1 vancouver community college education council ......vancouver community college education council...

Vancouver Community College Education Council

SPECIAL MEETING AGENDA

June 28, 2016, 2:30-3:30 pm, Room 5025 BWY-A

Item Topic Time Speaker Pre-reading materials Action Pages

1. Call to Order Todd Rowlatt

2. Adopt Agenda Todd Rowlatt June 28, 2016 Agenda Approval 1

3. Curriculum Committee

a) Bachelor of Science in Nursing – new course 10 min Kathy Fukuyama CDAF, course outline, PCGs Approval 2-34

b) Curriculum Committee Resolutions Jan-Jun 1 min David Branter Summary Report Information 35

4. Business Arising

a) Grading Policy Implementation 45 min Todd Rowlatt Decision Note, report Approval 36-66

11. Next Meeting:

September 13, 2016, 3:30-5:30, Room 240 DTN

Todd Rowlatt

12. Adjournment Todd Rowlatt

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27 June 2016 PREPARED FOR: Education Council ISSUE: Proposal for a new course: NURS 3160 Mental Health Nursing BACKGROUND: This proposal, presented Kathy Fukuyama, is a merging of two current courses (NURS 3161 and 3162) in the Bachelor of Science in Nursing program. This new course is a response to student feedback regarding repetition of topics in the two current courses. The merging of the two courses also allows for better flow from theory to activities. DISCUSSION: The committee spotted a few typos and requested a consideration of a change of verb for one Course Learning Outcome. RECOMMENDATION: Curriculum Committee recommends Education Council approve the new course:

NURS 3160 Mental Health Nursing Prepared by: David Branter Chair, Curriculum Committee

DECISION NOTE

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Curriculum Development Approval Form

[VCC-CDAF-20150908] Page 1 of 5

Use this form to outline revisions to existing curriculum or to describe the development of new curriculum. Complete one form for each submission to Curriculum Committee.

PROGRAM/COURSE NAME(S): BSN; Advanced Entry BSN; Course ___NURS 3160____

ANTICIPATED START DATE: January, 2017 Curriculum Developer: Nancy Clark/Kathy Fukuyama_ Title: Faculty/Dept. Head______ School/Centre: _____SHS_________________________ Department: ______BScN_______ E-mail: [email protected]__________ Phone/Ext.: _____5131

A) DEVELOPMENT TYPE (select all that apply)

NEW PROGRAM

NEW COURSE(S)

Program has never been offered before at VCC or program has undergone significant and extensive changes to its PCG and/or course outlines, where these changes impact the nature or overall direction of a program. Course has never been offered before at VCC either as a standalone course or as part of a new or existing program; or is a replacement course. This course replaces: ___NURS 3161 & 3162__

CHANGE TO A PROGRAM AND/OR COURSE

(select all that apply) Program/Credential Prior Learning Assessment and Recognition (PLAR) Program Admission Requirements Program Learning Outcomes (Indicate outcome number(s): __________) Grading system (at variance with policy C.1.1 Course/Program Grading) Program duration/maximum allowable time for completion Program GPA requirements Program/Course Credit Hours Course Evaluation Plan (at variance with policy C.1.1 Course/Program Grading) Course sequencing (that impacts the year the course is offered in) Other: __________________________________________________

X MINOR REVISION TO A PROGRAM AND/OR COURSE

(select all that apply) X Program/Course Description Program Purpose Recommended Student Characteristics Course Sequencing (that does not impact year the course is offered in) X Course Name/Number X Course Pre-requisite(s)/Co-requisite(s) X Course Learning Outcomes X Course Evaluation Plan (within policy C.1.1 Course/Program Grading) Instructional Delivery Mode Language (e.g., Typos, Spelling Errors, etc.) Other: _

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B) ATTACHED DOCUMENTATION X Program Content Guide

X Course Outline(s)

All new, revised or replacement courses must be approved in advance with the Registrar’s Office. Course name and number: _The new course is_NURS 3160 - Mental Health Nursing

C) RATIONALE

1. For revisions to existing courses or programs, provide an explanation of the change(s) being requested and reason(s) for making the change. For new courses, provide a rationale for developing the course.

Data collected from students in course evaluations and feedback from faculty led us to make these changes. Students complained of repetition between two courses NURS 3161 Collaboration and NURS 3162 Pathology. The focus for term 5 is mental health and the conditions (pathology) are taught in NURS 3162 and the treatment that is therapeutic communication is taught in NURS 3162 Collaboration. But it sometimes would not line up. For example, ideally in the schedule, students would take NURS 3162 and learn about bipolar conditions. Then later that week, they would learn how to talk to depressed or manic patients in NURS 3161. If the two courses did not line up on the schedule, the instructors may have had to do a bit of pathology teaching before practicing interviewing of depressed/manic patients. This created repetition for the students when they did actually reach that topic in their pathology course. Putting the two courses together into a combined course will solve this problem as the pathological condition and the therapeutic communication that is applied in that situation will be in the same course.

2. Are there any expected costs as a result of this proposal?

No

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D) CONSULTATION CHECKLIST (select all that apply) See Appendix A for consultations guidelines.

INTERNAL CONSULTATIONS FEEDBACK (include date received)

SCHOOLS

* Faculty/Department BSN Curriculum Mtg. date: April 11 2016 Faculty Mtg. Date: May 3 2016

* Department Support Staff PA: Pricilla: at faculty meeting May 3 2016 LD: Denso: Denso is a lab demonstrator and there is no change to the lab as the courses do not have a lab component.

* Other Department(s) SHS Curriculum Committee: June 7, 2016

EDUCATIONAL AND STUDENT SERVICES

Aboriginal Education and Community Engagement (AECE)

Assessment Centre

* Centre for Instructional Development

April 19; 28; May 15 2016

Counselling & Disability Services (CDS)

Financial Aid

Learning Centre

Library

* Registrar’s Office / Advising / Recruitment

Raymond Khan: May 5, 2016

Related additional Student Services

VCC International and Immigrant Education

FINANCIAL AND OPERATING

Communications and Marketing

Facilities

Finance

Information Technology (IT)

Institutional Research (IR)

Safety and Security

EXTERNAL CONSULTATIONS FEEDBACK (include date received)

* PAC/CEG PAC - update will be provided to committee at fall meeting

Affiliation, Articulation and/or Accreditation bodies

PSIPS

DQAB

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E. Implementation Information

THE FOLLOWING MUST BE COMPLETED FOR NEW PROGRAMS AND NEW COURSES COMPLETED BY REGISTRAR’S OFFICE: 1. Course Identifier:

Subject Code: Course #: Credits: Effective Term:

2. College Code: ___________________ Level: ________________

Division Code: ___________________ Major: ________________

COMPLETED BY FINANCE: 3. Which of the following fee structure applies?

UT Applied ABE Differential Cost Recovery IE Contract 4. Finance Org Code: ___________________

5. Tuition for all courses: Domestic: ___________________ International: ____________________

6. College Initiative fee to be charged? Yes No

7. Student Society fees? Yes No COMPLETED BY INSTITUTIONAL RESEARCH: 8. FTE Divisor: _______________________

9. Classification Code: _________________

10. Taxonomy: _________________________

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E) FINAL REVIEW AND SIGN OFF

Approval verifies that each signatory has carried out the responsibilities assigned under the Curriculum Development and Approval Policy.

1. As Department Leader I certify that: a. Faculty in the department (and School, if appropriate) have been consulted and approve of the

proposed changes; and b. All needed consultation has taken place with internal and external stakeholders, including industry

and/or community partners. c. The curriculum meets institutional standards and the educational needs of students.

Kathy Fukuyama by email June 14, 2016

Name Sign off Date 2. As Dean/Director I certify that:

a. Documentation meets the standards of the College, and all policies and procedures have been adhered to; and

b. Resources required to offer and support the course/program have been assessed. If additional resources are needed, steps to secure the needed resources have been initiated.

Debbie Sargent by email June 14, 2016

Name Sign off Date

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VCC-CO-20150901

COURSE OUTLINE

Year of Study:

Course History:

School or Centre:

Course Pre-requisites (if applicable):

Course Co-requisites (if applicable):

Name of Replacing Course (if applicable):

PLAR (Prior Learning Assessment & Recognition)

Effective Date: January 02, 2017

Vancouver Community College

Replacement Course

3rd Year Post-secondary

NURS 3162 and NURS 3161

NURS 3160 6

Successful completion of all Term 4 courses

No Yes (details below):

Course Description: This course focuses on mental health, mental illness, and addictions in the Canadian context. Psychiatric disorders are discussed with a focus on the applications of the core concepts of relational nursing practice. Examples of these core concepts are: the determinants of health and well-being; therapeutic, interprofessional collaboration with clients and families; cultural competence; safety and humility, and trauma-informed practice. These core concepts will be integrated throughout the course. The College of Registered Nurses of B.C. Practice Standards, and relational inquiry are integrated through case study, problem-based learning, and arts-based approaches to enhance student application of nursing practice related to mental health and illness.

Course Number: Number of Credits:

Mental Health Nursing Course Name:

NURS 3163; Math 1111; NURS 3265; NURS 3164

Applicants with either a diploma RN or a Psych nursing diploma/degree; or an internationally educated nurse may be eligible for PLAR and should arrange to meet with the Department Head.

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VCC-CO-20150901

Course Learning Outcomes:

Instructional Strategies:Instructional strategies within this course may include: Lecture, seminar and problem based learning of case study examples. Group work, role play, online activities, and field experience will also be included as strategies to optimize student learning.

Upon successful completion, students will be able to: 1) Explain contemporary theories of mental illness and addictions. 2) Examine the relationship between culture and mental health. 3) Practice principles of trauma informed practice and relational inquiry for mental health nursing in simulated acute psychiatric situations. 4) Apply core competencies of mental status assessment. 5) Apply pharmacological treatment for clients with mental illness and addiction. 6) Apply cognitive and behavioural therapy for simulated clients with mental illness and addiction. 7) Apply non-pharmacological and integrative treatments for simulated clients with mental illness and addiction. 8) Apply existing mental health legislation and policies related to mental health nursing. 9) Develop effective therapeutic communication strategies for working with clients experiencing mental health challenges. 10) Describe the pathology of various psychiatric disorders

Graduates of the program will have acquired the knowledge and ability to: 1. Demonstrate professional responsibility and accountability for safe, compassionate, competent and ethical nursing care. 2. Use knowledge from the biological, behavioural and nursing sciences and related disciplines in the promotion, preservation and restoration of health. 3. Apply a process of critical inquiry and evidence informed practice to develop, deliver and evaluate holistic nursing care in multiple contexts. 4. Demonstrate competency in professional judgement by applying ethical and legal principles to practice. 5. Collaborate as a member of an interdisciplinary team within an evolving health care system. 6. Establish partnerships with persons respecting experience, diversity and choice. 7. Demonstrate self-regulation by developing and enhancing own competence.

Program Learning Outcomes:

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VCC-CO-20150901

Learning Environment/Type

Instruction Type

L - Classroom

-

Hours Per Instruction Type

90

Comments

A variety of learning activities allow students to integrate theoretical content and practice application.

Total 90

Components and Weighting of the Assessment/Evaluation Plan:

Evaluation Plan (provide a brief explanation for each component

especially if value exceeds 35%):Type

Midterm Exam

Final Exam

Assignments

Assignments

Other

Other

Percentage

25

25

25

25

Total 100

on line

on line

in class presentation

written paper

peer evaluation of communication skills as per rubric

proof of completion of online addiction module

Letter Grades C 60-63% All evaluation components must be completed

Specify Passing Grade:Specify if 'Other':Grading System

Evaluation/Grading System

Resource Material(s): Resources are items in addition to tuition that the student is responsible for purchasing. Course resource information will be supplied by the department/instructor.

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VCC-CO-20150901

1) Introduction to Canadian Mental Health Acts: legal and ethical implications 2) Culture and mental health 3) Mental health assessment 4) Motivational interviewing, relational inquiry and therapeutic use of self 5) Mood disorders 6) Suicide epidemiology and social determinants 6) Psychotic disorders 7) Anxiety disorders 8) Theories of addiction, substances abuse and epigenetics 9) HIV and cognitive disorders 10) Psycho-pharmacology

To find out how this course transfers, visit the BC Transfer Guide at www.bctransferguide.ca.

FOR COMMITTEE USE ONLY

VCC Education and Education Support Policies There are a number of Education and Education Support policies that govern your educational

experience at VCC, please familiarize yourself with them. The policies are located on the VCC web site at:

http://www.vcc.ca/about/governance--policies/policies/

Approved by Curriculum Committee: June 21, 2016

Course Topics:

Approved by Education Council:

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First Year Entry Bachelor of Science Nursing

Program Content Guide Effective Date: September 2017

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Program Content Guide _____________________________________________________________________________ 1 Goal

This full time program prepares graduates to become registered nurses providing nursing care autonomously and in collaboration with other health care professionals with people of all ages in a variety of settings - hospitals, communities, homes, clinics and residential facilities. The graduate will be prepared to plan, coordinate and provide care for individuals, families, groups and communities in a complex, ever-changing health care system by the use of critical thinking skills and evidence-informed practise.

Graduates of the program are eligible to write the national registration exams, and to apply for registration as a Registered Nurse in British Columbia. Registration through the College of Registered Nurses of British Columbia is required before employment as a RN in BC.

Admission Requirements

Three University Transfer first year courses* equivalent to 18.0 credits, which include the following:

VCC English 1127 and 1229 or equivalent with a minimum C+ or better in each course OR

VCC English 1101 and 1102, for students whose first language is not English, with an ELA score or any other second language assessment

VCC Biology 1120 and 1220 (Human Anatomy & Physiology), or equivalent within the last five years with a minimum C+ or better in each course

Two terms (six credits) of one of the following Humanities/Social Science courses: Psychology, Sociology, Anthropology, or equivalent with a minimum C+ or better in each course. Please Note: These courses are in addition to the full 138 credits of the Bachelor of Science in Nursing Program.

*If your educational documents are not from a Canadian or American institution, contact the International Credential Evaluation Service. ICES is located at the British Columbia Institute of Technology campus in Burnaby. You must have a comprehensive evaluation of your education. For information, fee schedules and to request an evaluation application, contact ICES at: International Credential Evaluation Service 3700 Willingdon Ave Burnaby, BC V5G 3H2 Tel: 604-432-8800 Toll-free: 1-866-434-9197 Facsimile: 604-435-7033 Website: www.bcit.ca/ices Email: [email protected]

Proof of School of Health Science English Language proficiency.

Volunteer experience in a health care setting or employment in a health care field. Volunteer experience will consist of a minimum of 30 hours of volunteer work with adults or children in an acute care, long-term care or community health care agency. A written reference from an employer or volunteer coordinator that reflects the length and nature of the volunteer experience or employment in a health care setting must be submitted.

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mailto:[email protected]

Program Content Guide _____________________________________________________________________________ 2

Upon Acceptance into the program:

Criminal Record Check Criminal Record Check: In accordance to the Criminal Records Review Act, all individuals who work with vulnerable adults and/or children must complete a Criminal Records Check through the Ministry of Public Safety and the Solicitor General. Access http://www.pssg.gov.bc.ca/criminal-records-review/apply/index.htm to complete the review request. Applicants to the program will be responsible for any costs incurred in the Criminal Record Check.

Current CPR Level C – CPR Level C includes the following o Adult/Child/Baby CPR – one rescuer o Adult/Child CPR –two rescuer o Adult/Child/Baby – choking

CPR certificates other than CPR Level C must be accompanied by documentation indicating the certificate includes the above. Please note: In Health Care your CPR expires one year from the date of issue. Current status is required for all clinical and practicum experiences.

Submission of a negative TB skin test. If the skin test is positive, proof of a negative TB chest x-ray is required.

Immunization Record - must be completed (forms and more detail obtained per Registrar’s Office). Immunizations in the following are strongly recommended, and may be required for practice placement in the program: Pertussis/Diphtheria/Tetanus Polio Measles, Mumps, and Rubella Hepatitis B Influenza (required on an annual basis) Chicken Pox

Clinical Facilities may decline individual students for their placement if a student is

unable to provide proof of immunizations or satisfactory serum titers and TB screening.

Respiratory Protection Regulations stipulate that a properly fitted respiratory mask must be used when providing care to patients with suspected, known, or probable cases of acute respiratory infections. The respiratory mask must be a N95 respirator that is individually fitted by a trained and certified person. This individual mask fitting should be done just prior to beginning your program and is good for one year and must be performed annually. The original certificate must be presented to your program during the first week of classes.

Prior Learning Assessment & Recognition (PLAR)

Students may be granted formal recognition for knowledge and skills already acquired. This recognition may be in the form of transfer credit for nursing courses completed at another post-secondary institution.

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http://www.pssg.gov.bc.ca/criminal-records-review/apply/index.htm


Through credit for previous learning, students may be granted credit that can be applied toward the admission requirements of a program, toward the graduation requirements of a program or to meet the prerequisite requirements for individual courses. Applicants should note that the application of credit granted may differ for the purposes of admission, registration or graduation. PLAR applicants must meet with the BScN Dept. Head. Program Duration The BScN degree program is 8 terms and should be completed in three (3) years. There is a possibility of extending the period of time for completion up to five (5) years due to extenuating circumstances with appropriate consultation with Department Head or Dean.

Program Learning Outcomes Graduates of the program will have acquired the knowledge and ability to:

1. Demonstrate professional responsibility and accountability for safe, compassionate, competent and ethical nursing care.

2. Uses knowledge from the biological, behavioural and nursing sciences and related disciplines in the promotion, preservation and restoration of health.

3. Apply a process of critical inquiry and evidence informed practice to develop, deliver and evaluate holistic nursing care in multiple contexts.

4. Demonstrate competency in professional judgement by applying ethical and legal principles to practice.

5. Collaborate as a member of an interdisciplinary team within an evolving health care system.

6. Establish partnerships with persons respecting experience, diversity and choice.

7. Demonstrates self-regulation by developing and enhancing own competence.

Instructional Activities, Design and Delivery Mode

This program is offered on a full time basis. Each term must be successfully completed before the next one can be attempted. A major emphasis of this program is active student participation. Throughout the program the teacher will encourage the students to become increasingly more self-directed and responsible for their own learning. Students are expected to come to class well prepared for active participation in classroom and clinical activities. All courses are presented in the form of learning packages. Learning activities guide the student through each package/module. The teacher acts as facilitator and expert to promote an environment conductive for learning through activities, such as guided discussion, debate, audio-visual presentation, and skill building exercises. The clinical component of the courses provides the learner with the opportunity to integrate practice and theory in a safe and caring way. This clinical practice encompasses a variety of supportive and healing measures. Each term includes a clinical experience related to the particular client population. There are consolidated clinical experiences at the end of Terms 2, 3 and 6 which will reinforce the learning that has taken place.

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Program Content Guide _____________________________________________________________________________ 4 Evaluation of Student Learning

Students’ progress in both the classroom and the clinical setting will be evaluated. Theoretical concepts may be evaluated through multiple choice exams, case studies and written assignments. Assessment of clinical practice will be based on mid-term and final evaluations.

Recommended Characteristics of Students

A caring attitude. A sincere interest in people of all ages who require all levels of care. This includes

individuals who are: mentally or physically disabled, experiencing life threatening situations, confused or requiring rehabilitation.

Command of oral and written English. Manual dexterity. A basic foundation in mathematical calculations of decimals, fractions and metric

conversions. Flexibility to adjust to early morning and evening practicum shifts, to a variety of clinical

settings and locations within the Metro Vancouver area. Please Note: The regulatory body, the College of Registered Nurses of British Columbia asks each applicant about criminal offences. If you have ever been convicted of a criminal offence (other than a minor traffic violation) you should consider whether your application for membership would be accepted. Registration to practice is mandatory in B.C.

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Program Content Guide _____________________________________________________________________________ 5 Courses Term Course # Course Name and Description Credits

1 NURS 1160 Nursing Pharmacotherapeutics 1 This course introduces the study of pharmacology and the nurse’s role in the safe administration of pharmacologic agents. Students will apply pharmacological knowledge to selected pathophysiological states.

1.5

1 NURS 1161 Introduction to Collaboration This course introduces the nurse’s legal scope of practice and ethical responsibility to provide professional nursing care. The standards of practice and the code of ethics are the guides for safe practice and continued professional growth. Relational inquiry, therapeutic relationships, collaboration, group communication and clear professional communications are emphasized as competencies for professional nursing and effective human relations.

2.0

1 NURS 1162 Introduction to Pathophysiology This course introduces the study of pathophysiology. Students will build on existing knowledge of human anatomy and physiology by examining altered functions for selected body systems. Pertinent microbiology, haematology and immunology content will be integrated to reflect the interrelated and holistic nature of the body’s responses to illness and healing.

2.0

1 NURS 1163 Determinants of Health This course provides students with an overview of the determinants of health. Health is viewed as a holistic perspective. The World Health Organization definition of health provides direction as to the resources and environmental factors which interact to influence health. Students learn the importance of using a holistic framework to assess multiple factors influencing an individual’s health. Relational inquiry and clinical reasoning are introduced as ways of examining client experiences. Students also examine the personal meaning of health and health promotion within the primary health care philosophy of health care delivery. This course also introduces students to the concept of transitions and how Individual choices regarding transitions (developmental, health/illness, situational and organizational) have health implications.

2.5

1 NURS 1164 Nursing Clinical Practice 1 This course uses the nursing process to teach students the application of nursing knowledge with clients in multiple clinical settings. Organizational skills, creating a quality practice environment, basic assessment skills, and therapeutic communication are underlying themes in nursing labs. Skills of promoting comfort, mobility, nutrition and elimination are included. The clinical component provides the learner with an opportunity to integrate the theory into practice in care settings.

6.5

2 NURS 1260 Nursing Pharmacotherapeutics 2 This course continues the study of pharmacology with a focus on the impact of age and geriatric pharmacotherapeutics. Building on previous pharmacology and existing knowledge of human anatomy and physiology, pharmacological knowledge will be applied to the pathophysiological states related to chronic health challenges experienced by the older adult.

2.0

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2 NURS 1261 Collaboration with Older Adult This course introduces the nurse’s professional role as a leader in health care with an ethical responsibility to communicate clearly and advocate for the older adult. Communication skills focus on the older adult within the contexts of aging, chronicity and psychogeriatrics. Communication with family members as partners in caring will be addressed. Ethical and legal professional responsibilities in caring for the older adult will be explored considering trends and issues in aging. Students continue to refine writing skills with an appreciation of the critical inquiry process. Professional responsibility for self-evaluation and lifelong learning for personal professional growth will be introduced through journal writing.

2.0

2 NURS 1262 Pathophysiology Chronic Illness This course continues the study of pathophysiology with a focus on chronic health disorders experienced by the older adult. Students build on existing knowledge of human anatomy and physiology by examining altered functions for selected body systems. Related microbiology, immunology, diagnostics and pharmacology are integrated to reflect the interrelated and holistic nature of the body’s responses to illness and healing.

2.0

2 NURS 1263 Transitions Older Adult This course focuses on the interrelationship between the social determinants of health, transition in older adulthood and health promotion. Holistic assessment emphasizes normal growth and development processes of the older adult as compared with changes associated with chronic disease. The concepts of relational inquiry, clinical reasoning, active aging, quality of life and health promotion research are introduced and explored within the context of older adult.

2.0

2 NURS 1264 Nursing Clinical Practice 2 This course uses the nursing process to teach students the application of nursing knowledge with clients in multiple clinical settings. Organizational skills, creating a quality practice environment, basic assessment skills as related to medication administration, wound care, enteral feeding, ostomy care, falls prevention and therapeutic communication are underlying themes in nursing labs. The clinical component will provide the learner an opportunity to integrate theory to practice in caring for the older adult in rehabilitation and transitional care settings.

6.5

2 NURS 1370 Clinical Consolidation 1 The intent of the consolidated clinical experience is to support the integration of theory to practice. During this time, the student will work on a health care team eight hours each day and three days each week. The student gains further insights, awareness and knowledge through the realities of the work setting.

6.0

3 NURS 2160

Nursing Pharmacotherapeutics 3 This course is a continuation of the study of pharmacology. Building on previous pharmacology courses and existing knowledge of human anatomy and physiology, pharmacological knowledge are applied to the pathophysiological states addressed in the pathophysiology course with a focus on safe medication administration in acute medical surgical health conditions.

2.0

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3 NURS 2161 Professional Collaboration This course focuses on the nurse’s professional role as a leader in health care organizations with an ethical responsibility to promote quality practice environments. Emphasis is on the professional communication skills required to work in an organizational structure and enhance a healthy workplace culture within the context of acute care. Collaboration through interdisciplinary communication to meet the health care needs of the client will be addressed. Ethical and legal professional responsibilities in the acute health care environment will be explored considering ethical issues and dilemmas with end of life care. Students will continue to refine writing skills, begin utilizing the critical inquiry process and explore the impact of patient care delivery methods on the communication process within the workplace environment. Insight will be gained regarding the self regulation process for the profession of nursing.

2.0

3 NURS 2162 Pathophysiology Acute Illness This course broadens the knowledge of pathophysiology to encompass acute disorders in health. Students will draw on existing knowledge of human anatomy and physiology by examining pathophysiological states for selected body systems. Related microbiology, immunology, diagnostics and pharmacology content will be integrated throughout to reflect the interrelated and holistic nature of the body’s response to illness and healing for clients.

2.0

3 NURS 2163 Health Illness Transitions This course builds on prior knowledge of the determinants of health, health promotion and transition theory, focusing on young to middle adults in acute care. The course explores health-illness transitions by assessing “where the person is at” in terms of developmental stage and readiness for health promotion strategies (such as learning, and managing self- care). Holistic assessments help nursing students determine how to work with people in acute care towards positive transition outcomes. Emphasis is on principles of adult teaching and learning and the design of creative health promotion strategies that are tailored to the individual and their family.

2.0

3 NURS 2164 Nursing Clinical Practice 3 This course emphasizes the development of nursing skills in the promotion of health and healing when caring for individuals who require acute nursing interventions. Building on the theory and practice from previous terms, a nursing process approach to the management of care is reinforced while integrating new knowledge and technical skills relevant in an acute setting: IV and NG management, interventions for medical emergencies, surgical asepsis, and pre- and post-op care. The focus is on performing accurate comprehensive nursing assessments and using the nursing process to determine care for clients requiring acute care across the lifespan. Opportunities for client teaching and learning are stressed. The laboratory setting as well as the hospital setting provides the opportunity for integration of theory to practice.

6.5

3 NURS 2370 Clinical Consolidation The intent of the consolidated clinical experience is to support the integration of theory to practice. During this time, the students have a six week clinical experience on an acute medical or surgical nursing unit in a hospital setting for eight hours each day and three days each week. The practicum focuses on various transitions

6.0

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experienced by the individual and involved family members. Students will have opportunities to apply the Framework for Health to persons needing acute care.

3 NURS 2261 Collaboration with Families This course builds on concepts developed in relational practice from previous collaboration courses. Using the process of relational inquiry the student begin to examine their beliefs, values and life experiences that influence their relationships with families as well as reveal theories and perspectives that have influenced family nursing. Analysis of contemporary issues such as intimate partner violence and child abuse and the nurse’s ethical and legal responsibility in relation to these are explored. The outcome is to develop conceptual and experiential knowledge regarding relational techniques/processes that foster health promoting relationships with families.

2.0

4 NURS 2263 Childbearing Family Transitions This course provides an opportunity to apply relational inquiry to partnerships with families. Emphasis is placed on developing novice level assessment, planning and intervention skills with child bearing families as well as heightening student’s sensitivity to family diversity. Themes of health promotion and transition throughout the lifespan continue in this course with focus on holistic assessment of growth and development from conception through to adolescence.

2.0

4 NURS 2264 Nursing Clinical Practice 4 The focus of this course is on maternal nursing care. The content builds on previous Nursing Pharmacotherapeutics courses, and on existing knowledge of human anatomy, physiology, and pathophysiology. Physiological changes and responses to pregnancy and birth, gynecological and reproductive complications, prenatal and antenatal risks, birthing interventions and postpartum complications will be discussed Microbiology, immunology, diagnostics and pharmacology content will be integrated throughout the course to reflect the interrelated and holistic nature of the body’s response to illness and healing.

6.5

4 NURS 2265 Child Health and Pharmacology This course focuses on child health care. The content builds on previous Nursing Pharmacotherapeutics courses and on existing knowledge of human anatomy and physiology in examining pathophysiology in pediatric body systems. This course also expands on drug calculations previously learned in the context of adult populations, to an emphasis on pediatric drugs and dosages. Implicit in safe drug administration is critical inquiry and adherence to the CRNBC medication practice standards. Childhood illnesses, developmental disabilities and the impact on the family will be addressed. Microbiology, immunology and pharmacology content will be integrated throughout the course to reflect the interrelated and holistic nature of the body’s response to illness and healing.

2.0

4 NURS 2266 Maternal Health & Pharmacology The focus of this course is on maternal nursing care. The content builds on previous Nursing Pharmacotherapeutics courses, and on existing knowledge of human anatomy, physiology, and pathophysiology. Physiological changes and responses to pregnancy and birth, gynecological and reproductive complications, prenatal and antenatal risks, birthing interventions and postpartum

2.0

20


complications will be discussed Microbiology, immunology, diagnostics and pharmacology content will be integrated throughout the course to reflect the interrelated and holistic nature of the body’s response to illness and healing.

5 NURS 3160 Mental Health Nursing This course focuses on mental health, mental illness, and addictions in the Canadian context. Psychiatric disorders are discussed with a focus on the applications of the core concepts of relational nursing practice. Examples of these core concepts are: the determinants of health and well-being; therapeutic, interprofessional collaboration with clients and families; cultural competence; safety and humility, and trauma-informed practice. These course concepts will be integrated throughout the course. The College of Registered Nurses of B.C. Practice Standards, and relational inquiry are integrated through case study, problem-based learning, and arts-based approaches to enhance student application of nursing practice related to mental health and illness.

6.0

5 NURS 3163 Situational Transitions This course introduces students to issues of power and social justice within health care as well as to explore psychiatric and mental health challenges faced by individuals and families across the lifespan. Nursing models related to psychiatric and mental health nursing are introduced to provide holistic assessment of clients and families experiencing psychiatric mental health disorders and planning creative nursing interventions to increase empowerment, assist with coping and resilience.

3.0

5 NURS 3164 Clinical Mental Health This clinical course will provide the students with opportunities to establish therapeutic relationships with individuals and their families experiencing psychiatric -mental health challenges and situational transitions. Students will further their understanding of these challenges and transition through clinical placements in community mental health and acute psychiatry.

3.0

5 MATH 1111 Introduction to Statistics Introduction to Statistics introduces the fundamental ideas of statistics that can be applied to any discipline. Topics include: collection, organization, and presentation of data, sampling and probability distributions, inference, estimation, hypothesis testing, correlation and regression. The course is designed to analyze real-life data using statistical methods.

3.0

5 NURS 3265 Nursing Research This introductory research course incorporates a study of research concepts and techniques that enables students to analyze nursing studies and apply pertinent findings to nursing care. Students will acquire familiarity with the process of scientific inquiry as the basis for generation of nursing knowledge. Underlying paradigms shaping nursing research will be described in the analysis of qualitative and quantitative research. Students will gain knowledge and skill in research utilization as the foundation of evidence-based nursing practice.

3.0

6 NURS 3262 Pathophysiology Complex Illness This pathophysiology course focuses on high acuity with medical-surgical health conditions requiring complex care. Students will draw on existing knowledge of human anatomy and physiology by

2.0

21


examining pathophysiological states. Physiologic changes and responses to trauma, surgery and acute medical illnesses are addressed encompassing the effects of illness on selected body systems and functions. Related microbiology, immunology and pharmacology content will be integrated throughout to reflect the interrelated and holistic nature of the body’s response to illness.

6 NURS 3263 Multiple Transitions This pathophysiology course focuses on high acuity with medical-surgical health conditions requiring complex care. Students will draw on existing knowledge of human anatomy and physiology by examining pathophysiological states. Physiologic changes and responses to trauma, surgery and acute medical illnesses are addressed encompassing the effects of illness on selected body systems and functions. Related microbiology, immunology and pharmacology content will be integrated throughout to reflect the interrelated and holistic nature of the body’s response to illness.

2.0

6 NURS 3264 This course focuses on the nursing knowledge, skills and abilities required to provide complex care and manage critical health changes encountered in high acuity. Students will be given opportunities to establish partnerships with individuals and families experiencing multiple transitions. Laboratory experiences will prepare students to effectively care for individuals experiencing complex health illness transitions. Students will care for individuals in medical acute care settings including home care. Students will draw on existing knowledge of human anatomy and physiology to perform assessments of body systems affected by pathophysiological states. Nursing knowledge regarding the physiologic changes and responses to trauma, surgery and acute medical illnesses will be integrated. The nurses’ role in collaborating with the physician and multidisciplinary team members to meet the holistic needs of the client will be emphasized

9

6 NURS 3266 Focused Practice Preparation In consultation with the course instructor, a self directed plan will be developed for an area of nursing practice that holds special interest for the student in preparation for the Focused Practice Preceptorship experience in Term 8. The plan will be implemented and evaluated by the student with the guidance of a mentor. Completion of this course requires consistent safe standards in accordance with CRNBC entry-level competencies.

2.0


2.0

6 NURS 3370 Clinical Consolidation 3 Students will have a six-week clinical experience on an acute medical or surgical nursing unit in hospital setting. The intent of the clinical experience is to provide consolidation of theory to practice. During this time, the student will work on a health care team. The student will gain further insights, awareness and knowledge through the realities of the work setting.

6.0

22


7 NURS 4163 Community Health The philosophy of Primary Health Care will provide direction to an exploration of public health nursing. Students will learn how to do a holistic community assessment and plan a health promotion plan relevant to an identified community population. Students will understand the role and scope of the public health nurse. An understanding of epidemiological concepts is central to public health nursing and will be integrated throughout the course to expand the understanding of community as client. An exploration of local and global socio-political trends will emphasize the need for intersectoral collaboration and action.

3.0

7 NURS 4164 Clinical Community Health This clinical course provides the student with the opportunity to utilize the nursing knowledge, skills and abilities required to provide care in public health settings. Students will draw on existing knowledge from Health courses perform assessments of communities and populations in relation to health promotion and illness prevention and care for clients in this context.

3.0

7 NURS 4166 Canadian Health Care System This course provides students with a framework for understanding the development, evolution and refinement of health care systems in Canada. Selected readings will facilitate exploration of the governance, structure and function of the Canadian health care system, and the role of the nurse in the changing landscape of health care delivery in Canada.

2.0

7 NURS 4168 Ethics in Health Care This course is designed to provide students with an in-depth study of ethics as it applies to the nursing profession. The course activities will facilitate exploration of numerous ethical problems in nursing, and the role of the nurse in working toward the resolution of ethical conflict. The content will examine theories and principles of health care ethics, basic decision making processes in ethics, morality and moral decision-making, and a detailed discussion of ethical issues in nursing from both a professional and interdisciplinary perspective. Selected case studies will be reviewed and reflected upon as situations for the application of ethical decision-making.

2.0

7 NURS 4169 Health Law This course is designed to provide students with an in-depth study of the origin and sources of the law as it applies to the Canadian health care system. Course activities will stimulate an appreciation for legal terminology, reasoning and processes as well as the basic principles of law that apply to and govern the delivery of health care services in Canada, particularly in British Columbia. This course is also designed to help students develop an ability to identify the legal aspects of health care practice, governance and administration, as well as an ability to determine when and how to use legal counsel effectively.

2.0

7 Non-Nursing Elective*

* Note: Courses taken for elective credit must be approved by the Nursing Department.

3.0

8 NURS 4261 Nursing Leadership This seminar class will provide the student with an opportunity to explore in depth, practice issues and the leadership role that nurses can take in practice.

3.0

23


8 NURS 4264 Focused Preceptorship In this preceptorship experience the student will be working closely with a registered nurse and will be expected to demonstrate the professional nursing knowledge, skills and abilities required for competent, safe, and ethical practice in the area of focused nursing practice chosen by the student.

12.0

Program Total Credits: 139.0

24


Transcript of Achievement The evaluation of learning outcomes for each student is prepared by the instructor and reported to the Student Records Department at the completion of semesters.

The transcript typically shows a letter grade for each course. The grade point equivalent for a course is obtained from letter grades as follows: Grading Standard

Grade Percentage Description Grade Point Equivalency

A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33

C 60-63 2.00

C- 55-59 1.67

D 50-54 Minimum Pass 1.00

F 0-49 Failing Grade 0.00

S 70 or greater

Satisfactory – student has met and mastered a clearly defined body of skills and performances to required standards

N/A

U Unsatisfactory – student has not met and mastered a clearly defined body of skills and performances to required standards

N/A

I Incomplete N/A

IP Course in Progress N/A

W Withdrawal N/A

Course Standings

R Audit. No Credit N/A

EX Exempt. Credit granted N/A

TC Transfer Credit N/A

Grade Point Average (GPA) 1. The course grade points shall be calculated as the product of the course credit value and the grade value.

2. The GPA shall be calculated by dividing the total number of achieved course grade points by the total number of assigned course credit values. This cumulative GPA shall be determined and stated on the Transcript at the end of each Program level or semester.

3. Grades shall be assigned to repeated courses in the same manner as courses taken only once. For the purpose of GPA calculation of grades for repeated courses, they will be included in the calculation of the cumulative GPA.

VCC Education and Education Support Policies There are a number of Education and Education Support policies that govern your educational experience

at VCC, please familiarize yourself with them. The policies are located on the VCC website at: http://www.vcc.ca/about/governance--policies/policies/

This document is not to be copied or transmitted in any form without the consent of VCC ©

25


Advanced Entry Bachelor of Science Nursing

Program Content Guide Effective Date: January 2017

26

Program Content Guide ______________________________________________________________________________ 1 Goal

This full time program provides access to Licensed Practical Nurses to become Registered Nurses. Graduates of the program are eligible to write the national registration exams, and to apply for registration as a Registered Nurse in British Columbia. Registration is required through the College of Registered Nurses of British Columbia before being employment as a RN in BC.

Admission Requirements

For Practical Nursing graduates who wish to transition into the Bachelor of Science in Nursing Program.

Successful completion of the 4 Bridging LPN to BScN courses Graduate of a Practical Nursing Program who holds a current Canadian practicing license. Worked to full scope of practice for a minimum of six months or 900 hours, and within the

last five years, as verified by a letter from their employer. Three University Transfer first year courses equivalent to 18.0 credits, which include the

following: VCC English 1127 and 1229 or equivalent with a C+ or better* OR

VCC English 1101 and 1102, for students whose first language is not English, and who have entered the PN program with an ELA score or any other second language assessment

VCC Biology 1120 and 1220 (Human Anatomy & Physiology), or equivalent within the last five years with a C+ or better

Two terms (six credits) of one of the following Humanities course: Psychology, Sociology, Anthropology, or equivalent with a C+ or better Please Note: Please note: These courses are in addition to the credits of the Bachelor of Science in Nursing Program. *If your educational documents are not from a Canadian or American institution, contact the International Credential Evaluation Service. ICES is located at the British Columbia Institute of Technology campus in Burnaby. You must have a comprehensive evaluation of your education. For information, fee schedules and to request an evaluation application, contact ICES at:

International Credential Evaluation Service 3700 Willingdon Ave Burnaby, BC V5G 3H2 Tel: 604-432-8800 Toll-free: 1-866-434-9197 Facsimile: 604-435-7033 Website: www.bcit.ca/ices Email: [email protected]

Upon Acceptance into the program:

Criminal Record Check Criminal Record Check: In accordance to the Criminal Records Review Act, all individuals who work with vulnerable adults and/or children must complete a Criminal Records Check through the Ministry of Public Safety and the Solicitor General. Access http://www.pssg.gov.bc.ca/criminal-records-review/apply/index.htm to complete the review

27

mailto:[email protected]

http://www.pssg.gov.bc.ca/criminal-records-review/apply/index.htm

Program Content Guide ______________________________________________________________________________ 2

request. Applicants to the program will be responsible for any costs incurred in the

Criminal Record Check.

Current CPR Level C – CPR Level C includes the following Adult/Child/Baby CPR – one rescuer Adult/Child CPR –two rescuer Adult/Child/Baby – choking

CPR certificates other than CPR Level C must be accompanied by documentation

indicating the certificate includes the above. Please note: In Health Care your CPR expires one year from the date of issue. Current status is required for all clinical and practicum experiences.

Submission of a negative TB skin test. If the skin test is positive, proof of a negative TB chest x-ray is required.

An Immunization Record must be completed (forms and more detail obtained per Registrar’s Office). Immunizations in the following are strongly recommended, and may be required for practice placement in the program: Pertussis/Diphtheria/Tetanus Polio Measles, Mumps, and Rubella Hepatitis B Influenza (required on an annual basis) Chicken Pox Please note: Clinical Facilities may decline individual students for their placement if a student is unable to provide proof of immunizations or satisfactory serum titers and TB screening.

Respiratory Protection Regulations stipulate that a properly fitted respiratory mask must be used when providing care to patients with suspected, known, or probable cases of acute respiratory infections. The respiratory mask must be a N95 respirator that is individually fitted by a trained and certified person. This individual mask fitting should be done just prior to beginning your program and is good for one year and must be performed annually. The original certificate must be presented to your program during the first week of classes.

Prior Learning Assessment & Recognition (PLAR)

Students may be granted formal recognition for knowledge and skills already acquired. This recognition may be in the form of transfer credit for nursing courses completed at another post-secondary institution. Through credit for previous learning, students may be granted credit that can be applied toward the admission requirements of a program, toward the graduation requirements of a program or to meet the prerequisite requirements for individual courses. Applicants should note that the application of credit granted may differ for the purposes of admission, registration or graduation. PLAR applicants must meet with the BScN Dept. Head.

28

Program Content Guide ______________________________________________________________________________ 3 Program Duration

The Advanced Entry to BScN Program is 1.5 years in length. Practicing LPNs will receive advanced standing into term 5 of the BScN program following completion of admission requirements and 4 Bridging LPN to BScN courses. Students must complete the program in 3 years from the initial start date to completion date.

Program Learning Outcomes

Graduates of the program will have acquired the knowledge and ability to:

1. Demonstrate professional responsibility and accountability for safe, compassionate,

competent and ethical nursing care.

2. Use knowledge from the biological, behavioural and nursing sciences and related

disciplines in the promotion, preservation and restoration of health.

3. Apply a process of critical inquiry and evidence informed practice to develop, deliver and

evaluate holistic nursing care in multiple contexts.

4. Demonstrate competency in professional judgement by applying ethical and legal principles

to practice.

5. Collaborate as a member of an interdisciplinary team within an evolving health care system.

6. Establish partnerships with persons respecting experience, diversity and choice.

7. Demonstrates self-regulation by developing and enhancing own practice.

Instructional Activities, Design and Delivery Mode

This program is offered on a full time basis over 1.5 years. Each term must be successfully completed before the next one can be attempted.

A major emphasis of this program is active student participation. Throughout the program the teacher will encourage the students to become increasingly more self directed and responsible for their own learning. Students are expected to come to class well prepared for active participation in classroom and clinical activities.

All courses are presented in the form of learning packages. Learning activities guide the student through each package/module. The teacher acts as facilitator and expert to promote an environment conducive to learning through activities, such as guided discussion, debate, audio-visual presentation, and skill building exercises.

The clinical component of the courses provides the learner with the opportunity to integrate practice and theory in a safe and caring way. This clinical practice encompasses a variety of supportive and healing measures. Each term includes a clinical experience related to the particular client population. There is a consolidated clinical experience at the end of Term 6 which will reinforce the learning that has taken place over two terms.

29

Program Content Guide ______________________________________________________________________________ 4 Evaluation of Student Learning

Students’ progress in both the classroom and the clinical setting will be evaluated. Theoretical concepts may be evaluated through multiple choice exams, case studies and written assignments. Assessment of clinical practice will be based on mid-term and final evaluations.

Recommended Characteristics of Students

A caring attitude. A sincere interest in people of all ages who require all levels of care. This includes

individuals who are: mentally or physically disabled, experiencing life threatening situations, confused or requiring rehabilitation.

Command of oral and written English. Manual dexterity. A basic foundation in mathematical calculations of decimals, fractions and metric

conversions. Flexibility to adjust to early morning and evening practicum shifts to a variety of

clinical settings and locations within the Metro Vancouver area.

Please Note: The regulatory body, the College of Registered Nurses of British Columbia asks each applicant about criminal offences. If you have ever been convicted of a criminal offence (other than a minor traffic violation) you should consider whether your application for membership would be accepted. Registration to practice is mandatory in B.C.

30

Program Content Guide ______________________________________________________________________________ 5 Courses Term Course # Course Name and Description Credits

5 NURS 3160 Mental Health Nursing This course focuses on mental health, mental illness, and addictions in the Canadian context. Psychiatric disorders are discussed with a focus on the applications of the core concepts of relational nursing practice. Examples of these core concepts are: the determinants of health and well-being; therapeutic, interprofessional collaboration with clients and families; cultural competence; safety and humility, and trauma-informed practice. These course concepts will be integrated throughout the course. The College of Registered Nurses of B.C. Practice Standards, and relational inquiry are integrated through case study, problem-based learning, and arts-based approaches to enhance student application of nursing practice related to mental health and illness.

6.0

5 NURS 3163 Situational Transitions This course introduces students to issues of power and social justice within health care as well as to explore psychiatric and mental health challenges faced by individuals and families across the lifespan. Nursing models related to psychiatric and mental health nursing are introduced to provide holistic assessment of clients and families experiencing psychiatric mental health disorders and planning creative nursing interventions to increase empowerment, assist with coping and resilience.

3.0

5 NURS 3164 Clinical Mental Health This clinical course will provide the students with opportunities to establish therapeutic relationships with individuals and their families experiencing psychiatric -mental health challenges and situational transitions. Students will further their understanding of these challenges and transition through clinical placements in community mental health and acute psychiatry.

3.0

5 MATH 1111 Introduction to Statistics Introduction to Statistics introduces the fundamental ideas of statistics that can be applied to any discipline. Topics include: collection, organization, and presentation of data, sampling and probability distributions, inference, estimation, hypothesis testing, correlation and regression. The course is designed to analyze real-life data using statistical methods.

3.0

5 NURS 3265 Nursing Research This introductory research course incorporates a study of research concepts and techniques that enables students to analyze nursing studies and apply pertinent findings to nursing care. Students will acquire familiarity with the process of scientific inquiry as the basis for generation of nursing knowledge. Underlying paradigms shaping nursing research will be described in the analysis of qualitative and quantitative research. Students will gain knowledge and skill in research utilization as the foundation of evidence-based nursing practice.

3.0

6 NURS 3262 Pathophysiology Complex Illness This pathophysiology course focuses on high acuity with medical-surgical health conditions requiring complex care. Students will draw on existing knowledge of human anatomy and physiology by examining pathophysiological states. Physiologic changes and

2.0

31


responses to trauma, surgery and acute medical illnesses are addressed encompassing the effects of illness on selected body systems and functions. Related microbiology, immunology and pharmacology content will be integrated throughout to reflect the interrelated and holistic nature of the body’s response to illness.

6 NURS 3263 Multiple Transitions This pathophysiology course focuses on high acuity with medical-surgical health conditions requiring complex care. Students will draw on existing knowledge of human anatomy and physiology by examining pathophysiological states. Physiologic changes and responses to trauma, surgery and acute medical illnesses are addressed encompassing the effects of illness on selected body systems and functions. Related microbiology, immunology and pharmacology content will be integrated throughout to reflect the interrelated and holistic nature of the body’s response to illness.

2.0

6 NURS 3264 Nursing Clinical Practice 6 This course focuses on the nursing knowledge, skills and abilities required to provide complex care and manage critical health changes encountered in high acuity. Students will be given opportunities to establish partnerships with individuals and families experiencing multiple transitions. Laboratory experiences will prepare students to effectively care for individuals experiencing complex health illness transitions. Students will care for individuals in medical acute care settings including home care. Students will draw on existing knowledge of human anatomy and physiology to perform assessments of body systems affected by pathophysiological states. Nursing knowledge regarding the physiologic changes and responses to trauma, surgery and acute medical illnesses will be integrated. The nurses’ role in collaborating with the physician and multidisciplinary team members to meet the holistic needs of the client will be emphasized

9.0


2.0

6 NURS 3370 Clinical Consolidation 3 Students will have a six-week clinical experience on an acute medical or surgical nursing unit in hospital setting.The intent of the clinical experience is to provide consolidation of theory to practice. During this time, the student will work on a health care team. The student will gain further insights, awareness and knowledge through the realities of the work setting.

6.0

7 NURS 4163 Community Health The philosophy of Primary Health Care will provide direction to an exploration of public health nursing. Students will learn how to do a holistic community assessment and plan a health promotion plan relevant to an identified community population. Students will understand the role and scope of the public health nurse. An understanding of epidemiological concepts is central to public health nursing and will be integrated throughout the course to expand the understanding of community as client. An exploration of local and

3.0

32


global socio-political trends will emphasize the need for intersectoral collaboration and action.

7 NURS 4164 Clinical Community Health This clinical course provides the student with the opportunity to utilize the nursing knowledge, skills and abilities required to provide care in public health settings. Students will draw on existing knowledge from Health courses perform assessments of communities and populations in relation to health promotion and illness prevention and care for clients in this context.

3.0

7 NURS 4166 Canadian Health Care System This course provides students with a framework for understanding the development, evolution and refinement of health care systems in Canada. Selected readings will facilitate exploration of the governance, structure and function of the Canadian health care system, and the role of the nurse in the changing landscape of health care delivery in Canada.

2.0

7 NURS 4168 Ethics in Health Care This course is designed to provide students with an in-depth study of ethics as it applies to the nursing profession. The course activities will facilitate exploration of numerous ethical problems in nursing, and the role of the nurse in working toward the resolution of ethical conflict. The content will examine theories and principles of health care ethics, basic decision making processes in ethics, morality and moral decision-making, and a detailed discussion of ethical issues in nursing from both a professional and interdisciplinary perspective. Selected case studies will be reviewed and reflected upon as situations for the application of ethical decision-making.

2.0

7 NURS 4169 Health Law This course is designed to provide students with an in-depth study of the origin and sources of the law as it applies to the Canadian health care system. Course activities will stimulate an appreciation for legal terminology, reasoning and processes as well as the basic principles of law which apply to and govern the delivery of health care services in Canada, particularly in British Columbia. This course is also designed to help students develop an ability to identify the legal aspects of health care practice, governance and administration, as well as an ability to determine when and how to use legal counsel effectively.

2.0

7 Non-Nursing Elective*

* Please Note: Courses taken for elective credit must be approved by the Nursing Department.

3.0

8 NURS 4261 Nursing Leadership This seminar class will provide the student with an opportunity to explore in depth, practice issues and the leadership role that nurses can take in practice.

3.0

8 NURS 4264 Focused Preceptorship In this preceptorship experience the student will be working closely with a registered nurse and will be expected to demonstrate the professional nursing knowledge, skills and abilities required for competent, safe, and ethical practice in the area of focused nursing practice chosen by the student.

12.0

Total Program Credits: 69.0

Please Note: Eligibility to move into the next term or clinical experience is dependent upon the successful completion of all of the other courses in the term. This guide is intended as a general guideline only. The college reserves the right to make changes as appropriate.

33





A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33

C 60-63 2.00

C- 55-59 1.67



S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings







VCC Education and Education Support Policies There are a number of Education and Education Support policies that govern your educational experience

at VCC, please familiarize yourself with them. The policies are located on the VCC website at: http://www.vcc.ca/about/governance--policies/policies/


34


CURRICULUM COMMITTEE:

RESOLVED THAT Curriculum Committee approved:

changing the ABE Articulation Handbook web address in course learning outcomes of Physics 12 Part 1 (PHYS 0983) and Physics 12 Part 2 (PHYS 0992) course outlines

changes to the Digital Graphic Design Program Content Guide

changes to the ESL Pathways Certificate and Advanced Certificate Program Content Guides

revised course outlines for Improve Your Pronunciation Intermediate Focus A (ELSK 0646), Improve Your Pronunciation Intermediate Focus B (ELSK 0647), Improve Your Pronunciation Advanced Focus A (ELSK 0666), Improve Your Pronunciation Advanced Focus B (ELSK 0667)

new course name for English 1 (ENGL 1100) and English 2 (ENGL 1200), formerly “University Transfer English”

revised course outlines for Biology 12 Part 1 (BIOL 0983) and Biology 12 Part 2 (BIOL 0993)

changes to the University Transfer Computing Science and Software Systems Program Content Guide

revised course outline for English 1 (ENGL 1100)

revised course outlines and program content guide for Interior Design Certificate

Dated: June 27, 2016

David Branter, Chair VCC Curriculum Committee

VANCOUVER COMMUNITY COLLEGE CERTIFIED CURRICULUM COMMITTEE RESOLUTIONS

January-June 2016

35

PREPARED FOR: Curriculum Committee

DATE: June 28, 2016

ISSUE: Grading standards for all College programs

BACKGROUND: Revisions to the Grading, Progression, and Withdrawal policy (C.1.1) were approved by Education Council at the March 2016 meeting. These policy changes apply to all programs starting on or after August 1, 2016, and require that all Program Content Guides be updated with a new grading standard chart. This table, located on the last page of all PCGs, lists letter grades and the associated GPA. The new table will also show percentage ranges next to the letter grades (e.g. A = 85-89%). The policy sets out a recommended percentage range that is the standard scale used by the Registrar’s Office and is also currently used by many departments. Departments may choose to use a different percentage range and grade scale. Department leaders were asked to submit the following information to Education Council:

1. The date of the first intake for all programs after August 1, 2016 2. Whether each of their programs would use the recommended grade standard 3. If not, what grade standard they would like to you, and a brief rationale

This information has been collected for review by Curriculum Committee and final approval by Education Council at a special meeting on June 28, 2016. Programs were not asked to submit their full PCG, as that level of review is unmanageable. Once approved by Education Council, all PCGs will be updated with the new grading standard and new effective date by the Education Council office, conferring with department leaders to ensure accuracy. DISCUSSION: 35 programs choose to use the recommended grading standard. 75 programs choose to use a different standard. Curriculum Committee reviewed the proposals at their June 21, 2016 meeting. There were some questions related to the minimum passing grade; the EDCO Office has followed up with the appropriate department leaders. RECOMMENDATION: THAT Education Council approve the updating of grading standard charts and effective dates on all Program Content Guides. ATTACHMENTS: Grading Policy Implementation Report

PREPARED BY: Todd Rowlatt, Chair, Education Council

DATE: June 24, 2016

DECISION NOTE

36

NEW VCC Standard Grading Scale / Revised Final Page of PCGs




A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33

C 60-63 2.00

C- 55-59 1.67



S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings







VCC Education and Education Support Policies There are a number of Education and Education Support policies that govern your educational

experience at VCC, please familiarize yourself with them. The policies are located on the VCC website at: http://www.vcc.ca/about/governance--policies/policies/


37


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PROGRAMS USING THE NEW GRADING STRUCTURE: Certificates:

1. Business and Technical Writing 2. Career Awareness 3. Certified Dental Assisting-Distance 4. Certified Dental Assisting-Onsite 5. Dental Reception Coordinator 6. Early Childhood Care and Education 7. ESL Pathways 8. Food Services Careers 9. Leadership 10. Leadership Coaching Associate 11. Leadership Coaching 12. Medical Device Reprocessing Technician 13. Renal Dialysis 14. Retail and Hospitality Careers 15. TESOL 16. University Transfer – Arts 17. University Transfer – Computing Science and Software Systems 18. University Transfer – Engineering 19. University Transfer – Environmental Studies 20. University Transfer – Pathway to Health Sciences 21. University Transfer – Science 22. Visual Communications Design

Advanced Certificates:

23. ESL Pathways Diplomas:

24. Dance 25. Dental Hygiene 26. Dental Technician 27. Early Childhood Care and Education – Infant and Toddler 28. Early Childhood Care and Education – Special Needs 29. Hospitality Management 30. Music 31. TESOL 32. Visual Communications Design

Degrees:

33. Bachelor of Applied Music 34. Bachelor of Hospitality Management

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PROGRAMS USING A DIFFERENT GRADING STRUCTURE (see appendix): VCC Transcript:

1. Auto Collision Repair Technician Apprentice 2. Auto Paint & Refinishing Technician Apprentice 3. Auto Refinishing Prep Technician Apprentice 4. Automotive Glass Technician Apprentice 5. Automotive Service Technician – Acura Honda Apprentice 6. Automotive Service Technician Apprentice 7. Automotive Service Technician E-pprentice 8. Baking & Pastry Arts Baker Apprentice 9. Commercial Transport Vehicle Mechanic Apprentice 10. Heavy Duty Mechanic Apprentice 11. Heavy Mechanical Trades Apprenticeship

Citation:

12. Acute Care Skills for Health Care Assistants 13. CAD Technician

Certificates:

14. Addiction Counselling Skills 15. Administrative Assistant 16. American Sign Language and Deaf Studies 17. Applied Business Technology: Accounting / Administration 18. Applied Technology for the Visually Impaired 19. Asian Culinary Arts 20. Auto Collision Repair Technician 21. Auto Collision Repair Technician – High School 22. Auto Refinishing Prep Technician 23. Auto Refinishing Prep Technician – High School 24. Automotive Service Technician Foundation 25. Baking & Pastry Arts – Artisan Baking 26. Baking and Pastry Arts – Pastry 27. Baking Foundation 28. Building Manager 29. Business Leadership and Management 30. Certificate in Online/eLearning 31. Community Counselling Skills 32. Culinary Arts 33. Deaf and Hard of Hearing Adults – Job Readiness Program 34. Drafting Technician – Architectural 35. Drafting Technician – Architectural, Civil, Structural 36. Drafting Technician – Steel Detailing 37. Executive Assistant 38. Fashion Arts 39. Fashion Merchandising Associate 40. Hair Design 41. Hair Design- High School 42. Health Care Assistant 43. Health Care Assistant – ESL 44. Health Unit Coordinator

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45. Heavy Mechanical Trades Foundation 46. Interior Design 47. Legal Administrative Assistant 48. Legal Administrative Assistant-Part Time 49. Makeup Artistry 50. Management Skills for Supervisors 51. Medical Laboratory Assistant 52. Medical Office Assistant 53. Medical Transcriptionist 54. Networking Technology 55. Office Administration for the Visually Impaired 56. Office Administration – Administration and Supervision 57. Office Administration – Legal Office Skills 58. Office Administration – Medical Office Skills 59. Office Administration – Records Management 60. Paralegal 61. Pharmacy Technician 62. Skin and Body Therapy 63. Sport and Recreation Management 64. Wedding and Event Management

Diplomas:

65. Access to Practical Nursing 66. Automotive Collision and Refinishing 67. Automotive Service Technology 68. Culinary Arts (International) 69. Fashion Arts 70. Jewellery Art and Design 71. Occupational/Physical Therapist Assistant 72. Paralegal 73. Practical Nursing 74. Provincial Instructor

Degrees:

75. Bachelor of Science in Nursing 76. Bachelor of Science in Nursing – Advanced Entry

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APPENDIX Applied Business Programs: Helen Roberts

- Administrative Assistant - Applied Business Technology – Accounting / Administration - Executive Assistant - Legal Administrative Assistant - Legal Administrative Assistant-Part Time

The Department would like to keep the current grading system in this program, as it works well for the students and instructors, and ensures that our graduates meet the standards and needs of prospective employers.

Grading Standard


A+ 96-100 4.33

A 91-95 4.00

A- 86-90 3.67

B+ 81-85 3.33

B 76-80 3.00

B- 71-75 2.67

C+ 66-70 2.33

C 61-65 2.00

C- 56-60 1.67



S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




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Applied Business Programs (continued): Helen Roberts - Medical Transcriptionist - Medical Office Assistant

The Department would like to keep the current grading system in this program, as it works well for the students and instructors, and ensures that our graduates meet the standards and needs of prospective employers.

Grading Standard


A+ 96-100 4.33

A 93-95 4.00

A- 89-92 3.67

B+ 85-88 3.33

B 80-84 3.00

B- 75-79 2.67

C+ 70-74 2.33

C 2.00

C- 1.67

D 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




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Drafting: Bruce McGarvie - Drafting Technician – Architectural - Drafting Technician – Architectural, Civil, Structural - Drafting Technician – Steel Detailing - CAD Technician

Historic precedence and PAC suggestion. Grading Standard


A+ 96-100 4.33

A 91-95 4.00

A- 86-90 3.67

B+ 81-85 3.33

B 76-80 3.00

B- 71-75 2.67

C+ 66-70 2.33

C 60-65 2.00

C- 56-59 1.67



S Satisfactory – student has met and mastered a clearly defined body of skills and performances to required standards

N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




43

of 29

Instructor Education: Glenn Galy - Provincial Instructor Diploma - Certificate in Online eLearning

The SIE grading system has been in use for almost twenty years. Our grading system aligns with several other institutions where we currently have transfer agreements (e.g. UFV; UVIC; Justice Institute and Okanagan College).

Grading Standard


A+ 98-100 4.33

A 94-97 4.00

A- 90-93 3.67

B+ 85-89 3.33

B 80-84 3.00

B- 75-79 2.67

C+ 70-74 2.33

C 65-69 2.00

C- 60-64 1.67



S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




44

of 29

Jewellery Art and Design: Karin Jones - Jewellery Art and Design Diploma

We are going to continue to use the grading standard that most closely matches the institutions with which we have, or are working on, transfer agreements. Grading Standard


A+ 95-100 4.33

A 90-94 4.00

A- 85-89 3.67

B+ 80-84 3.33

B 75-79 3.00

B- 70-74 2.67

C+ 65-69 2.33

C 60-64 Minimum Pass 2.00

C- 55-59 1.67

D 50-54 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




45

of 29

Bachelor of Science in Nursing: Kathy Fukuyama - Bachelor of Science in Nursing - Bachelor of Science in Nursing – Advanced Entry

The Grading is the same but the minimum pass is a “C” or 60% Grading Standard


A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33


C- 55-59 1.67

D 50-54 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




46

of 29

Practical Nursing: Julie Gilbert - Practical Nursing - Access to Practical Nursing

The Grading is the same but the minimum pass is a B- in all but 3 courses, which are at least B. Remove “Minimum Pass” descriptor. Grading Standard


A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33

C 60-63 2.00

C- 55-59 1.67

D 50-54 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




47

of 29

Continuing Care: Judy Christie

- Acute Care Skills for Health Care Assistants - Health Care Assistant - Health Care Assistant/ESL

I would prefer to NOT refer to D as a minimum pass. In our program the minimum pass is a C+ (64%). I think our students would find this confusing. I am just concerned about the “failing grade” put beside the F or 0-49 percentage. I think it should be removed so there

is no confusion for the students where they will fail (under 64% they will receive a failing grade).

Grading Standard


A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

B 72-75 3.00

B- 68-71 2.67

C+ 64-67 Minimum Pass 2.33

C 60-63 2.00

C- 55-59 1.67

D 50-54 1.00

F 0-49 0.00

S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




48

of 29

Allied Health: Sue Aro - Medical Laboratory Assistant

Letter grades are assigned for each on-campus courses. S/U is used for the Laboratory Practicum course. The letter grade S (70%) aligns with the passing mark (70%) for the on campus courses. If the program were to use the proposed standard, the criteria for assignments and labs would need to be revised to reflect a passing grade of 50% for the 7 on-campus courses. In addition, all the exams would need to be revised. To make the changes, additional funding would need to be provided, assuming that someone is available to do the work. Alternatively, if the proposed standard was implemented and we maintained the current passing mark of a 70%, students would fail a course with a B- letter grade. This would be very confusing for both the students and the employers. The current system works well. Changing the grading policy has not been identified as a priority by the students or faculty. Grading Standard


A+ 97-100 4.33

A 94-95 4.00

A- 89-92 3.67

B+ 85-88 3.33

B 80-84 3.00

B- 75-79 2.67


C 67-69 Failing Grade 2.00

C- 64-66 1.67

D 60-63 1.00

F 0-59 0.00

S 70 or greater Satisfactory – student has met and mastered a clearly defined body of skills and performances to required standards

N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




49

of 29

Allied Health (continued): Sue Aro - Occupational/Physical Therapist Assistant

Letter grades are assigned for 23 on-campus course. S/U is used for the 3 Practicum courses. If the program were to use the proposed standard, the criteria for assignments and labs would need to be revised to reflect a passing grade of 50% for the 23 on-campus courses. In addition, all the exams would need to be revised. To make the changes, additional funding would need to be provided, assuming that there is someone available to do the work. It would also not make sense to use 2 different grading systems. Our current Year 1 class uses the above system. If the system changes, they would be given a different grading system for Year 2. Changing the grading system could negatively impact our Accreditation status as well as the ability for students to receive block transfer credits to other post-secondary institutions. The program has many other priorities. Revising all the evaluation tools to conform to a policy has not been identified as a high priority for the students and the instructors. Grading Standard


A+ 97-100 4.33

A 94-96 4.00

A- 90-93 3.67

B+ 87-89 3.33

B 84-86 3.00

B- 80-83 2.67

C+ 77-79 2.33

C 74-76 2.00

C- 70-73 Minimum Pass 1.67

D 66-69 Failing Grade 1.00

F 0-65 0.00

S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




50

of 29

Allied Health (continued): Sue Aro - Pharmacy Technician

Letter grades are assigned for 13 on-campus courses. S/U is used for the Practicum course. If the program were to use the proposed standard, the criteria for assignments and labs would need to be revised to reflect a passing grade of 50% for the 13 on-campus courses. In addition, all the exams would need to be revised. To make the changes, additional funding would need to be provided, assuming that there is someone available to do the work. The Student Handbook would also need to be revised. Changing the grading system could negatively impact our Accreditation status. The program has many other priorities, including the mapping of the curriculum to new national standards. Revising all the evaluation tools to conform to a policy has not been identified as a high priority by the students or the instructors. The current system works well. Grading Standard


A+ 98-100 4.33

A 95-97 4.00

A- 92-94 3.67

B+ 89-91 3.33

B 86-88 3.00

B- 83-85 2.67

C+ 80-82 2.33

C 77-79 2.00

C- 74-76 Minimum Pass 1.67

D 71-73 Failing Grade 1.00

F 0-70 0.00

S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




51

of 29

Health Unit Coordinator: Moreah Hamend

The Health Unit Coordinator program completed a yearlong Program Review and Renewal in 2014. The program was

given a revised Grading System to use by the CID Department. The program wants to continue to use the Grading

System assigned by CID and implemented in September 2014.


A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 77-79 3.33

B 73-76 3.00

B- 70-72 2.67

C+ 67-69 2.33

C 63-66 2.00

C- 60-62 1.67



S N/A Satisfactory – In accordance with departmental evaluation procedures

N/A

U Unsatisfactory – In accordance with departmental evaluation procedures

N/A

I Incomplete N/A

IP Incomplete Contract N/A

W Withdrawal N/A

Course Standings




52

of 29

Makeup Artistry: Justin Ewart - Makeup Artistry

For the Makeup Artistry Certificate Program we would prefer to continue using the existing grading format. The current rubrics are built around the existing grade chart, and changing the grade ranges without updating the rubrics would result in grade inflation (ie too many As and A+s). Also currently the passing grade for the makeup artistry program is 66%, a C+. We would like to adjust the minimum passing to 70% which would be a B-. By raising the minimum passing grade, this will standardize our program with the other schools that offer makeup artistry. As well this would raise the quality of students that we are producing, allowing VCC to become more recognized school for this industry. Please see chart attached. Grading Standard


A+ 95-100 4.33

A 90-94 4.00

A- 85-89 3.67

B+ 80-84 3.33

B 75-79 3.00

B- 70-74 Minimum Pass 2.67

C+ 65-69 2.33

C 60-64 2.00

C- 55-59 1.67

D 50-54 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




53

of 29

- Networking Technology Certificate: Justin Ewart - Interior Design Certificate: Brenda Wong - Fashion Arts Merchandising Certificate: Andrea Korens

The program will continue to use the existing grading standard, attached, until the program goes through renewal.


A+ 95-100 4.33

A 90-94 4.00

A- 85-89 3.67

B+ 80-84 3.33

B 75-79 3.00

B- 70-74 2.67


C 60-64 2.00

C- 55-59 1.67

D 50-54 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




54

of 29

Fashion Arts: Andrea Korens - Fashion Arts Certificate - Fashion Arts Diploma

Grading scale is okay except minimum pass grade is “C”.

Grading Standard


A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33


C- 55-59 1.67

D 50-54 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




55

of 29

Counselling Skills: Thea Jardine

- Addiction Counselling Skills - Community Counselling Skills

We would prefer to maintain the previous grading standard. Many of our students are consistently scoring 80% and up and the revised grading standard does not offer sufficient scaling within the 80-100% percent range in order for our instructors to reflect the differences in academic performance between students. The focus of our program is on competency and the revised grading system does not provide enough of a span at the upper range for us to properly differentiate levels of competency. This will be part of our consideration during our program renewal process. Grading Standard


A+ 95-100 4.33

A 90-94 4.00

A- 85-89 3.67

B+ 80-84 3.33

B 75-79 3.00

B- 70-74 2.67

C+ 65-69 2.33

C 60-64 2.00

C- 55-59 1.67



S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




56

of 29

CS: Jennifer Gossen - Building Manager - Business Leadership and Management - Management Skills for Supervisors - Sport and Recreation Management - Wedding and Event Management

I would prefer to maintain the current grading standard for this program as implementing the new grading standard will inflate the grades and also require new assessment and evaluation tools. We will reassess the grading standard once this program goes through renewal. Grading Standard


A+ 95-100 4.33

A 90-94 4.00

A- 85-89 3.67

B+ 80-84 3.33

B 75-79 3.00

B- 70-74 2.67

C+ 65-69 2.33

C 60-64 2.00

C- 55-59 1.67



S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




57

of 29

Paralegal: Janet Chee

- Paralegal Certificate - Paralegal Diploma

My preference is to maintain the current grading standard as adopting this grading standard will inflate grades and changes to assessments and evaluations will also have to be implemented. The grading standard will be reassessed when this program goes through renewal. Office Administration: Janet Chee

- Office Administration – Administration and Supervision - Office Administration – Legal Office Skills - Office Administration – Medical Office Skills - Office Administration – Records Management

My preference is to maintain the current grading standard as adopting this grading standard will inflate grades and changes to assessments and evaluations will also have to be implemented. The grading standard will be reassessed when this program goes through renewal. Grading Standard


A+ 95-100 4.33

A 90-94 4.00

A- 85-89 3.67

B+ 80-84 3.33

B 75-79 3.00

B- 70-74 2.67

C+ 65-69 2.33

C 60-64 2.00

C- 55-59 1.67



S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




58

of 29

American Sign Language and Deaf Studies: Andrea Sam - American Sign Language and Deaf Studies - Deaf and Hard of Hearing Adults – Job Readiness Program

The Department for Deaf and Hard of Hearing (DHH) has 4 areas: American Sign Language, English Upgrading, Job Readiness, and Speechreading and Communication Skills. The faculty members in all 4 areas have agreed to keep 65% and above as Satisfactory (S). We would like to continue with “U” for unsatisfactory, “ I” for incomplete, “IP” for course in progress, and “W” for withdrawal. All of our students have hearing loss from mild to moderate to severe to profound. All of our students use vision to receive information in consequence of which they rely visual information in ASL or in signed or spoken English. When one cannot hear from birth one’s language development tends to be considerably delayed compared to his/her hearing counterparts; hence, we have agreed to allow our English Upgrading students up to three years to complete one level (of 8 levels – Bridge, Lower Beginner, Upper Beginner, Pre-Intermediate, Lower Intermediate, Upper Intermediate, Lower Advanced, and Upper Advanced). Our other areas, ASL and JRP, are similar in that they offer a one-year program (comprising two terms – Spring and Fall). JRP students may repeat the program for one year whereas ASL students may repeat up to 3 years (commensurate with our English Upgrading program). Our Speechreading program comprises 3 terms per year (Sept. to Dec., Jan. to March, and April to June.) This program normally takes one year to complete. Grading Standard


A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33

C 60-63 2.00

C- 55-59 1.67



S 65 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




59

of 29

Programs for the Visually Impaired: Rita Dilek - Applied Technology for the Visually Impaired - Office Administration for the Visually Impaired

To receive the OAVI and ATVI certificates, students must have a minimum of c in all courses and a GPA of 2.67. The student needs a minimum of C in each course, and a 2.67 or B- GPA to receive the certificate. Grading Standard


A+ 90-100 4.33

A 85-89 4.00

A- 80-84 3.67

B+ 76-79 3.33

B 72-75 3.00

B- 68-71 2.67

C+ 64-67 2.33


C- 55-59 1.67

D 50-54 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




60

of 29

ITA PROGRAMS Baking and Pastry Arts: Fiona Chong

- Baking & Pastry Arts (Baker) Apprentice - Baking and Pastry Arts - Artisan Baking - Baking and Pastry Arts – Pastry - Baking Foundation Certificate

Our grading policy is to follow the ITA standard (like other Trades) of 70% required to pass each course. Grading Standard


A+ 96-100 4.33

A 91-95 4.00

A- 86-90 3.67

B+ 81-85 3.33

B 76-80 3.00


C+ 2.33

C 2.00

C- 1.67

D 1.00

F 0-69 Failing Grade – unable to proceed to next Term 0.00

S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




61

of 29

Culinary Arts: Collin Gill - Culinary Arts - Culinary Arts (International) - Asian Culinary Arts – Barry Tsang

Our grading policy is to follow the ITA standard (like other Trades) of 70% required to pass each course. Grading Standard


A+ 96-100 4.33

A 91-95 4.00

A- 86-90 3.67

B+ 81-85 3.33

B 76-80 3.00


C+ 2.33

C 2.00

C- 1.67

D 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




62

of 29

Hair Design, Skin & Body Therapy: Pam Wakabayashi

- Hair Design - Hair Design – High School - Skin and Body Therapy

As SBT used to be a Licensed Trade the grading reflected the necessary requirements for exams. ITA is currently looking into Standardizing Esthetics again and we need to keep our grading in line with Hair Design as ITA requires 70% to pass exam. Grading Standard


A+ 98-100 4.33

A 95-97 4.00

A- 92-94 3.67

B+ 89-91 3.33

B 84-88 3.00

B- 80-83 2.67

C+ 75-79 2.33


C- 65-69 1.67

D 50-64 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




63

of 29

Auto Service Technician: Robert Kunka - Automotive Service Technician Foundation - Automotive Service Technician – Acura Honda Apprentice - Automotive Service Technician Apprentice - Automotive Service Technician E-pprentice

Apprentices must achieve a minimum of 70% before they will be permitted to progress to next level according to ITA standards

- Automotive Service Technology Edit letter grades based on ITA recommended percentages Grading Standard


A+ 96-100 4.33

A 91-95 4.00

A- 86-90 3.67

B+ 81-85 3.33

B 76-80 3.00


C+ 2.33

C 2.00

C- 1.67

D 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




64

of 29

Automotive Collision and Refinishing: David Cross - Auto Collision Repair Technician - Auto Collision Repair Technician Apprentice - Auto Collision Repair Technician Distant Learning – ACE-IT - Auto Paint & Refinishing Technician Apprentice - Auto Refinishing Prep Technician Apprentice - Auto Refinishing Prep Technician - Auto Refinishing Prep Technician – High School - Automotive Collision and Refinishing - Automotive Glass Technician Apprentice

All foundation, apprenticeship and Diploma programs must achieve a minimum of 70% before they will be permitted to progress to next level according to ITA standards. Grading Standard


A+ 96-100 4.33

A 91-95 4.00

A- 86-90 3.67

B+ 81-85 3.33

B 76-80 3.00


C+ 2.33

C 2.00

C- 1.67

D 1.00


S 70 or greater


N/A


N/A

I Incomplete N/A


W Withdrawal N/A

Course Standings




65

of 29

Heavy Mechanical Trades: Rick Cyr - Commercial Transport Vehicle Mechanic Apprentice - Heavy Duty Mechanic Apprentice - Heavy Mechanical Trades Apprentice - Heavy Mechanical Trades Foundation

All of our courses are percentage only. With a 70% pass. Grading Standard

Percentage Description Grade Point Equivalency

96-100 4.33

91-95 4.00

86-90 3.67

81-85 3.33

76-80 3.00

70-75 Minimum Pass 2.67

2.33

2.00

1.67

1.00

0-69 Failing Grade – unable to proceed to next Term 0.00

I Incomplete N/A


W Withdrawal N/A

Course Standings




66

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