Lawrence S. Bloomberg Faculty of Nursing

Navi Mental Health Wayfinder

Bachelor of Science in Nursing (BScN)

Program Overview
Program Requirements
Year 1 Courses
Year 2 Courses
  • Program Overview & Objectives

    The University of Toronto, Lawrence S. Bloomberg Faculty of Nursing’s accelerated, two-year Bachelor of Science in Nursing (BScN) program opens the door to a long and rewarding career in health care. The Faculty of Nursing has a long history of educating nurses at the baccalaureate level and is internationally recognized for its educational programs and the quality of nursing research conducted by our leading faculty researchers.

    Graduates of the program will practice nursing safely, competently, and ethically by:

    • providing nursing care for sick and vulnerable persons
    • promoting health of individuals, families, groups and communities
    • establishing and maintaining interpersonal and therapeutic relationships and partnerships
    • enacting values of equity and social justice in addressing the social determinants of health
    • examining, synthesizing and incorporating multiple knowledges to provide care
    • collaborating as members of an interprofessional team

    First Year

    Content in the program is focused on the theory, research, and practice relevant to the care of patients, families and communities. In the fall clinical course, students are introduced to nursing practice across a range of practice environments for two client populations and their families: older persons and persons with mental disorders. Clinical practice takes place in hospital and residential care settings. In the second term, students concentrate on the pathophysiology and care of individuals experiencing acute illnesses that require hospitalization. Concurrently, clinical practice occurs in paediatric, adult medical-surgical, and labor and delivery/post-partum settings. Students are also introduced to theories and concepts guiding community health nursing in Canada and internationally.

    Second Year

    In the second year of the program, students complete courses related to Nursing and the Health Care System: Policy, Ethics and Leadership (NUR 410H), Research and Scholarship in Nursing (NUR 430H), Critical Reflexivity: Theory as Practice [formerly Advanced Nursing Theory] (NUR 420H), and Current Issues in Medical Microbiology (MPL 202H). Students complete two consecutive clinical courses that integrate theory, research and clinical practice over both terms. The first concentrates on complexity and coping with persistent illness and the second focuses on primary health care. Students are able to choose a focus and a specialty area of practice within each of these two seminar-based clinical courses. The final course prepares students for independent practice after graduation. Students complete an 11-week continuous integrative clinical practicum at the end of year two. Each student placement is chosen in collaboration with faculty and in consideration of future career goals, student strengths and challenges.


    Apply to the BScN Program


     

     

  • All BScN undergraduate courses are compulsory. Withdrawal from any course in the BScN Program requires special permission and will lengthen your time to completion beyond the typical 2 year timeline. Please contact student services for more information. Email: ask.nursing@utoronto.ca

    Courses with clinical nursing practice

    For those courses with a clinical nursing practice component, the evaluation of clinical performance is on a “PASS/FAIL” basis.

    To pass the course, the student must pass both the clinical and classroom components.. Normally students will receive a verbal mid-term evaluation and a written final evaluation of their clinical performance from their clinical instructor.

    Students who are identified at the mid-term point as being at risk of failing clinical practice, will receive a written mid-term evaluation. Students whose performance is unsatisfactory at any time after the midpoint of the clinical experience, will also be informed in writing.

    Year 1

    For a complete course list, please refer to Year 1 courses

    Year 2

    For a complete course list, please refer to Year 2 courses

     


    Apply to the BScN Program

  • Year 1 Courses

    Note: Y denotes 1.0 Full Course Equivalent (FCE) and H denotes 0.5 FCE

    Course
    NUR350Y1 Introduction to Nursing Practice

    This course provides an introduction to the practice of nursing. Consideration is given to caring for individuals across the lifespan in a variety of clinical contexts. Health assessment, relational skills, and therapeutic skills are discussed within the course. Content from this course complements the content learned in NUR351H (Introduction to the Discipline and Profession of Nursing) and NUR361Y (Introduction to Nursing in Health and Wellness). It is an expectation that knowledge gained in this course is applied to all clinical settings.
    NUR351H1 Introduction to the Discipline and Profession of Nursing

    This course will provide an introduction to the regulatory, legal, theoretical, and ethical foundations of the discipline of nursing and the place of nursing within health care. It will focus on the way in which the profession of nursing is organized as part of the Canadian health care system, explore concepts that inform the practice of nursing, and help the student reflect on the development of an identity as a professional.
    NUR361Y Introduction to Nursing in Health and Wellness

    In this course students will be introduced to nursing care across a range of practice environments for two client populations and their families: persons with mental disorders and older persons. Students will demonstrate an understanding of the complexities involved in supporting clients and their families through transitions in care within and across institutional and community health care settings. They will draw on communication and relational skills to build trusting, compassionate, and therapeutic relationships with clients to provide support, promote healing, and enhance functioning.
    Content in this course is presented within a framework of knowledge translation. Students will have the opportunity to consider, synthesize, contextualize, and apply various sources of knowledge at a beginning level when working with clients and their families. They will develop their understanding of the theoretical concepts and research evidence that guide best practices when caring for older persons and persons with mental disorders, as well as their families.
    Students will acquire knowledge in areas applicable to both client populations such as: client safety and living at risk; client choice and informed decision making; informal caregiving; and person-centered, collaborative, cross-cultural practices. Students will also have the opportunity to acquire knowledge and skill specific to the health care needs and lived experiences of persons living with mental disorders and of older persons.
    NUR370Y1 Pathophysiology and Pharmacotherapeutics

    The focus of this course is the study of the pathogenesis of common disease processes and their impact on health outcomes. Alterations in normal body functions leading to disease and the response by the individual to the disease process will be presented within a framework of pathophysiologic concepts. A systematic way of examining disease process, physiological changes including signs and symptoms, nursing implications and interventions, and pharmacotherapeutic interventions will be studied. Through an examination of these common conditions through both lecture and case studies, students will gain an understanding of the knowledge base required to provide nursing care to individuals and families in health care settings. Implications of diagnostic testing, the safe implementation of procedures and clinically important pharmacologic agents will be discussed as they apply to the nursing process.
    NUR371Y1 Introduction to Acute Care Nursing: Adults

    In this course students will be introduced to adult acute care medical-surgical nursing practice. Content in this course is presented within a framework of evidence-informed decision-making. By conscientiously and judiciously using current evidence when making decisions in acute care nursing practice, students will gain an understanding of the key professional values that shape problem solving, nursing knowledge, and client care in clinical situations. The Nursing Process will serve as the organizing framework for critical thinking and knowledge development for the care and management of hospitalized adults. Students will be introduced to the 6 cognitive skill areas of the NCSBN’s Clinical Judgment Measurement Model (NCJMM) which builds upon and expands the nursing process. The NCJMM is the basis of the New Generation NCLEX (NGN) licensing exam beginning in 2023 The nursing process along with the introduction of the Clinical Judgement Measurement Model (CJMM) will serve as the organizing framework to approach the care and management of hospitalized adults.

    Course content explores and determines priority nursing assessments and interventions associated with advanced symptom management of common illness conditions relevant to hospitalized medical and surgical clients. The lived experience of clients and families coping with acute illness, as well as cultural and ethical concerns and their implications for nursing practice will also be considered. Students will have the opportunity to apply theoretical knowledge and nursing therapeutic skills at a novice level while working with clients and their families in the adult acute care setting.

    NUR 371Y1 is taken concurrently with NUR 370Y1. The lecture component of
    NUR 371Y1 will highlight the challenges of caring for medical and surgical patients in acute care settings.
    NUR373Y1 Introduction to Nursing Care of Children and Families

    In this course students will be introduced to key concepts foundational to pediatric nursing practice. The course is grounded in the principles of child and family centered care and developmental theory – both of which are integrated throughout the classroom and clinical learning environment. The Nursing Process and the Clinical Judgement Model provide the organizing framework to develop nursing knowledge, skill, and judgement while planning and prioritizing nursing management of common acute and chronic illnesses and conditions affecting hospitalized children and their families. Students will be introduced to the 6 cognitive skill areas of the NCSBN’s Clinical Judgment Measurement Model (NCJMM) which builds upon and expands the nursing process. The NCJMM is the basis of the New Generation NCLEX (NGN) licensing exam beginning in 2023.

    This course will explore relevant topics to the pediatric population including growth and development, nutrition, sleep, safety, special needs, child maltreatment, fluid and electrolyte imbalances, respiratory distress, anemia, pain, mental health, shock, head injury, seizures, meningitis, leukemia, and palliative care. Developmental, ethical, and sociocultural concerns related to pediatric nursing practice are integrated throughout the course. Asynchronous learning activities provide students with the opportunity to develop knowledge and understanding of common pediatric topics, illnesses and conditions and the nursing care required for these situations. Synchronous learning activities provide students with the opportunity to apply, analyze and evaluate recently learned pediatric content. Students will be encouraged and supported to develop their critical thinking, problem solving, clinical reasoning and clinical judgement skills through a variety of clinical case studies and unfolding clinical scenarios that aim to simulate caring for hospitalized children and their families. During clinical practice, students will further apply their learning while actively care for children and families in an acute or rehabilitative setting under the supervision and support of their clinical instructor. This course is taken concurrently with NUR 370Y.
    NUR374Y Introduction to Nursing Care of Childbearing Persons and Families

    This course will introduce students to key concepts and practices foundational to nursing care of childbearing persons and their families. Course learning will focus on the perinatal care continuum of childbearing from pre-conception through pregnancy, birth and postpartum transition. This course is grounded in principles of person centred care, family centered care and trauma informed care – all of which are integrated throughout the classroom and acute care clinical learning environments. The Nursing Process will serve as the organizing framework for critical thinking, knowledge development, and the care and management of childbearing persons and their families. Students will be introduced to the 6 cognitive skill areas of the NCSBN’s Clinical Judgment Measurement Model (NCJMM) which builds upon and expands the nursing process. The NCJMM is the basis of the New Generation NCLEX (NGN) licensing exam beginning in 2023. Students will explore topics relevant to the perinatal population including: sociocultural and institutional contexts of perinatal care in Canada; healthy physiologic and psychologic changes in pregnant, labouring, and postpartum clients; nursing management of common adult and newborn complications; and the nursing role in the transition from hospital to home. Students will develop a beginning understanding of pregnancy, childbirth, postpartum, and newborn feeding and care experiences.

    In the classroom and clinical settings, students will be supported to continue building their critical thinking, problem solving and clinical judgment skills through engagement with life-like and real clinical situations. During clinical placement in acute care settings, students will have the opportunity to work with childbearing persons and families throughout the ante/intra/postpartum phases of the care continuum. Students are expected to apply current course knowledge at a beginner level integrated with foundational nursing skills and nursing therapeutic skills learned during the fall term/Term 1.
    This course is taken concurrently with NUR 370Y and NUR 390Y.
    NUR390H1 Introduction to Community Health: Nursing Perspectives

    This course introduces students to the theory and practice of community health nursing through the 'lens' of primary health care. The course focuses on the health of various populations and explores the ways in which 'health' is largely a socially determined phenomenon. The care of diverse populations within Canada such as the homeless/under-housed, the incarcerated, rural dwellers, First Nations Peoples, and the GLBTQ community feature prominently in class readings and lectures as students develop a critical understanding of the complex contexts and everyday circumstances in which members of different social groups negotiate access to health. Students explore a variety of key concepts including principles of primary health care trauma-informed care, social determinants of health, cultural safety, harm reduction, population health, health promotion, social marginalization, disease prevention, and community capacity building. Students will ground their understanding of these concepts in core values of primary health care, including social justice and equity, as they begin to develop their skills in caring for diverse communities of people. This course lays the theoretical groundwork for the senior year course in primary health care and community health nursing practice.

     

  • Year 2 Courses

    Note: Y denotes 1.0 Full Course Equivalent (FCE) and H denotes 0.5 FCE

    Course
    MPL202H1 Current Topics in Medical Microbiology 

    Common infectious diseases that are relevant in the current healthcare setting are explored. Expert clinicians in the fields of microbiology, infectious diseases, quality improvement, and infection control will discuss current research in the field of medical microbiology and its relevance to nursing practice. Lecture topics include: review of bacteria, viruses, fungi, and parasites, the role of the diagnostic microbiology lab, travel medicine, skin and soft tissue infections, systemic infections, sexually transmitted infections, HIV/AIDS, hepatitis, “superbugs”, influenza, and infection prevention and control.
    NUR410H1 Nursing and the Health-Care System: Policy, Ethics and Leadership

    This course will provide students with an overview of the structure of the healthcare system and the profession of nursing at national, provincial, regional/municipal, and organizational or institutional levels. We will examine some of the current policy, leadership, and ethical issues and challenges in the healthcare environment and their impact on patient/population health, healthcare practices, and the nursing profession. The examination of these issues is approached by considering different political, legal, jurisdictional, professional and ethical contexts. A social- critical perspective is the predominant one used to examine the structures and relationships – including personal, political and professional - that affect the everyday decisions of nurses and their approach to practice. Other theoretical or conceptual perspectives will also be considered. As emerging professionals, nursing students will learn and apply the fundamentals of political action, policy analysis, leadership, and ethical decision-making skills in the context of their own current practice of nursing and their future role as leaders in healthcare.
    NUR420H1 Critical Reflexivity: Theory as Practice

    The overall intention of the course is to facilitate student curiosity and promote critical reflexivity in relation to nursing practice. Critical reflexivity brings together the skills of critical thinking and reflexivity, and entails three components: first, interrogating our taken-for-granted assumptions that inform our practice; second, reflecting on our social position in relation to knowledge; and third, considering how knowledge is shaped by culture, history, power and politics. Students will engage with theoretical ideas drawn from the humanities and social sciences in order to gain a better understanding of the complexities of care. Theoretical ideas covered in this course are helpful in showing how nursing both shapes and is shaped by broader social, historical, political and economic forces, prevailing ideologies, dominant discourses, and social relations of power which have profound effects on our subjectivities and the lived bodies and daily realities of people whom we serve. Thoughtful engagement with the course readings will open up alternative modes of thought which will, in turn, generate productive possibilities for ethical nursing practice.
    NUR430H1 Research and Scholarship in Nursing 

    Nurses need to be knowledgeable consumers of research who are able to find, understand, critique and apply evidence in everyday nursing practice. This course focuses on the application and critical examination of the research process used in the development of nursing science. The link between nursing research and scholarship is emphasized through an understanding of the relationships between research, theory and practice. Critical analysis of the underlying paradigms and activities within qualitative and quantitative research will enable students to understand and appropriately integrate research into practice.
    NUR460Y1 Coping with Complexity in Persistent Illness

    The focus of this clinical course is the experience of individuals and families in maintaining integrity across the trajectory of persistent illness. Building on understanding from introductory courses in year 1, students will gain a deeper understanding of the complexity of challenges which are specific to selected age groups, illness categories, institutional and home contexts. Complexity includes pathophysiology, individual and family circumstances, related interventions, and the care delivery context.

    In NUR460, students examine the experience of individuals and their families during acute episodes of complex or persistent illness. Students will have the opportunity to develop their ability to provide care using a family-centred approach while expanding on their ability to use interprofessional collaboration to deal with the complexities of illness. Current theory and research will be discussed that relates to the lived experience of complex and/or persistent illness. Topics to be addressed will include uncertainty, coping with symptoms and the illness trajectory, suffering and empathy, families as caregivers, death and dying, and health related quality of life. Cultural, ethical and systems issues will also be discussed. Students are encouraged to apply a theoretical understanding of illness to situations encountered in their clinical placements. Critical reflections on practice using patient and family narratives is encouraged.

    A fundamental nursing concept introduced early in the course is understanding related to transition. Transition is a broad and relevant term referring to developmental, situational, health / illness and /or organizational challenges. The centrality of understanding of the process and outcomes of role transitions in the care of individual and families coping with persistent illness will be highlighted throughout the course in seminar, assignments and clinical learning situations.
    NUR461Y1 Primary Health Care: Nursing Perspectives 

    This course introduces students to the role of the community health nurse and is framed around the social determinants of health and the Standards of Practice developed by the Community Health Nurses of Canada. It introduces advanced theoretical and conceptual perspectives and is designed to provide students with clinical practice skills caring for individuals, families, and communities both locally and globally. Primary Health Care is positioned as a model for health care that supports partnership relationships, community activism and advocacy, facilitating access and equity, and capacity building. The dynamic role of nursing and the importance of practicing collaboratively with members of interprofessional health teams and diverse communities is emphasized.
    NUR470Y1 Integrative Nursing Practicum

    In this final clinical course provides students with an opportunity to consolidate their nursing knowledge and to demonstrate the ability to meet the competencies for entry-level registered nurse practice (CNO, 2018). The focus of practice is integration of theoretical and substantive knowledge from both years of the program to a selected clinical practice area under the supervision of a preceptor and faculty advisor. Students develop competence and confidence in clinical skills including those related to workload management and priority setting. The course also assists students in preparation for their registration exams. All previous program requirements must be successfully completed prior to beginning this final course.

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