for managing the diagnoses
b. Consider availability, cost, determinants
of health, clinical efficacy, and potential
client adherence to determine feasibility
and sustainability of the management plan
c. Determine and prioritize interventions
integrating client goals and preferences,
resources, and clinical urgency
d. Provide and seek consultation from other
professionals and organizations to support
client management
e. Use technology to deliver health
care services after considering the
appropriateness of virtual care services,
environmental factors, the nature of
the service, the security of the system,
alternative approaches, and contingency
plans
f. Use electronic health records and tracking
systems to accurately collect and document
client information and delivery of health
services | Thera 1 Course Outcomes #1, #2, #5, & #7 Module 1-1.4-1.10 Framework for Process Therapeutic Choices Iglar K., Kennie N. & Bajcar J. (2007). I Can PresCribe A Drug: Mnemonic-based Teaching of Rational Prescribing. Fam Med, 39(4), pp.236-40. | 1. Formulate and evaluate comprehensive plans of care based on critically appraised therapeutic frameworks for clients with common episodic conditions. 2. Appraise current research and best standards of practice for clients with common episodic conditions and belonging to specific populations across the lifespan. 5. Demonstrate proficiency in prescribing and in writing complete prescriptions for clients with common episodic conditions and belonging to specific populations across the lifespan. 7. Decide the need for referral and consultation with other health care providers for clients with common episodic conditions and across the lifespan. | Thera 1 & 2 Therapeutic Care Plan (TCP): TCP assignment | TCP Assignment: Requires the assessment of the student's clinical client using 'I Can Prescribe Framework'. This framework integrates into the Therapeutic Process by examining the integration of client data, Cause and Effect of the condition, Mutually set Therapeutic Goals, Therapeutic Alternatives and Indications, Plan of Care and Evaluation. Thera 1 focuses on episodic conditions; Thera 2 focuses on chronic conditions | Therapeutic Care Plane (TCP) 1& 2- TCP Grading Rubric Criteria #4 - 7 | Grading Rubric for Therapeutic Care Plan (TCP) Assignment 4-7. 4. Therapeutic Goals Outlined very detailed, clear,
and concise client centered
goals with timelines 5. Pharmacological Critically appraised the literature.
Utilized evidenced informed
practice principles to present all pharmacological options
relevant to the case presented. Developed a clear and concise summary of plan of care and CASES table to present pharmacological options. 6. Non-Pharmacological
(counseling heath education
complementary)
7. Plan of Care Presented an evidenced
informed critical analysis of the literature and developed a clear and concise plan of care and CASES table.
Need for Consultation/
Referral
Appropriate summary in
relation to the NP scope of
practice and client need.
Monitoring:
Outlined appropriate
monitoring criteria that are
realistic to the case presented
and evidence informed.
Included lab or imaging
requisitions with all
appropriated diagnostic tests.
Acceptability by the Client
Outlined evidence to support the strategies you employed to increase the acceptability of your patient centered plan of care Follow-up
Outlined evidenced informed
follow up plan with timelines
appropriate to the case
presented
Evaluation Clearly referred to the goals of
therapy and highlighted the
patient’s perspective | | | |
AHAD 1 Module 1 - 1.1 Learning Outcome # 11
Module 1 1.3 Types of Assessments
Virtual Care - The hub
Telemedicine Demonstration with Required Elements (Acne Case) 2020 - 19 min.
CNO Telepractice (2020) (Links to an external site.)
Virtual care use before and during the COVID-19 pandemic: a repeated cross-sectional study | 11. Apply the CNO Telepractice standard in relation to the provision of virtual care. | AHAD 1 Module 1 1.10 Seminar Discussion #4. | Seminar Group Discussion on Readings: Virtual Care
Review each cases listed in the module, and discuss different types of assessment such as in person vs virtual care, and the approach to care. | AHAD 1 PART B – Written Consult Letter | Expectations for Consult Letter: This part of the assignment aims to request a formal consultation with a physician partner in primary care, other health care professionals or a specialist. The consult letter is to be written on any client on which the case critical analysis paper is done. Consult Letter Grading Rubric: This criterion is linked to a Learning OutcomeClearly states reason for and the goal of referral.
(Must include all for 1 mark)
Client name, age, gender, contact information; provisional medical diagnosis and goal of referral; Provides an accurate summary of significant relevant data (IF APPLICABLE)
a. History of Present Illness (HPI)
b. Past Medical History (PMH)
i. Allergies
ii. Current medications/drug use
iii. Family History (If applicable)
c. Psychosocial History &/or Client's Response to Presenting Concern
d. Review of Systems (ROS)
e. Functional Assessment (If applicable)
f. Physical Examination
g. Laboratory/Diagnostic Test Results; This criterion is linked to a Learning OutcomePresents information in a clear and concise format
(0.5 marks each to a total of 2 marks)
a. Provides an accurate summary of significant relevant data
b. Presents information in a clear and concise, organized format
c. Utilizes appropriate medical terminology
d. Includes appropriate professional contact information (use fictitious NP OHIP number) | | | |
IP Module 2- 2.1 Learning Outcome #2 Module 2- 2.1 Readings Telemedicine Demonstration with Required Elements (Acne Case Study) 2020
CNO Telepractice (2023)
CNO Pandemic Planning Safety and Risk Management in Primary Care | 2. Provide patient care using in-person and virtual modes of healthcare delivery, such as telehealth, videoconferencing, and telephone, demonstrating an understanding of each mode's risks, benefits, safety considerations, and requirements. | Telemedicine Demonstration with Required Elements (Acne Case Study) 2020 | Instructor facilitated group discussion. Students complete the case study in class and discuss with peers. | IP final exam | IP final exam has questions regarding telemedicine | | | |
| | | | | | | | | | |
| 1.7 | "Prescribe and counsel clients on pharmacological and non-pharmacological interventions, across the life span
a. Follow legislative, regulatory, and organization requirements, when prescribing pharmacological and non-pharmacological interventions
b. Select evidence-informed pharmacological interventions based on diagnoses, concurrent client therapies, and available medication history, using drug-information systems
c. Utilize prescription monitoring and reporting programs according to jurisdictional and legislative requirements
d. Complete medication reconciliation to make clinical decisions based on an analysis of the client’s current pharmacological and non-pharmacological therapy
e. Analyze polypharmacy to identify unnecessary and unsafe prescribing, and deprescribe where possible
f. Recommend or order non-pharmacological interventions and complimentary, alternative, and natural health products based on client preference, history, and cultural practice
g. Incorporate principles of pharmacological stewardship
h. Establish a monitoring plan for pharmacological and non-pharmacological interventions
i. Counsel client on pharmacological and non-pharmacological interventions, including indication, benefits, cost, potential adverse effects, interactions, contraindications, precautions, reasons to adhere to the prescribed regimen, required monitoring, and follow up "
| Thera 1 Course Outcomes #1-7 Module 1- 1.2 Readings Iglar K., Kennie N. & Bajcar J. (2007). I Can PresCribe A Drug: Mnemonic-based Teaching of Rational Prescribing. Fam Med, 39(4), pp.236-40. The Merck Manuals Online Medical Library. Integrative, Complementary and Alternative Medicine
Johnson, R., Fiddler, T., Pirozek, J., Gordon, J., Sodhi, S., Poirier, J., Kattini, R., & Kelly, L. (2022). Traditional Medicine and Type 2 diabetes in First Nation Patients. Canadian Journal of Diabetes, 46, 53-59.
CNO: Nurse Practitioner: Medication
CNO: Standards of Practice Nurse Practitioners
CNO: Scope of Practice
Institute for Safe Medication Practices (ISMP) list of error-prone abbreviations, symbols, and dose designations.
Institute for Safe Medication Practices (ISMP) list of confused drug names.
How to Report Adverse Drug Reactions. Drugs Funded by Ontario Drug Benefits: e- Formulary Ontario Drug Benefit (ODB)
About the Non-Insured Health Benefits program
Interim Federal Health Program:
Natural and Non-prescription Health Products Module 1-1.4 Framework for Process Therapeutic Choices - Templates CASES decision aid template .docx
ICANPRESCRIBE and Prescription Template .docx | 1. Formulate and evaluate comprehensive plans of care based on critically appraised therapeutic frameworks for clients with complex or chronic conditions
2. Appraise current research and best standards of practice for clients with complex or chronic conditions.
3. Provide safe and effective pharmacological interventions by synthesizing concepts of basic clinical pharmacology and pharmacotherapeutics for clients with complex or chronic conditions.
4. Appraise the implications of the federal and provincial legislation and prescriptive authority of the PHC-NP for clients with complex or chronic conditions.
5. Demonstrate proficiency in prescribing and in writing complete prescriptions for clients with complex or chronic conditions.
6. Decide the need for referral and consultation with other health care providers for clients with complex and chronic conditions.
7. Evaluate the outcomes of client education related to pharmacological and non-pharmacological interventions, adverse drug effects, interactions, and expected client responses, for various categories of drugs. | Therapeutic Care Plan (TCP) 1 & 2- TCP Assignment | TCP Assignment: Requires the assessment of the student's clinical client using 'I Can Prescribe Framework'. This framework integrates into the Therapeutic Process by examining the integration of client data, Cause and Effect of the condition, Mutually set Therapeutic Goals, Therapeutic Alternatives and Indications, Plan of Care and Evaluation. The assignment includes a written prescription. Thera 1 focuses on episodic conditions; Thera 2 focuses on chronic conditions | Therapeutic Care Plan (TCP) 1 & 2- TCP Grading Rubric Criteria # 5-8 | Grading Rubric for Therapeutic Care Plan (TCP) Assignment 5. Pharmacological Critically
appraised the literature.
Utilized evidenced informed
practice principles to present all pharmacological options
relevant to the case presented. Developed a clear and concise summary of plan of care and CASES table to present pharmacological options. 6. Non-Pharmacological
(counseling heath education
complementary)
7. Presented an evidenced
informed critical analysis of the literature and developed a clear and concise plan of care and CASES table.
Need for Consultation/
Referral
Appropriate summary in
relation to the NP scope of
practice and client need.
Monitoring:
Outlined appropriate
monitoring criteria that are
realistic to the case presented
and evidence informed.
Included lab or imaging
requisitions with all
appropriated diagnostic tests.
Acceptability by the Client
Outlined evidence to support the strategies you employed to increase the acceptability of your patient centered plan of care Follow-up
Outlined evidenced informed
follow up plan with timelines
appropriate to the case
presented
Prescription
8. All prescriptions appropriate to case presented. No omissions. All components of a legal prescription addressed
Evaluation Clearly referred to the goals of
therapy and highlighted the
patient’s perspective | | | |
Thera 1 Module 8-8.1 Module Outcomes # 1,2,3,5,7,8,9 Module 8-8.2 Readings: American Geriatrics Society (AGS) Updated Beers Criteria for Potentially Inappropriate Medication Use in Older Adults (2023) AGS Beers Criteria 2023 Anti-infective Review Panel (2019). Anti-infective guidelines for community-acquired infections. Toronto: MUMS Guideline Clearinghouse.
Pneumonia: Adults
Pneumonia: Children
Pneumonia: Long-Term Care: mild to moderate
Pneumonia: Fine & Curb-65 Severity Risk Tool Pocket Card
Pneumonia, Community Acquired-CAP Canadian Tuberculosis Standards 8th ed. 2022- Chapter 5: Treatment of Tuberculosis Disease | 1. Use a therapeutic framework to evaluate therapeutic options and select the most appropriate therapy for clients presenting with specific respiratory conditions within the NP-PHC scope of practice.
2. Evaluate the outcomes of chosen therapeutics options.
3. Synthesize the knowledge required to select, prescribe and evaluate respiratory therapy. 5. Apply the knowledge and skill required to select, prescribe and evaluate the above conditions in clinical practice. 7. Describe concepts related to polypharmacy, chronic disease and complex disease management.
8. Describe the implications of chronic disease management for NP-PHC practice.
9. Synthesize knowledge required to provide therapeutic care planning for persons experiencing chronic diseases. | Thera 1 Module 8-8.3 Case Study Pneumonia | Instructor Guided Seminar: Uses a therapeutic framework to develop a comprehensive plan the care of of a client experiencing pneumonia and write relevant prescriptions.
Evaluation of potential complementary therapies used in the treatment of Pneumonia, and the evidence that supports these therapies.
Answer the critical-thinking ("What if") questions following the Case Study that address scenarios for clients across the lifespan (e.g. 23-year old university student with no co-morbidities; 60 year old with comorbidities; a Simcoe county long term care client; a pregnant client in first trimester). Addresses stewardship by examining the common organisms involved in different populatins and choosing the appropriate empiric coverage; examining the differences in coverage, efficacy, resistance, drug interactions and side effects between agents;
Discuss modifications in the treatment of pneumonia using antibiotic stewardship in the following situations:
a. What if the client is in a long-term care residence?
b. What if the client is taking oral contraceptives?
c. What if the client is 4 years of age and is allergic to penicillin?
d. What if the client has emphysema?
e. What if the client is 64 years of age and has no other health problems?
f. Under what circumstances would you as the NP-PHC consider having the child admitted to the hospital?
g. What are the potential issues the NP has to consider for discharge planning if the child was hospitalized for pneumonia with respiratory distress? | Thera 1 Final Clinical Placement Eval # 2, 3, 4, 6 7 | 2. Synthesizes concepts of basic clinical pharmacology with pharmacotherapeutics in planning, implementing, and evaluating client care.
Applies basic knowledge about concepts of pharmacokinetics and pharmacodynamics, and when a knowledge deficit is identified, searches appropriate resources to find information and answers.
Considers the impact of drug interactions, drug-food interactions, and adverse events when recommending pharmacological (drugs, herbs & supplements) therapies.
Considers client factors when recommending pharmacological therapies (drugs, herbs & supplements) including:
Medical history – e.g., hereditary, co-morbidities, and environment
Lifestyle – e.g., smoking, nutrition, alcohol, substance abuse and risk taking behaviours
Life stages – e.g., pediatrics, pregnancy, lactation, older adults
Considers cost, simplicity, adherence, efficacy and safety of therapies. 3. Analyzes the impact of federal and provincial legislation and prescriptive authority of the Nurse Practitioner.
Identifies drugs that are not authorized for prescribing by Nurse Practitioners.
Describes mandatory reporting of diseases and conditions and tracking of adverse drugs events (ADRs) as per Ontario regulations (e.g., local Public Health Department and Health Canada).
Demonstrates an understanding of Ontario Drug Benefits Program, Limited Use Drugs, Trillium Program, 3rd Party Insurers, Assistive Devices Program, and signatory authority for various programs/forms (e.g., WSIB, ODSP, MTO, Ontario Works, etc.). 4. Demonstrates proficiency in prescribing and writing complete prescriptions.
Calculates safe and accurate medication doses for the pediatric and special populations - e.g. older adult, renal insufficiency, etc..
Writes a complete prescription including all the components described in College of Nurses’ Standards of Practice for Nurse Practitioners. Asks the preceptor to sign all prescriptions. 6. Demonstrates proficiency in educating clients about pharmacological and non-pharmacological regimes, adverse drug effects, interactions, and client responses to these.
Offers specific health education to clients – instructions on how to take the drug(s), interactions with food, alcohol, driving or other potentially dangerous activities, drug side effects, recognizing potential adverse drug reactions and signs of treatment failure, demonstrating proper use of equipment (e.g., glucose-monitoring, syringes, aerochambers and inhalation devices, etc.).
Provides instruction to clients about what to do if they experience side effects, an inability to carry out or tolerate the treatment, an adverse drug reaction or worsening condition. 7. Evaluates the outcomes of therapeutic care plans.
Uses therapeutic communication techniques appropriate to the client situation in health behavior change interventions (probing questions, clarification, consideration of timing, etc.).
Evaluates appropriate parameters of therapeutic plans based on client-specific factors and therapeutic goals.
Evaluates the client’s response to therapies and interventions (effects and side effects) and appropriateness of ongoing treatment.7. Evaluates the outcomes of therapeutic care plans.
Uses therapeutic communication techniques appropriate to the client situation in health behavior change interventions (probing questions, clarification, consideration of timing, etc.).
Evaluates appropriate parameters of therapeutic plans based on client-specific factors and therapeutic goals.
Evaluates the client’s response to therapies and interventions (effects and side effects) and appropriateness of ongoing treatment. | | | |
Thera 2 Module 1-1.1 Learning Outcomes #1, 2, 3, 4, 5, 6
Module 1 1.2 Readings
Diabetes Canada-Clinical Practice Guidelines: Health Care Providers Tools, Hypoglycemia, Insulin Prescription-Insulin Initiation and Titration Regimens in People with Type 2 Diabetes, Type 2 Diabetes and Indigenous Peoples, Diabetes and mental health, Insulin Pen Start checklist
Ontario Drug Benefit Formulary/Comparative Drug Index website: Formulary Search Pilon, R., Benoit, M., Maar, M., Cote-Meek, S., Assinewe, F., & Daybutch, G. (2019). Decolonizing Diabetes. International Journal of Indigenous Health, Vol 14 (2), 253-275. DOI: 10.32799/ijih.v14i2.32958 PDF | 1. Use a therapeutic framework to evaluate therapeutic options and select the most appropriate therapy for clients presenting with specific endocrinology conditions.
2. Identify emergent conditions such as acute hypoglycemia in adults and children and provide appropriate interventions, i.e., initiate emergency medical services
3. Synthesize the knowledge required to select, prescribe and evaluate endocrinology therapy.
4. Evaluate the outcomes of the chosen therapeutics options.
5. Apply the knowledge and skill required to select, prescribe and evaluate the above conditions in clinical practice.
6. Consider how you can deliver culturally competent and safe care to Indigenous Peoples living with diabetes. | Thera 2 Module 1-1.4 Case Study: Type 2 Diabetes Mellitus | Instructor Guided Seminar: Uses a therapeutic framework to develop a comprehensive plan the care of of a client experiencing diabetes mellitus using the template provided in "Sample Diabetes Patient Care Flow Sheet for Adults" in the 2023 Clinical Practice Guidelines for Diabetes in Canada and write the relevant prescriptions.
Exercise: The key to preventing the progression of diabetes and its complications is optimal management, including health teaching, close monitoring of labs and serum glucose levels, and regular follow-up. To help you understand this complex condition, utilize the following table to break down and differentiate the effects of each drug classification and each agent within the class under the factors provided and the role they play in the armamentarium of diabetic agents. https://guidelines.diabetes.ca/cpg/chapter-13-2020-update
Evaluate a few complementary therapies used in treating diabetes and provide the evidence that supports these therapies.
Use the Diabetes Canada Tools & Resources for health-care providers to determine the best pharmacotherapy for this patient. https://guidelines.diabetes.ca/ There are several interactive tools that you can use, including screening, diagnosis, physical activity decision tool, self blood glucose monitoring etc... You are encouraged to familiarize yourself with this site as you will find it quite useful when you begin your practice | Thera 2 Final Clinical Placement Eval # 1, 2, 3, 4, 6, 7 | 1. Demonstrates a client centered organized and systematic approach to client health care.
Demonstrates the ability to identify and prioritize focused and relevant mutually agreed upon therapeutic goals.
Demonstrates the ability to select and recommend evidence-based therapies and interventions (pharmacological, complementary, counseling, and health education).
Recommends appropriate timeframe(s) for follow-up and parameters for monitoring. 2. Synthesizes concepts of basic clinical pharmacology with pharmacotherapeutics in planning, implementing, and evaluating client care.
Applies basic knowledge about concepts of pharmacokinetics and pharmacodynamics, and when a knowledge deficit is identified, searches appropriate resources to find information and answers.
Considers the impact of drug interactions, drug-food interactions, and adverse events when recommending pharmacological (drugs, herbs & supplements) therapies.
Considers client factors when recommending pharmacological therapies (drugs, herbs & supplements) including:
Medical history – e.g., hereditary, co-morbidities, and environment
Lifestyle – e.g., smoking, nutrition, alcohol, substance abuse and risk taking behaviours
Life stages – e.g., pediatrics, pregnancy, lactation, older adults
Considers cost, simplicity, adherence, efficacy and safety of therapies. 3. Analyzes the impact of federal and provincial legislation and prescriptive authority of the Nurse Practitioner.
Identifies drugs that are not authorized for prescribing by Nurse Practitioners.
Describes mandatory reporting of diseases and conditions and tracking of adverse drugs events (ADRs) as per Ontario regulations (e.g., local Public Health Department and Health Canada).
Demonstrates an understanding of Ontario Drug Benefits Program, Limited Use Drugs, Trillium Program, 3rd Party Insurers, Assistive Devices Program, and signatory authority for various programs/forms (e.g., WSIB, ODSP, MTO, Ontario Works, etc.). 4. Demonstrates proficiency in prescribing and writing complete prescriptions.
Calculates safe and accurate medication doses for the pediatric and special populations - e.g. older adult, renal insufficiency, etc..
Writes a complete prescription including all the components described in College of Nurses’ Standards of Practice for Nurse Practitioners. Asks the preceptor to sign all prescriptions. 6. Demonstrates proficiency in educating clients about pharmacological and non-pharmacological regimes, adverse drug effects, interactions, and client responses to these.
Offers specific health education to clients – instructions on how to take the drug(s), interactions with food, alcohol, driving or other potentially dangerous activities, drug side effects, recognizing potential adverse drug reactions and signs of treatment failure, demonstrating proper use of equipment (e.g., glucose-monitoring, syringes, aerochambers and inhalation devices, etc.).
Provides instruction to clients about what to do if they experience side effects, an inability to carry out or tolerate the treatment, an adverse drug reaction or worsening condition. 7. Evaluates the outcomes of therapeutic care plans.
Uses therapeutic communication techniques appropriate to the client situation in health behavior change interventions (probing questions, clarification, consideration of timing, etc.).
Evaluates appropriate parameters of therapeutic plans based on client-specific factors and therapeutic goals.
Evaluates the client’s response to therapies and interventions (effects and side effects) and appropriateness of ongoing treatment. | | | |
| | | | | | | | | | |
| 1.8 | Perform invasive and non-invasive interventions as indicated by the management plan
a. Co-create with the client an understanding of procedures, including indications, potential risks and benefits, adverse effects, anticipated aftercare, and follow-up care
b. Perform procedures using evidence-informed techniques
c. Monitor and evaluate clinical findings, aftercare, and follow-up
d. Initiate interventions to stabilize the client in urgent, emergent, and life-threatening situations | AHAD 2 Course Outcome 5 & 6.
Module 3 3.2 Readings
Canadian clinical practice guidelines for the management of anxiety, posttraumatic stress and obsessive-compulsive disorder.
Module 3.4 Investigations/Tools and Resources
Tools for depression, mood disorder, anxiety, Mental health screen tools. | 5. Select and interpret diagnostic and screening tests on selected populations based on assessment findings
6. Communicate assessment findings and diagnoses with selected populations | AHAD 2 Module 3.6 Case Studies 1, 2 & 3. | The instructor facilitates students' role-playing using cases with patients experiencing various mental disorders, such as depression, suicide, including discussion on what questions of the history are most important to ask, what physical examination would be most pertinent to perform, and diagnostic investigation, including completion of evidence-based assessment tools. | AHAD 2 exam question(s) regarding assessing various mental health conditions | Midterm exam has questions regarding suicide management | | | |
AHAD 1 Course Outcomes # 3 & 4.
Module 4 4. 2 readings
Lacerations, StatPearls;
Animal Bites in Emergency Medicine Treatment & Management;
Cutaneous Malignant Melanoma: A Primary Care perspective. | 3. Demonstrate advanced physical assessment skills based on client needs
4. Formulate a provisional diagnosis and diagnostic plan through the synthesis of health assessment data. Readings provide an overview on suturing procedures including technique, indications, potential risks, benefits, complications, aftercare, and follow-up. Additional readings provide information regarding care in emergent conditions | AHAD 1 Module 4-4.3
Traumatic Wounds- Suturing on mannequins | Practice application of basic suturing techniques will is provided at each site home university during the scheduled seminar. This includes topics such as consent, technique, indications, complications, follow-up etc. | AHAD 1 midterm exam question(s) | Midterm exam have questions regarding suturing, melanoma, and animal bites | | | |
AHAD 1 Module 8-8.1 Learning Outcomes #3,4,5
Module 8 8.2 Readings
Care Ontario (Cervical )
Paps in Transgender men
Transgender men and cervical screening | 3. Integrate the knowledge and skill required for the appropriate collection of cultures and cytology samples
4. Distinguish the need for, and determine the most appropriate diagnostic imaging modality for specific clinical presentations within the NP-PHC scope of practice.
5. Integrate the knowledge and skill required to conduct GU assessments on members of the 2SLGBTQ population, specifically those identifying as transgender. | AHAD 1 Module 8 8.5 Seminar Practice on mannequins | Advanced Skills:
Pelvic exam
Sample collection
PAP testing
Examination of the genitals | AHAD 1 midterm exam question(s) | Midterm exam have questions regarding pelvic exams, sample collection, PAP testing and examination of the genitals | | | |
| | | | | | | | | | |
| 1.9 | Evaluate effectiveness of the management plan to identify required modifications and/or terminations of treatment
a. Develop a systematic and timely process for monitoring client progress, and follow-up on results and interventions
b. Evaluate responses to the management plan in collaboration with the client, and revise management plan as needed
c. Discuss and implement follow-up to facilitate continuity of care in collaboration with the client
d. Facilitate implementation of the management plan with the client, family, other health professionals, and community partners
e. Facilitate referral to another practitioner or service if the client would benefit from the consultation or if the client-care needs are beyond the NP’s individual competence or scope of practice | Thera 1 Course Outcomes #1, 6, 7 Module 1-1.2 Readings CNO: Nurse Practitioner: Medication
CNO: Standards of Practice Nurse Practitioners
CNO: Scope of Practice Iglar K., Kennie N. & Bajcar J. (2007). I Can PresCribe A Drug: Mnemonic-based Teaching of Rational Prescribing. Fam Med, 39(4), pp.236-40.
| 1. Formulate and evaluate comprehensive plans of care based on critically appraised therapeutic frameworks for clients with common episodic conditions. 6. Educate clients about pharmacological and non-pharmacological interventions, adverse drug effects, interactions, and client responses to these, for various categories of drugs. 7. Decide the need for referral and consultation with other health care providers for clients with common episodic conditions and across the lifespan. | Therapeutic Care Plan (TCP) 1 & 2- Assignment TCP | TCP Assignment: Requires the assessment of the student's clinical client using 'I Can Prescribe Framework'. This framework integrates into the Therapeutic Process by examining the integration of client data, Cause and Effect of the condition, Mutually set Therapeutic Goals, Therapeutic Alternatives and Indications, Plan of Care and Evaluation. Thera 1 focuses on episodic conditions; Thera 2 focuses on chronic conditions | Thera 1 Final Clinical Placement Eval #7 | 7. Evaluates the outcomes of therapeutic care plans.
Uses therapeutic communication techniques appropriate to the client situation in health behavior change interventions (probing questions, clarification, consideration of timing, etc.).
Evaluates appropriate parameters of therapeutic plans based on client-specific factors and therapeutic goals.
Evaluates the client’s response to therapies and interventions (effects and side effects) and appropriateness of ongoing treatment. | | | |
Thera 2 Module 7-7.1 Learning Outcomes #1, 2, 3, 6, 8, 9, 10 Module 7-7.2 Readings CNO NP Practice Standards 2023
CNO NPs and Prescribing Controlled Substances 2023
CNO Controlled Drugs and Substances; Resources and References 2023
Ontario Narcotics Strategy.
Centre for effective practice: Clinical Tools and Resources
| 1. Use a therapeutic framework to evaluate therapeutic options and select the most appropriate therapy for clients presenting with specific musculo-skeletal conditions within the NP-PHC scope of practice.
2. Evaluate the outcomes of chosen therapeutics options in managing pain medications including pain managed with controlled substances
3. Synthesize the knowledge required to select, prescribe and evaluate musculo-skeletal therapies, including pain management (non-opioids and opioids)
6. Describe aberrant behaviours that may indicate misuse, addiction or diversion of controlled drugs or substances.
8. Apply the knowledge and skill required to evaluate the above-mentioned conditions in the clinical setting.
9. Identify opportunities for consultation and referral.
10. In keeping with the NP-PHC scope of practice, determine the appropriate therapeutic interventions in certain medical emergencies. | Thera 2 Module 7-7.4 Case Study: Acute Low Back Pain | Instructor Guided Seminar: Uses a therapeutic framework to develop a comprehensive plan the care of of a client experiencing low back pain
1. Develop a plan of care for client and write relevant prescriptions.
2. Discuss the Case Study in your seminar group.
3. Apply the regulations and best practices for initiating opioids for acute pain including requests for refills and reorders. 4. Complete Prescription Writing Exercise.
5. Answer the critical-thinking questions ("What if") following the Case Study (.
6. Evaluate a few complementary therapies used in the treatment of low back pain, and provide the evidence that supports these therapies.
7. Discuss the symptoms or situations that would cause you to initiate a consultation or referral with other health care providers. | Thera 2 Final Clinical Placement Eval #1, 2, 5, 6, 7 | Demonstrates a client centered organized and systematic approach to client health care.
Demonstrates the ability to identify and prioritize focused and relevant mutually agreed upon therapeutic goals.
Demonstrates the ability to select and recommend evidence-based therapies and interventions (pharmacological, complementary, counseling, and health education).
Recommends appropriate timeframe(s) for follow-up and parameters for monitoring. 2. Synthesizes concepts of basic clinical pharmacology with pharmacotherapeutics in planning, implementing, and evaluating client care.
Applies basic knowledge about concepts of pharmacokinetics and pharmacodynamics, and when a knowledge deficit is identified, searches appropriate resources to find information and answers.
Considers the impact of drug interactions, drug-food interactions, and adverse events when recommending pharmacological (drugs, herbs & supplements) therapies.
Considers client factors when recommending pharmacological therapies (drugs, herbs & supplements) including:
Medical history – e.g., hereditary, co-morbidities, and environment
Lifestyle – e.g., smoking, nutrition, alcohol, substance abuse and risk taking behaviours
Life stages – e.g., pediatrics, pregnancy, lactation, older adults
Considers cost, simplicity, adherence, efficacy and safety of therapies. 5. Appropriately evaluates the need to involve other health care professionals in the care of the client.
Recognizes client situations and conditions that require consultation, referral, and/or transfer of care to other health care professional as outlined in the College of Nurses’ Standards of Practice for Nurse Practitioners.
Discusses situations with preceptor in which consultation, referral, and/or transfer of care is indicated.
Completes written or verbal request for referrals to other health care professionals as warranted. Asks the preceptor to sign all referrals. 6. Demonstrates proficiency in educating clients about pharmacological and non-pharmacological regimes, adverse drug effects, interactions, and client responses to these.
Offers specific health education to clients – instructions on how to take the drug(s), interactions with food, alcohol, driving or other potentially dangerous activities, drug side effects, recognizing potential adverse drug reactions and signs of treatment failure, demonstrating proper use of equipment (e.g., glucose-monitoring, syringes, aerochambers and inhalation devices, etc.).
Provides instruction to clients about what to do if they experience side effects, an inability to carry out or tolerate the treatment, an adverse drug reaction or worsening condition. 7. Evaluates the outcomes of therapeutic care plans.
Uses therapeutic communication techniques appropriate to the client situation in health behavior change interventions (probing questions, clarification, consideration of timing, etc.).
Evaluates appropriate parameters of therapeutic plans based on client-specific factors and therapeutic goals.
Evaluates the client’s response to therapies and interventions (effects and side effects) and appropriateness of ongoing treatment. | | | |
| IP Module 1- 1.1 Learning Outcomes #5,6, 7 Module1-1.2 Readings CNO NP Practice Standards 2023 Entry to Practice Competencies 2018 (pending new versions) | 5. Design a therapeutic plan (pharmacological, including controlled drugs and substances, counselling, education, and complementary) in collaboration with the client, including health promotion (primary, secondary, and tertiary) and disease prevention strategies, and appropriate prescribing (including controlled drugs and substances), monitoring, collaboration, consultation, and/or referral with other healthcare providers and/or community supports; evaluate and revise, as needed.
6. Provide continuity of care regarding availability and coverage; ordering, managing, and following up on tests; transitions in care; walk-in clinics; hand-overs in care; and tracking referrals.
7. Determine patient condition, signs, and symptoms that indicate the need for admission to or discharge from the hospital and common admission and discharge orders, referrals, and available supports. | IP Consult Letter 1 &2 | Expectations for Consult Letter: This part of the assignment aims to request a formal consultation with a physician partner in primary care, other health care professionals or a specialist. The consult letter is to be written on any client on which the case critical analysis paper is done. | IP Consult Letter Grading Criteria | Clearly states the reason for and the goal of referral Provides an accurate summary of significant relevant data Presents information in a clear and concise format | | | |
| No | |
| 1.10 | Co-create a therapeutic counselling relationship that is conducive to optimal health outcomes
a. Co-create with client a shared understanding of scope of services, expectations, client’s strengths and limitations, and priorities
b. Identify barriers that interfere with client’s goals
c. Utilize developmentally, socio-demographically, and culturally relevant communication techniques and tools
d. Evaluate effectiveness of counselling relationship and refer to appropriate professionals, when needed | Thera course--Note: This module is being changed- it will become a component of Advanced Practice Counselling Current-Thera 2 Module 12-12.1 Module Learning Outcomes #1-5
Module 12-12. 2 Readings Ee-e-Therapeutics-Facilitating Behaviour Change (MA)
Counseling Skills & Techniques RNAO BPG: Establishing Therapeutic Relationships Solution-Focused Therapy for Patients with Psychosocial Problems. Working with Family Institute, Department of Family and Community Medicine, University of Toronto. William Watson MD, Chair.
| 1. Demonstrate an ability to effectively engage clients in a therapeutic relationship.
2. Describe the key components of a counselling/health behaviour change session.
3. Demonstrate knowledge of the principles, assumptions and concepts underlying the counselling therapies.
4. Apply the principles, techniques and strategies in counselling situations pertaining to common psychosocial issues encountered in the primary health care settings. 5. Demonstrate your understanding of the concept of trauma and violence informed care. | Note: This case study is being created- it will become a component of Advanced Practice Counselling | Instructor Guided Seminar- Students will do a virtual role play with one person being the NP and the other the client who requires counselling. The case study will have the following components: a. Co-create with client a shared understanding of scope of services, expectations, client’s strengths and limitations, and priorities
b. Identify barriers that interfere with client’s goals
c. Utilize developmentally, socio-demographically, and culturally relevant communication techniques and tools
d. Evaluate effectiveness of counselling relationship and refer to appropriate professionals, when needed | Thera 2 Final Exam | Thera 2 final exam will contain questions related to various components of counselling. | | | |
IP Module 3-3.1 Module Learning Outcomes #3, 4, 5, 7, 8 Module 3-3.2 Readings Choose Wisely Canada Psychiatry
Clinician's Guide: Suicide Risk Assessment & Management 2019 ( pp. 9-53 and 55-61; case studies 62-74)
Crisis Intervention 2017
Poverty Tool: Primary Care (ON) 2016 - Assessment and assistance forms and information CEP: Youth Mental Health Anxiety and Depression 2017
EQUIP – Module 3 Trauma and Violence Informed Care
EQUIP – Module 4 Cultural Safety CEP Primary Care Management of Mental Health and Addictions-related Risks and Functional Impairments 2017 | 3. Explore self and others' perceptions of and stigma associated with mental illness and related treatments.
4. Establish a therapeutic relationship with and provide a safe client environment.
5. Assess and adapt theories and clinical practice guidelines/best practices to assess, diagnose, plan for, and meet the mental health and/or other complex needs of individuals, families, and/or communities. 7. Design a therapeutic plan (pharmacological, counselling, education, and complementary) in collaboration with the client, including health promotion (primary, secondary, and tertiary) and disease prevention strategies, and appropriate prescribing, including controlled drugs and substances, monitoring, collaboration, consultation, and/or referral with other healthcare providers and/or community supports; evaluate and revise, as needed.
8. Determine the patient's condition, signs, and symptoms that indicate the need for admission to or discharge from the hospital, as well as common admission and discharge orders, referrals, and available support. | Adult Mental Health PBSG module | Instructor Guided Seminar Discussion:PBSG: Adolescent Mental Health (Aug 2019) Students will: Use a therapeutic framework for the Case Studies and write relevant prescriptions.
Discuss the Case Studies in seminar group
Answer the questions following each Case Study Reflect on and explore what these cases mean for you and your future practice.
Identify foods, drugs, & complementary therapies that interact with medications used to treat mental health conditions. Answer additional "what if" questions pertaining to the case study: What if this condition occurred in a younger or older adult?
What if this condition occurred in a pregnant client?
What if this condition occurred in a pediatric client?
What findings would indicate the need to consult? Or to refer? With which health care provider (s)?
What signs, symptoms, and diagnostic findings indicate the need for hospital admission and what admission orders would be needed?
What signs, symptoms, and diagnostic findings indicate the patient could be discharged from hospital and what discharge planning and orders (e.g., prescriptions, community support referrals, and follow-up (when & why) by a primary care provider and specialist, etc.) would be needed? | IP Final Exam | IP final exam will contain questions related to counselling | | | |
AHAD 2 Module 3-3.1 Module Learning Outcomes #3,4
Module 3 3.2 Topics/Common Conditions/Readings
Suicide
Health Canada (2020). Mental illnesses in Canada.
A guide to Primary Care Management of Mental Health and Addictions- related Risks and Functional Impairments
Canadian clinical practice guidelines for the management of anxiety, posttraumatic stress and obsessive-compulsive disorders | Evaluate factors relevant in determining the most appropriate strategies to assist clients in situational crisis
Develop strategies to incorporate the role of the NP-PHC in shared mental health care | AHAD 2 Module 3-3.7 Seminar Discussion | Instructor Guided Seminar Discussion: Provide examples of how the NP-PHC can structure a safe working environment while working with individuals with severe and persistent mental health issues?
When encountering a threatening situation, what strategies can the NP-PHC use to provide non-violent crisis intervention?
Discuss the mental health Form 1 and the responsibility of the NP-PHC when seeing a patient in your practice who might require one.
Differentiate between depression and the depressed phase of bipolar disorder. What questions of the history would be pertinent to make a correct diagnosis?
How could the role of the NP-PHC be incorporated in the primary health care of clients experiencing mental health issues within a shared care framework?
Discuss how you would assess for, and deal with someone with suicidal ideation in the following situations: the school setting, a correctional facility setting and the primary care clinic setting. | AHAD 2 midterm exam | AHAD 2 midterm exam will contain questions related to assessment and diagnosis of various mental health condition | | | |
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| 1.11 | Provide counselling interventions as indicated by the management plan
a. Integrate theories of cognitive and emotional development across the lifespan
b. Identify impact of potential and real biases on the creation of safe spaces
c. Integrate therapeutic use of self to facilitate an optimal experience and outcome for the client
d. Anticipate and respond to the expression of intense emotions in a manner that facilitates a safe and effective resolution
e. Consider the impact of client’s personal and contextual factors
f. Provide trauma- and violence-informed care
g. Identify root causes of trauma, including intergenerational trauma, with the client and refer to appropriate professionals
h. Manage transference and countertransference in therapeutic relationships | IP Module 3-3.1 Learning Outcomes #3 - 7 Module 3-3.2 Readings Clinician's Guide: Suicide Risk Assessment & Management 2019 ( pp. 9-53 and 55-61; case studies 62-74)
Crisis Intervention 2017 CEP: Youth Mental Health Anxiety and Depression 2017
EQUIP – Module 3 Trauma and Violence Informed Care
EQUIP – Module 4 Cultural Safety CEP Alcohol Use Disorder Tool 2019
CEP Primary Care Management of Mental Health and Addictions-related Risks and Functional Impairments 2017 e-Mental Health for Children & Youth (2020)
Bipolar Disorder Guidelines 2018
Schizophrenia Guidelines 2017
Recovery-Oriented Practice
Diminishing Violence and Aggressive Behaviour 2017 Trauma informed care | 3. Explore self and others' perceptions of and stigma associated with mental illness and related treatments.
4. Establish a therapeutic relationship with and provide a safe client environment.
5. Assess and adapt theories and clinical practice guidelines/best practices to assess, diagnose, plan for, and meet the mental health and/or other complex needs of individuals, families, and/or communities.
6. Synthesize history, risk factors, physical examination, screening and/or diagnostic investigations, and other relevant data to develop differential diagnoses and the most likely diagnosis.
7. Design a therapeutic plan (pharmacological, counselling, education, and complementary) in collaboration with the client, including health promotion (primary, secondary, and tertiary) and disease prevention strategies, and appropriate prescribing, including controlled drugs and substances, monitoring, collaboration, consultation, and/or referral with other healthcare providers and/or community supports; evaluate and revise, as needed. | Adolescent mental health | Instructor Guided Seminar Discussion:PBSG: Adolescent Mental Health (Aug 2019) Students will: Use a therapeutic framework for the Case Studies and write relevant prescriptions.
Discuss the Case Studies in seminar group
Answer the questions following each Case Study Reflect on and explore what these cases mean for you and your future practice.
Identify foods, drugs, & complementary therapies that interact with medications used to treat mental health conditions. Answer additional "what if" questions pertaining to the case study: What if this condition occurred in a younger or older adult?
What if this condition occurred in a pregnant client?
What if this condition occurred in a pediatric client?
What findings would indicate the need to consult? Or to refer? With which health care provider (s)?
What signs, symptoms, and diagnostic findings indicate the need for hospital admission and what admission orders would be needed?
What signs, symptoms, and diagnostic findings indicate the patient could be discharged from hospital and what discharge planning and orders (e.g., prescriptions, community support referrals, and follow-up (when & why) by a primary care provider and specialist, etc.) would be needed? | IP final exam & OSCE | IP final exam has questions related to mental health Note: OSCE is being created to reflect a patient with a mental health concern | | | |
Note: This module is being changed- it will become a component of Advanced Practice Counselling Thera 2 Module 12-12.1 Module Learning Outcomes #1-5
Module 12-12. 2 Readings Ee-e-Therapeutics-Facilitating Behaviour Change (MA)
Counseling Skills & Techniques RNAO BPG: Establishing Therapeutic Relationships Solution-Focused Therapy for Patients with Psychosocial Problems. Working with Family Institute, Department of Family and Community Medicine, University of Toronto. William Watson MD, Chair.
| 1. Demonstrate an ability to effectively engage clients in a therapeutic relationship.
2. Describe the key components of a counselling/health behaviour change session.
3. Demonstrate knowledge of the principles, assumptions and concepts underlying the counselling therapies.
4. Apply the principles, techniques and strategies in counselling situations pertaining to common psychosocial issues encountered in the primary health care settings. 5. 5. Demonstrate your understanding of the concept of trauma and violence informed care. | Note: This case study is being created- it will become a component of Mental Health- Part 1. Advanced Practice Counselling | Instructor Guided Seminar- Students will do a virtual role play with one person being the NP and the other the client who requires counselling. The case study will have the following components: a. Co-create with client a shared understanding of scope of services, expectations, client’s strengths and limitations, and priorities
b. Identify barriers that interfere with client’s goals
c. Utilize developmentally, socio-demographically, and culturally relevant communication techniques and tools
d. Evaluate effectiveness of counselling relationship and refer to appropriate professionals, when needed | Thera 2 final exam question | Thera 2 final exam will contain questions related to various components of counselling. | | | |
| Thera 2 Module 4-4.1 Learning Outcomes #1-5 Module 4-4.2 Readings CANMAT: Treatment guidelines and other resources for clinicians : Resources | CANMAT - Trauma Informed Practice Guide Depression Guidelines (2016). CANMAT 2016 Cllinical Guidelines for the Management of Adults with Major Depressive Disorder: Section 1. Disease Burden and Principles of Care pp 510-521 | 1. Synthesize knowledge required to provide therapeutic care planning for persons experiencing complex mental health disorders.
2. Synthesize the knowledge required to select, prescribe, and evaluate psychiatric therapies.
3. Apply the knowledge and skill required to develop therapeutic care plans in collaboration with other health care providers and community service agencies
4. Evaluate the outcomes of chosen therapeutics options.
5. Demonstrate a beginning understanding of the concept of trauma informed care. | Thera 2 Module 4-4.4 Case Study #2 Complex Mental Health Client: Depressive Disorder | Instructor Guided Seminar. Students respond and discuss questions related to patients with complex mental health concerns such as: How could you build trust with this client and using a trauma informed approach?
How would you manage this client?
What if the client refuses all medications, how would you manage this client?
What if the client refuses all therapy, how would you manage this client?
What if the client only wants to continue using prn lorazepam? How would you make sure the client does not engage in divergence or use it excessively? Is this client at a safe level of use for lorazepam?
What if you wanted to deprescribe her benzodiazepine and or/Oxycocet, how would you go about it ?
What if the client becomes suicidal and has plans to harm herself, what would you do?
What if this patient had chronic kidney disease (CKD), how would this impact your treatment plan? | Thera 2 final exam question | Final exams have various questions regarding mental health, trauma informed care, counselling. | | | |
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| 1.12 | Apply harm-reduction strategies and evidence-informed practice to support clients with substance use disorder, while adhering to federal and provincial/territorial legislation and regulation
a. Identify potential risks and signs of substance use disorder
b. Co-create a harm-reduction management plan, considering treatment and intervention options
c. Apply evidence-informed and safe prescribing practices when initiating and managing pharmacological and non-pharmacological interventions
d. Adhere to legislation, regulation, and organizational policy related to the safe storage and handling of controlled drugs and substances
e. Provide education on the safe storage and handling of controlled drugs and substances | Note: creating a new Module - Module 1: Part 1-Controlled substances in Thera 2 Module 1: Part 1 Controlled Substances Learning Outcomes #1-8 Note: creating new content Module 1-1.2 Readings-Part 1- Controlled Substances CNO Entry Level Competencies for NP (new version) CNO NP Practice Standards 2023
CNO NPs and Prescribing Controlled Substances 2023
CNO Controlled Drugs and Substances; Resources and References 2023
Ontario Narcotics Strategy.
Centre for effective practice: Clinical Tools and Resources | 1. Apply harm-reduction strategies and evidence-informed practice to support clients with substance use disorder, while adhering to federal and provincial/territorial legislation and regulation
2. Identify potential risks and signs of substance use disorder
3. Co-create a harm-reduction management plan, considering treatment and intervention options
4. Apply evidence-informed and safe prescribing practices when initiating and managing medications
5. Provide education on misuse, addiction, and diversion reflecting legislation, regulation, and organizational policy
6. Provide education on the safe storage and handling of controlled drugs and substances, e.g. Fentanyl, reflecting legislation, regulation, and organizational policy
7. Determine the Morphine equivalents for the following medications: Tylenol # 3, Hydromorphone, Fentanyl
8. Write a prescription for the following controlled substances- Fentanyl, Hydromorphone, Codeine, and a prescription for Naxolone
tapering, deprescribing for controlled substances | Note: Creating a new case study Thera 2 Module 1: Part 1 Controlled Substances Case Study | Instructor Guided Seminar and in class activies with students developing a plan of care regarding for a client on controlled substances including 1. Apply harm-reduction strategies and evidence-informed practice to support clients with substance use disorder, while adhering to federal and provincial/territorial legislation and regulation
2. Identify potential risks and signs of substance use disorder
3. Co-create a harm-reduction management plan, considering treatment and intervention options
4. Apply evidence-informed and safe prescribing practices when initiating and managing medications
5. Provide education on misuse, addiction, and diversion reflecting legislation, regulation, and organizational policy
6. Provide education on the safe storage and handling of controlled drugs and substances, e.g. Fentanyl, reflecting legislation, regulation, and organizational policy
7. Determine the Morphine equivalents for the following medications: Tylenol # 3, Hydromorphone, Fentanyl
8. Write a prescription for the following controlled substances- Fentanyl, Hydromorphone, Codeine, and a prescription for Naxolone | Thera 2 final exam question | Final exam has questions regarding harm reduction strategies and controlled substances | | | |
Note: creating a new Module - Module 1: Part 2- Substance Use Disorder in Thera 2 Module 1: Part 2 Substance Use Disorder- Learning Outcomes #1-6 Substance Use Disorder/Addictions Chart Opioid Use Disorder Chart Centre for Effective Practice: Opioid Use Disorder.
Tapering opioids using motivational interviewing
The Opioid Risk Tool (ORT)
Informed Consent / Agreement for the Use of Opioid Medication in Chronic Pain. | 1. Use a therapeutic framework to evaluate therapeutic options and select the most appropriate therapy for clients presenting with substance use disorders.
2. Synthesize the knowledge required to select, prescribe and evaluate substance use disorder therapy.
3. Evaluate the outcomes of chosen therapeutics options.
4. Understand how stigmatizations, that may be held by health care professionals, can affect persons with substance use disorders.
5. Identify behaviours that may indicate misuse, addiction or diversion of controlled drugs or substances.
6. Apply the knowledge and skill required to select, prescribe and evaluate the above conditions in clinical practice. | Note: Case study being reviesed, will be part of new module. Module 1. Part 2- Substance Use Disorder Currently in Thera 2 Module 11-11.4 Case Study: Addiction to Prescription Drugs | Instructor Guided Seminar with case study. Students will discuss: 1. Using the resources in your readings discuss treatment options for patients with opioid use disorder.
3. Develop a plan of care including consultation and/or referral for management.
4. Complete an Informed Consent/ Agreement for the Use of Opioid Medication
5. Convert current prescription - Percocet 5 mg 2 tabs qid to Morphine Equivalents and what would be your approach to deprescribing his Percocet?
6. Write a part-fill prescription for Percocet | Thera 2 final exam question | Final exams have questions regarding alcohol withdrawal and controlled substances | | | |
IP Module 12-12.1 Module Learning Outcomes #2, 3 4 Module 12.2 Readings NP e-Resource: Prescribing Controlled Drugs & Substances - Modules 1-5 Harm Reduction Opioid Manager - Resources for initiating, titrating, switching, and tapering Opioids
Canadian Guidelines for Opioids for Chronic Non-Cancer Pain 2017 | 2. Describe current legislation regarding NP-PHC authorization to prescribe controlled drugs and substances.
3. Discuss Ontario's Narcotic Strategy and implications for prescribing opioids and patient education.
4. Explore self and others' perceptions of and stigma associated with pain, pain management, and controlled drugs and substances. | eCampus Virtual Simulation Games:
Opioid Treatment
Opioid Tapering PBSG/Resources: Opioid Use Disorder (Nov 2019) | ECampus Virtual Simulation- Students work through a branching scenario that guides them through ordering and tapering opioids. PBSG- Instructor Guided Seminar with case study on opioid use disorder. Students will: Use a therapeutic framework for the Case Studies and write relevant prescriptions based on client and controlled drugs and substances considerations.
Discuss the Case Studies in your seminar group and/or on-line forums.
Answer the questions following each Case Study in your seminar group and/or on-line forums, reflect on and explore what these cases mean for you and your future practice.
Identify foods, drugs, & complementary therapies that interact with various controlled drugs and substances, and answer "what if" questions
| Final Exam IP | Final exam has questions regarding substance use disorder/opioid assessment/ controlled substance prescribing/ handling/ and
client education.
Note: An OSCE is being created on this topic
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| Transition of Care, Discharge Planning, Documentation | |
| 1.13 | Lead admission, transition of care, and discharge planning that ensures continuity and safety of client care
a. Collaborate with client to facilitate access to required resources, drug therapy, diagnostic tests, procedures, and follow-up to support the continuum of care
b. Facilitate transfer of information to support continuity of care
c. Facilitate client’s access to community services and other system resources
d. Monitor and modify the management plan based on the client’s transition needs | Thera 1 Module 3 -3.1 Module Learning Outcomes #4 Module 3.2 Readings CNO Care Transitions: Transfer of Accountability
RNAO NP Utilization Toolkit: Admission to hospital by nurse practitioners: Practice elements.
HQO Transitions between Hospital and Home | 4. Apply regulation (Bill 179/Regulation 965 under the Public Hospital Act) as it pertains to the NPs ability to order diagnostics and treatments for hospital in-patients, as well as admit and discharge patients from hospital (for specific client populations, i.e. infants under 3 months of age with fever without localizing source). | Thera 1 Module 3-3.3 Case Study Fever | Instructor Guided Seminar Under what circumstances would you as the NP-PHC consider admitting a febrile child to hospital?
What if the patient was under 3 months old and admitted to hospital with fever without localizing signs. What should the NP consider when planning for the patient's discharge? | Thera 1 Final Clinical Placement Evaluation-objective #5
| 5. Appropriately evaluates the need to involve other health care professionals in the care of the client. Recognizes client situations and conditions that require consultation, referral, and/or transfer of care to other health care professional as outlined in the College of Nurses’ Standards of Practice for Nurse Practitioners.
Discusses situations with preceptor in which consultation, referral, and/or transfer of care is indicated.
Completes written or verbal request for referrals to other health care professionals as warranted. Asks the preceptor to sign all referrals. | | | |
| Thera 2 Module 5.1 Learning Outcome #6 Module 5.2 Readings CNO Care Transitions: Transfer of Accountability HQO: Transitions between Hospital and Home. Care for People of All Ages | 6. Facilitate client’s access to community services and other system resources and develop or modify the management plan based on the client’s transition need | Note: Case study is in progress Thera 2 Module 5.5.3 Can Sim Dementia | Note: Case study being created The scenario is a patient who is experiencing the various stages of dementia and transitions from home to living with daughter and eventually into Long-term care | Thera 1 Final Exam | Thera 1 Final Exam contains questions related to transitions of care | | | |
| IP Module 11-1 Module Learning Outcomes #6 | 6. Determine patient condition, signs, and symptoms that indicate the need for admission to or discharge from the hospital and common admission and discharge orders, referrals, and available supports. | Case study
Module 11 "what if" questions | Instructor Guided Seminar to discuss "what if": How does the NP-PHC collaborate with community resources, including Health Links, to avoid admission to hospital or long-term care for older adults?
What findings would indicate the need for a consultation or referral? With which health care provider(s)?
What signs, symptoms, and diagnostic findings indicate the need for hospital admission, and what admission orders would be needed?
When should discharge planning be initiated for older adults? What is discharge planning needed to prepare this patient for discharge?
What signs, symptoms, and diagnostic findings indicate the patient could be discharged from the hospital and what discharge planning and orders (e.g., prescriptions, community support referrals, and follow-up (when & why) by a primary care provider and/or specialist, etc.) would be needed?
What signs, symptoms, and diagnostic findings indicate the need to consider admission to a residential long-term care home and what admission orders would be needed? | IP Final Exam | IP Final Exam contains questions related to transitions of care | | | |
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| 1.14 | Conduct record keeping activities, according to legislation and jurisdictional regulatory requirements
a. Document all client encounters and rationale for actions to facilitate continuity of care
b. Collect, disclose, use, and destroy health information according to privacy and confidentiality legislation, regulations, and jurisdictional regulatory standards
c. Apply relevant security measures to records and documentation | AHAD 1 - Module 1.3
Types of Assessments - CNO Telepractice
Module 1.5 Health History and Physical Exam
Documentation and SOAP notes;
Confidentiality
SOAP PPT | 5. Apply the SOAP charting format for inter-professional communication. | | students submit three SOAP notes and receive feedback on each from the tutor | AHAD 1 & 2 SOAP x 6 Notes No Marking Rubric/ SOAP Guidance Document | AHAD 1 & 2 SOAP x 6 Notes No Marking Rubric/ SOAP Guidance Document | | | |
| Note: This module is developed-Thera 2 Module Advanced Practice Counselling Learning Outcome # 9 Module Reading CNO Telepractice (2023) CNO Confidentiality and Privacy — Personal Health Information (2024) CNO Practice Standard Documentation (2008) Telemedicine Demonstration with Required Elements (Acne Case) 2020 | 9. Utilize evidenced-informed virtual care strategies | Thera 2 Module Advanced Counselling- Case Study- Virtual Role Play | Note: this case study is being developed. "Instructor Guided Seminar- Students will do a virtual role play with one person being the NP and the other the client who requires counselling. The case study will have the following components: | Thera 2 Final Exam | Thera 2 final exam contains questions related to virtual care | | | |
Roles. 8.1. Learning Outcome 5. Explain how to "risk-proof" practice.
8.1 | Discussion in seminar groups related to duty of care, follow up of test results, communication, and documentation. section 8.9
During the semester, Elaine Borg, RN, LLB, a guest speaker from Canadian Nurses Protective Society, holds a webinar with students, and is available for a question and answer session. | Roles 8.9 Risk-proof your practice
section 8.9 | Students are encouraged to reflect on the following questions in their practice: Have I done an adequate assessment of the patient’s condition?
Have I ruled out red flags and potential life-threatening conditions?
Does the patient understand why I ordered a test/do I have consent?
Have I informed the patient about the results or communicated them to others that will provide follow-up or consultation?
Do I know enough about the patient to communicate the results?
Have I documented when the patient does not wish to follow my recommendations?
Have I assured that the client agrees with the treatment plan which supports the nurse-patient relationship? | Roles Leadership/Collaboration/Facilitation Assignment.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/LCF%20Facilitation%201.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 8. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
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| 1.15 | Provide safe, ethical, and competent services as a self-employed practitioner
a. Engage in ethical practices that adhere to jurisdictional and federal legislation, regulations, guidelines, and ethical standards for nursing
b. Employ accurate, honest, and ethical billing and advertising practices
c. Act as a health information custodian to ensure client information is secure and remains confidential
d. Identify and manage potential and real conflicts of interest, always acting in the client’s best interest | Roles Module 8 Practice Management. Learning Outcomes
Learning Outcomes | Seminar group discussion 8.3 Forming Networks and Relationships to Manage your Practice
8.3 Seminar group discussion
8.5 Tools for Facilitating Practice
8.5 Tools for Facilitating Practice
8.6 Forms
8.6 Forms
8.8 Business Concepts Important to PHCNP Practice
8.8 Business Concepts Important to PHCNP Practice
8.9 Risk Proof your Practice
8.9 Risk Proof your Practice | Roles 8.10 Learning Portfolio
8.10 | Students are encouraged to start to develop a professional learning portfolio | Module 8.11 Virtual Classroom Session Case Study
8.11 | In seminar, students will work through the case study in breakout groups, identifying ethical issues, and conflict of interest, and bring their thoughts back to the larger group for discussion. Instructors will provide feedback. | | | |
| | | | Roles Leadership/Collaboration/Facilitation Assignment.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/LCF%20Facilitation%202.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 8. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
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| 1.16 | Employ evidence-informed virtual care strategies
a. Articulate the risks and benefits of virtual care to confirm the client’s informed consent to participate in a virtual care visit
b. Maintain client’s privacy during virtual encounters, and when transferring data and providing medical documents electronically
c. Determine when the client’s health concern can be managed virtually without delaying or fragmenting care
d. Understand the limitations of virtual care when determining the need for in-person assessment and management
e. Adapt history-taking and assessment techniques to effectively complete the virtual client assessment
f. Use effective communication approaches in the virtual care environment
g. Integrate health care technologies and communication platforms to deliver virtual care
h. Adhere to requirements for communication and documentation for virtual client encounters
| AHAD 1 Module 1 - 1.1 Virtual Care 1.3 Readings and Seminar Discussion-Types of Assessments-Virtual Virtual Care - The hub
Telemedicine Demonstration with Required Elements (Acne Case) 2020 - 19 min.
CNO Telepractice (2020) (Links to an external site.)
Virtual care use before and during the COVID-19 pandemic: a repeated cross-sectional study | 11. Apply the CNO Telepractice standard in relation to the provision of virtual care. | AHAD 1 Module 1-1.3 Readings and Seminar Discussion-Types of Assessments-Virtual | Seminar Group Discussion on Readings: Virtual Care
What is Nursing Telepractice?
CNO 2020, defines nursing telepractice as the delivery, management and coordination of care and services provided via information and telecommunication technologies. This may include the use of:
telephone and cell phone communication; email;
video and audio conferencing;
instant messaging (e.g., texting, multimedia, online chat); teleradiology ;
telerobotics.
Nursing telepractice encompasses all types of nursing care and services delivered across distances. Telepractice can occur in a variety of settings such as ambulatory care, call centres, hospital units, patients’ homes, emergency departments, insurance companies, visiting nursing agencies and public health departments.
Virtual Care - The hubLinks to an external site.
Telemedicine Demonstration with Required Elements (Acne Case) 2020 - 19 min.
CNO Telepractice (2020) (Links to an external site.)
Virtual care use before and during the COVID-19 pandemic: a repeated cross-sectional studyLinks to an external site. | AHAD 1 Midterm Exam | AHAD 1 midterm exam contains questions related to virtual care | | | |
| Note: This module is developed-Thera 2 Module Advanced Practice Counselling Learnin Outcome # 9 Module Reading CNO Telepractice (2023) CNO Confidentiality and Privacy — Personal Health Information (2024) CNO Practice Standard Documentation (2008) | 9. Utilize evidenced-informed virtual care strategies | Thera 2 Module Advanced Counselling- Case Study- Virtual Role Play | Note: this case study is being developed. "Instructor Guided Seminar- Students will do a virtual role play with one person being the NP and the other the client who requires counselling. The case study will have the following components: a. Co-create with client a shared understanding of scope of services, expectations, client’s strengths and limitations, and priorities
b. Identify barriers that interfere with client’s goals
c. Utilize developmentally, socio-demographically, and culturally relevant communication techniques and tools
d. Evaluate effectiveness of counselling relationship and refer to appropriate professionals, when needed" | Thera 2 Final Exam | Thera 2 final exam contains questions related to virtual care | | | |
Roles Module 1 Learning Outcomes
1.1 learning outcomes | 7. Compare and contrast various modes of patient care that have become more common during the COVID-19 pandemic such as in-person and virtual modes of healthcare delivery, such as telehealth, videoconferencing, and telephone, demonstrating an understanding of the risks, benefits, safety considerations, and requirements for each mode. | Roles Case study 1.8
Case 1.8 | In seminar groups, students will discuss a case study involving virtual care, using the CNO Telepractice Standard to inform practice. https://www.cno.org/globalassets/docs/prac/41041_telephone.pdf | | | | | |
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| Role Totals | Clinician All Competencies | | | | | | | Met | | |
| | | | | | | Partially Met | | |
| | | | | | | Not Met | | |
| Competency and Performance Indicators | Leader Role
Nurse Practitioners demonstrate collaborative leadership within the health care system locally, regionally, nationally, and globally. They are leaders in the development, implementation, and delivery of continuity-based, person-centred care. Nurse Practitioners serve as role models and mentors, demonstrating leadership to advance continuous improvement of client outcomes and health systems. They contribute to implementing and maintaining a high-quality health care system through innovation and policy development. They strive for a culture of excellence and facilitate the development of effective teams and communication within complex health systems.
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| 2.1 | Demonstrate leadership that contributes to high quality health care system
a. Build partnerships with inter- and intra-professional and intersectoral teams, individuals, communities, and organizations to achieve common goals and shared vision
b. Demonstrate situational awareness when conducting a critical analysis of individual, team, and organizational functioning
c. Engage in, and encourage others in demonstrating transparent communications to support a culture of trust
d. Use principles of team dynamics and conflict resolution to support effective collaboration
e. Support, direct, educate, and mentor colleagues, students, and others to build capacity, competence, and confidence
f. Share expertise within and across teams
g. Demonstrate environmental, financial, and resource stewardship to promote a sustainable health system | Roles Module 3 Advanced Practice Nursing Learning Outcomes
section 7.1
5. Describe leadership competencies and explain how these competencies are utilized in nurse practitioner practice. | Readings: Canadian Nurses Association. (2016). CNPI 10 year Retrospective. https://www.documentcloud.org/documents/5762376-Canadian-Nurse-Practitioner-Initiative-a-10-Year
ICN Nurse Practitioner/Advanced Practice Nursing Network https://www.icn.ch/who-we-are/icn-nurse-practitioneradvanced-practice-network-npapn-network
Nurse Practitioner Association of Canada | Association des infirmières et infirmiers praticiens du Canada: https://npac-aiipc.org/
RNAO. (2013). Healthy Work Environments Best Practice Guidelines: Developing and Sustaining Nursing Leadership 2nd Edition. https://rnao.ca/sites/rnao-ca/files/LeadershipBPG_Booklet_Web_1.pdf | Roles 3.7 Virtual Classroom Session Discussion point 5.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module3/3.7%20Virtual%20Classroom%20Session.aspx | In seminar groups, students will "reflect on the things you have done during your career that have served to develop your leadership and or research skills? Have you had an opportunity to be a change agent your workplace? What do you think would be helpful in developing your leadership skills for primary health care nursing practice in the future? " | Roles Leadership/Collaboration/Facilitation Assignment. https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.9%20Risk%20proof%20your%20practice.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 3. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
Roles Module 7 Interprofessional Collaborative Practice Learning Outcomes
section 7.1
1- Analyze the concept of interprofessional collaborative practice related to patient-centred care.
2- Analyze collaboration as a competency to facilitate patient-centred care.
3- Describe primary care reform initiatives that focus on interprofessional collaborative practice and patient-centred care.
4- Identify aspects of practice that facilitate or function as a barrier/enabler to effective collaboration. | Readings
section 7.7 | Virtual seminar 7.6 discussion
section 7.6 | In seminar groups students will "Compare and contrast the differences between interprofessional, intraprofessional and multidisciplinary teams within the collaborative context of the Canadian NP.
Consider the continuum along which individuals can interact (ranging from competition to truly collaborative care). Provide examples of each.
In the literature, what has been identified as potential strategies to enhance collaboration?
What initiatives and incentives has the Ontario government put in place to promote collaboration?
Discuss power differentials in healthcare and the implications for patient and families." | Roles Leadership/Collaboration/Facilitation Assignment.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/LCF%20Facilitation%201.aspx | 1. Students will be in small groups for two leadership/collaboration/facilitation assignments throughout the semester. The leadership and collaboration pieces of the assignment consist of the experience of working together with others to lead and facilitate a discussion of one of the weekly Module readings. This is an experiential part of the evaluation and students will be evaluated on cohesiveness and evidence of collaboration in the presentation. 2. A subset of students will lead a discussion of a required or supplemental reading for Module 7. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
| | see uploaded PDF of the PDF modules for description
Environmentally sustainable clinical care | IP will add PBSG module on environmentally sustainable care for the 2025 spring/summer version of IP | | | | | |
| | | | | | | | | | |
| 2.2 | Contribute to a culture of improvement, safety, and excellence
a. Engage in environmental scanning to identify future needs of the client and/or health care system
b. Participate in, and lead, quality and risk management initiatives to identify system issues and improve delivery of services
c. Use established benchmarking and best practices to establish goals to facilitate system changes
d. Develop, modify, and implement quality management tools and strategies to collect and track quality improvement data
e. Recommend changes to enhance outcomes based on continuous quality improvement principles
f. Communicate quality improvement outcome data and recommendations to advance knowledge, change practice, and enhance effectiveness of services
g. Anticipate and respond to unfamiliar, complex, and unpredictable situations
h. Advocate for policies for safe and healthy practice environments | masters course at universities- | | | | | | | | |
Roles Module 9 Learning Outcomes 1-7
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module9/9.1%20Learning%20Outcomes.aspx
After the module, the student will be able to:
1. Describe the following concepts: quality of care, quality assurance, quality improvement, and quality metrics or indicators.
2. Describe methods of quality improvement.
3. Describe how change theory can be utilized to understand facilitators and barriers to implementing quality assurance and quality improvement plans.
4. Describe why the elements of program planning and evaluation are necessary for the successful implementation of quality assurance and quality improvement plans.
5. Identify the three priority areas in primary care for quality improvement in Ontario.
6. Discuss the Quality Improvement Framework outlined by Health Quality Ontario.
7. Identify the components within the Quality Improvement template designed by Health Quality Ontario. | Readings
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module9/9.10%20Reading,%20Resources%20and%20References.aspx | Roles module 9.9 virtual seminar discussion: https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module9/9.9%20Virtual%20Seminar.aspx | In seminar discussion:
1. Discuss quality assurance and how quality improvement planning fits into the broader concept of quality assurance.
2. What do you think your role will be in Continuous Quality Improvement in primary care?
3. What other priority areas do you think should be considered for primary health care quality improvement?
4. Discuss the issues that arise when addressing cost containment while trying to assure quality of care. | Roles assignment: Implementation of Research in NP practice
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/Implementation%20of%20Research%20in%20NP%20Practice.aspx | Posted to discussion board: Short presentation of research article, critique of methodology, how to advocate for practice change recommended in article, discussion of anticipated barriers to implementation and how to overcome. Students will view others' presentations and engage in discussion with poster via threads. | | | |
| | | | | | | | |
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| 2.3 | Design, implement, and evaluate health promotion and disease prevention programs
a. Engage in environmental scanning to anticipate global, public, and population health trends
b. Propose health promotion and disease prevention programs based on trends, data, literature, identified client needs, and research
c. Apply informatics when using data, information, and knowledge to engage in health surveillance activities
d. Lead implementation of evidence-informed strategies for health promotion, and primary, secondary, and tertiary disease prevention programs
e. Promote awareness of social determinants of health and important health issues
f. Facilitate use of relevant public health resources
g. Develop and implement disaster- and pandemic-planning protocols and policies
h. Evaluate program and strategies and recommend modifications based on evidence-informed rationale | masters course at universities | | | | | | | | |
Roles Module 9 Learning Outcomes 1-7
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module9/9.1%20Learning%20Outcomes.aspx
After the module, the student will be able to:
1. Describe the following concepts: quality of care, quality assurance, quality improvement, and quality metrics or indicators.
2. Describe methods of quality improvement.
3. Describe how change theory can be utilized to understand facilitators and barriers to implementing quality assurance and quality improvement plans.
4. Describe why the elements of program planning and evaluation are necessary for the successful implementation of quality assurance and quality improvement plans.
5. Identify the three priority areas in primary care for quality improvement in Ontario.
6. Discuss the Quality Improvement Framework outlined by Health Quality Ontario.
7. Identify the components within the Quality Improvement template designed by Health Quality Ontario. | Readings:
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module9/9.10%20Reading,%20Resources%20and%20References.aspx
| Roles module 9.9 virtual seminar discussion:
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.9%20Risk%20proof%20your%20practice.aspx | In seminar discussion:
1. Discuss quality assurance and how quality improvement planning fits into the broader concept of quality assurance.
2. What do you think your role will be in Continuous Quality Improvement in primary care?
3. What other priority areas do you think should be considered for primary health care quality improvement?
4. Discuss the issues that arise when addressing cost containment while trying to assure quality of care. | Roles assignment: Implementation of Research in NP practice
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/Implementation%20of%20Research%20in%20NP%20Practice.aspx | Posted to discussion board: Short presentation of research article, critique of methodology, how to advocate for practice change recommended in article, discussion of anticipated barriers to implementation and how to overcome. Students will view others' presentations and engage in discussion with poster via threads. | | | |
For e competency :
Patho module 1, learning outcome 1.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/PATHO/modules/module1/1.3%20Learning%20Outcomes.aspx | Discuss common social determinants of health.
Explain the influence of occupational factors on the development of disease. | Patho - Clinical consult presentations; 11 modules of the course https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/PATHO/assignments/Clinical%20Consult%20Presentation.aspx | Completed by every student, the 15 minute presentation across 11 modules of Patho, requires learners to apply competency e and f | For e competency
Patho midterm exam | Patho midterm exam contains questions related to social derminants of heath and important issues. | | | |
| Role Totals | Leader All Competencies | | | | | | | Met | | |
| | | | | | | Partially Met | | |
| | | | | | | Not Met | | |
| Competency and Performance Indicators | Advocate
Nurse Practitioners influence and improve the health and well-being of their clients, communities, and the broader populations they serve. They address issues related to health inequity, culture, diversity, and inclusion to improve health outcomes and lead advocacy efforts to change policies and legislation. | |
| 3.1 | Practice self-awareness to minimize personal bias based on social position and power
a. Demonstrate cultural humility and examine own assumptions, beliefs, and privileges and challenge biases, stereotypes, and prejudice
b. Address the effects of the unequal distribution of power and resources on the delivery of services
c. Demonstrate respect, open, and effective dialogue, and mutual decision-making
d. Evaluate and seek feedback on own behaviour | | | | | | | | | |
Roles Module 11 Learning Objectives 1-4
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.1%20Learning%20Outcomes.aspx | 1. Apply principles of cultural humility and providing safe care to individuals and groups.
2. Identify barriers and obstacles to health care access for each of the diverse populations.
3. Consider how the multiplicity of diversity contributes to the health care needs of individuals and families. For example, a gay male from Nigeria? An Indigenous senior who can no longer stay in his community? A homeless family?
4. Apply the Truth and Reconciliation's Calls to Action, the Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls and the United Nations Declaration on the Rights of Indigenous Peoples to Nurse Practitioner health care. Readings: https://phcnp.instructure.com/courses/367/pages/11-dot-12-readings-resources-and-references | Module 11.11 Seminar discussion, panel presentation, and hidden bias exercise
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.11%20Virtual%20Classroom%20Session.aspx
| Roles 11.11 You are encouraged to attend the panel presentation and ask questions of the speakers. The panel presentation will go into more depth on the health of several of the diverse populations.
For discussion:
1. What is your understanding of the concepts of cultural awareness, cultural sensitivity, cultural competence and cultural safety?
2. Go to this website https://www.learningforjustice.org/professional-development/test-yourself-for-hidden-bias and test yourself on a few biases. You do not need to discuss your actual results, but how did the test make you feel? How can you overcome these biases in your future career as a NP? | Roles Leadership/Collaboration/Facilitation Assignment. https://phcnp.instructure.com/courses/367/assignments/2186 | A subset of students will lead a discussion of a required or supplemental reading for Module 11. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
| Note: This module is developed-Thera 2 Module Advanced Practice Counselling Learning Outcome # 9 Module Reading CNO Telepractice (2023) CNO Confidentiality and Privacy — Personal Health Information (2024) CNO Practice Standard Documentation (2008) | 9. Utilize evidenced-informed virtual care strategies | Thera 2 Module Advanced Counselling- Case Study- Virtual Role Play | Note: this case study is being developed. "Instructor Guided Seminar- Students will do a virtual role play with one person being the NP and the other the client who requires counselling. The case study will have the following components: a. Co-create with client a shared understanding of scope of services, expectations, client’s strengths and limitations, and priorities
b. Identify barriers that interfere with client’s goals
c. Utilize developmentally, socio-demographically, and culturally relevant communication techniques and tools
d. Evaluate effectiveness of counselling relationship and refer to appropriate professionals, when needed" | Thera 2 Final Exam | Thera 2 final exam contains questions related to virtual care | | | |
| | | | | | | | | | |
| 3.2 | Contribute to a practice environment that is diverse, equitable, inclusive, and culturally safe
a. Recognize that everyone has their own unique experiences of discrimination and oppression
b. Demonstrate awareness of, and sensitivity to, client’s culture, lived experiences, gender identity, sexuality, and personal expression
c. Address situations when observing others behaving in a racist or discriminatory manner
d. Integrate the client’s understanding of health, well-being, and healing into the plan of care
e. Involve the persons or communities that are important to the client
f. Collaborate with local partners and communities, including interpreters and leaders
g. Engage in critical dialogue with other stakeholders to create positive change | Roles Module 11 Learning Objectives 1-4 https://phcnp.instructure.com/courses/367/pages/11-dot-1-learning-outcomes | 1. Apply principles of cultural humility and providing safe care to individuals and groups.
2. Identify barriers and obstacles to health care access for each of the diverse populations.
3. Consider how the multiplicity of diversity contributes to the health care needs of individuals and families. For example, a gay male from Nigeria? An Indigenous senior who can no longer stay in his community? A homeless family?
4. Apply the Truth and Reconciliation's Calls to Action, the Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls and the United Nations Declaration on the Rights of Indigenous Peoples to Nurse Practitioner health care. Readings: https://phcnp.instructure.com/courses/367/pages/11-dot-12-readings-resources-and-references | Module 11.11 Seminar discussion, panel presentation, and hidden bias exercise
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.11%20Virtual%20Classroom%20Session.aspx | Roles 11.11 You are encouraged to attend the panel presentation and ask questions of the speakers. The panel presentation will go into more depth on the health of several of the diverse populations.
For discussion:
1. What is your understanding of the concepts of cultural awareness, cultural sensitivity, cultural competence and cultural safety?
2. Go to this website https://www.learningforjustice.org/professional-development/test-yourself-for-hidden-bias and test yourself on a few biases. You do not need to discuss your actual results, but how did the test make you feel? How can you overcome these biases in your future career as a NP? | Roles Leadership/Collaboration/Facilitation Assignment.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.9%20Risk%20proof%20your%20practice.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 11. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
| PHCNP Program: Indigenous Family Evolving Case Study (in development with working group and Indigenous Advisors) | Students will virtually "meet" an Indigenous family in their first semester of the PHCNP program, and follow the family through the various courses. The family will be presented through description and stories, and be integrated into case studies. Through "getting to know" the family, students will identify unique situations they experience, and consider cultural aspects to communication, assessment, diagnosis and treatment, involving the family and the community. | PHCNP Program: Indigenous Family Evolving Case Study (in development with working group and Indigenous Advisors) | Students will discuss care of the Indigenous family and community in seminar groups through all courses in the program. Instructors will facilitate discussion and give ongoing feedback, using resources compiled by the working group and Indigenous Advisors. | AHAD, Thera, IP midterm or final evaluations | Exam items based on situations encountered in the evolving case studies | | | |
| Thera 2 Module 10.1 Learning Outcomes #1-7 | 1. Demonstrate cultural humility and examine own assumptions, beliefs, and privileges and challenge biases, stereotypes, and prejudice
2. Demonstrate awareness of, and sensitivity to, client’s culture, lived experiences, gender identity, sexuality, and personal expression
3. Address the effects of the unequal distribution of power and resources on the delivery of services
4. Evaluate the need for consultation with physicians or other health care providers when providing care to marginalized populations.
5. Integrate and apply knowledge to treat members of marginalized populations, through seminar case studies
6. Gain an understanding of hormone therapy for adults undergoing gender transition.
7. Demonstrate respect, open, and effective dialogue, and mutual decision-making
| Note: This case study is in development. Thera 2 Module 10 case study | The learners will work through case-based scenarios in the seminar. Specific situations and questions will be included in the scenarios to ensure learners demonstrate awareness of and sensitivity to the client’s culture, lived experiences, gender identity, sexuality, and personal expression. The scenario will provide situations/questions that allow learners to address situations when observing others behaving in a racist or discriminatory manner, and opportunities to integrate the client’s understanding of health, well-being, and healing into the plan of care | Thera 1 Final Clinical Placement Evaluation-objective #5
| 5. Appropriately evaluates the need to involve other health care professionals in the care of the client. Recognizes client situations and conditions that require consultation, referral, and/or transfer of care to other health care professional as outlined in the College of Nurses’ Standards of Practice for Nurse Practitioners.
Discusses situations with preceptor in which consultation, referral, and/or transfer of care is indicated.
Completes written or verbal request for referrals to other health care professionals as warranted. Asks the preceptor to sign all referrals. | | | |
| | | | | | | | | | |
| 3.3 | Provide culturally safe, anti-racist care for Indigenous Peoples
a. Identify the historical and ongoing effects of colonialism and settlement on the health care experiences of Indigenous Peoples
b. Acknowledge, analyze, and understand the ongoing negative and disproportionate effects of systemic and historical oppression on Indigenous Peoples
c. Recognize that Indigenous languages, histories, heritage, cultural and healing practices, and ways of knowing may differ between Indigenous communities
d. Demonstrate cultural humility and examine own values, assumptions, beliefs, and privileges that may impact the therapeutic relationship with Indigenous Peoples
e. Utilize the principles of self-determination and support the Indigenous client in making decisions that affect how they want to live their life
f. Acknowledge the Indigenous person’s cultural identity, seek to understand their lived experience, and provide time and space needed for discussing needs and goals
g. Identify, integrate, and facilitate the involvement of cultural resources, families, and others such as, community elders, traditional knowledge keepers, cultural navigators, and interpreters, when needed and/or requested
h. Evaluate and seek feedback on own behaviour towards Indigenous Peoples | CASN workshops: 1--Addressing Indigenous-specific racism https://www.casn.ca/2024/04/addressing-the-truth-and-reconciliation-calls-to-action-in-nursing-education-workshop-series/ | Students will be assigned this workshop recording as part of the travelling case study described below, so that they get more exposure to the history of colonialism and its impact on Indigenous people’s health and experiences of the health care system, and reflections on this will be woven into their encounters with the Indigenous family as they go through the program | | | Thera Final Exam | Thera final exam contains questions regarding Indidgenous Peoples and culturally safe care | | | |
Roles Module 11 Learning Outcomes 1-4
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.1%20Learning%20Outcomes.aspx | 1. Apply principles of cultural humility and providing safe care to individuals and groups.
2. Identify barriers and obstacles to health care access for each of the diverse populations.
3. Consider how the multiplicity of diversity contributes to the health care needs of individuals and families. For example, a gay male from Nigeria? An Indigenous senior who can no longer stay in his community? A homeless family?
4. Apply the Truth and Reconciliation's Calls to Action, the Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls and the United Nations Declaration on the Rights of Indigenous Peoples to Nurse Practitioner health care. Readings: https://phcnp.instructure.com/courses/367/pages/11-dot-12-readings-resources-and-references | Module 11.11 Seminar discussion, panel presentation, and hidden bias exercise
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.11%20Virtual%20Classroom%20Session.aspx | Roles 11.11 You are encouraged to attend the panel presentation and ask questions of the speakers. The panel presentation will go into more depth on the health of several of the diverse populations.
For discussion:
1. What is your understanding of the concepts of cultural awareness, cultural sensitivity, cultural competence and cultural safety?
2. Go to this website https://www.learningforjustice.org/professional-development/test-yourself-for-hidden-bias and test yourself on a few biases. You do not need to discuss your actual results, but how did the test make you feel? How can you overcome these biases in your future career as a NP? | Roles Leadership/Collaboration/Facilitation Assignment.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.9%20Risk%20proof%20your%20practice.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 11. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
| PHCNP Program: Indigenous Family Evolving Case Study (in development with working group and Indigenous Advisors) | Students will virtually "meet" an Indigenous family in their first semester of the PHCNP program, and follow the family through the various courses. The family will be presented through description and stories, and be integrated into case studies. Through "getting to know" the family, students will identify unique situations they experience, and consider cultural aspects to communication, assessment, diagnosis and treatment, involving the family and the community. | PHCNP Program: Indigenous Family Evolving Case Study (in development with working group and Indigenous Advisors) | Students will discuss care of the Indigenous family and community in seminar groups through all courses in the program. Instructors will facilitate discussion and give ongoing feedback, using resources compiled by the working group and Indigenous Advisors. | AHAD, Thera, IP midterm or final evaluations | Exam items based on situations encountered in the evolving case studies | | | |
| | | | | | | | | | |
| 3.4 | Promote equitable care and service delivery
a. Navigate systemic barriers to enable access to resources
b. Challenge biases and social structures related to systemic oppression
c. Respond to the social, structural, political, and ecological determinants of health, well-being, and opportunities
d. Address situations and systems of inequity and oppression within own sphere of influence
e. Address impact of unequal distribution of power and resources on the delivery of services | Roles Module 11.4 Planning services for diverse and vulnerable groups
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.4%C2%A0Planning%20Services%20for%20Diverse%20and%20Vulnerable%20Groups.aspx | Readings & Resources: https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.12%20Readings,%20Resources%20and%20References.aspx
Discussion of specific vulnerable populations: LGBTQ2S+ https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.6%C2%A0%20LGBTQ2S+%20(Lesbian,%20Gay,%20Bisexual,%20Transgender,%20Queer%20or%20Questioning,%20TwoSpirit%20and%20additional%20sexual%20orientations%20and%20gender%20identities).aspx
Persons Experiencing Homelessness https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.7%20Persons%20experiencing%20homelessness.aspx
Newcomers https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.8%20Newcomers.aspx
Seniors https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.9%20Seniors.aspx
Detainees https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.10%20Detainees.aspx | Panel Presentation: Faculty discuss their NP roles with emphasis on experience with vulnerable populations. Students share their own experiences in healthcare with vulnerable populations. Interactive Q&A session with consideration of advocacy as a new NP. | Module 11.11
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.11%20Virtual%20Classroom%20Session.aspx
are encouraged to attend the panel presentation and ask questions of the speakers. The panel presentation will go into more depth on the health of several of the diverse populations. | Roles Leadership/Collaboration/Facilitation Assignment.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.9%20Risk%20proof%20your%20practice.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 11. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
| IP Module 8.2 Barriers, and Primary Health Care and Transgender Specific Care | | Case based scenario to be developed | The learners will work through case-based scenarios in the seminar. This case-based scenario will have situations/questions requiring them to navigate systemic barriers to access resources, such as coverage. There will also be situations/questions describing inequity and oppression within own sphere of influence of the NP. Finally, the scenario will provide situations/questions to address the impact of unequal distribution of power and resources on the delivery of services | IP Final Exam questions | Exam items related to the provision of equitable and inclusive care for transwellness clients | | | |
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| 3.5 | Advocate for access to resources and for system changes that demonstrates cultural safety and humility
a. Support the development of resources and education that address anti-racism and oppression
b. Advocate for environments and policies that support equitable access to care
c. Raise awareness of limitations and bias in information and systems
d. Raise clients’ awareness of their right to access quality care | Roles Module 11 Learning Outcomes 1-4
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.1%20Learning%20Outcomes.aspx | 1. Apply principles of cultural humility and providing safe care to individuals and groups.
2. Identify barriers and obstacles to health care access for each of the diverse populations.
3. Consider how the multiplicity of diversity contributes to the health care needs of individuals and families. For example, a gay male from Nigeria? An Indigenous senior who can no longer stay in his community? A homeless family?
4. Apply the Truth and Reconciliation's Calls to Action, the Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls and the United Nations Declaration on the Rights of Indigenous Peoples to Nurse Practitioner health care. | Module 11.11 Seminar discussion, panel presentation, and hidden bias exercise
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module11/11.11%20Virtual%20Classroom%20Session.aspx | Students are encouraged to attend the panel presentation and ask questions of the speakers. The panel presentation will go into more depth on the health of several of the diverse populations.
The content of the panel presentations will suppement learning.
For discussion:
What is your understanding of the concepts of cultural awareness, cultural sensitivity, cultural competence and cultural safety?
Go to this website https://www.learningforjustice.org/professional-development/test-yourself-for-hidden-bias Links to an external site. and test yourself on a few biases. You do not need to discuss your actual results, but how did the test make you feel? How can you overcome these biases in your future career as a NP? | Roles Leadership/Collaboration/Facilitation Assignment. https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.9%20Risk%20proof%20your%20practice.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 11. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
Module 2.1 Learning Outcomes
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module2/2.1%20Learning%20Outcomes.aspx | 6. Explain how the introduction of Primary Care Health Care Nurse Practitioners has contributed to health care reform. | Roles 2.6 NPs and primary health care reform
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module2/2.6%20NPs%20and%20Primary%20Health%20Care%20Reform.aspx | Module 2.7 Virtual Classroom session. Discussion points 3, 5, 6 3. Describe Ontario’s reformed PHC system. What reports helped set the stage for this reform and be prepared to discuss some specific initiatives that have contributed to this reform.
5. Discuss the history and evolution of NP integration across the Ontario models. How is the introduction and evolution of NP practice a primary health care reform?
6. How might the proposed changes to our health care system impact the role of PHCNPs in Ontario? As the impact of OHT's is not clearly understood, discuss the impact of physician compensation models, rostering and incentives as they influence NP scope of practice. | Roles Leadership/Collaboration/Facilitation Assignment.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.9%20Risk%20proof%20your%20practice.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 2. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
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| 3.6 | Support the development of policies and legislation to improve health
a. Understand the interdependence of policy and practice
b. Recommend evidenced-informed strategies that influence policy changes
c. Evaluate the impact of policies and legislation on health and health equity
d. Communicate information from multiple sources in a logical and comprehensive, yet concise manner
e. Contribute to the development of policies and legislation | Roles module 4.1 Learning Outcomes https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module4/4.1%20Learning%20Outcomes.aspx | 1. Provide examples of public policy related to the development of the Nurse Practitioner role in Ontario.
2. Explain how regulation as a governing instrument is used in the regulation of NPs in Ontario.
3. Explain legislative influences on Nurse Practitioner Practice in Ontario.
4. Describe how professional organizations influence health and social policy. | Module 4.8 Virtual Seminar
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module4/4.8%20Virtual%20Seminar%20.aspx | 1. Given the history of NPs in Canada and Ontario, how would you characterize public policy related to nurse practitioners prior to the 1990s?
2. Discuss how policy changed in Ontario in the 1990′s with respect to nurse practitioners and what policy instruments were used.
3. What key legislative acts framed the policy for nurse practitioners in Ontario?
4. What do you think professional organizations like NPAO or RNAO need in order to influence public policy?
5. How do you envision enacting your role in influencing policy making?
6. Where is the voice of consumers in policy decision-making about Nurse Practitioners?
7. Reflect on how the presentation from the NPAO nursing representative with an expertise in policy highlighted the need for ongoing policy development to improve patient care.
| Roles assignment #2 https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/Paper%20Assignment%202%20Exploration%20of%20BarriersChallenges%20Impacting%20PHCNP%20Recruitment%20and%20Retention.aspx | Roles assignment #2 Interview of Practicing NP, discussion of barriers and challenges impacting PHCNP recruitment and retention, with potential solutions. Develop your knowledge of current issues in PHCNP practice and identify potential legislative, policy or organizational barriers impacting recruitment and retention of PHCNP’s (i.e. funding, scope of practice, workload etc)
Identify opportunities for growth and change. This section may be further expanded by addressing solutions related to policies or legislation and should include relevant support from the literature.
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| Roles RNAO guest speaker (module 4) | Member of executive of RNAO holds discussion session with NP students. Presentation + Q&A | | | Roles Leadership/Collaboration/Facilitation Assignment.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.9%20Risk%20proof%20your%20practice.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 4. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
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| Role Totals | Advocate All Competencies | | | | | | | Met | | |
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| Competency and Performance Indicators | Educator
Nurse Practitioners develop and provide education to a wide range of individuals, groups, communities, and organizations to enhance knowledge and influence nursing practice, health outcomes, and system change. | |
| 4.1 | Develop and provide education to build capacity and enhance knowledge and skills
a. Apply teaching and learning theories to develop, modify, deliver, implement, and evaluate education materials and programs
b. Design evidence-informed educational material and program content
c. Integrate technology to enhance learning experiences and information delivery
d. Mentor others to develop skills to deliver education | | | Patho. Assignment: Letter of Information
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/PATHO/assignments/Assignment%20Letter%20of%20Information.aspx | Student has to succinctly update members of his interprofessional team on recent developments in the underlying pathophysiological mechanisms of a specific disease | Patho Module 2-12
section clinical consult of each module
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/PATHO/assignments/Clinical%20Consult%20Presentation.aspx | Starting in Module 2, clinical consult presentations will be used to address special patient populations, environmental factors and treatment strategies associated with select diseases covered in the course. | | | |
| | | | Roles: Assignment: Implementation of Research in NP practice
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/Implementation%20of%20Research%20in%20NP%20Practice.aspx | How would you go about advocating for the change recommended in the article at your practice site as a new NP? Who would be involved? Describe process.
Discuss barriers to implementation and how to overcome. | | | |
| Thera 1 Module 7 learning outcome #5. Readings/Resources for module 7 | Learning Outcome #5 Discuss a plan of care for smoking cessation. Readings/Resources: Smoking Cessation, CASES pharmacological template, Prescription template, Online resources- Smokers helpline, camh stop; CNO NP practice Standards | Case study: Tobacco Use Disorder | This is a role-play activity. Learners will select a classmate as a partner for this scenario. One will be the NP-PHC, and the other will be the patient. They will switch roles and repeat, selecting different medications each time. Scenario : NP-PHC working in a primary care clinic.
A patient (learners will pick the age & gender) comes in for smoking cessation.
Tasks:
1. Determine how many pack years the patient smokes.
2. Determine nicotine dependence.
3. Work with the patient to determine the best option for them (Consider CASES pharmacological)
4. Prescribe the appropriate medication(s) using the prescription template, including all CNO requirements.
5. Review online resources for the patient to get information (Smokers helpline, camh stop)
6. Discuss the components of follow-up.
| Thera Module 7 quiz and final | Thera Module 7 quiz and exam questions on smoking cessation | | | |
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| 4.2 | Evaluate the learning and delivery methods to improve outcomes
a. Develop and use evaluation instruments to evaluate knowledge acquisition
b. Analyze and synthesize evaluation data to inform modifications to the education content and delivery approach
c. Coach others in evaluating and improving education materials and outcomes
| Roles Module 9 Learning Outcomes
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module9/9.1%20Learning%20Outcomes.aspx | Describe the following concepts: quality of care, quality assurance, quality improvement, and quality metrics or indicators.
Describe methods of quality improvement.
Describe how change theory can be utilized to understand facilitators and barriers to implementing quality assurance and quality improvement plans.
Describe why the elements of program planning and evaluation are necessary for the successful implementation of quality assurance and quality improvement plans.
Identify the three priority areas in primary care for quality improvement in Ontario.
Discuss the Quality Improvement Framework outlined by Health Quality Ontario.
Identify the components within the Quality Improvement template designed by Health Quality Ontario. | Module 9.9 Virtual Seminar
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module9/9.9%20Virtual%20Seminar.aspx | Discuss quality assurance and how quality improvement planning fits into the broader concept of quality assurance.
What do you think your role will be in Continuous Quality Improvement in primary care?
What other priority areas do you think should be considered for primary health care quality improvement?
Discuss the issues that arise when addressing cost containment while trying to assure quality of care. | Roles Leadership/Collaboration/Facilitation Assignment.
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module8/8.9%20Risk%20proof%20your%20practice.aspx | A subset of students will lead a discussion of a required or supplemental reading for Module 9. Through this facilitation assignment, the instructor will evaluate the presenting students' knowledge of the topic. The instructor will also ensure, through monitoring questions and comments from non-presenting students, that the seminar group understands the topic. | | | |
| AHAD 2 - Assignment Critique of an Assessment Tool | This assignment demonstrates students ability to analyze and critique an assessment tool used in the advanced nursing practice setting. | Critique of Assessment tool | Expectations for the assignment: This assignment aims have students review and critique the literature, synthesize data, use the AGREE tool to critique the literature, apply to a clinical setting and report of the actual clinical application. Students are required to write a 5 page paper and share the findings with their class | Critique of Assessment tool Rubric | Develop your knowledge and application of assessement tool and how to critially appraise them for use in clinical practice. Identify strenghts and weakness related to the tool. Develop your ability to share knowledge with classmates on evaluating and use of tool in primary care practice. | | | |
Roles Module 5 Learning Outcomes 1, 3, 4
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module5/5.1%20Learning%20Outcomes.aspx | 1. Identify and utilize sources of evidence-based information useful for primary health care practice.
3. Explain the ways in which a nurse practitioner could enact a research role within his/her practice
4. Identify a critical appraisal tools for evaluating clinical practice guidelines and the literature. | Roles 5.9 Virtual Seminar Discussion points 2 & 3
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module5/5.9%20Virtual%20Seminar.aspx | Describe a guideline or other evidence-based tool that you think will be useful to you as a nurse practitioner. What were the strengths of this guideline? What were the weaknesses?
Describe how you will apply the findings in practice. How would you disseminate these findings within your clinic and influence others to incorporate into practice? | Roles: Assignment: Implementation of Research in NP practice
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/Implementation%20of%20Research%20in%20NP%20Practice.aspx | How would you go about advocating for the change recommended in the article at your practice site as a new NP? Who would be involved? Describe process.
Discuss barriers to implementation and how to overcome. | | | |
| Role Totals | Eduator All Competencies | | | | | | | Met | | |
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| | | | | | | Not Met | | |
| Competency and Performance Indicators | Scholar
Nurse Practitioners seek out, participate in, and demonstrate leadership in research activities to evaluate, explore, and advance knowledge, and support knowledge translation in all domains of nursing. | |
| 5.1 | Contribute to research initiatives to promote evidence-informed practice
a. Seek out collaborative research relationships and partners
b. Understand the connection between research and advanced practice
c. Identify knowledge gaps to determine research priorities
d. Adhere to ethical principles, including the First Nations principles of ownership, control, access, and possession
e. Conduct research using valid and reliable methodologies
f. Analyze research findings to draw valid and reliable conclusions | Masters course U of W Scholarship of Nursing Practice & TMU MRP course | University sites to ensure that OCAP is taught (per d here) | | | | | | | |
| | | | Patho. Assignment: Letter of Information
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/PATHO/assignments/Assignment%20Letter%20of%20Information.aspx | In this assignment, student must provide a brief discussion on how these recent research developments may influence clinical practice either now or in the future | | | |
Roles Module 5 : Critical Appraisal for Practice Learning Outcomes
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module5/5.1%20Learning%20Outcomes.aspx | 5.1 Learning Outcomes
In this module you will learn how to critically appraise research and apply research findings to clinical practice.
Learning outcomes:
After completion of the module, you will be able to:
1. Identify and utilize sources of evidence-based information useful for primary health care practice.
2. Distinguish between various measures of effect and how to use them to guide clinical decision-making
3. Explain the ways in which a nurse practitioner could enact a research role within his/her practice
4. Identify a critical appraisal tools for evaluating clinical practice guidelines and the literature. | Roles 5.9 Virtual Seminar
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module5/5.9%20Virtual%20Seminar.aspx | 1. What components of a research report are key to consider when evaluating pharmaceutical research?
2. Describe a guideline or other evidence-based tool that you think will be useful to you as a nurse practitioner. What were the strengths of this guideline? What were the weaknesses?
3. Describe how you will apply the findings in practice. How would you disseminate these findings within your clinic and influence others to incorporate into practice?
4. Identify clinical practice guidelines that could be evaluated using the Agree II tool. | Roles assignment #2:
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/Paper%20Assignment%202%20Exploration%20of%20BarriersChallenges%20Impacting%20PHCNP%20Recruitment%20and%20Retention.aspx | Roles assignment #2: determine how actual NPs in practice are implementing their research role, and research the barriers to practice encountered to propose solutions. | | | |
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| 5.2 | Promote knowledge translation of research findings to improve health care and system outcomes
a. Discuss the practical benefits and possible applications of research with teams and partners
b. Recommend where research findings can be integrated into practice
c. Share research findings with clients, groups, communities, and organizations
d. Apply research findings to develop standards, guidelines, practices, and policies that improve client care and strengthen health care systems
e. Exhibit leadership in implementing new practice approaches based on research findings
f. Model how research evidence is used to support practice and system changes | Roles Module 5 : Critical Appraisal for Practice Learning Outcomes
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module5/5.1%20Learning%20Outcomes.aspx | 5.1 Learning Outcomes
In this module you will learn how to critically appraise research and apply research findings to clinical practice.
Learning outcomes:
After completion of the module, you will be able to:
1. Identify and utilize sources of evidence-based information useful for primary health care practice.
2. Distinguish between various measures of effect and how to use them to guide clinical decision-making
3. Explain the ways in which a nurse practitioner could enact a research role within his/her practice
4. Identify a critical appraisal tools for evaluating clinical practice guidelines and the literature. | Roles 5.9 Virtual Seminar
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/modules/module5/5.9%20Virtual%20Seminar.aspx | 1. What components of a research report are key to consider when evaluating pharmaceutical research?
2. Describe a guideline or other evidence-based tool that you think will be useful to you as a nurse practitioner. What were the strengths of this guideline? What were the weaknesses?
3. Describe how you will apply the findings in practice. How would you disseminate these findings within your clinic and influence others to incorporate into practice?
4. Identify clinical practice guidelines that could be evaluated using the Agree II tool. | Roles assignment #2:
https://npeducationca-my.sharepoint.com/personal/gsemb_np-education_ca/Documents/ROLES/assignments/Paper%20Assignment%202%20Exploration%20of%20BarriersChallenges%20Impacting%20PHCNP%20Recruitment%20and%20Retention.aspx | Roles assignment #2: determine how actual NPs in practice are implementing their research role, and research the barriers to practice encountered to propose solutions. | | | |
| AHAD 2 - Assignment Critique of an Assessment Tool | This assignment demonstrates students ability to analyze and critique an assessment tool used in the advanced nursing practice setting. | Critique of Assessment tool | Expectations for the assignment: This assignment aims have students review and critique the literature, synthesize data, use the AGREE tool to critique the literature, apply to a clinical setting and report of the actual clinical application. Students are required to write a 5 page paper and share the findings with their class | Critique of Assessment Tool - Rubric | Develop your knowledge and application of assessement tool and how to critially appraise them for use in clinical practice. Identify strenghts and weakness related to the tool. Develop your ability to share knowledge with classmates on evaluating and use of tool in primary care practice. | | | |
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| Totals for Role | Scholar All Competencies | | | | | | | Met | | |
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| Total for All Roles | | | | | | | | Met | | |
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Program approval documents are made available pursuant to a licensing agreement with College of Nurses of Ontario.
Distributing program approval documents commercially, for-profit, or for any purpose other than their limited intended purpose is prohibited.
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