Nursing in Rural and Remote Settings examines the demographics of these settings and discusses the health care availability to families living in them. The role of the Practical Nurse in providing care in these settings is explored. Study of common, chronic diseases is undertaken. Legal concepts related to Documentation of Care are emphasized, and pharmacology and administration of medications is introduced. Laboratory and practical clinical learning experiences focus on the care of frail elderly family members in community and residential settings. Health assessment, including assessment of physical and mental status, and safe administration of medications, is practiced.
Date First Offered:
Total Hours: 286
Seminars and Tutorials: 68
Laboratory Hours: 68
Other Contact Hours: 150
This course is offered online:
BIOL 112 Anatomy & Physiology II
PNUR 102 Family as Client
PNUR 103 Introduction to Health Assessment
- Health in Rural and Remote Northern Communities
- Role of Practical Nurses in Providing Care to Families in Rural and Remote Communities
- Pathophysiology of Common Chronic Diseases Found in Northeastern British Columbia including: Coronary Artery Disease, Asthma and other common UTIs, STIs, COPD, Multiple Sclerosis, Dementia, etc
- Common Psychopathological Conditions
- Care of the Client with a Common Chronic Disease
- Care of the Family with a Frail Elderly Adult Member
- Care of the Family with a Member Suffering From a Psychopathological Condition
- Intro to Pharmacology, Main Drug Classifications
- Common Drugs Used to Treat Infections, Pain, Inflammation, Cardiovascular Conditions (including Hypertension)
- Common Drugs Used to Treat Conditions of the Skin, Eyes, Ears, Nose, Throat, and Conditions of the Respiratory System
- Common Drugs Used to Treat the Renal, Endocrine, and Nervous System
- Common Drugs Used to Treat Psychopathological Conditions
- Health Assessment of the Family with a Frail Elderly Member, including Assessment of Mental, Spiritual, and Psychosocial Status
- Communicating with the Frail Elderly and those with Dementia
- Principles of Medication Administration and Administration of Topical, Oral, Nasal, Rectal Medications, Enemas
- Documentation of Medication Administration, including client response, Safe Verification and Transcription of Medication Orders
- Care of Clients in Residential Care Settings, eg. use of Mechanical Lifts, Tub Bathing, Splints, Braces, Casts, Prosthetic Devices
- Care of Clients with Ostomies, Urinary Drainage Systems, including Insertion, Maintenance , and Removal of Urinary Catheters
- Dealing with Death,Dying and Grieving for Families
- Care of Clients in Their Own Homes, including Entering Private Residences Safely, Capillary Blood Glucose Monitoring, etc.
- Measures to Maintain Regular Elimination, Bowel, and Bladder Training Programs
- Principles of Surgical Asepsis and Isolation Precautions/Techniques
- Applying Simple Dry or Moist Dressings Using Surgical Asepsis and Using Clean Techniques (in the Client's Home)
- Documentation of Care For Families in Residential and Home Settings
Clinical Learning Experiences will occur in Residential Care, Rural and Remote Community Settings, and in Client's Homes. It will involve assessment and care of clients with stable, chronic conditions. Students will begin administration of topical and oral medications to clients and ensure legal documentation of administration occurs. Setting priorities of care for clients and effective time management will be practiced. Opportunities to participate as a member of an interprofessional, collaborative care team will occur.
Learning Outcomes are based on the four main categories of the CLPNBC Baseline Competencies;
they are leveled for this course within those categories.*
Definition of Levels of Independence Categories:
With assistance: The instructor tells the student what to do and provides a significant amount of the required information.
With minimal assistance: The instructor provides information and guidance for the student from time to time.
With supervision: The instructor provides clarification, prompting, and confirmation for the student a significant amount of the time.
With minimal supervision: The instructor provides clarification, prompting, and confirmation for the student from time to time.
Independently: The student works independently most of the time, seeking instructor or preceptor assistance when appropriate.
Adapted from Learning Experiences Development Committee (April 2007) Nursing 1900: 2007 – 2008 Course Outline. Edmonton, AB: University of Alberta.
Upon successful completion of PNUR 104, Nursing in Rural and Remote Settings, the practical nursing learner will:
1. Function in a Problem Based Learning (PBL) group by:
1.1 Modelling effective use of group process
1.2 Adhering to the group identified rules and modifying as necessary
1.3 Interpreting concisely, evidence relevant to each Scenario
1.4 Demonstrating leadership skills
2. Demonstrate professional, ethical, and legal behaviour by:
2.1 Showing accountability for own decisions and actions
2.2 Understanding the responsibility of Practical Nursing students and Licensed Practical Nurses as related to the Standards of Practice and Practice Competencies
2.3 Interpreting effects of own values, biases, and assumptions on interaction with clients and others
2.4 Interpreting and adhering to ethical and legal codes
2.4.1 Respecting and maintaining client confidentiality
2.4.2 Obtaining clients’ informed consent prior to initiating nursing care
2.4.3 With minimal assistance, providing relevant information to the client/family
2.4.4 With assistance, advocating for clients
2.4.5 With minimal assistance, documenting client information in a timely, accurate, clear, and concise manner
2.4.6 Analyzing own learning and practice, identifying gaps in own competence
2.4.7 Analyzing own identified learning needs and establishing strategies to meet these learning needs
3. Analyze and apply knowledge from nursing and support courses when addressing PBL scenarios
4. Analyze and apply knowledge from nursing and support courses when providing care to clients in a clinical learning setting
5. Analyze and illustrate how the nursing process is used to provide evidenced based nursing care which addresses the unique needs of clients across the lifespan
6. Collaborate with clients, families and other members of the interprofessional health care team in providing care, within own range of competence
7. Demonstrate critical thinking and clinical judgement:
7.1 When meeting own learning needs
7.2 When providing care to clients
8. Provide safe care to clients within own range of competence**
9. Demonstrate knowledge of pharmacology and the principles of safe medication administration**
*Detailed and Leveled Learning Outcomes developed from the CLPNBC Baseline Competencies for Licensed Practical Nurses’ Professional Practice are available as part of the Practical Nurse Program Curriculum Document from the Department of Health and Human Services and are posted on D2L for student reference.
**4.0 Focused Areas of Specific Knowledge/Judgement/Attitudes of Detailed and Leveled Learning Objectives document provides criteria for safe care to clients.
C+(65%): See Additional Commen
Final Exam: 30 %
Midterm Exam: 20 %
Assignments: 20 %
Other: 30 %
Number of Assignments:
Clinical Learning Reflective Journal
Percentage of Individual Work:
Other Pertinent Information:
Transfer to BSN programs, must be applied for.
Course Offered in Other Programs:
A grade of C+ must be achieved in each of the theory and clinical learning components of this course. Pharmacology theory, Administration of Medication theory and skills, and Lab performance will be graded Pass/Fail with a mastery level of A (90%) required for a Pass and a mark of Pass required to pass the course.
A supplemental examination for the theory component of this course will be available, based upon NLC policies.
Computer with high speed internet capacity and a browser of Windows XP Professional or Mac OS 10.5 or later
A PDA or iPod Touch, with G3 capacity is recommended.
Required - Day, Paul, & Williams, 2009, Brunner & Suddarth's Textbook of Canadian Medical-Surgical Nursing (Lippincott, Williams, & Wilkins). Chapters Covered: All
Required - Stephen, et.al, 2009, Canadian Bates' Guide to health Assessment for Nurses (Lippincott, Williams, & Wilkins). Chapters Covered: All
Required - Potter, Perry, Ross-Kerr & Wood, 2010, Canadian Fundamentals of Nursing - Revised reprint, 4th Edition (Mosby Canada). Chapters Covered: All
Required - Osis, M., 2002, Dosage Calculations in SI Units, 4th ed (Mosby Canada). Chapters Covered: All
Required - N/A, Drug Handbook-Student Choice
Required - Moini, J., 2008, Focus on Pharmacology: Essentials for Health Professionals (Prentice Hall). Chapters Covered: All
Required - London, Ladewig, Ball, Binder, 2007, Maternal & Child Nursing Care (Prentice Hall). Chapters Covered: All
Required - Chabner, D., 2011, The Language of Medicine, 9th ed. (Saunders). Chapters Covered: All