NSE 111 Foundations for Nursing Practice Week-by-Week Schedule of Topics and Required Activities Fall 202 3

The course learning outcomes provided in the course syllabus, in combination with the learning outcomes listed in this document,
will provide you with an overview of the course and guide you to the appropriate depth of content you will be expected to achieve for
both the theory and practical component of this course.

Each week will provide you with an opportunity to reflect on your ability to apply your nursing knowledge and identify learning
strategies to implement for improvement in your practice.

NOTES:

- In some weeks we refer you to the Personal Care Assistant OER. This resource offers a good overview of the skills that all
frontline healthcare professionals use in order to provide safe and effective care for the older adult.

- The “Gentle Persuasive Approaches (GPA)” online learning module will be open and available for you to work on starting in
Week 1. Note that the culmination of this online work will be due in Week 11.

***Where applicable, common learning objectives across all weeks are:

1. Incorporate the clinical judgement model (CJM) when caring for a client.
2. Identify how to incorporate individualized client care (e.g., use of DIPPS and GPA).
3. Incorporate routine practices when caring for a client.
4. Continue to develop therapeutic and professional communication skills when interacting with both client and healthcare team
members.
5. Incorporate the six principles of the Canadian Nurses of Ontario (CNO) Code of conduct when caring for a client

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Week 1 - Introduction to Course & Approach to Client Care

Learning Outcomes
1. Discuss the syllabus/course outline with a specific focus on content, attendance and evaluation.
2. Understand how the clinical judgment model (CJM) relates to the implementation of foundational
skills.
3. Identify the approach to care of clients using Dignity, Independence, Preference, Privacy, Safety
(DIPPS) acronym.
4. Describe what person-centered/client-centered care is.
5. Identify who the College of Nurses of Ontario (CNO) are and describe their purpose.
6. Examine the CNO Entry-to-Practice Competencies for Registered Nurses.

In Person Lab Outcomes and Activities:

a. Review in-lab safety protocols and guidelines.
b. lab orientation including orientation to equipment .
c. Review Approaches to Care - DIPPS, Clinical Judgement Model and CNO Entry-to-Practice
Competencies..

Required 1. Syllabus/Course Outline (available on Learning Management System (LMS) site).

Readings/Activities
2. TMU, Centennial, George Brown Collaborative Nursing Degree Program, Student Handbook.
3. Introduction to Health Assessment for the Nursing Professional - OER:
Chapter One: Introduction to Health Assessment - Clinical Judgement and Nursing.
4. Personal Care Assistant - OER:
Chapter 2.3 - 2.3.9 Personal Care Assistant
5. College of Nurses of Ontario About the College of Nurses of Ontario
6. College of Nurses of Ontario Entry-to-Practice Competencies
7. Lab guidelines (available on LMS) – site specific

Week 2 - Infection Prevention and Control

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Learning Outcomes
In Person Lab Outcomes and Activities:
Required Readings /
Activities
Week 3 - Minimizing effects of immobility – Lifting, Moving, Positioning & Preventing the Complications of Immobility
Learning Outcomes
NSE111 – Fall 2023 – Weekly Content – FINAL - Aug 2., 2023
1. Explain how an infection develops in relation to the elements that make up the chain of
transmission.
2. Explain how the body protects itself against infection.
3. Describe what a Hospital Acquired Infection (HAI) is, how they develop, and relate the development
of HAIs to clients who are most susceptible.
4. Explain what an antimicrobial resistant organism (ARO) is.
5. Differentiate between medical and surgical asepsis/ technique and recognize practices that are
consistent with both.
6. Explain the rationale and demonstrate the practices of routine and additional precautions including
contact, droplet, airborne, combination, and COVID precautions.
7. Explain the psychological effects a person on isolation precautions might experience, and how the
nurse could decrease the risk.
8. Examine a risk assessment approach for decision-making related to the use of isolation precautions.
9. Discuss the role of the nursing process and clinical judgment to determine infection prevention and
control strategies.
a. Perform proper procedure for hand hygiene and properly don and remove personal protective
equipment (PPE) i.e. mask, goggles, gown, & gloves.
b. Distinguish how routine practices and isolation precautions break the chain of transmission.
1. Introduction to Infection Prevention and Control Practices for the Interprofessional Learner - OER:
Chapters 1-7: Introduction to Infection Prevention and Control Practices for the Interprofessional
Learner
2. Infection Prevention & Control Performance Testing Guidelines and Rubric (available on LMS)
1. Review proper body mechanics to prevent musculoskeletal injuries to both nurse and client.
2. Identify what a pressure injury is and relate the risk factors that contribute to the development of
one.
3. Understand how to use the Braden Scale for predicting risk and reducing progression of pressure
injury.
4. Recognize nursing interventions to decrease the complications associated with immobility.
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 5. Explain the purpose and types of range of motion exercises and explain different methods of joint
mobilization when assisting with active and passive range of motion exercises.

In Person Lab Activities:

a. Move a client up in bed (with transfer sheet and/or additional support person)
b. Log rolling a client
c. Position client in Fowlers, Semi -Fowlers, Supine, Side lateral, and Sims
d. Demonstrate clinical judgment related to safe and effective positioning techniques: moving and
positioning a client in bed, moving a client up in bed and logrolling a client.
e. Demonstrate the use of positioning devices and elastic stockings to prevent complications of
immobility.

Required Readings / 1. Potter & Perry, Chapter 46 Mobility and Immobility pp.1247 - 1263; 1267 (starting at “Acute Care”) -
Activities 1288.
2. Personal Care Assistant OER: Chapter 4 - Body Mechanics (for the Nurse).
3. Braden Scale for Predicting Pressure Sore Risk:
https://www.in.gov/health/files/Braden_Scale.pdf
4. Mosby Basic Skills Videos (available on LMS at TMU/ard / Centennial Library / GBC Library)
a. Assisting with positioning a patient in bed
b. Assisting with range-of-motion exercises
c. Applying Elastic Stockings

Week 4 - Minimizing effects of immobility – Transfers and Ambulation

Learning Outcomes 1. Review proper body mechanics (see Week 3 readings).

2. Describe the benefits of activity and exercise and how the concepts of mobility and immobility
relate.
3. Differentiate activity tolerance, deconditioning and functional decline.
4. Recognize physiological and psychological changes associated with immobility.
5. Describe how body alignment, body balance, friction, shear and gravity influence body movement.
6. Understand how to use the Morse Falls Scale to improve client safety.

In Person Lab Outcomes and Activities:

a. Complete a falls risk assessment (eg. Morse Falls Scale)

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 b. Transfer from a bed to a wheelchair with and without a transfer belt
c. Show hydraulic lift (no demonstration) - site specific
d. Assist with ambulation with and without the use of a gait belt
e. Assist with ambulation with the use of assistive devices (cane/walker).

Required Readings / 1. Potter & Perry, Chapter 46 Mobility and Immobility pp.1247 - 1263; 1267 (starting at “Acute Care”) -
Activities 1288.
2. Personal Care Assistant OER: Chapter 4 - Body Mechanics (for the Nurse).
3. Morse Falls Scale - Explanation and instructions for scoring.
4. Mosby Basic Skills Videos (available on LMS at TMU / Centennial Library / GBC Library)
a. Transferring from a bed to a wheelchair with a transfer belt
b. Using a hydraulic lift
c. Assisting with ambulation using a gait belt
d. Transferring from a bed to a stretcher

Week 5 - Bed Making & Supporting a Hygienic Environment

Learning Outcomes 1. Examine the client’s need for a safe, comfortable and hygienic environment.
2. Explain how to incorporate infection prevention and control practices during bed making.

In Person Lab Outcomes and Activities:

a. Perform occupied and unoccupied bed making.

Required Readings / 1. Potter & Perry: Chapter 39 pp. 941 -950

Activities 2. Mosby Basic Skills Videos (available on LMS at TMU / Centennial Library / GBC Library)
a. Making an unoccupied bed
b. Making an occupied bed

Week 6 - Midterm Test

Learning Outcomes Midterm Test during the scheduled lecture times.

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 1. Demonstrate and integrate knowledge, skills and judgment learned from NSE111 fall term weeks
1 -5 inclusive.

Skills Evaluation in the lab:

1. Infection Prevention & Control Performance Testing [Donning / Doffing PPE or Hand Hygiene]

Required Readings / 1. Readings/resources from weeks 1 -5, inclusively.

Activities 2. Refer to Mid-term test guidelines on LMS.
3. Refer to Infection Prevention & Control Performance Testing Guidelines on LMS

Week 7 - Supporting Personal Hygiene & Grooming

Learning Objectives 1. Identify factors that influence personal hygiene practices.

2. Relate the conditions (physical/cognitive impairment) that place clients at risk for impaired
hygiene to specific nursing interventions.
3. Describe the various approaches to providing hygiene care for clients such as showers, bed baths
and "bag baths".
4. Relate safe and effective hygiene care to clients with special needs (e.g. cognitive impairment, the
unconscious client, or those with diabetes).

In Person Lab Outcomes and Activities

a. Perform a partial bed bath
b. Perform a back massage
c. Perform perineal care for a female client patient using mannequin
d. Perform perineal care for a male client using mannequin
e. Provide catheter care using mannequin
f. Apply a condom catheter on a male client using a mannequin
g. Understand how to dress and undress a client.

Required Readings / 1. Potter & Perry Chapter 38 pp.902-929; 937-938

Activities 2. Personal Care Assistant OER:
a. Assisting with personal grooming and hygiene

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 b. General guidelines for dressing and undressing a client
c. Dressing and undressing a client in bed
3. Mosby Basic Skills Video (available on LMS at TMU/ Centennial Library, GBC Library)
a. Performing a complete or partial bed bath
b. Assisting with a tub bath or shower
c. Performing a back massage
d. Performing hair care and shampooing in bed
e. Shaving a male patient
f. Performing nail and foot care
g. Performing perineal care for a female patient
h. Performing perineal care for a male patient
i. Providing catheter care

Week 8 - Supporting Elimination

Learning Objectives 1. Considerations to assess (cognitive/physical functioning) prior to planning the client's
elimination needs.
2. Identify factors that commonly influence urinary and bowel elimination.
3. Identify key terms related to urinary (micturition, voiding, nocturia, urinary retention, urinary
incontinence) and bowel elimination (defecation, constipation, diarrhea, bowel incontinence,
flatulence).
4. Describe characteristics of normal urine and stool and how to assess intake and output.
5. Identify nursing interventions to promote normal micturition and bowel elimination to reduce
urinary incontinence, constipation, and to maintain established routines.
6. Identify nursing interventions that reduce urinary tract infections (cleaning of perineum and
catheter care) and maintain skin integrity.

In Person Lab Outcomes and Activities

a. Assist with a urinal
b. Assist with a bedpan (slipper/fracture and regular)
c. Assist with a commode
d. Performing perineal care for a female patient
e. Performing perineal care for a male patient
f. Providing catheter care

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 g. Changing client briefs

Required 1. Potter & Perry Ch.44 pp.1162-1172, 1197-8; 1203-1205:

readings/Activities
2. Potter & Perry Ch.45 pp.1213-1220; 1222-1228
3. Personal Care Assistant OER: Changing briefs with tabs
4. Mosby Basic Skills Video (available on LMS at TMU/ Centennial Library, GBC Library)
a. Assisting with a urinal
b. Assisting with a bedpan
c. Performing perineal care for a female patient
d. Performing perineal care for a male patient
e. Providing catheter care

Week 9 –Supporting Nutritional Intake & Oral Hygiene

Learning Outcomes
1. Discuss factors that affect nutritional intake and status (cognitive/physical limitations).
2. Describe how to promote a client's appetite.
3. Understand the importance of various therapeutic diets
4. Distinguish dysphagia and aspiration pneumonia: signs and symptoms, risk factors, prevention.
5. Discuss safe and effective mealtime assistance techniques: clients who cannot eat independently
and/or have dysphagia.
6. Describe the principles for provision of oral care

In Person Lab Outcomes and Activities:

a. Set up a client for a meal
b. Set up meal tray
c. Assist client with feeding
d. Perform oral hygiene
e. Perform denture cleaning/care

Required Readings / 1. Potter & Perry: Chap 39 pp.930-936;

Activities 2. Potter & Perry: Chap 43 pp.1097-1098; 1103-1111;1115-1120; 1127-1129
3. Meal Assistance Gaming Situation Open Educational Resource: Meal Assistance Virtual Gaming
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 Simulation – Simple Book Publishing
4. Alzheimer’s Association: Food and Eating Food & Eating | Alzheimer's Association
5. Personal Care Assistant - OER:
a) Assisting with meals: Assisting the client during mealtimes
b) Assisting client with oral hygiene
6. Mosby Basic Skills Videos (available on LMS at TMU/ Centennial Library, GBC Library)
a. Taking aspiration precautions.
b. Performing oral hygiene for an unconscious patient.

Week 10 - SELF-DIRECTED: Gentle Persuasive Approaches (GPA) and Performance Testing /Simulation (specific schedule
regarding these weeks will be communicated with you by your NSE 111 faculty)

Learning Outcomes Gentle Persuasive Approaches

1. Understand the importance of personhood and person-centered care approaches for older people
living with dementia.
2. Understand strategies used to prevent and diffuse responsive behaviour for older people living
with dementia.

Performance Skill Testing

1. Demonstrate competency in clinical foundational nursing skills.
2. Apply the CJM in the provision of care during competency testing.

Simulation
1. Integrate knowledge of communication, advocacy, assertiveness, teamwork and safety within the
presenting simulation scenarios.
2. Demonstrate appropriate application of the clinical judgment model.
3. Reflect upon what occurred during the simulation exercise and discuss what you have learned.

In Person Lab Outcomes and Activities:

a. Performance Skill Testing OR simulation (student schedule TBA)

Required Readings / Self-Directed Learning - Gentle Persuasive Approaches

Activities 1. Review pre-recorded lecture available on the LMS
2. Complete Gentle Persuasive Approaches Online Program Modules in the GPA e-workbook
3. Complete the case study and reflection questions related to the GPA material

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 4. In one combined file, submit both the certificate of completion and reflection questions into the
D2L assignment drop box by the due date: End of week 11 at 2300
5. Additional Resource: Agitated older adult in long term care VGS simulation Canada
Agitated Older Adult in Long Term Care

Performance Skill Testing

1. Review semester class & lab notes, readings and material related to all foundational nursing skills
learned.
2. Review Performance Skill Testing Student Guidelines and rubric on LMS.

Simulation:
1. Review materials related to simulation center and simulation activity (site specific)

Week 11 SELF-DIRECTED: - Safety for your client in the Health Care Setting, and Performance Testing /Simulation (specific
schedule regarding these weeks will be communicated with you by your NSE 111 faculty)

Learning Objectives Safety in the Health Care Setting

1. Discuss how organizations can build a “culture of safety”.
2. Understand the role of the nurse in reporting client safety incidents.
3. Identify the three categories of risks to client safety within the healthcare environment.
4. Discuss the specific risks to safety related to individuals (late teens, adults, older adults). Identify
methods used to assess and maintain a safe environment for clients.
5. Define the acronym WHMIS, discuss the purpose, describe the three main elements and recognize
the symbols of WHMIS.
6. Discuss the legal, ethical, nursing and medical issues involved in the use of restraints:
a. Describe the least-restraint approach.
b. Identify alternatives to restraints.
c. Describe and give examples of physical, environmental and chemical restraints.
d. Identify four objectives for the use of restraints.
e. Identify potential complications of physical restraints.
f. Identify nursing responsibilities regarding the use of restraints, including assessment,
documentation and support for client and family.

Performance Skill Testing

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 1. Demonstrate competency in clinical foundational nursing skills.
2. Apply the CJM in both the planning and provision of care during competency testing.

Simulation
1. Integrate knowledge of communication, advocacy, assertiveness, teamwork and safety within
the presenting simulation scenarios.
2. Demonstrate appropriate application of the clinical judgment model.
3. Reflect upon what occurred during the simulation exercise and discuss what you have learned.

In Person Lab Outcomes and Activities:

a. Performance Skill Testing OR simulation (student schedule TBA)

NOTE: GPA Reflection question due at the end of week 11 by 2300. To be submitted in D2L
assignment dropbox

Required Readings / Self-Directed Learning: Safety in the Health Care Setting

Activities 1. Review Pre-Recorded Lecture on LMS
2. Potter & Perry: Chapter 38 pp. 873-878, 886-889
3. College of Nurses of Ontario: Understanding Restraints
4. Registered Nurses Association of Ontario (RNAO): Best Practice Guidelines: Promoting
alternative approaches to the use of restraints
5. Mosby Basic Skills Videos (available on LMS at TMU/ Centennial Library, GBC Library)
a. Using restraint alternatives
b. Applying restraints

Performance Skill Testing

1. Review class & lab notes, readings and material related to all foundational nursing skills learned.
2. Review Performance Skill Testing Student Guidelines and rubric on LMS.

Simulation:
1. Review materials related to simulation center and simulation activity (site specific)

Week 12 Getting ready for clinical

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Learning Outcomes Introduce Performance Appraisal for year one clinical practice
1. Discuss the link to CNO Professional Standards
2. Discuss the link to CNO Code of Conduct

Discuss the importance of reflective practice in the clinical setting

1. Discuss the link to CNO Quality Assurance
2. Discuss strategies for reflective practice (eg. journaling)

Clarify expectations for NSE121 Clinical Practice 1

1. Professional accountability
2. Scope of practice - Year 1 Nursing Students
3. Strategies for success
4. Introduction to the Long-Term Care setting (e.g. resident rights, home environment etc. )
5. Members of the health care team
6. Working with unregulated care providers

In Person Lab Outcomes and Activities:

a. Open Lab

Required Readings / 1. Toronto Metropolitan, Centennial, George Brown. Collaborative Nursing Degree Program:
Activities Student Handbook, “Reflective Practice” and “Professional Appearance and Dress Code Policy”.
2. The Scholarship of Writing in Nursing Education - OER:
Reflective Writing - suggested resource when considering reflective writing
3. College of Nurses of Ontario: QA Program - Quality Assurance
4. College of Nurses of Ontario: Practice Reflection
5. College of Nurses of Ontario: How to become a reflective practitioner
6. College of Nurses of Ontario: Practice Standard - Code of Conduct - Effective June 5, 2023
7. Bill of Rights, Ontario Long Term Care: Your rights if you live in a long-term care home

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