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Bachelor of Science - Nursing (Honours) - BScN

Brockville Campus | Program Code: 1124
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Overview

The new St. Lawrence College Nursing Program (Bachelor of Science in Nursing) is preliminarily approved by the College of Nurses of Ontario (www.cno.org). Graduates from these programs are eligible to apply for registration as a Registered Nurse in Ontario.

This follows the Ontario government announcement that colleges now have the option to deliver standalone nursing degree programs.

Get to know your professors

Learn more about the faculty who teach in the BScN program: School of Baccalaureate Nursing Faculty Profiles

Program Details

Code 1124
Start Date September
Credential Degree
Campus Brockville
Program Length 4 Years
Delivery Full-Time

Program Outline

2021-2022

Students learn the complexities associated with the concept of health in nursing. Learners acquire knowledge of the impacts of health challenges on individuals and families, explore literature related to models of family assessment, and build conceptual understandings relevant to health and healing. Students have opportunities to apply the nursing process in educational contexts, with an emphasis on safe, inclusive, and ethical care with older adults and families. Learners are required to integrate concurrent learning.

Students apply clinical nursing processes in multiple contexts, with an emphasis on safe and ethical care with older adults and families. Learners are required to integrate knowledge, skills, and attitudes of the nursing profession in the provision of care and contribution to interprofessional teams across clinical settings.

Students explore the theoretical foundations of nursing and the competencies and standards expected within the current nursing profession. Learners familiarize themselves with current Canadian nursing professional organizations, issues, and standards. Students analyze the societal, cultural, and historical influences on nursing practice.

Learners build competencies required for professional caring as a nurse. Students develop skills in reflection, as an intentional process of thinking, analyzing and learning in various nursing settings and roles. Learners explore the concept of self as a nurse and integrate reflection into their emerging practice. Learners describe, analyze, and apply the therapeutic communication skills required in professional helping relationships. Learners build the skills of relational practice through the development of self-knowing, reflection from a nursing perspective, and fundamental communication skills.

Students learn human anatomy and physiology at the cellular, tissue, organ, and system levels of organization. Students learn the integumentary, skeletal, muscular, and cardiovascular systems, with a focus on material relevant for clinical applications.

Students learn an overview of the field of psychology and developmental psychology, with an emphasis on current applications in local and global contexts. Learners examine various perspectives of psychology including neuroscience, development, sensation and perception, learning and memory, motivation and emotion, sexuality, social dynamics, and personality theory. Students will also identify the growth, development, and behavioural changes individuals experience from birth through old age. Students prepare to interact and work effectively with people of all age groups.

Students construct a foundation of critical reading and writing skills to build upon in degree-level programs. Learners retrieve scholarly literature and write about it in a variety of modes, including personal reflection, description, synthesis and analysis. Current APA style must be applied to all writing.

Learners acquire skills in the comprehensive and holistic health assessment of individuals across the lifespan, with an emphasis on well adults. Students explore concepts related to the health assessment of individuals across the lifespan. The focus is on the role of the nurse and development of competencies in health history interviewing, physical examination, interpretation of findings, and documentation. Learners are required to integrate new learning with knowledge and skills being acquired concurrently across the program.

In this clinical experience course, students focus on the clinical aspects of health assessment. Students participate in history taking, performing physical exams, developing nursing diagnoses, designing prevention plans, and documenting common conditions observed in the care of the older adult clients. In addition, students consider impact of psychological, sociocultural, spiritual, and culturally diverse practice. Learners must demonstrate ethical and evidence-informed clinical decision-making within a practice setting.

Students learn human anatomy and physiology at the cellular, tissue, organ and system levels of organization. Learners examine the nervous, endocrine, respiratory, lymphatic, digestive, urinary, and reproductive systems, with a focus on material relevant for clinical applications. This course is the second course in a series, with applications to additional anatomical structures and physiological processes

Students explore concepts related to primary health care (PHC) nursing across the lifespan. Through the exploration of primary health care strategies, including screening programs, education, preventative care, clinical support, case management and navigation, students learn how a PHC focus enables patients, during each life stage, to optimize wellness, reduce the risks of acquiring a chronic disease and to better manage that disease. The course explores how nurses help clients achieve their health goals by implementing evidence-informed practice guidelines and techniques

Students explore sociology as the study of social behavior and human groups focused on peoples’ attitudes and behaviours. Students learn how societies are established and change. The concepts, theories, and methods of sociology are examined with respect to Canadian society.

Students apply the theory and principles of pharmacology to nursing practice. Skills developed include those related to safe and legal medication administration, patient education, and response to potential adverse reactions. Learners are required to integrate new learning related to pharmacology with prior learning of anatomy and physiology and nursing scope of practice and evidence informed care.

Students focus on acute and chronic health challenges and have opportunity to apply the nursing process, demonstrate pattern recognition, increase self-directedness, and participate in delivery of comprehensive care of patients. Learners integrate new and prior learning to evaluate evidence and develop individualized care provision to patients experiencing health challenges associated with medical surgery.

In this clinical experience course, students focus on the practical application of nursing knowledge related to a wide variety of chronic and acute health challenges. Students identify, appraise, and integrate relevant nursing knowledge to understand praxis. This is the third course in a series of related clinical practice courses, with performance expectations increasing over time across all aspects of the nursing process. Students must integrate new and prior learning to demonstrate competent, safe, ethical, and evidence-informed practice.

This course introduces students to the field of microbiology. Students learn about the fundamental aspects of bacteria including structure, classification, microbial growth, and genetics as well as methods of sterilization disinfection. Students discuss epidemiology of diseases, extent of host involvement, and tools of pathogenicity. There is discussion of viruses, fungi and protozoa of medical importance. Students learn about foundational laboratory techniques required for microbiology diagnosis including microscopic identification of bacteria, bacterial culture, Gram staining and antibiotic sensitivity testing.

This course comprises a branch of biomedical and laboratory medicine. Students learn the structure and locations of different molecules and macromolecules as well as various chemical processes and metabolic pathways within the human body. Learners discuss reference values and function tests of body organs and systems in health and disease. Students focus on the interpretation of clinical and laboratory data and the role of the lab in the diagnosis of various diseases.

This course focuses on fundamental aspects of human disease. Students learn the structural and functional changes in cells, tissues, and organs altered by disease and/or injury. Important pathophysiological concepts such as cell, injury, inflammation, and immune responses are discussed. Students learn how cancer, and selected diseases impact each of the body systems. There is a focus on etiology and mechanisms of alterations of cells, tissues, and organs that explain patients’ symptoms and signs. There is application of pathophysiological knowledge to nursing practice. Learners are required to integrate new and prior learning.

This course focuses on patients’ experiences with acute and chronic health challenges. Learners apply the nursing process, demonstrate pattern recognition, increase self-directedness, and participate in delivery of comprehensive care. This is the second in a related series of courses and builds on prior learning through application to different medical surgical health conditions across varied care contexts. Learners are required to integrate new and prior learning.

In this clinical experience course, students focus on the practical application of nursing knowledge related to a wide variety of chronic and acute health challenges. Students identify, appraise, and integrate relevant nursing knowledge to understand praxis. This is the fourth course in a series of clinical practice courses, with performance expectations increasing across all aspects of nursing practice. Students must integrate new and prior learning to demonstrate competent, safe, ethical, and evidence-informed practice.

Students engage in ethical and professional development, with a focus on ethical issues impacting health care. Ethical, professional, legal concepts and theories guiding professional nursing practice are examined. This includes issues of confidentiality, informed consent, new technologies, professionalization and power. Opportunities are provided for learners to examine moral, professional, ethical, and legal nursing knowledge in relation to current practice. Learners are required to integrate new and prior learning.

This course focuses on fundamental aspects of human disease. Students learn the structural and functional changes in cells, tissues, and organs altered by disease and/or injury. Important pathophysiological concepts such as cell, injury, inflammation, and immune responses are discussed. Students learn how cancer, and selected diseases impact each of the body systems. There is a focus on etiology and mechanisms of alterations of cells, tissues, and organs that explain patients’ symptoms and signs. There is application of pathophysiological knowledge to nursing practice. This is the second in a series of related courses, applying concept and skill development to a different set of body systems and processes. Learners are required to integrate new and prior learning.

This course builds on materials taught in Biomedical Chemistry and Lab Diagnostics 1. Students focus on the systemic approach of lab diagnostics, and review the cardiovascular, renal, digestive, and hepatobiliary systems among others. Students discuss normal and abnormal biochemical lab findings. Learners focus on the interpretation of clinical and laboratory data and the role of the lab in the diagnosis of various diseases.

In this course, students learn the foundational concepts and tests related to statistical analysis. Students use statistical software packages to develop and visualize statistic results. Students learn to communicate foundational statistical results, evaluate the statistical merit of arguments published in research articles, and articulate statistical analysis and its limitations to a variety of audiences.

The course provides students with an introduction to community health nursing and standards of practice. A Community Health Assessment will be conducted with a focus on population health, including a health equity perspective. The course will also highlight current issues in Canadian population health.

In this course, student focus on the social construction of society inequities. Students learn to critically examine health determinates and outcomes, power inequities, and marginalized populations in relation to access and provision of services. Learners are required to integrate the concepts associated with working with diverse populations into their evolving nursing practice.

This course focuses on the essential knowledge, attitudes and skills nurses need to work with people experiencing mental health challenges. It will prepare learners to meet the entry to practice standards for mental health and addiction areas of practice in a variety of health care settings. Learners will integrate their knowledge of the nurse’s scope of practice with new understandings of the nurse’s role in working with people living with acute or chronic mental health challenges and addictions. Students Learners focus on developing the mental health nursing role with an understanding of assessment and application of relevant therapeutic approaches. Additionally, they employ critical thinking and evidence-based clinical judgement to plan and deliver safe and professionally competent care for people who are experiencing acute or chronic challenges to their mental wellness and health.

Students engage in practical applications of community health nursing knowledge related to a variety of community placements sites such as public health agencies, community-based health agencies or nonhealthcare settings. Learners work with clients individually, within the family, in groups or across various levels of community. Students must apply knowledge of determinants of health, population health and primary health care principles according to the Canadian Community Health Nursing Standards of Practice and other related standards associated within the placement setting. Students are expected to establish and maintain collaborative community relationships/partnerships and utilize practical experience to move toward independent practice. Students must integrate new and prior learning to demonstrate competent, safe, ethical, and evidence-informed practice.

Students focus on the nurse’s role in meeting the health care needs of childbearing families. Learners acquire an understanding of human growth and development and nursing care of the maternal-child-family unit during the antenatal, perinatal and postpartum period. Learners are required to integrate new and prior learning about nursing processes and practices and apply this to work with the maternal-child-family unit.

In this clinical experience course, students focus on the practical application of nursing knowledge related to a wide variety of chronic and acute health challenges. Students identify, appraise, and integrate relevant nursing knowledge to understand praxis. This is the fifth in a series of related clinical practice courses with increasing competencies expected over time. Students must integrate new and prior learning to continue to deliver competent, safe, ethical, and evidence-informed practice.

This course focuses on the integration of evidence into clinical practice, with a focus on understanding a variety of research methods and concepts related to evidence-based practice. Students have opportunity to initiate nursing research praxis through searching for and critically appraising published evidence. Learners integrate new and prior learning.

Students engage in an in-depth of study in community health nursing. Learners conduct program planning & evaluation, with a focus on population health and a health equity perspective. There is a focus on current and complex issues in population health affecting Canada and other countries. This is a second in a series of related courses, with community nursing concepts and practices applied to topics within health care.

Students engage in practical applications of community health nursing knowledge related to a variety of community placements sites such as public health agencies, community-based health agencies or non- healthcare settings. Learners work with clients individually, within the family, in groups or across various levels of community. Students must apply knowledge of determinants of health, population health and primary health care principles according to the Canadian Community Health Nursing Standards of Practice and other related standards associated within the placement setting. Students are expected to establish and maintain collaborative community relationships/partnerships and utilize practical experience to move toward independent practice. This is the second in a series of related clinical practice courses and students must integrate new and prior learning to demonstrate competent, safe, ethical, and evidence-informed practice.

Learners will integrate their knowledge of the nurse’s scope of practice with new understandings of the nurse’s role in meeting the health care needs of infants, children and youth. Students apply the principles of family-centred care, employ critical thinking and evidence-based clinical judgement to plan and deliver safe and professionally competent care for pediatrics clients who are healthy and who are experiencing illness

In this clinical experience course, students focus on the practical application of nursing knowledge related to a wide variety of chronic and acute health challenges. Students identify, appraise, and integrate relevant nursing knowledge to understand praxis. This is the sixth course in a series of clinical practice courses, with performance expectations increasing across all aspects of nursing practice. Students must integrate new and prior learning to demonstrate competent, safe, ethical, and evidence informed practice.

This course focuses on nursing knowledge including historical, philosophical, theoretical, and scientific underpinnings. Opportunities are provided to describe inter-relationships between theory and research grounded in clinical practice, through a knowledge translation approach. Learning experiences require integration of new and prior learning.

Students focus on acute and chronic health challenges and have opportunity to apply the nursing process, demonstrate pattern recognition, increase self-directedness, and participate in delivery of comprehensive care of patients. Learners integrate new and prior learning to evaluate evidence and develop individualized care provision to patients experiencing health challenges associated with medical surgery. This is the third in a related series of courses and builds on prior learning through application to different medical surgical health conditions across varied care contexts.

Students examine nursing knowledge related to a wide variety of chronic, acute and complex health challenges, applying a critical lens and the perspective of a scholarly professional. Learners identify, appraise, and integrate relevant nursing knowledge to understand praxis. Students employ skills necessary for competent, safe, ethical, and evidence informed practice associated with the role of a novice practitioner. As professionals, students are required to set goals for growth and evaluate their progress in achieving these goals.

In this clinical experience course, students focus on the critical examination and practical application of nursing knowledge related to a wide variety of chronic and acute health challenges. Students integrate relevant nursing knowledge into practice through a concentrated clinical experience. Students identify, appraise, and integrate relevant nursing knowledge to understand praxis. This is the seventh in a series of related clinical practice courses with increasing competencies expected over time. Students must integrate new and prior learning to continue to deliver competent, safe, ethical, and evidence-informed practice.

In this course, students discuss current issues in population, environmental and global health using a health promotion and upstream thinking approach. Students explore principles and processes related to epidemiology, determinants of population, environmental and global health issues while considering the impact of globalization on specific populations and settings.

Students critically examine current and complex nursing practice issues and trends. Seminar-style group discussions require learners to hone skills specific to the nursing profession’s role in leadership, quality assurance, & resource management within our current and future healthcare system. Students will integrate program knowledge and skills with new learning and skill development associated with advocacy and change facilitation within healthcare. Learners build and reflect on their knowledge as novice practitioners and the impact these issues and trends may have on their professional practice.

Students examine nursing knowledge related to a wide variety of chronic, acute and complex health challenges, applying a critical lens and the perspective of a scholarly professional. Learners identify, appraise, and integrate relevant nursing knowledge to understand praxis. Students employ skills necessary for competent, safe, ethical, and evidence informed practice associated with the role of a novice  practitioner. This is the second in a series of related courses and students must integrate past learning, set goals for growth, and evaluate their progress in achieving these goals.

In this clinical experience course, students focus on the critical examination and practical application of nursing knowledge related to a wide variety of chronic and acute health challenges. Students integrate relevant nursing knowledge into practice through a concentrated clinical experience. Students identify, appraise, and integrate relevant nursing knowledge to understand praxis. This is the eighth in a series of related clinical practice courses with increasing competencies expected over time. Students must integrate new and prior learning to continue to deliver competent, safe, ethical, and evidence-informed practice.

Requirements

Admission Requirements

Admission Requirements

Ontario Secondary School Diploma (OSSD) or equivalent with the following prerequisites:

Minimum 75% overall average for six Grade 12U or 12M level courses including:

  • Grade 12 English at the U level
  • Grade 12 Math at the U level
  • Grade 12 Biology at the U level
  • Grade 12 Chemistry at the U level

OR

  • Completion of Pre-Health Sciences Pathway to Advanced Diplomas and Degrees program (1094) Kingston | Brockville | Cornwall with a minimum 3.00 GPA or 75% overall average

AND

Full Disclosure of any other College or University Education:
Applicants to the Bachelor of Science in Nursing program must provide their full academic history, including official transcripts from all colleges and universities previously attended and proof of current enrollment. Your most recent post-secondary education must meet a minimum standard (overall average of 70% or a 2.80 GPA) and you must be in good academic standing with your last college or university to be considered for entry.

full disclosure form must be completed to provide a current and historical summary of the post-secondary institutions attended.

Click here to open the full disclosure form.

This is a HIGHLY COMPETITIVE program. To be included in the competitive ranking, applications must be complete including all transcripts and proof of enrollment by February 1. Meeting minimum entrance requirements does not guarantee admissions to the program. Please see the Highly Competitive Program Chart for more details.

Transfer or Advanced Level Applicants

Due to the popularity of the Bachelor of Science in Nursing program and the number of students accepted in first year, there is no space available for applicants with previous degree nursing credits. Applications from students with BScN transfer credits from other institutions will not be accepted and the application will not be processed.

Health Requirements

Pre-Placement Immunization Requirements

Immunizations are MANDATORY and may take several weeks to complete. Students cannot start any placement(s) without updated immunization status confirmed with the appropriate personnel within the College.

  1. Prior to arriving to campus, students are required to set an appointment to confirm/update their immunization status with their physician
    • If a student does not have a physician, they can obtain their health records from their local Health Unit and then work with their local community walk-in clinic or contact Kingston Campus Health Centre to set an appointment
  2. Print this BSCN Communicable Disease Form
  3. and take to your appointment
  4. Questions about completing this form can be sent to immunizations@sl.on.ca
  5. Secure and save all medical documents
  6. Students will be notified where and how to send this information through to the College during your first week of classes or through their SLC email account
    • PLEASE DO NOT email any medical information using private email accounts
  7. Once verified as complete, students will be notified that they have met this requirement for placement

Note: Medical coverage for vaccines received on or after September 1, can be claimed by full-time Students under their Student Sickness & Accident Insurance Plan.  This insurance is made available to all full-time students once enrolled unless students are opt-out. 

OTHER PLACEMENT REQUIREMENTS

To be eligible for unpaid placement, enrolled students will need to complete a series of MANDATORY program and agency-specific pre-placement requirements.  These will be discussed with students during class time and a Student Placement Facilitator will be in place to assist and answer all placement-related questions.   

Students will need to complete the below mandatory requirements before classes begin:

  1. Standard First Aid & CPR Level BLS (formerly HCP) Certification

Must be completed through a WSIB-approved training provider. Certification must remain valid for the duration of the program and must not expire during placement.

  1. WSIB Certified First Aid/CPR Trainers
  2. Book a class ASAP as they fill up quickly
  3. Students can hold their certificate once completed and they will be instructed where and how to share it with the College during their class time
  4. All costs associated with the training are at the expense of the student

PLEASE READ CAREFULLY

  1. Police Record Check – Vulnerable Sector Screening

Note: Certain criminal convictions may prevent a student from participating or completing placements for this program.  Applicants with criminal records are required to contact the Associate Dean of the respective school (see Program Contacts below) prior to accepting an offer to this program to discuss and confirm participation within this program is suitable.

A recent Police Record Check including the Vulnerable Sector Screening is an agency requirement and is MANDATORY to begin any unpaid placement for this Program.

  • Students will be notified when to apply for their Police Record Check by the Student Placement Facilitator to ensure the dates remain valid for their placement period.
  • Many agencies want these updated every 3-6 months. All costs associated with obtaining a Police Record Check are at the expense of the student.
  • Enrolled students will be notified of further instruction through their SLC email account or their Blackboards and should continue to monitor frequently.

ADDITIONAL PLACEMENT INFORMATION

Students with outstanding pre-placement requirements will not be eligible to begin placement and may be denied to begin placement or be required to pay additional fees (at their own expense) to continue and complete the placement component. 

Pre-placement requirements are subject to change based on placement agency and/or legislative or regulatory changes.

Program-specific or additional questions? Please email the Program Contact(s) listed below.

Other Requirements

Computer Requirements

Students are required to have a laptop which is compatible with the college IT systems. Assessment requirements for the School of Nursing are often completed on personal laptops either on campus or at home. Laptops and cell phones can be used in classes at the discretion of the course faculty. There are several online and simulated/virtual learning resources used in this program.

The BScN program strongly recommends the use of a Windows based laptop (for improved functionality during the program and their prevalent use by health care agencies). Students who intend to use a MacOS will have to have the MacOS laptop configured to run Windows based software. When purchasing a computer please consider extended warranties in the event of a system/hardware failure, SLC ITS does not repair personal computers.

Minimum System Requirements

  • Intel Core i5 + or equivalent processor
  • Windows 10
  • 8GB RAM or more
  • 14" or larger screen
  • Wireless 802.11ac
  • 250Gb or larger SSD Hard Drive
  • 1 or more USB Ports
  • Internal Camera and Microphone
  • 2-year warranty

Recommended System Requirements

  • Intel Core i5 + or equivalent processor
  • Windows 10
  • 16GB RAM or more
  • 14" or larger screen
  • Wireless 802.11ac
  • 250Gb or larger SSD Hard Drive
  • 1 or more USB Ports
  • Internal Camera and Microphone
  • 2-year warranty

Additional Hardware Requirements

USB Headphone - can include microphone.

Students require and can download Microsoft suite of programs from the College. See https://apps.sl.on.ca/#

Fees

2021 - 2022

Tuition
Program Fees
Ancillary Fees
Total
CAD
Tuition
$6,118.78 CAD
Program Fees
$0.00 CAD
Ancillary Fees
$938.40 CAD
Total
$7,057.18 CAD

2021 - 2022

Canadian Students

BROCKVILLE

Our Brockville campus received a major facelift in 2018 and has a brand new library, complete with individual and group study space, a newly renovated cafeteria, student common lounges, and more.

Brockville

Our Brockville campus received a major facelift in 2018 and has a brand new library, complete with individual and group study space, a newly renovated cafeteria, student common lounges, and more.

Brockville Library
Brockville cafeteria
Brockville Campus

Career Opportunities

Registered Nurses find rewarding careers in areas such as public and community health, critical care, rehabilitation, long-term care, maternal and child health, medical and surgical nursing, mental health, correctional services, and many more.

Testimonials

" I feel that the four year program prepared me extremely well for my career as a Registered Nurse. This degree program allowed me to explore a number of different nursing avenues, including bedside nursing, clinical education and leadership; it also equipped me with the skills required to successfully complete graduate studies."
Melissa Berquist, Director of Professional Practice/Brockville General Hospital
"It was a nurse working at the Ottawa Hospital who recommended the collaborative BScN program at SLC to me, and now I see why. I think one of the best things about the BScN program at SLC is how quickly they got us into clinical placements. "
Nicole Beggs
"The absolute best thing about the nursing program at SLC are the professors. Since day one, they have provided us guidance and the fundamental building blocks to becoming competent Registered Nurses! Since graduating, my education has provided me the opportunity to assist our community during the COVID-19 pandemic. "
Breena Neitzel-Clement
"The Bachelor of Science in Nursing degree at Brockville campus taught me the leadership skills to succeed in an evolving profession. My diverse placements gave me the experience in a multitude of settings. I was able to take on the demands of critical care immediately upon graduation and shortly after a leadership position in long-term care."
Kyle Armstrong

Program Contacts

Associate Dean Nursing
Valerie Fiset RN, PhD
vfiset@sl.on.ca
613-544-5400 ext 3361

Program Contact
Jamie Morris-Pocock (Year 1 & Year 2)
jmorris-pocock@sl.on.ca
613-345-0660 ext 1475

Renee Berquist (Year 3 & Year 4)
rberquist@sl.on.ca
613-345-0660 ext 3237

Admissions Information
Contact a member of our recruitment team
ask@sl.on.ca
1.800.463.0752 and ask for Recruiting

Other

This college has been granted a consent by the Minister of Training, Colleges and Universities to offer this applied degree for a seven year term starting 09/07/21. The college shall ensure that all students admitted to the above-named program during the period of consent will have the opportunity to complete the program within a reasonable time frame.

Please Note: Students enrolled in the BScN program as of Sept 2020 at St. Lawrence College are part of the Laurentian Collaborative BScN program. These students will work towards completing the Laurentian credential, with the final graduates from the SLC/Laurentian collaborative program occurring in Spring 2024. We are no longer accepting students into this collaborative program.