The Hon. BScN Program

Mission Statement

The mission of Seneca College’s School of Nursing is to provide an innovative, caring and collaborative learning environment and educate the next generation of professional nurses who are leaders in addressing the evolving health care needs of all people and advancing the profession of nursing. 

Vision

Seneca College’s School of Nursing will advance nursing and nursing knowledge through excellence in teaching, research, clinical practice, leadership, and innovation.

Our Purpose

To develop and provide programs and educational services that are:

• Relevant and enriching to our student's work and lives

• Focused on the workplace opportunities of the future

• Practical, interactive and flexible in time and place

• Supported by challenging academic standards

• Designed to combine technical and transferable skills

• Reinforced by opportunities for ongoing education and retraining

• Enhanced by supportive student services

Our Commitment

• First and foremost, our commitment is to our students, who are the central focus of our mission.

• We value and respond to our diverse and multicultural community.

• We work and learn together with cooperation, honesty, mutual respect and equity.

• We act both locally and globally, building strategic partnerships and international initiatives.

• We foster an entrepreneurial, innovative, empowering and creative work environment.

• We embrace change, adapt effectively to new circumstances and actively pursue new opportunities.

• We are competent, qualified, knowledgeable and accountable for our assigned responsibilities.

• We take responsibility for our continuing professional development and employability.

• We assure our financial viability through the effective and efficient use of our resources.

Hon. BScN Program Learning Outcomes

The graduate of the program will:

1. Demonstrate accountability to the public by abiding to the profession’s legal, ethical, and practice standards.  

2. Integrate knowledge from nursing, sciences and humanities to provide holistic, compassionate, and evidence-informed client-centred care to individuals across the lifespan and their families.  

3. Provide culturally safe care, utilizing a trauma-informed lens, to ensure that clients are respected for their health care beliefs and decisions.  

4. Implement effective communication strategies with clients, families, communities and the health care team to foster mutual respect and shared decision making to enhance health outcomes.  

5. Implement clinical reasoning and critical inquiry to provide safe care to individuals, families, communities, and populations.  

6. Utilize health promotion, illness management strategies, and appropriate information technology to support optimal health outcomes.  

7. Integrate the concepts of social justice and advocacy to ensure health equity for clients, families, and communities.  

8. Demonstrate leadership and collaboration with members of health care team to improve the quality and safety of health care.  

9. Demonstrate the ability to engage in research and scholarship to enhance professional practice.  

Hon. BScN Program Philosophy

The nursing curriculum is built upon the three key philosophical underpinnings which include: caring, partnership and diversity.  

• Our community of nursing scholars believes that caring is the essence of nursing practice which supports the provision of holistic care for people as they experience life. We believe that people experience life in unique ways, which influences their relationships with others and the environment in which they live. We believe that our role is to collaboratively support individuals, families, communities, and populations in their decision-making regarding their health.  

• Our community of nursing scholars believe that education in nursing is a partnership between the learner and teacher, creating a universally accessible environment in which learning, creativity, innovation, and excellence are promoted. We believe that the students are individually responsible and accountable for their practice to continuously improve their practice through critical self-reflection, life-long learning and contributing to a growing body of nursing knowledge.  

• Our community of nursing scholars believe that communities are enriched by the diversity of human experiences. Our community is built on a foundation of mutual trust and respect in which ideas are shared and differences are celebrated. We believe that an atmosphere that embraces diversity enhances the educational experience and provides a richer understanding of our world. 

Hon. BScN Program Curricular Threads

1. Person and Family Centred Care encompasses holistic, compassionate, culturally safe and evidence-informed care to clients across the lifespan in response to client needs. Clients are respected for their autonomy and participation in decision-making.  

2. Collaborative relationships: The ability to communicate and collaborate effectively with clients, families and communities and the health care team is integral to provide high quality nursing care and enhancing health care experiences.  

3. Professionalism: The profession of nursing is committed to the health and well-being of clients. Nurses uphold the profession’s practice standards and ethics and are accountable to the public and the profession. Core disciplinary values include personal reflection, integrity, respect, caring and advocacy.  

4. Experiential learning: Experiential learning facilitates knowledge and skill acquisition, using a variety of learning methodologies to provide a solid foundation in critical thinking, evidence-informed practice, and safe clinical care.  

5. Clinical judgement: Clinical judgement refers to the process by which nurses make decisions based on knowledge, evidence, intuition, critical thinking, and clinical reasoning (Manetti, 2019). 

6. Sciences: Nursing practice is informed by biological, social, and behavioural sciences.  

Manetti, W. Sound clinical judgment in nursing: A concept analysis. NursForum. 2019; 54: 102– 110. https://doi.org/10.1111/nuf.12303