Practical Nursing

This course is a general introduction to the structures and physiology that make up the human body. It provides the basis for the subsequent study of pathophysiology and patient care procedures.

This course introduces nursing's professional contributions to health and wellness, including the profession's historical foundations and the influence of nursing theories on health promotion and self-care. Learners explore the teaching-learning process, evidence-informed practice, mentoring relationships, CNO standards and guidelines, and the roles of regulatory bodies and professional organizations. The RNAO Best Practice Guideline Transitions in Care and Services is integrated into the teaching-learning component to support collaborative health teaching, readiness to learn, and continuity of care. The course also supports the knowledge, skills, judgment, and professional attitudes required for simulation experiences throughout the Practical Nursing program.

This course will introduce the learner to the theoretical and conceptual frameworks of health and healthy lifestyles, nursing process, concept care mapping and critical thinking. All levels of the health care system will be examined with a focus on determinants of health. The dimensions of human needs throughout the lifespan will be explored with an emphasis on the significance of self-responsibility and the change process. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course will provide the learner with opportunities to apply concepts and knowledge in a laboratory practice and simulation (scenario) environment. The emphasis of this course will be on the basic nursing skills required for the promotion of health and the maintenance of wellness among individuals, and across the lifespan. Topics include safety, infection control, hygienic care, assisting with mobility, assisting with nutrition, elimination, and the assessment of vital signs. Learners will begin to work independently as well as part of a team, provide and accept feedback, and engage in self-reflection activities. Learners will apply the Registered Nurses' Association's Best Practice Guideline, Transitions in Care and Services (2nd ed.) during laboratory practice, simulation experiences, and a formal health presentation. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course introduces learners to the development and maintenance of professional nurse-client relationships. Learners examine caring, collaboration, people-centered care, professional boundaries, and therapeutic communication as foundations of nursing relationships. Through exploration of the College of Nurses of Ontario’s Professional Boundaries and Nurse-Client Relationships (2025) practice standard, learners examine trust, respect, empathy, professional intimacy, power, and the prevention of boundary violations and abuse of power. The course also examines the principles of the CNO's Code of Conduct (2026), which outlines nurses' professional accountabilities and the public's expectations of nursing practice. The RNAO Best Practice Guideline Transitions in Care and Services (2nd ed.) is integrated to support communication, collaboration, continuity of care, and safe transitions. This course supports the knowledge, skills, judgment, and professional attitudes required during clinical and simulation experiences throughout the Practical Nursing program.

This course is an overview of the human lifespan. The major areas of study include the physical, cognitive, social, and personality domains of development. Students will complete assignments that demonstrate their understanding of human development. In addition, students will identify factors that promote human development.

In this course, students will be introduced to academic writing styles with a thematic focus on current issues. This course will help students to express themselves clearly and correctly in written form. Students will critically analyse assigned readings and express their thoughts. The course will also focus on the development of an academic paper utilizing the APA style of documentation.

This course will assist the learner to discover necessary mathematical functions and the use of information and communication technologies (ICTs), essential to implementing safe nursing interventions. Learners will apply theoretical knowledge learned in the classroom, to a variety of application assignments and by using different technologies. In accordance with nursing's commitment to public safety, accurate inter-/intra-professional communication, and effective collaboration, learners will learn and apply common medical terminology to routine nursing situations. Culminating this course, learners will be introduced to various electronic medical record systems (e.g., Meditech and Sim Chart); review the reliability of electronic resources, which could support safe nursing practice; and discuss Personal Health Information Access and Protection of Privacy Act which support public trust. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course is the second part of a two part anatomy and physiology course designed for students enrolled in the Practical Nursing Program and the Dental Hygiene Program. It is a continuation of the structures and physiology that make up the human body. It will complete the study of the body in preparation for the study of pathophysiology and patient care procedures.

This course will provide the learner with opportunities to examine the role of the Practical Nurse, when caring for individuals experiencing at risk disease, in both long-term and complex chronic care environments. The learner will continue to apply the five competency frameworks from the Entry to Practice Competencies for Registered Practical Nurses (College of Nurses of Ontario, 2019): professional practice, ethical practice, legal practice, foundations of practice, and collaborative practice. The learner will continue to integrate the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024); assess, plan, implement, and evaluate nursing care for two adult patients: practice previously acquired theoretical and practical nursing knowledge (all Semester One skills); and safely apply current theoretical and practical nursing knowledge (including nursing theory, Semester Two nursing skills, and the nursing assessment). By the end of this clinical experience, learners are expected to care for two adult patients (autonomously); develop their critical thinking skills by contributing to self-reflection exercises; and participate in two simulation experiences.

This course will provide the learner with opportunities to apply concepts and knowledge in a laboratory practice and simulation (scenario) environment. The emphasis of this course will be on evidence-based nursing skills required for the promotion of health and the maintenance of wellness among at-risk individuals and across the lifespan. Topics include documentation and communication; comfort and mobility; advanced urinary and bowel elimination; surgical asepsis; wound care and specimen collection; advanced nutrition; pediatric nursing assessments and interventions; and respiratory care and oxygen therapy. Learners will work independently, as well as part of a team, provide and accept feedback, and engage in self-reflection activities. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course focuses on health promotion, disease prevention, and health protection strategies for healthy and at-risk individuals across the lifespan. Learners will develop a holistic approach to nursing individuals, families, groups, and communities through the integration of the RNAO Best Practice Guidelines People-Centered Care, Transitions in Care and Services, and Diabetic Foot Ulcers: Prevention, Assessment and Management. The course supports the knowledge, skills, judgment, and professional nursing attitudes required for simulation experiences throughout the Practical Nursing program.

This course introduces the learner to the nursing assessment and provides opportunities to apply theoretical knowledge in the laboratory practice, simulation (scenario), and clinical practice environments. The emphasis of this course will be on the normal variations of the adult client (young, middle, and older adult), and the at-risk adult client in long-term and chronic care clinical settings; the general assessment techniques, critical thinking, and problem solving skills required during the admission, transfer, and discharge processes; and the opportunity to communicate, respond to, and report the assessment findings of major body systems. Learners will practice aspects of the focused nursing assessment in the clinical/simulation environment, for the purpose of initiating the nursing process, supporting clear nursing diagnoses, and reinforcing safety. All theory classes and their associated practice classes are mandatory. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

In this course, students will use the business writing process to produce routine workplace correspondence required in the medical field. Students will apply principles of plain language to communicate effectively to diverse audiences using a variety of communication channels. They will also combine collaborative methods with advanced research, written and oral skills to produce and present an infographic.

This course builds on the themes introduced in Professional Practice I (PN125) and advances the learner's understanding of the Practical Nurse’s professional roles and responsibilities. Learners examine the College of Nurses of Ontario practice standards and guidelines, self-regulation, quality assurance, delegation, and the legislation governing nursing practice in Ontario. The course also explores personal and professional values, leadership and management, conflict resolution, ethical dilemmas, advocacy, and political action. Recommendations and good practice statements from the RNAO Best Practice Guideline People-Centered Care are integrated to support shared decision-making, collaborative practice, ethical care, and advocacy. Learners participate in a community of practice through self-reflection, collaboration with peers and health-care leaders, and exploration of an issue or trend affecting nursing practice. The course concludes with preparation for the CNO Jurisprudence Examination and the transition from student to Registered Practical Nurse. It also supports the knowledge, skills, judgment, and professional attitudes required during simulation experiences throughout the Practical Nursing program.

This course will provide the learner with opportunities to examine the role of Practical Nurse, when caring for individuals experiencing acute illness and complex disease, in acute medical-surgical environments. The learner will continue to apply the five competency frameworks from the Entry to Practice Competencies for Registered Practical Nurses (College of Nurses of Ontario, 2019): professional practice, ethical practice, legal practice, foundations of practice, and collaborative practice. The learner will continue to integrate the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024); assess, plan, implement, and evaluate nursing care for two adult medical-surgical patients; independently apply previously acquired theoretical and practical nursing knowledge (all year one nursing skills and the complete nursing assessment); and safely apply current theoretical and practical nursing knowledge (including medical-surgical theory, pharmacology, pathophysiology, professional practice, and year two nursing skills). By the end of this clinical experience, learners are expected to care for two adult patients experiencing acute illness (autonomously); develop their critical thinking skills by contributing to self-reflection exercises; and participate in two simulation experiences.

This course will provide the learner with opportunities to apply concepts and knowledge in a laboratory practice and simulation (scenario) environment. The emphasis of this course will be on the supportive, therapeutic, and evidence based nursing skills required when managing adult medical surgical patients in the acute care environment. Topics include revisiting previously acquired knowledge, skills, and judgement; pre post-operative nursing assessments and interventions; advanced wound care, including negative pressure wound therapy Vacuum Assisted Closure (VAC), and surgical wounds and drains; medication administration (including intravenous medications above and below the drip chamber); intravenous therapy, total parenteral nutrition, and blood/blood products; and nasogastric tube insertion and management. Learners will work independently as well as part of a team, provide and accept feedback, and engage in self-reflection activities through simulation experiences. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course introduces the learner to basic pharmacological principles and select medication classifications, as they relate to patients experiencing acute illness and complex disease across the lifespan. The learner will study the mechanism of action, therapeutic indications, and nursing responsibilities (including drug monitoring and the management of adverse drug effects) of select medication classifications. In addition, this course will emphasize common medication dosages and drug calculations; ethnopharmacological theory; nursing legislation, standards, and best practice guidelines; medication reconciliation; and patient education. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course introduces the learner to the nursing process as it relates to diverse patients experiencing acute illnesses across the lifespan. The learner will develop nursing assessments and therapeutic nurse client relationship skills; propose priority nursing diagnoses; discuss patient centred goals and objectives; propose evidence informed nursing interventions (dependent, independent, and collaborative) and discuss expected outcomes. Using a nursing process approach, the learner will plan nursing care, relevant to acute illness, while considering the College of Nurses of Ontario (CNO) Practice Standard "Scope of Practice" (2025) and best practice guidelines. Furthermore, this course will underscore the concept that some acute illnesses are secondary to existing chronic health challenges; apply relevant medical terminology, knowledge of pharmacology, and diagnostic tests; and highlight common health promoting behaviours. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course introduces the learner to the pathophysiology of disease and its relationship to patients experiencing acute illnesses across the lifespan. The learner will examine basic pathophysiological concepts, including cellular adaptation; inflammation, infection, and healing; fluid and electrolyte balance; acid-base balance; shock; and pain. The learner will apply pathophysiological concepts to common acute illnesses through clinical examples and case-based learning activities. Furthermore, this course will underscore that some acute illnesses are secondary to chronic health challenges, apply relevant medical terminology, and highlight standard diagnostic testing. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences throughout the Practical Nursing program.

This course will provide the learner with opportunities to examine the role of the Practical Nurse, when caring for individuals experiencing complex health challenges; and when caring for individuals in either a maternal-newborn, pediatric, or acute/chronic psychiatric nursing environment. The learner will continue to apply the five competency frameworks from the Entry to Practice Competencies for Registered Practical Nurses (College of Nurses of Ontario, 2019): professional practice, ethical practice, legal practice, foundations of practice, and collaborative practice. The learner will continue to integrate the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024); assess, plan, implement, and evaluate nursing care for adult patients in a complex care environment; practice previously acquired theoretical and practical nursing knowledge (all nursing skills and nursing assessments to date); and safely apply current theoretical and practical nursing knowledge (including medical-surgical theory, pharmacology, pathophysiology, and Semester Four nursing skills). By the end of this clinical experience, learners are expected to care for three adult patients (autonomously); refine their critical thinking skills by contributing to self-reflection exercises; and participate in simulation experiences.

This course will provide the learner with opportunities to apply concepts and knowledge in a laboratory practice and simulation (scenario) environment. The emphasis of this course will be on the advanced nursing and critical thinking skills required for the care of patients with complex health challenges. Topics include the nursing care of patients with a Peripherally Inserted Central Catheter (PICC); nursing care of patients with a Patient Controlled Analgesia (PCA) system; initiating peripheral intravenous access and a hypodermoclysis line; tracheostomy care; and emergency airway management. Learners will participate in practical activities and critical thinking opportunities specific to mental health; end of life care; care of the newborn, child, and post-partum mother with acute health challenges. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course builds upon the concepts presented in PN 328 (Pharmacology I) and introduces select medication classifications as they relate to patients experiencing chronic illness and complex disease across the lifespan. The learner will study the mechanism of action, therapeutic indications, and nursing responsibilities (including drug monitoring and the management of adverse drug effects) of select medication classifications, and continue the discussion of ethnopharmacological theory and health teaching. Furthermore, this course will detail the professional implications of medication administration as learners prepare for their pre-graduate preceptorship experience. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course builds on the concepts introduced in PN330, Pathophysiology I, and examines the pathophysiology of chronic diseases across the lifespan. Learners will apply pathophysiological concepts to common chronic illnesses through clinical examples and case-based learning activities. The course explores how chronic health conditions may increase a person's risk of developing secondary acute illnesses and incorporates relevant medical terminology and common diagnostic testing. This course supports the knowledge, skills, judgment, and professional nursing attitudes required during simulation experiences throughout the Practical Nursing program.

This course builds upon the concepts presented in PN 329 (Medical-Surgical Nursing I) and introduces the learner to the nursing care of diverse patients experiencing complex chronic illnesses (including mental health challenges) across the lifespan. Learners will continue to apply the nursing process, and develop supportive, preventative, therapeutic, palliative, and rehabilitative nursing care; continue to propose evidence informed nursing interventions (dependent, independent, and collaborative), and discuss expected outcomes while considering the College of Nurses of Ontario (CNO, 2023) Practice Standard "Scope of Practice", and the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024). Furthermore, this course will underscore the concept that some chronic illnesses are secondary to existing acute health challenges, apply relevant medical terminology, and highlight common health promoting behaviours. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course will provide the learner with opportunities to consolidate the roles and responsibilities of the entry level Practical Nurse, and when promoting health, and in a supportive, preventative, therapeutic, palliative, and rehabilitative clinical environment. The learner will continue to apply the five competency frameworks from the Entry to Practice Competencies for Registered Practical Nurses (College of Nurses of Ontario, 2019): professional practice, ethical practice, legal practice, foundations of practice, and collaborative practice. The learner will continue to integrate the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024); assess, plan, implement, and evaluate nursing care for their preceptor's clinical assignment; practice previously acquired theoretical and practical nursing knowledge (all nursing skills and nursing assessments to date); and safely apply current theoretical and practical nursing knowledge (including medical-surgical theory, pharmacology, pathophysiology). By the end of this clinical experience, learners are expected to care for the assigned preceptor's clinical assignment (autonomously and safely). Learners continue to refine their critical thinking skills by contributing to self-reflection exercises and participating in simulation experiences.

In this course, students will be introduced to academic writing styles with a thematic focus on current issues. This course will help students to express themselves clearly and correctly in written form. Students will critically analyse assigned readings and express their thoughts. The course will also focus on the development of an academic paper utilizing the APA style of documentation.

This course is a general introduction to the structures and physiology that make up the human body. It provides the basis for the subsequent study of pathophysiology and patient care procedures.

This course introduces nursing's professional contributions to health and wellness, including the profession's historical foundations and the influence of nursing theories on health promotion and self-care. Learners explore the teaching-learning process, evidence-informed practice, mentoring relationships, CNO standards and guidelines, and the roles of regulatory bodies and professional organizations. The RNAO Best Practice Guideline Transitions in Care and Services is integrated into the teaching-learning component to support collaborative health teaching, readiness to learn, and continuity of care. The course also supports the knowledge, skills, judgment, and professional attitudes required for simulation experiences throughout the Practical Nursing program.

This course will introduce the learner to the theoretical and conceptual frameworks of health and healthy lifestyles, nursing process, concept care mapping and critical thinking. All levels of the health care system will be examined with a focus on determinants of health. The dimensions of human needs throughout the lifespan will be explored with an emphasis on the significance of self-responsibility and the change process. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course introduces learners to the development and maintenance of professional nurse-client relationships. Learners examine caring, collaboration, people-centered care, professional boundaries, and therapeutic communication as foundations of nursing relationships. Through exploration of the College of Nurses of Ontario’s Professional Boundaries and Nurse-Client Relationships (2025) practice standard, learners examine trust, respect, empathy, professional intimacy, power, and the prevention of boundary violations and abuse of power. The course also examines the principles of the CNO's Code of Conduct (2026), which outlines nurses' professional accountabilities and the public's expectations of nursing practice. The RNAO Best Practice Guideline Transitions in Care and Services (2nd ed.) is integrated to support communication, collaboration, continuity of care, and safe transitions. This course supports the knowledge, skills, judgment, and professional attitudes required during clinical and simulation experiences throughout the Practical Nursing program.

This course will assist the learner to discover necessary mathematical functions and the use of information and communication technologies (ICTs), essential to implementing safe nursing interventions. Learners will apply theoretical knowledge learned in the classroom, to a variety of application assignments and by using different technologies. In accordance with nursing's commitment to public safety, accurate inter-/intra-professional communication, and effective collaboration, learners will learn and apply common medical terminology to routine nursing situations. Culminating this course, learners will be introduced to various electronic medical record systems (e.g., Meditech and Sim Chart); review the reliability of electronic resources, which could support safe nursing practice; and discuss Personal Health Information Access and Protection of Privacy Act which support public trust. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course will provide the learner with opportunities to apply concepts and knowledge in a laboratory practice and simulation (scenario) environment. The emphasis of this course will be on the basic nursing skills required for the promotion of health and the maintenance of wellness among individuals, and across the lifespan. Topics include safety, infection control, hygienic care, assisting with mobility, assisting with nutrition, elimination, and the assessment of vital signs. Learners will begin to work independently as well as part of a team, provide and accept feedback, and engage in self-reflection activities. Learners will apply the Registered Nurses' Association's Best Practice Guideline, Transitions in Care and Services (2nd ed.) during laboratory practice, simulation experiences, and a formal health presentation. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course is an overview of the human lifespan. The major areas of study include the physical, cognitive, social, and personality domains of development. Students will complete assignments that demonstrate their understanding of human development. In addition, students will identify factors that promote human development.

In this course, students will use the business writing process to produce routine workplace correspondence required in the medical field. Students will apply principles of plain language to communicate effectively to diverse audiences using a variety of communication channels. They will also combine collaborative methods with advanced research, written and oral skills to produce and present an infographic.

This course is the second part of a two part anatomy and physiology course designed for students enrolled in the Practical Nursing Program and the Dental Hygiene Program. It is a continuation of the structures and physiology that make up the human body. It will complete the study of the body in preparation for the study of pathophysiology and patient care procedures.

This course will provide the learner with opportunities to examine the role of the Practical Nurse, when caring for individuals experiencing at risk disease, in both long-term and complex chronic care environments. The learner will continue to apply the five competency frameworks from the Entry to Practice Competencies for Registered Practical Nurses (College of Nurses of Ontario, 2019): professional practice, ethical practice, legal practice, foundations of practice, and collaborative practice. The learner will continue to integrate the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024); assess, plan, implement, and evaluate nursing care for two adult patients: practice previously acquired theoretical and practical nursing knowledge (all Semester One skills); and safely apply current theoretical and practical nursing knowledge (including nursing theory, Semester Two nursing skills, and the nursing assessment). By the end of this clinical experience, learners are expected to care for two adult patients (autonomously); develop their critical thinking skills by contributing to self-reflection exercises; and participate in two simulation experiences.

This course will provide the learner with opportunities to apply concepts and knowledge in a laboratory practice and simulation (scenario) environment. The emphasis of this course will be on evidence-based nursing skills required for the promotion of health and the maintenance of wellness among at-risk individuals and across the lifespan. Topics include documentation and communication; comfort and mobility; advanced urinary and bowel elimination; surgical asepsis; wound care and specimen collection; advanced nutrition; pediatric nursing assessments and interventions; and respiratory care and oxygen therapy. Learners will work independently, as well as part of a team, provide and accept feedback, and engage in self-reflection activities. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course focuses on health promotion, disease prevention, and health protection strategies for healthy and at-risk individuals across the lifespan. Learners will develop a holistic approach to nursing individuals, families, groups, and communities through the integration of the RNAO Best Practice Guidelines People-Centered Care, Transitions in Care and Services, and Diabetic Foot Ulcers: Prevention, Assessment and Management. The course supports the knowledge, skills, judgment, and professional nursing attitudes required for simulation experiences throughout the Practical Nursing program.

This course introduces the learner to the nursing assessment and provides opportunities to apply theoretical knowledge in the laboratory practice, simulation (scenario), and clinical practice environments. The emphasis of this course will be on the normal variations of the adult client (young, middle, and older adult), and the at-risk adult client in long-term and chronic care clinical settings; the general assessment techniques, critical thinking, and problem solving skills required during the admission, transfer, and discharge processes; and the opportunity to communicate, respond to, and report the assessment findings of major body systems. Learners will practice aspects of the focused nursing assessment in the clinical/simulation environment, for the purpose of initiating the nursing process, supporting clear nursing diagnoses, and reinforcing safety. All theory classes and their associated practice classes are mandatory. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course will provide the learner with opportunities to examine the role of Practical Nurse, when caring for individuals experiencing acute illness and complex disease, in acute medical-surgical environments. The learner will continue to apply the five competency frameworks from the Entry to Practice Competencies for Registered Practical Nurses (College of Nurses of Ontario, 2019): professional practice, ethical practice, legal practice, foundations of practice, and collaborative practice. The learner will continue to integrate the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024); assess, plan, implement, and evaluate nursing care for two adult medical-surgical patients; independently apply previously acquired theoretical and practical nursing knowledge (all year one nursing skills and the complete nursing assessment); and safely apply current theoretical and practical nursing knowledge (including medical-surgical theory, pharmacology, pathophysiology, professional practice, and year two nursing skills). By the end of this clinical experience, learners are expected to care for two adult patients experiencing acute illness (autonomously); develop their critical thinking skills by contributing to self-reflection exercises; and participate in two simulation experiences.

This course will provide the learner with opportunities to apply concepts and knowledge in a laboratory practice and simulation (scenario) environment. The emphasis of this course will be on the supportive, therapeutic, and evidence based nursing skills required when managing adult medical surgical patients in the acute care environment. Topics include revisiting previously acquired knowledge, skills, and judgement; pre post-operative nursing assessments and interventions; advanced wound care, including negative pressure wound therapy Vacuum Assisted Closure (VAC), and surgical wounds and drains; medication administration (including intravenous medications above and below the drip chamber); intravenous therapy, total parenteral nutrition, and blood/blood products; and nasogastric tube insertion and management. Learners will work independently as well as part of a team, provide and accept feedback, and engage in self-reflection activities through simulation experiences. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course introduces the learner to basic pharmacological principles and select medication classifications, as they relate to patients experiencing acute illness and complex disease across the lifespan. The learner will study the mechanism of action, therapeutic indications, and nursing responsibilities (including drug monitoring and the management of adverse drug effects) of select medication classifications. In addition, this course will emphasize common medication dosages and drug calculations; ethnopharmacological theory; nursing legislation, standards, and best practice guidelines; medication reconciliation; and patient education. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course introduces the learner to the nursing process as it relates to diverse patients experiencing acute illnesses across the lifespan. The learner will develop nursing assessments and therapeutic nurse client relationship skills; propose priority nursing diagnoses; discuss patient centred goals and objectives; propose evidence informed nursing interventions (dependent, independent, and collaborative) and discuss expected outcomes. Using a nursing process approach, the learner will plan nursing care, relevant to acute illness, while considering the College of Nurses of Ontario (CNO) Practice Standard "Scope of Practice" (2025) and best practice guidelines. Furthermore, this course will underscore the concept that some acute illnesses are secondary to existing chronic health challenges; apply relevant medical terminology, knowledge of pharmacology, and diagnostic tests; and highlight common health promoting behaviours. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course introduces the learner to the pathophysiology of disease and its relationship to patients experiencing acute illnesses across the lifespan. The learner will examine basic pathophysiological concepts, including cellular adaptation; inflammation, infection, and healing; fluid and electrolyte balance; acid-base balance; shock; and pain. The learner will apply pathophysiological concepts to common acute illnesses through clinical examples and case-based learning activities. Furthermore, this course will underscore that some acute illnesses are secondary to chronic health challenges, apply relevant medical terminology, and highlight standard diagnostic testing. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences throughout the Practical Nursing program.

This course builds on the themes introduced in Professional Practice I (PN125) and advances the learner's understanding of the Practical Nurse’s professional roles and responsibilities. Learners examine the College of Nurses of Ontario practice standards and guidelines, self-regulation, quality assurance, delegation, and the legislation governing nursing practice in Ontario. The course also explores personal and professional values, leadership and management, conflict resolution, ethical dilemmas, advocacy, and political action. Recommendations and good practice statements from the RNAO Best Practice Guideline People-Centered Care are integrated to support shared decision-making, collaborative practice, ethical care, and advocacy. Learners participate in a community of practice through self-reflection, collaboration with peers and health-care leaders, and exploration of an issue or trend affecting nursing practice. The course concludes with preparation for the CNO Jurisprudence Examination and the transition from student to Registered Practical Nurse. It also supports the knowledge, skills, judgment, and professional attitudes required during simulation experiences throughout the Practical Nursing program.

This course will provide the learner with opportunities to examine the role of the Practical Nurse, when caring for individuals experiencing complex health challenges; and when caring for individuals in either a maternal-newborn, pediatric, or acute/chronic psychiatric nursing environment. The learner will continue to apply the five competency frameworks from the Entry to Practice Competencies for Registered Practical Nurses (College of Nurses of Ontario, 2019): professional practice, ethical practice, legal practice, foundations of practice, and collaborative practice. The learner will continue to integrate the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024); assess, plan, implement, and evaluate nursing care for adult patients in a complex care environment; practice previously acquired theoretical and practical nursing knowledge (all nursing skills and nursing assessments to date); and safely apply current theoretical and practical nursing knowledge (including medical-surgical theory, pharmacology, pathophysiology, and Semester Four nursing skills). By the end of this clinical experience, learners are expected to care for three adult patients (autonomously); refine their critical thinking skills by contributing to self-reflection exercises; and participate in simulation experiences.

This course will provide the learner with opportunities to apply concepts and knowledge in a laboratory practice and simulation (scenario) environment. The emphasis of this course will be on the advanced nursing and critical thinking skills required for the care of patients with complex health challenges. Topics include the nursing care of patients with a Peripherally Inserted Central Catheter (PICC); nursing care of patients with a Patient Controlled Analgesia (PCA) system; initiating peripheral intravenous access and a hypodermoclysis line; tracheostomy care; and emergency airway management. Learners will participate in practical activities and critical thinking opportunities specific to mental health; end of life care; care of the newborn, child, and post-partum mother with acute health challenges. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course builds upon the concepts presented in PN 328 (Pharmacology I) and introduces select medication classifications as they relate to patients experiencing chronic illness and complex disease across the lifespan. The learner will study the mechanism of action, therapeutic indications, and nursing responsibilities (including drug monitoring and the management of adverse drug effects) of select medication classifications, and continue the discussion of ethnopharmacological theory and health teaching. Furthermore, this course will detail the professional implications of medication administration as learners prepare for their pre-graduate preceptorship experience. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course builds on the concepts introduced in PN330, Pathophysiology I, and examines the pathophysiology of chronic diseases across the lifespan. Learners will apply pathophysiological concepts to common chronic illnesses through clinical examples and case-based learning activities. The course explores how chronic health conditions may increase a person's risk of developing secondary acute illnesses and incorporates relevant medical terminology and common diagnostic testing. This course supports the knowledge, skills, judgment, and professional nursing attitudes required during simulation experiences throughout the Practical Nursing program.

This course builds upon the concepts presented in PN 329 (Medical-Surgical Nursing I) and introduces the learner to the nursing care of diverse patients experiencing complex chronic illnesses (including mental health challenges) across the lifespan. Learners will continue to apply the nursing process, and develop supportive, preventative, therapeutic, palliative, and rehabilitative nursing care; continue to propose evidence informed nursing interventions (dependent, independent, and collaborative), and discuss expected outcomes while considering the College of Nurses of Ontario (CNO, 2023) Practice Standard "Scope of Practice", and the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024). Furthermore, this course will underscore the concept that some chronic illnesses are secondary to existing acute health challenges, apply relevant medical terminology, and highlight common health promoting behaviours. This course will support the knowledge, skills, judgment, and nursing attitudes required during all simulation (scenarios) experiences that occur throughout the Practical Nursing program.

This course will provide the learner with opportunities to consolidate the roles and responsibilities of the entry level Practical Nurse, and when promoting health, and in a supportive, preventative, therapeutic, palliative, and rehabilitative clinical environment. The learner will continue to apply the five competency frameworks from the Entry to Practice Competencies for Registered Practical Nurses (College of Nurses of Ontario, 2019): professional practice, ethical practice, legal practice, foundations of practice, and collaborative practice. The learner will continue to integrate the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines, Transitions in Care and Services (2023) and Diabetic Foot Ulcers: Prevention, Assessment and Management (2024); assess, plan, implement, and evaluate nursing care for their preceptor's clinical assignment; practice previously acquired theoretical and practical nursing knowledge (all nursing skills and nursing assessments to date); and safely apply current theoretical and practical nursing knowledge (including medical-surgical theory, pharmacology, pathophysiology). By the end of this clinical experience, learners are expected to care for the assigned preceptor's clinical assignment (autonomously and safely). Learners continue to refine their critical thinking skills by contributing to self-reflection exercises and participating in simulation experiences.