competency profile for the saskatchewan association of

Competency Profile for the Saskatchewan Association of Licensed
Practical Nurses Copyright © Government of Alberta (Canada) 2015
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Introduction
Purpose of the Profile
This Profile describes the competencies within the Scope of Practice of LPNs in Saskatchewan.
There are many stakeholders who will use the document, for a variety of purposes:
• It is a practical tool for use by educators to aid in the design and maintenance of educational programs and curriculum development;
• Licensed Practical Nurses use the Profile throughout their career as they plan and review their professional and career development;
• Employers and managers rely on the Profile for performance management and appraisal, continuing education, and policy/ procedure/ role development;
• Members of the public, other health care professionals, governments, internationally educated professionals and other stakeholders may use the Profile to obtain guidance regarding the practice and competencies of LPNs.
The competency profile is not intended to serve as a job description, policy manual, or a
legislative practice document.
Living Document
The Profile is not inclusive of all potential competencies required of LPNs in Saskatchewan and
is meant to be a “living document.” The Profile will evolve and change as nursing practice,
environment and technology change. Over time, the Competency Profile will be updated as
necessary.
Correction of errors;
Recognition of new uses for the Competency Profile.
Legislative Authority
The Licensed Practical Nurse (LPN) profession in Saskatchewan is regulated by the Saskatchewan Association of Licensed Practical Nurses (SALPN). The purpose of professional regulation is to protect the public from risk and reduce harm to those a profession serves. LPNs are regulated since the service LPNs provide can pose a risk to the public if performed incompetently, unethically, or by unqualified individuals.
The SALPN has been delegated the authority to regulate the practical nursing profession by the Government of Saskatchewan through The Licensed Practical Nurses Act, 2000.
This SALPN Competency Profile provides comprehensive detail of the basic competencies, additional competencies, and specialized areas of practice that practical nurses are authorized to perform and apply. Contact the SALPN [email protected] if you require further clarification.
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The SALPN Regulatory Bylaws state the following:
19. All members shall ensure that they work within their educational preparation, level of
competence and scope of practice and comply with the standards of practice set out in the
Standards of Practice for Licensed Practical Nurses approved and adopted by Canadian
regulatory agencies as of April 1, 2013.
20. All members shall conduct themselves in an honorable and ethical manner, upholding
the values of truth, honesty, and trustworthiness, and shall observe the standards of
conduct set out in the Code of Ethics for Licensed Practical Nurses in Canada, approved
and adopted by Canadian Regulatory Agencies as of April 1, 2013.
Practice Guidelines and other references, such as the Competency Profile, are provided to assist
the LPN with practicing in accordance to the Licensed Practical Nurses Act and SALPN
Regulatory Bylaws.
a. the public to provide safe, competent, and ethical care
b. their employer to work within role descriptions and policies and procedures
c. the SALPN to comply with the Code of Ethics and Standards of Practice.
LPNs are responsible to ensure competence in practice;
LPNs are responsible to ensure that their nursing knowledge is current, and that they
possess the necessary knowledge, skills, abilities, critical thinking, attitudes, and
clinical judgment to fulfill their role;
LPNs are responsible to identify when they require assistance, or when an assignment
or situation is beyond their individual or professional scope of practice, competency
level, education, or consultation is not available;
LPNs are responsible to ensure fitness to practice ensuring they have the necessary
physical, mental, and emotional capacity to practice safely and competently;
LPNs are required to maintain appropriate licensure status
o Practicing
o Non-practicing certification;
LPNs are required to enhance competence, fulfilling an annual obligation of
continuing education;
LPNs are responsible to maintain practice hours and meet the regulatory requirement
of 1250 registered working hours per five-year period.
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Competencies
After graduation from an approved Practical Nursing program and successful completion of the
Canadian Practical Nurse Registration Exam (CPNRE), registrants are entry-level practitioners.
They can be expected to practice in accordance with the “Entry-to-Practice Competencies for
Licensed Practical Nurses”. The Entry-to-Practice competencies can be found on the SALPN
website at:
http://www.salpn.com/images/Member/Entry_Practice_Comps/IJLPN_Entry_to_Practice.pdf
Entry level (Basic) competencies, taught in the basic program, are included in the SALPN
Competency Profile and are indicated in regular text. Entry level competencies have been
validated to be contained in the foundational Practical Nursing program in Saskatchewan offered
by Saskatchewan Polytechnic.
ability beyond that provided in the Practical Nursing program. Competencies obtained in this
manner are referred to as Additional Competencies. The additional competencies in the
Competency Profile are supported by the foundational knowledge base in the Practical Nursing
program. These competencies are indicated in the Competency Profile with grey shading.
Additional competencies obtained by the LPN must be supported by foundational practical
nursing knowledge and applied for the purposes of providing care, promoting health and
preventing illness to be compliant with the Licensed Practical Nurses Act. LPNs can develop
expertise in an area of practice; however continuing education and additional competencies
enhance competence within the LPN professional designation only.
The individual scope of practice or individual competencies of each LPN are unique and
influenced by nursing experience, continuing education, professional development, attitude, and
utilization in employment. The individual scope of practice cannot exceed the professional scope
of practice as determined by legislation.
LPNs will, in most circumstances, advance from Novice to Expert (see Appendix) during their
practice through mentorship, work experience, and socialization in the nursing profession.
Factors such as advances in medical technology, presentation of new evidence in best practice,
changes in patient demographics, and promotion of lifelong professional learning, provides
meaningful enhancements to the knowledge-base and expertise of the practicing LPN.
Professional competencies are inter-related, therefore, no individual section in the Profile
can be considered in isolation of another.
Specialized areas of LPN practice exist in Saskatchewan and are encompassed within the
SALPN Regulatory Bylaws. For information regarding the specialized areas of practice, please
reference the SALPN Practice Guidelines at www.salpn.com.
LPN competencies are applied within the LPN context of practice. Professionals must
collaboratively work together and support all other professionals to utilize scope of practice
appropriately, and to provide safe, competent, and ethical care.
A combination of three distinct factors comprise the LPN context of practice and are explained
below.
Client Factors:
1. Complexity: The degree to which a client’s condition and/or situation is
characterized or influenced by a range of variables (e.g., multiple medical
diagnoses, impaired decision- making ability, challenging family dynamics).
2. Predictability: The extent to which a client’s outcomes and future care
requirements can be anticipated.
3. Risk of negative outcome(s): The likelihood that a client will experience a
negative outcome as a result of the client’s health condition or as a response
to treatment.
LPNs can autonomously care for clients who are less complex, more predictable and at
lower risk for negative outcomes. The more complex the care requirements, the less
predictable and the higher risk for negative outcomes, increases the need for consultation
and collaboration with other health professionals. In this situation, the LPN provides care
in the team setting. As the need for consultation increases due to patient complexity,
unpredictability and higher risk for negative outcomes, the additional support must be available
for ongoing assessment and support and may be required to provide the full spectrum of care.
Nurse Factors:
The factors that affect an LPN’s ability to provide safe and ethical care to a given client
include experience, leadership, decision-making and critical-thinking skills. Other factors
include the application of knowledge, knowing when and how to apply knowledge to make
evidence-based decisions, and having the required resources available to consult as needed.
Upon completing entry-level education, LPNs continue to develop their knowledge and skills
as they gain experience. They also build on their education to develop and maintain the specific
competencies required to meet the needs of clients in their areas of practice. If an LPN changes
areas of practice, they may need to refresh competencies or develop new competencies.
Identifying the practice expectations within these key areas can help nurses make decisions
within the provision of care.
An LPN seeks consultation with another health care professional when a situation demands
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expertise that is beyond their individual competence. Consultation involves seeking advice or
information from a more experienced or knowledgeable nurse or another health care
professional. The amount of consultation required is determined by the complexity of the client,
care needs, the nurse’s individual competence and scope of practice. The practice setting
influences the availability and accessibility of these consultation resources.
LPNs must be clear when consulting and determine an appropriate course of action. Unless a
decision is made to transfer care, the LPN seeking consultation retains accountability for the
client’s care, including actions, decision making, or lack thereof.
Consultation results in one of the following:
a) The LPN receives advice and continues to care for the client
b) The LPN transfers an aspect or aspects of care to the consultant, or
c) The LPN transfers all aspects of the client’s care to the consultant.
When any care is transferred from one nurse to another nurse or professional, the
accountability for that care must also be transferred.
Environmental Factors:
stability/predictability of the environment. Practice supports and consultation resources support
LPNs in clinical decision-making. There may be an impact upon the stability of the
environment when large volumes of patient turnover occur.
There is a correlation between environmental stability and the need for ongoing consultation
and collaboration. The less available the practice supports and consultation resources are, the
greater the need for more in-depth nursing competencies and skills in the area of clinical
practice, decision-making, critical thinking, leadership, research utilization and resource
management.
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Acknowledgement
The Saskatchewan Association of Licensed Practical Nurses would like to acknowledge the
College of Licensed Practical Nurses of Alberta (CLPNA) for their assistance and permission to
utilize their Competency Profile. The CLPNA’s support and expertise has been immensely
valuable throughout this development process.
The SALPN would like to acknowledge the many individuals who participated in the
development of the original and revised competency document for LPNs. The process involved
consultation with individuals, groups, and numerous LPN focus groups. The participants
represented health authorities, private employers, clinical nurse educators, nurse managers, nurse
leaders and licensed practical nurses from across the province.
Thank you to everyone involved for the time, expertise, attention to detail, and commitment to
creating this document. The result of this inclusive process is a Competency Profile that will
guide LPN practice in Saskatchewan.
SALPN Contact
Saskatchewan Association of Licensed Practical Nurses
700A- 4400 4th Ave
Regina, SK S4T 0H8
Email: [email protected]
Website: www.salpn.com
Accountability: The obligation to answer for the professional, ethical, and legal
responsibilities of one’s activities and actions and or inactions.
Act: A written ordinance made by a parliament or legislative body.
Acuity: The degree of severity of a client’s condition and/or situation.
Advocate: To actively support a cause; to support others in speaking for themselves or
to speak on behalf of a group or on behalf of those who cannot speak for themselves.
Client: The client is the person or persons with whom the nurse is engaged in a professional
therapeutic relationship. The client may include a family member of and/or substitute decision-
makers for the individual client. The client may also be a family, group, entire community or
population. In some settings, other terms may be used such as patient, resident, or health care
consumer.
Client-Centered Care: An approach in which clients are viewed as whole persons; it is not
merely about delivering services where the client is located. Client centered care involves
advocacy, empowerment, and respecting client’s autonomy, voice, self-determination, and
participation in decision-making.
Clinical Judgment: Reasoning processes that rely on critical thinking to reflect the complex,
intuitive and conscious thinking strategies used to make nursing decisions.
Collaboration: Working together with one or more members of the health care team, each of
whom makes a unique contribution toward achieving a common goal. Collaboration is an
ongoing process that requires effective communication between the members of the health care
team and a clear understanding of the roles of the individuals involved in the collaboration
process. Nurses collaborate with clients, other nurses, and other members of the heath care team
in the interest of client care.
Community: A group of people living in one place, neighborhood or district, or sharing
common characteristics/interests which bind them together, or having common health needs. The
term community (when used to describe a client) does not mean providing care to an individual
in the community. Nursing practice aimed at the community as a client involves assisting
communities to identify, articulate and successfully manage its health concerns. It is collective or
common good, instead of an individual’s health.
Community-based Nursing: Nursing care directed toward a specific population or
group within the community, defined by the “philosophy of the practice” rather than the
physical setting. Care may be provided to individuals or groups, and is designed to meet
the needs of people as they move between and among health care settings.
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Compassion: A multi-dimensional concept consisting of three key elements:
recognizing another person’s suffering, empathizing with that person’s pain, and acting
in a way to ease the suffering.
Competence: The ability to integrate and apply the knowledge skills and judgment required to
practice safely and ethically in a designated role and practice setting and includes both entry
level and continuing competency.
practice safely and ethically in a designated role and setting.
Competencies: Statements describing the expected performance that reflects the
integration of knowledge, skills, judgment, and professional attributes required in a
given nursing role, situation, or practice setting.
Complexity: The degree to which a client’s condition and/or situation is characterized or
influenced by a range of variables (e.g., multiple medical diagnoses, impaired decision- making
ability, challenging family dynamics).
Consultation: Seeking advice or direction for a more experienced or knowledgeable nurse, or
other health professional. The clients care needs, the nurses job description, and the nurse’s
individual competence, influence both the amount of consultation required and who to involve in
the consultations. The resources available in the practice environment influence the opportunity
for consultation.
Context of Care: Conditions or factors that affect the practice of nursing, including client
population (e.g., age, diagnostic grouping), location of practice setting (e.g., urban, rural), type
of practice setting and service delivery model (e.g., acute care, community), level of care
required (complexity, predictability, and risk of negative outcomes), staffing (number,
competencies); and availability of other resources (practice and consultation resources, and
stability and predictability of the environment).
Critical Thinking: Is an active and purposeful problem-solving process requiring the nurse to
advance beyond the performance of skills and interventions and provide care based on evidence-
informed practice. It involves identifying and prioritizing risks and problems, clarifying and
challenging assumptions, checking for accuracy and reliability of information, weighting
evidence, recognizing inconsistencies, evaluating conclusions and adapting thinking.
Critical Inquiry: the process of exploring methods used to construct nursing knowledge and
utilize evidence to inform clinical decision making.
Delegation: The transferring of responsibility for the performance of an activity or task
while retaining accountability for the outcome.
Determinants of Health: The social, economic, environmental and behavioral factors
that contribute to health status. Examples include income and social status, social
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physical environments, personal health practices and coping skills, healthy child
development, biology and genetic endowment, health services, gender, and culture.
Entry to Practice Competencies: competencies that describe the knowledge skill, judgment and
attitude required of beginning practitioners to provide safe competent and ethical nursing care.
Environmental Factors: all that is internal and external to the person and is characterized by the
physical, spiritual, political, cultural, social, ethical, technological and intellectual dimensions.
Individuals do not exist in insolation, but rather interact with and relate to other individuals,
families and communities within a constantly changing society. As such, they influence and are
influenced by the environment.
Evidence Informed Practice: Practice that is based on successful strategies that improve
client outcomes and that are derived from a combination of various sources of evidence,
including client perspective, research, national guidelines, policies, consensus
statements, expert opinion, and quality improvement data.
Fitness to Practice: The qualities and capabilities of LPNs relevant to their capacity to
practice safely. This includes, but is not limited to, freedom from cognitive, physical,
psychological, or emotional conditions, or a dependence on alcohol or drugs, that
impairs their ability to practice nursing safely and effectively.
Inter-professional Team: the provision of comprehensive health services to clients by multiple
health professionals who work collaboratively to deliver quality care with and across settings.
Leadership: The process of influencing people to accomplish common goals. The
attributes of leadership include self-awareness, commitment to individual growth, ethical
values and beliefs, presence, reflection and foresight, advocacy, integrity, intellectual
energy, being involved, being open to new ideas, having confidence in one’s own
capabilities, and a willingness to try to guide and motivate others.
Leadership is not limited to formal leadership roles.
Manage: To oversee; administer; run.
Monitor: Constant checking on a patient’s condition, either personally or by means of a
mechanical monitor; ongoing measurement of performance of a health service.
Participate: To take part in. Participation is not an independent act; the nurse works in
partnership with others. When participating, the nurse contributes but is not the sole provider of
the services being delivered.
Perform: To carry out a procedure. Performing occurs after the decision to carry out a procedure
has been made.
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Predictability: The extent to which a client’s outcomes and future care requirements can be
anticipated.
Predictable Outcomes: Something that is easy to foresee or anticipate, i.e., outcomes that
reasonably be expected to follow an anticipated path with respect to timing and nature.
Recognize: Acknowledge the existence of; identify from knowledge.
Research: Systematic inquiry that uses orderly scientific methods to answer questions
or solve problems.
Responsibility: The characteristics of reliability and dependability. It implies an ability
to distinguish between right and wrong. Responsibility includes a duty to perform
actions adequately and thoughtfully.
Scope of Practice: Health care professionals optimizing the full range of their roles,
responsibilities and functions that they are educated, competent, and authorized to perform.
Self-reflective Nursing Practice: The nurse purposefully recalls and examines situations or
actions that have occurred in the past to discover its purpose or meaning (reflection-on-actions)
and examines her/his own behavior and that of others while in a situation (reflection-in-action).
Reasoning processes that rely on critical are also important dimensions of the nurse’s reflective
practice, as well as the systematic use of the nursing process to invoke complex intuitive and
conscious thinking strategies that are part of all clinical decision-making in nursing.
Spiritual: A concept that is unique to each individual, which depends on a person’s
culture, development, life experiences, and beliefs and ideas about life. It enables a
person to love; have faith and hope; seek meaning in life; and nurture relationships with
others. It offers a sense of being connected intrapersonally, interpersonally and with a
higher power.
Stakeholder: A person, group or organization that is invested in the practice of
practical nursing and client health care. Examples include the public, nurses, other
health care providers, employers, and educators
Therapeutic Nurse-client Relationship: A professional relationship that ensures the client’s
needs are first and foremost. The relationship is based on trust, respect, and intimacy, and
requires the appropriate use of the power inherent in the LPNs role. The professional relationship
between the nurse and clients is based on a recognition that clients (or designates) are in the best
position to make decisions about their lives when they are active and are informed participants in
the decision-making process.
Unpredictable Outcomes: Are client health outcomes that cannot reasonably be expected
to follow an anticipated path with respect to timing and nature.
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Unregulated Care Providers: Paid providers who are neither registered nor licensed
by a regulatory body. They have no legally defined scope of practice. Unregulated care
providers may not have mandatory education or practice standards. Unregulated care
providers include health care aides, care attendants, home support workers, community
health representatives among others.
Values: The beliefs about the shared worth or importance of what is desired and
esteemed within the Practical Nursing profession that practical nurses strive to uphold.
REFERENCES:
College of Licensed Practical Nurses of Manitoba (2016). Entry Level Competencies for the Licensed Practical
Nurse in Manitoba. Winnipeg, MB. Author
College of Licensed Practical Nurses of Nova Scotia (2012). Continuing Competency Profile for Licensed Practical
Nurses of Nova Scotia. Halifax, NS. Author
Canadian Nurses Association (2012). Staff mix: Decision-making framework for quality nursing care. Ottawa,
ON: Author.
College of Licensed Practical Nurses of BC (2015). Scope of practice for Licensed Practical Nurses. Burnaby,
BC: Author.
College of Nurse of Ontario (2008). Practice guideline for the utilization of RNs and RPNs.
Toronto, ON: Author.
College of Nurses of Ontario (2011). RN and RPN practice: The client, the nurse and the environment. Toronto,
ON: Author.
College of Registered Nurses of Nova Scotia and the College of Licensed Practical Nurses of Nova Scotia. (2012).
Guidelines: Effective utilization of RNs and LPNs in a collaborative practice environment. Halifax, NS: Author.
Licensed Practical Nurses Association of Prince Edward Island, the Association of Registered Nurses of Prince
Edward Island, & PEI Health Sector Council (n.d.). Exemplary care: Registered nurses and licensed practical
nurses working together. PEI: Author.
Lillibridge, J., Axford, R., and Rowley, G. (2000). The contribution of nurses’ perceptions and actions in defining
scope and stabilizing professional boundaries of nursing practice. Collegian, 7(4), 35-39.
Monitoring. (n.d.) Farlex Partner Medical Dictionary(2012).
Recognize. (n.d.) Oxford Disctionaries (2016).
Registered Nurses Association of Ontario (2006). Client Centered Care Practice Guideline. Toronto. ON: Author.
View the Specialized Areas of Practice Practice Guideline for more information.
xiii
Licensed Practical Nurses of Saskatchewan – Competency Profile Table of Contents
page
A2: Licensed Practical Nurse Scope of Practice ............................................................................ 3
A3: Professional Standards of Practice .......................................................................................... 4
A4: Professional Ethics .................................................................................................................. 5
A6: Professional Boundaries .......................................................................................................... 9
A8: Professional Development .................................................................................................... 11
D: Nursing Process .............................................................................................. 35
E2: Protective Equipment ............................................................................................................ 45
E4: Client Safety.......................................................................................................................... 48
page
F1: Effective Communication ..................................................................................................... 52
F4: Health Teaching and Coaching ............................................................................................. 55 F5: Legal Protocols, Documenting and Reporting....................................................................... 56
F6: Accept, Transcribe and Initiate Orders .................................................................................. 57
F7: Conflict Management ............................................................................................................ 58
G: Nursing Practice ............................................................................................. 59
G3: Time Management ................................................................................................................ 62
G6: Nutrition/Hydration............................................................................................................... 65
G9A: Basic Foot Care ..................................................................................................................... 68
G10: Basic Wound Care ................................................................................................................ 73 G11: Advanced Wound Care ......................................................................................................... 75 G12 Phlebotomy for the Purpose of Drawing Blood ................................................................... 78 G13: Client Centered Care ............................................................................................................. 79 G14: Complementary and Alternative Therapies ........................................................................... 80 G15: Post Mortem Care ................................................................................................................. 81
H: Respiratory Care ............................................................................................ 83 H1: Airway Management ............................................................................................................. 84 H2: Oxygen Therapy ................................................................................................................... 85 H3: Suctioning ............................................................................................................................. 86 H4: Respiratory Interventions ...................................................................................................... 87 H5: Tracheostomy Care ............................................................................................................... 88 H6: Chest Tubes .......................................................................................................................... 89
I: Surgical ............................................................................................................ 91 I1: Surgical Nursing ................................................................................................................... 88
I2: Surgical Nursing Interventions ............................................................................................. 89
I3: Endoscopy ............................................................................................................................ 91
xv
page
K: Neurological/Neurosurgical ......................................................................... 101
K3: Managing C-Spine .............................................................................................................. 105
L: Cardiovascular .............................................................................................. 107
M: Maternal/Newborn Care ................................................................................ 113
M1: Maternal/Newborn Nursing ................................................................................................... 114
M2: Prenatal Care ......................................................................................................................... 115
M4: Assist with Managing Labor ................................................................................................. 118
M5: Assist with Delivery .............................................................................................................. 119
M6: Neonatal Resuscitation ........................................................................................................ . 120
M8: Post-Partum Care ................................................................................................................ . 123
M9: Newborn Care ..................................................................................................................... . 125
N3: Pediatric Pain Management ................................................................................................. 131
O: Mental Health and Addiction ...................................................................... 133
O1: Mental Health and Addiction Care ...................................................................................... 134
O2: Mental Health and Addiction Assessment and Intervention ................................................ 136
O3: Aggressive Behavior ........................................................................................................... 139
P: Emergency Care ........................................................................................... 141
P1: Emergency Nursing ............................................................................................................. 142
page
Q3: Cognitive Care .................................................................................................................... 152
Q4: Dementia Care .................................................................................................................... 154
R: Palliative Care .............................................................................................. 159
R2: Physical Changes ................................................................................................................ 161
R4: Post Mortem Care ............................................................................................................... 164
S: Rehabilitation ................................................................................................ 165
T1: Knowledge of Community Based Care .............................................................................. 170
T2: Nursing Process and Community Based Care .................................................................... 172
T3: Health Promotion ................................................................................................................ 174
T4: Client Services .................................................................................................................... 175
T6: Community Wellness ......................................................................................................... 178
T7: Clinic Nursing ..................................................................................................................... 180
T8: Case Management ............................................................................................................... 181
V1: Occupational Health and Safety Nursing ............................................................................ 188
W: Medication Administration ......................................................................... 191
W2: Medication Preparation and Administration ....................................................................... 195
W3: Nitrous Oxide ...................................................................................................................... 197
page
X3: Hypodermoclysis (HDC) .................................................................................................... 204
X7: Parenteral Nutrition ............................................................................................................. 210
Y2: Design and Delivery of Education ...................................................................................... 213
Z: Peri-Operative Specialized Area of Practice ................................................ 216 Z1: Authorization and Standards................................................................................................ 217 Z2: Knowledge and Application...................................................................................... ...........218 Z3: Knowledge and Application of Scrub Role......................................................................... 219 Z4: Knowledge and Application of Circulating Role........................................................ ..........220 Z5: Knowledge and Application to the Anesthesia Provider............................................ ..........221 Z5: Knowledge and Application of Pre-Operative Phase................................................. ............224
AA:
AA1: Critical Thinking and Clinical Judgment in the Hemodialysis Nursing Role...................... 228 AA2: Critical Thinking and Clinical Judgment of the Dialysis Client.................................. ...........230
Hemodialysis Specialized Area of Practice ................................................... 227
AA3: Initiation, Monitoring and Discontinuation of Dialysis Treatment.............................. ...........232 AA4: Understanding the Mechanics of Dialysis and Related Equipment.......................... ...........233
BB:
BB1:
BB2:
BB3:
BB4: Application and Monitoring of Traction................................................................... ............240
A: Professionalism
2 Saskatchewan Association of Licensed Practical Nurses, Competency Profile for LPNs, 3rd Ed.
A Licensed Practical Nurse will:
A-1-1 Demonstrate knowledge and understanding of the Licensed Practical Nurses
Act, 2000 and regulation of the Licensed Practical Nurse (LPN) profession.
A-1-2 Demonstrate knowledge and understanding of the role of the Saskatchewan
Association of Licensed Practical Nurses (SALPN) under the Licensed
Practical Nurses Act, 2000:
continuing competence, investigation and discipline
establish, maintain and enforce standards of practice and code of ethics
govern and regulate members in a manner that protects and serves the public
provide direction to the practice of the profession
A-1-3 Demonstrate knowledge and understanding of key components of the SALPN
Regulatory Bylaws:
Date: January 16, 2017
A-2-1 Demonstrate knowledge of the scope of practice as outlined in the Licensed
Practical Nurses Act, 2000.
A-2-2 Demonstrate understanding of the Licensed Practical Nurses Act, 2000 LPN
Practice Definition:
of licensed practical nurses, for the purposes of providing
care, promoting health and preventing illness;
A-2-3 Demonstrate knowledge of the SALPN documents that guide and interpret
LPN scope of practice.
Major Competency Area: A
A-3-1 Demonstrate knowledge and understanding of the Canadian Council for
Practical Nurse Regulators/Saskatchewan Association of Licensed Practical
Nurses Standards of Practice for Licensed Practical Nurses in Canada:
professional accountability and responsibility
ethical practice
A-3-2 Demonstrate knowledge and understanding of the principles that provide the
foundation on which the Standards of Practice were developed:
LPNs are self-regulating and accountable for providing safe, competent,
compassionate, ethical care
in the delivery of nursing care
LPNs practice is client centered and includes individuals, families, groups and
communities
LPN standards are broadly based and address variations in client needs,
provider competencies, experience and environmental factors
LPN standards allow for growth in the profession to meet changing
approaches, treatments and technologies within the healthcare system
LPN standards encourage leadership through self-awareness and reflection,
commitment to individual and professional growth, and promotion of the best
possible service to the public
Saskatchewan Association of Licensed Practical Nurses, Competency Profile for LPNs, 3rd Ed. 5
A-4-1 Demonstrate knowledge and understanding of the Canadian Council for
Practical Nurse Regulators/Saskatchewan Association of Licensed Practical
Nurses Code of Ethics for Licensed Practical Nurses in Canada:
five ethical principles
o responsibility to public
o responsibility to client
o responsibility to profession
o responsibility to colleagues
o responsibility to oneself
A-4-2 Demonstrate knowledge and ability to align the Code of Ethics to guide
practice and behavior with:
employer policies
legal requirements
A-4-3 Demonstrate knowledge and ability to apply ethical principles to decision
making including:
personal beliefs and bias
A-4-4 Demonstrate knowledge and ability to assess and manage ethical dilemmas
and seek assistance when necessary.
A-5-1 Demonstrate knowledge of legal accountability for one’s own nursing
practice including:
o reasonable and prudent decisions
o avoiding issues of neglect or abandonment of care
arrive for work on time
inappropriate transfer/ termination of care
recognizing need for assistance or handoff of care
responsible for fitness to practice
o maintain physical, mental, emotional well being
duty to self-report to SALPN including:
o personal incapacity impairing fitness to practice
o criminal charges, guilty plea or verdict
o under investigation, subject of proceeding, discipline by another regulator
A-5-2 Demonstrate knowledge and application of principles and accountabilities
involved with self-regulation:
employer-work within role expectations, policies and procedures
regulatory body-maintained standards and guidelines, ethical code, scope of
practice, continuing competence
A-5-3 Demonstrate knowledge and ability to identify when assignment of care is
beyond individual competence or outside scope of practice including:
research evidence to guide practice
consult with inter-professional team
Competency: A-5 Page: 2
A-5-4 Demonstrate knowledge and ability to apply concepts of professional
autonomy throughout practice including:
best practices and research
A-5-5 Demonstrate knowledge and ability to maintain confidentiality with client,
colleagues, staff, team and organization including:
adhere to policy, procedures, guidelines, standards, Legislation
identify breaches in confidentiality
recognize and manage risks
including:
develop and maintain personal health and wellness
provide non-judgmental, empathetic, compassionate care
establish and maintain therapeutic and professional boundaries
support inter-professional team
A-6-1 Demonstrate knowledge and ability to effectively establish, maintain and
manage professional boundaries including:
nurse-client, family and others
A-6-2 Demonstrate knowledge and ability to recognize and maintain appropriate
boundaries related to:
inappropriate physical contact
psychological abuse/disruptive behaviors
social media interactions
A-6-3 Demonstrate knowledge of risks associated with improper use of social media
including:
undermine individual nursing careers
A-6-4 Demonstrate knowledge and ability to recognize, intervene and report
boundary violations of self or others.
A-7-1 Demonstrate knowledge and ability to maintain physical, mental and
emotional health to ensure safe, competent and ethical practice.
A-7-2 Demonstrate knowledge of components affecting fitness to practice including:
addiction
cognition
A-7-3 Demonstrate knowledge and ability to take responsibility and self-manage
fitness to practice to ensure client safety including:
participate in wellness activities
manage work-life balance
A-8-1 Demonstrate ability to adopt curiosity and initiative for learning and
professional growth to facilitate transition from novice to expert practitioner.
A-8-2 Demonstrate commitment to life-long learning through accessing and
completing ongoing professional development including:
reflect and identify career options and pathways
attend workshops and conferences
participate in employer education
A-8-3 Demonstrate knowledge and ability to participate in continuous quality
improvement and evidence informed changes to nursing practice within the
employment setting.
A-8-4 Demonstrate commitment to participate in activities at a local, regional,
provincial, professional and national level to promote health and wellness
throughout the health system.
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View the Specialized Areas of Practice Practice Guideline for more information.
B: Leadership
B-1-1 Demonstrate knowledge and ability to apply critical thinking and critical
inquiry throughout decision making in nursing practice.
B-1-2 Demonstrate knowledge and ability to apply leadership theories throughout
nursing practice.
authenticity
collaboration
compassion/empathy
confidence
accountability
appearance
attitude
behavior
collaboration
B-1-4 Demonstrate knowledge and ability to model professionalism including:
(cont’d)
self-reflective practice
work ethic
B-1-5 Demonstrate knowledge and ability to assess, reflect and recognize own
strengths and limitations as a leader to achieve optimum personal and
professional growth.
B-1-6 Demonstrate knowledge and ability to assign, educate and supervise
regulated provider/healthcare aide/unregulated provider/nursing students
including:
ensure continuity of care
B-1-7 Demonstrate knowledge and ability to assess, influence and effectively
manage change.
B-1-8 Demonstrate knowledge and ability to elicit support and commitment from
others to achieve a common goal.
B-1-9 Demonstrate knowledge and ability to assess difficult situations and
effectively manage conflict.
B-1-10 Demonstrate knowledge and ability to network, mentor and support others.
B-1-11 Demonstrate knowledge and ability to follow appropriate channels of
communication and reporting according to agency policy.
Major Competency Area: B
inquiry within a formal leadership role in nursing practice.
B-2-2 Demonstrate knowledge and ability to apply nursing care delivery model,
policies and procedures of employer.
B-2-3 Demonstrate knowledge and ability to supervise a team and assign client care
based on:
client needs
environmental supports
B-2-4 Demonstrate knowledge and ability to provide leadership in establishment
and revision of goals, priorities and nursing intervention.
B-2-5 Demonstrate knowledge and ability to model exemplary leadership practices
including:
B-2-6 Demonstrate knowledge and ability to organize and lead case conferences,
meetings and report.
committee and task force involvement.
Major Competency Area: B
inquiry within the role of manager/administrator of an organization.
B-3-2 Demonstrate knowledge and ability to lead and guide an organization
including:
identify and model the vision, mission, values and goals
influence and mentor staff, colleagues, boards and others
involve staff and colleagues in decision making
lead, guide, participate in strategic planning
model leadership characteristics
organize and facilitate meetings
promote continuing competence opportunities
seek continual quality improvement
understand trends and necessary future changes
B-3-3 Demonstrate knowledge and ability to identify and manage risks within an
organization including:
intervene effectively to prevent, eliminate or minimize risks
identify and address policy needs
implement education and support
involve external experts as necessary
Competency: B-3 Page: 2
inquiry in the human resource management role including:
career pathway development
team dynamics
B-3-5 Demonstrate knowledge and ability to implement prudent fiscal management
as manager/administrator within an organization including:
align fiscal strategy with vision, mission, values and goals
assess, develop and manage budget
collect, analyze and report financial data
ensure a system of internal controls to safeguard resources
C: Nursing Knowledge
C-1-1 Identify the structures and functions of the body.
C-1-2 Describe the anatomical organization of the body.
C-1-3 Describe the cellular chemistry and organization of the body.
C-1-4 Describe cellular functions: protein synthesis, cell division and movement of
substances across the cell membrane.
C-1-5 Explain how cells are organized into tissue, organs and systems of the body.
C-1-6 Identify the structure and explain the function of body systems:
cardiovascular system
circulatory system
digestive system
endocrine system
genitourinary system
immune system
integumentary system
lymphatic system
musculoskeletal system
reproductive system
respiratory system
C-1-8 Describe the major body processes of:
homeostasis
metabolism
reproduction
C-2-1 Explain characteristics of micro-organisms and their role in the transmission
of disease.
C-2-3 Describe and differentiate bacteria, viruses and fungi.
C-2-4 Describe the normal micro-organisms within the human body.
C-2-5 Describe conditions for growth and transferability of micro-organisms.
C-2-6 Explain the concept of asepsis.
C-2-7 Explain the principles of disease prevention and health promotion.
C-2-8 Describe the concept of infection prevention and control.
C-2-9 Explain the relationship between microbiology as it relates to pharmacology.
Major Competency Area: C
C-3-1 Define pathophysiology as the science of physiological and psychological
disease processes within the human body.
C-3-2 Identify and describe pathophysiological processes including:
acute conditions/disorders
chronic conditions/disorders
C-3-3 Identify the etiology, pathophysiology and complications of common health
problems for all body systems.
C-3-4 Describe body responses to disease including:
carcinogenesis
C-3-6 Explain types of trauma such as:
addictions
burns
fractures
hemorrhage
C-3-6 Explain types of trauma such as: (cont’d)
multisystem failure
C-3-7 Explain common medical management in relation to pharmacology, surgery,
anesthesia and treatments.
C-4-1 Identify meanings of common prefixes, suffixes and root words used in
reporting and documenting.
C-4-3 Use appropriate medical terminology in reporting and documentation.
C-4-4 Apply agency policy regarding use of abbreviations and medical terminology.
C-5-1 Explain theories of human growth and development across the life span.
C-5-2 Describe the stages of growth and development across the life span.
C-5-3 Describe significant physical, psychological, social, cognitive, moral, spiritual
and cultural developments across the life span.
C-5-4 Describe how factors of environment, genetics, culture, lifestyle, religion and
maturation influence growth and development.
C-5-5 Describe the process of learning across the life span.
C-5-6 Describe the stages of death, dying, grief and the grieving process.
C-6-1 Describe the importance of nutrition to health and recovery.
C-6-2 Identify the functions, major sources and daily requirements for common
nutrients including:
carbohydrate
fat
fiber
minerals
protein
vitamins
C-6-3 Identify Canada’s Food Guide and/or special dietary requirements for
healthy and chronic conditions across the life span.
C-6-4 Identify factors that affect nutrition and hydration.
C-6-5 Identify indicators of adequate and inadequate nutrition and hydration.
C-6-6 Describe methods to assess nutrition and hydration status including:
body mass index
C-6-7 Describe the purpose and elements of therapeutic diets/ dietary restrictions.
C-6-8 Identify when to consult with a dietician/nutritionist.
C-7-1 Define pharmacology.
C-7-2 Describe the process of pharmacokinetics and pharmacodynamics across the
life span.
C-7-3 Identify classifications, generic and trade names of drugs and appropriate
pharmacological resources.
assessment
the rights
C-7-7 Describe effects of drugs including:
adverse reaction
allergic reaction
therapeutic effects
Competency: C-7 Page: 2
C-7-9 Identify common systems of measurement in medication administration.
C-7-10 Identify formulas to calculate medication dosages.
C-7-11 Differentiate between intentional and unintentional drug use and
dependence.
C-7-14 Identify roles and responsibilities of inter-professional team related to
pharmacology.
C-8-1 Describe fundamentals of nursing knowledge that encompass human caring
related to arts, science and humanitarianism including:
experiences
phenomena
processes
comprehension
content
grammar
mechanics
organization
groups and communities:
interpersonal
professional
therapeutic
C-8-4 Identify foundational concepts of personal health and wellness related to
individuals, groups and communities including:
addictions
C-8-5 Describe foundations of health and wellness of self and others across the
lifespan:
environmental
psychological
physical
social
spiritual
C-8-6 Describe determinants of health and impact on individual health and
wellness.
C-8-7 Understand foundations of psychology in relation to human behavior and
development across the lifespan including:
behavior
psychological health and illness
C-8-8 Understand the concept of advocacy through promotion of wellness behavior
and practices for:
C-8-9 Demonstrate knowledge of foundations of sociology related to social behavior
and relationships across the lifespan:
social
biological
emotional
political
C-8-9 Demonstrate knowledge of foundations of sociology related to social behavior
and relationships across the lifespan: (cont’d)
cultural
cognitive
spiritual
C-8-10 Demonstrate knowledge and ability to apply foundations of sociology to
ethical nursing practice.
C-9-1 Demonstrate knowledge and ability to apply critical thinking and critical
inquiry in validation and application of research:
applicability
relevance
trustworthiness
C-9-2 Demonstrate knowledge and ability to implement best practices and research
into evidence informed practice.
C-9-3 Demonstrate knowledge and ability to participate in the involvement of
clients, families and inter-professional team in formalized research.
C-9-4 Demonstrate ability to collaborate with research team to plan, conduct and
evaluate nursing research.
D: Nursing Process
D-1-1 Demonstrate knowledge and ability to apply critical thinking and critical
inquiry throughout health assessment.
D-1-2 Demonstrate knowledge and ability to assess client considering multiple data
sources including:
current status
historical information
objective data
subjective data
D-1-3 Demonstrate knowledge and ability to identify primary and secondary
sources of data.
D-1-4 Demonstrate knowledge of methods of data collection and assessment tools.
D-1-5 Demonstrate knowledge and ability to perform a holistic health assessment:
psychosocial
D-1-6 Demonstrate knowledge and ability to perform and interpret vital signs and
other assessments including:
blood glucose level
pulse oximetry
D-1-7 Demonstrate knowledge and ability to relate assessment findings to nursing
practice.
D-2-1 Demonstrate knowledge related to domains addressed in development of
nursing diagnosis.
D-2-2 Demonstrate knowledge and ability to differentiate a nursing diagnosis from
a medical diagnosis.
inquiry to generate nursing diagnosis using data from comprehensive holistic
assessment:
research and validate components of client issues and concerns
apply nursing diagnosis framework
D-2-4 Demonstrate knowledge and ability to communicate nursing diagnosis with
client, family and inter-professional team.
D-2-5 Demonstrate knowledge and ability to document nursing diagnosis and
determine expected outcomes and plan.
D-2-6 Demonstrate knowledge and ability to compare actual outcomes with
expected outcomes and review and modify plan of care based on changing
needs.
D-2-7 Demonstrate knowledge and ability to communicate, consult and collaborate
with inter-professional team.
inquiry throughout planning of care.
D-3-2 Demonstrate knowledge and ability to collaborate with the client and family
throughout planning of care.
D-3-3 Demonstrate knowledge and ability to develop a plan of care based on client
needs, priorities, expectations and values.
D-3-4 Demonstrate knowledge and ability to anticipate potential barriers to
achieving plan of care.
D-3-5 Demonstrate knowledge and ability to utilize best available data, resources
and evidence to develop a plan of care.
D-3-6 Demonstrate knowledge and ability to communicate and collaborate with
inter-professional team throughout planning of care.
Major Competency Area: D
inquiry throughout implementation of plan of care.
D-4-2 Demonstrate knowledge and ability to collaborate with client and family
throughout implementation of plan of care.
D-4-3 Demonstrate knowledge and ability to implement a plan of care based on
client needs, priorities, expectations and values.
D-4-4 Demonstrate knowledge and ability to anticipate potential barriers to
implementation of plan of care.
and evidence throughout implementation of plan of care.
inter-professional team throughout implementation of plan of care.
Major Competency Area: D
inquiry throughout evaluation of plan of care.
D-5-2 Demonstrate knowledge and ability to collaborate with client and family
throughout evaluation of plan of care.
D-5-3 Demonstrate knowledge and ability to evaluate plan of care based on:
client needs, priorities, expectations and values
client response to care
and evidence throughout evaluation of plan of care:
assess quality/effectiveness of care
determine family/social support system
D-5-5 Demonstrate knowledge and ability to revise plan of care based on
evaluation.
inter-professional team throughout evaluation of plan of care.
E: Safety
E-1-1 Demonstrate knowledge and ability to apply critical thinking and critical
inquiry in application of nursing process throughout urgent or emergent
situations.
E-1-2 Demonstrate knowledge and ability to recognize, participate and/or manage
urgent or emergency preparedness situations according to agency policy
including, but not limited to:
bomb threat/suspicious package
cardiac arrest/medical emergency
chemical spill/hazardous material
violence/aggression
E-1-3 Demonstrate knowledge and ability to differentiate and rank priority needs
in an urgent or emergent situation.
E-1-4 Demonstrate knowledge and ability to communicate and collaborate with
inter-professional team in an urgent or emergent situation.
E-1-5 Demonstrate knowledge and ability to evaluate response following urgent or
emergent situations.
E-1-6 Demonstrate knowledge and ability to manage and/or participate in
debriefing following urgent or emergent situations.
E-1-7 Demonstrate knowledge and ability to report and document throughout
urgent or emergent situations according to agency policy.
Major Competency Area: E
E-2-1 Demonstrate knowledge of importance of personal protective equipment
(PPE) and workplace safety equipment.
E-2-2 Demonstrate knowledge and ability to properly don, doff and dispose of
personal protective equipment.
E-2-3 Demonstrate knowledge and ability to utilize workplace safety equipment
according to agency policy.
E-3-1 Demonstrate knowledge and ability to apply concepts of infection prevention
and control to reduce transmission of pathogenic micro-organisms.
E-3-2 Demonstrate knowledge and ability to apply principles of aseptic or sterile
technique appropriate to client care.
E-3-3 Demonstrate knowledge and ability to apply principles of routine/ standard
precautions including:
environmental cleaning
hand hygiene
point of care risk assessment
personal protective equipment
respiratory hygiene
visitor management
E-3-4 Demonstrate knowledge and ability to apply exposure precautions according
to agency policy:
E-3-5 Demonstrate knowledge and ability to immediately manage and report
incidents of exposure including:
E-3-6 Demonstrate knowledge and ability to apply best practices for single use,
client owned and multi-client reusable medical devices.
E-3-7 Demonstrate knowledge and ability to prepare multi-client reusable medical
devices for specialized cleaning, disinfection and sterilization according to
agency policy.
E-4-1 Demonstrate knowledge and ability to maintain safety principles that apply
to self, client, inter-professional team and others.
E-4-2 Demonstrate knowledge and ability to promote and implement a culture of
safety through shared:
attitudes
goals
practices
values
E-4-3 Demonstrate knowledge and ability to assess, plan and manage client safety
throughout care delivery including:
error prevention practices
managed risk waiver
E-4-4 Demonstrate knowledge and ability to accurately report and document client
safety issues according to agency policy and Legislation.
E-5-1 Demonstrate knowledge and understanding of the Occupational Health and
Safety Act, Regulation and Code (OH&S).
E-5-2 Demonstrate understanding and responsibility to comply with agency policies
and OH&S Act, Regulation and Code to achieve workplace safety.
E-5-3 Demonstrate accountability to safety of self, client and others by effectively
contributing and adhering to safety culture:
attend OH&S orientation and training programs
recognize workplace hazards and controls
report unsafe conditions as per employer policy
report workplace incidents of injury as per Workers’ Compensation Act
E-5-4 Demonstrate knowledge and ability to utilize controls to identify and reduce
risk of physical injury of self and others including:
hazard and exposure assessment (chemical, biological)
safe handling and use of tools and equipment
safe lifting and transferring of loads (patient, equipment)
use of personal protective equipment (footwear, eyewear, headwear, and
hearing protection as necessary)
E-5-5 Demonstrate knowledge and ability to utilize strategies to identify and reduce
risk of psychological injury of self and others including:
employer policy and procedure
safe and appropriate responses to incidents or potential incidents
support services available in the event of an incident involving violence or
harassment
F: Communication and Interpersonal Skills
Major Competency Area: F
Communication and Interpersonal Skills
F-1-1 Demonstrate knowledge and ability to apply verbal and non-verbal
communication techniques to create therapeutic relationships including:
respectful tone and manner
F-1-2 Demonstrate knowledge and ability to apply verbal and non-verbal
techniques to establish effective communication with inter-professional team
and others.
F-1-3 Demonstrate knowledge and ability to adapt communication techniques to
address barriers including:
F-2-1 Demonstrate knowledge and ability to work toward a collective vision
through inter-professional collaboration as outlined in:
Standards of Practice for Licensed Practical Nurses in Canada
Inter-professional Competency Framework (Canadian Inter-professional
Health Collaborative, 2010)
employer policy
F-2-2 Demonstrate knowledge and respect for role of self and other providers in
the healthcare system.
F-2-3 Demonstrate knowledge and ability to engage client, family and others as
partners in client centered care.
F-2-4 Demonstrate knowledge and understanding of principles of team dynamics
and group processes to create positive workplace environment.
F-2-5 Demonstrate knowledge and ability to practice effective interpersonal
communication.
F-2-6 Demonstrate knowledge and ability to utilize a standardized communication
tool to enhance communication process such as:
SBAR situational briefing model:
F-2-7 Demonstrate knowledge and ability to address and effectively manage
conflict.
F-3-1 Demonstrate knowledge and ability to apply critical thinking and critical
inquiry in application of the nursing process throughout the therapeutic
nurse-client relationship.
F-3-2 Demonstrate knowledge and ability to practice in accordance with
professional Legislation, regulation, standards and guidelines of nursing
practice.
relationship related to:
trust and respect
F-3-4 Demonstrate knowledge and ability to define and maintain professional and
personal boundaries related to:
understanding interpersonal relationships
F-3-5 Demonstrate knowledge and ability to recognize and address barriers to an
effective therapeutic nurse-client relationship related to:
breach of confidentiality
Competency: F-4 Date: January 16, 2017 Health Teaching and Coaching
F-4-1 Demonstrate knowledge of factors that influence teaching and learning
including:
learning styles and preferences
F-4-2 Demonstrate knowledge and ability to apply health teaching and coaching
principles to achieve effective learning related to:
goal setting
motivational practices
positive psychology
F-4-3 Demonstrate ability to apply nursing knowledge and clinical expertise
throughout health teaching and coaching related to:
application of best practices
sharing of resources
F-4-4 Demonstrate knowledge and ability to develop and deliver an individualized
teaching and coaching plan to foster client decision making, self-efficacy and
navigation of the healthcare system.
F-4-5 Demonstrate knowledge and ability to evaluate teaching, coaching and
learning outcomes.
Legal Protocols, Documenting and Reporting
F-5-1 Demonstrate professional accountability and responsibility to ensure
adherence to legal protocols and documenting and reporting guidelines.
F-5-2 Demonstrate knowledge and ability to ensure accurate, concise and complete
documentation.
F-5-3 Demonstrate knowledge and ability to adhere to applicable legal protocols
and Legislation affecting client.
F-5-4 Demonstrate knowledge and ability to adapt documenting and reporting
according to specific practice setting requirements and agency policy.
F-5-5 Demonstrate knowledge and ability to obtain informed consent throughout
care delivery as appropriate and according to agency policy.
F-5-6 Demonstrate knowledge and ability to manage, report and document refusal
of treatment or self-discharge.
F-5-7 Demonstrate knowledge and ability to appropriately report and collaborate
within inter-professional team.
Competency: F-6 Date: January 16, 2017 Accept, Transcribe and Initiate Orders
F-6-1 Demonstrate knowledge and ability to accept, transcribe and initiate orders
from authorized health professional(s) according to agency policy related to:
electronic
phone
verbal
written
confirm accuracy and completeness
share concerns related to clients changing needs
F-7-1 Demonstrate knowledge and ability to recognize common sources of conflict
in self and others including:
beliefs, values, and biases
F-7-2 Demonstrate knowledge and ability to intervene immediately in urgent
situations involving conflict related to:
safety of patient(s)
safety of self or others
F-7-3 Demonstrate knowledge and ability to focus on the problem/issue not the
individual(s).
F-7-4 Demonstrate knowledge and ability to manage conflict effectively by
identifying:
problem/issue
professional(s) as required in situations of conflict.
G: Nursing Practice
G-1-1 Demonstrate knowledge of importance of critical thinking and critical
inquiry to nursing practice.
G-1-2 Demonstrate knowledge of how critical thinking and critical inquiry
influence clinical judgment and decision making.
G-1-3 Demonstrate ability to utilize critical inquiry to expand critical thinking
through analysis, discernment and reflective reasoning related to:
• actions
• assumptions
• beliefs
• conclusions
• ideas
• principles
G-1-4 Demonstrate knowledge and ability to apply critical thinking and critical
inquiry throughout the decision making process:
• identify facts
• identify anticipated outcome
and Decision Making
G-2-1 Demonstrate importance of clinical judgment and decision-making in
nursing practice and inter-personal relationships.
G-2-2 Demonstrate knowledge and ability to integrate evidence informed practice
in clinical judgment and decision making:
• identify concern
• implement the plan
• alter plan to achieve desired outcomes if required
• review and suggest alternatives to policy and procedures
• reflect on knowledge gained and impact on professional practice
G-2-3 Demonstrate knowledge and ability to communicate and collaborate with
inter-professional team as necessary throughout the decision making process.
Major Competency Area: G
G-3-1 Demonstrate knowledge and ability to manage time effectively.
G-3-2 Demonstrate knowledge and ability to prioritize and respond to client care
needs related to the following factors:
• emergent – immediate threat to survival or safety
• urgent – problems requiring immediate intervention
• less urgent – problems requiring non-immediate intervention
• non-urgent – anticipated problems in future
G-3-3 Demonstrate knowledge and ability to seek guidance and assistance from
inter-professional team as necessary.
G-3-4 Demonstrate knowledge and ability to assess and monitor own fitness to
practice while prioritizing care.
G-3-5 Demonstrate ability to respect inter-professional team in decisions of
personal time management including:
• collaborating in care delivery
• limiting personal activities to personal time (social media, texting, personal
calls)
• managing breaks effectively
• remaining until transfer of care is complete to avoid abandonment of care
G-3-6 Demonstrate knowledge and ability to adapt to unexpected demands.
G-4-1 Demonstrate knowledge and ability to perform admission and discharge
procedures including:
• medication reconciliation
• advocate for client needs
G-5-1 Demonstrate knowledge and ability to assess client functional status to
independently perform self-care including:
o ambulation/range of motion
o feeding/hydration
o communication (telephone, technology)
medication management
sidewalk clearing
G-5-2 Demonstrate knowledge and ability to assess client inability to achieve
independent self-care including:
G-6-1 Demonstrate knowledge and ability to assess and provide nutrition/hydration
by multiple routes:
• enteral
• gastrostomy
• hypodermoclysis
• intravenous
• jejunostomy
• nasogastric
• nasojejunal
• oral
• orogastric
G-6-2 Demonstrate knowledge and ability to insert, manage and remove a
nasogastric tube.
G-6-3 Demonstrate knowledge and ability to reinsert and manage established
gastrostomy tube.
G-6-4 Demonstrate knowledge and ability to perform basic chewing and swallowing
assessment and manage associated client care needs.
G-6-5 Demonstrate knowledge and ability to administer, monitor and regulate
Parenteral Nutrition.
Note: LPNs are not authorized to insert devices using a guide-wire or stilette.
G-7-1 Demonstrate knowledge and ability to manage elimination needs including,
but not limited to:
• nephrostomy: o management of including flushing o re-inserting established suprapubic catheter
o residual urine
o suppository
G-7-2 Demonstrate knowledge and ability to utilize devices and equipment related
to elimination needs.
Note: LPNs are not authorized to insert devices using a guide-wire or stilette.
G-8-1 Demonstrate knowledge of indications and risks associated with peritoneal
dialysis.
G-8-2 Demonstrate knowledge and ability to monitor and manage peritoneal
catheter site.
G-8-3 Demonstrate knowledge and ability to perform procedures involved in
peritoneal dialysis:
• intra-peritoneal medication administration
G-8-4 Demonstrate knowledge and ability to calculate weekly clearance of urea by
client’s kidneys.
G-8-5 Demonstrate knowledge and ability to provide health teaching and coaching
to client receiving peritoneal dialysis.
G-9A-1 Demonstrate knowledge and ability to manage basic foot care for client
including trimming and filing nails.
G-9A-2 Demonstrate knowledge of common micro-organisms of the feet including:
• bacteria
• viruses
• fungi
• yeast
associated with foot care.
G-9A-4 Demonstrate knowledge and ability to assess compromised circulation and its
effects on lower extremities.
G-9A-5 Demonstrate knowledge and ability to manage basic foot care in client with
compromised circulation.
G-9A-6 Demonstrate knowledge and ability to teach appropriate foot care to client,
family and others.
G-9A-7 Demonstrate knowledge and ability to refer client to advanced foot care
professional(s) as appropriate.
These Advanced Foot Care competencies can only be achieved in their entirety through formal education courses such as Foot Care Nursing (NURS 1700), Saskatchewan Polytechnic (formerly NURS-1656), or Heel Your Sole Foot Care, Moose Jaw, or equivalent.
Contact the SALPN if you are unsure if your education and training have prepared you with the required competencies to provide care or services within this higher-risk area of foot care.
G-9B-1
G-9B-2
Demonstrate knowledge of:
• Human anatomy and physiology of feet • Feet, skin and nail conditions including:
o Pathology in relation to acute and chronic diseases o Changes related to the aging process o Microorganisms of the foot
Demonstrate knowledge and ability to provide basic1 hands-on foot care for clients.
G-9B-3
G-9B-4 Demonstrate knowledge and ability to perform a health assessment of the client:
• Medical history • Medication history • Physical assessment of the lower extremeties • Risk assessment • Confidentiality • Sensory Testing
G-9B-5 Demonstrate knowledge of complications of the high-risk foot including, but not limited to:
• The disease process of diabetes, peripheral neuropathy, peripheral vascular diseases, and other complex foot-related diseases
• Care plans • Referrals • Medical diagnoses
Date: January 25, 2021
Advanced Foot Care
1 Basic refers to the basic competencies an LPN has achieved in the practical nursing education program and as listed in Section G-9A of this profile.
Demonstrate

competency profile for the saskatchewan association of

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