Post-LPN Bachelor of Nursing

This course supports students in transitioning from Licensed Practical Nurse (LPN) to the professional role of a Registered Nurse (RN). Emphasis is placed on professional identity formation, scope of practice, regulatory expectations, and ethical accountability. Learners critically examine differences and continuities between LPN and RN roles, with particular attention to professional responsibilities, decision-making authority and accountability within complex and evolving health care contexts. Consideration is given to justice, equity, diversity, inclusion (JEDI), and Indigenization in shaping professional identity and practice.

Students examine how leadership, communication, advocacy, and critical inquiry shape RN practice, and explore how justice, equity, diversity, inclusion (JEDI), and Indigenization influence professional identity and role enactment. Through reflective and analytical learning, students develop the cognitive and professional readiness required to assume the accountabilities and expectations of the RN role.

This course examines Indigenous, Western biomedical, and other cultural and spiritual worldviews and how they shape understandings of health, illness, healing, and care relationships. Emphasis is placed on Indigenous perspectives, relational approaches to health, cultural safety, and trauma-informed engagement. Through critical inquiry, reflection, and case-based learning, students analyze how differences in worldview influence communication, trust, and meaning-making in health care contexts, and how Registered Nurses respond professionally to diverse perspectives within Canada’s pluralistic health system.

This course introduces the foundational statistical concepts and skills needed to interpret and evaluate quantitative evidence used in nursing and health research. Students learn how data are generated, summarized, and interpreted, with emphasis on understanding descriptive and inferential statistics. The course focuses on interpretation rather than computation, preparing students to make sense of statistical findings in research literature and apply them to evidence-informed nursing practice.

This course examines health equity and social justice as foundational dimensions of professional nursing practice. Students critically examine how historical, social, political, and structural forces including colonialism, racism, discrimination, and power produce and sustain health inequities within health care systems. Emphasis is placed on the nurse’s ethical and professional responsibilities to provide culturally safe, equitable, and responsive care across diverse practice contexts.

This course examines ethical nursing practice as the foundation for quality and patient safety in health care. Guided by the College of Registered Nurses of Manitoba’s (CRNM) Code of Ethics, students explore professional accountability, ethical decision-making, and the nurse’s role in promoting safe, high-quality, and equitable care. Emphasis is placed on applying ethical principles to clinical and system-level situations involving patient safety, quality improvement, risk, harm, and professional responsibility. Students develop the knowledge and judgment required to recognize ethical issues, respond to safety concerns, and contribute to a culture of quality and continuous improvement in diverse nursing practice settings.

This course introduces the foundations of nursing scholarship, emphasizing how inquiry, evidence, and diverse ways of knowing inform safe, ethical, and evidence-informed nursing practice. Students examine the forms of scholarship in nursing—discovery, integration, application, and teaching—with particular emphasis on discovery as understood through qualitative inquiry and other interpretive approaches to knowledge generation. Through engagement with scholarly literature, students explore how meaning, lived experience, context, and social structures shape nursing knowledge and practice. Emphasis is placed on ethical, culturally safe, and socially accountable scholarship, including respect for Indigenous data sovereignty—the right of Indigenous Peoples to guide how information about their communities is collected, interpreted, and shared.

This course examines leadership and collaboration as integral dimensions of registered nursing practice within complex health care environments. Students explore leadership as professional and relational influence rather than positional authority, with emphasis on how registered nurses exercise leadership through communication, ethical judgment, accountability, and collaboration in everyday practice. The course focuses on interprofessional collaboration, including role negotiation, shared decision-making, power dynamics, and team functioning, and examines how these factors shape nursing practice and client outcomes. Through critical inquiry, students analyze ethical, legal, and professional responsibilities within collaborative care and consider how registered nurses contribute to safe, high-quality, and client-centred care across diverse practice contexts.

Community & Global Health examines how political, economic, environmental, and cultural forces shape health within and across populations. Students analyze global health governance, comparative health systems, population health data, climate-related health challenges, and humanitarian responses. The course emphasizes designing and evaluating evidence-informed interventions, engaging in policy and advocacy, and applying systems thinking to complex health issues. Indigenous and decolonizing perspectives are integrated throughout to support ethical, equity-focused nursing practice in diverse local and global contexts.

This course examines contemporary and emerging trends influencing nursing practice within complex and evolving health care systems. Students explore the evolution of nursing knowledge and theory, emerging professional roles, and innovative models of care in response to changing societal needs, technological advancement, and system pressures. Emphasis is placed on the relationship between nursing theory, evidence, and innovation in shaping practice change, professional accountability, and quality of care. Through critical analysis of current and future trends, students consider how ongoing transformation influences professional nursing identity and the future direction of the profession.

This course examines nursing care for adults with complex and acute medical conditions, emphasizing theoretical integration of pathophysiology, diagnostics, pharmacology, and the nursing process to support rapid assessment, decision-making, and coordination of care at the RN level. Learning occurs through analysis of case scenarios and virtual simulations that illustrate cardiovascular, respiratory, neurological, renal, endocrine, and multisystem conditions; areas most representative of clinical instability and interrelated system failure. Emphasis is placed on evidence-informed, culturally safe, and trauma-informed approaches. Theoretical learning engages Indigenous and equity-oriented perspectives, interprofessional principles, and reflective clinical reasoning to strengthen professional judgment and diagnostic reasoning.

This course examines nursing care for adults undergoing surgical and perioperative interventions, emphasizing theoretical integration of pathophysiology, diagnostics, pharmacology, and the nursing process to support RN-level clinical reasoning, risk anticipation, and coordination of care. Learning occurs through analysis of surgical case scenarios and virtual simulations that illustrate preoperative risk assessment, intraoperative considerations, and postoperative complications across body systems. Emphasis is placed on surgical stress responses, pain management, wound healing, infection prevention, hemodynamic instability, and multisystem complications. The course integrates evidence-informed, culturally safe, and trauma-informed approaches, incorporating Indigenous and equity-oriented perspectives, interprofessional collaboration, and reflective clinical reasoning to strengthen professional judgment in surgical nursing practice.

This course examines nursing care for adults experiencing acute, complex, and persistent mental health and substance-related conditions, emphasizing theoretical integration of neurobiology, psychosocial theory, psychopharmacology, therapeutic communication, and the nursing process to support RN-level clinical reasoning and professional judgment. Learning occurs through analysis of mental health case scenarios and virtual simulations that illustrate mood disorders, psychotic disorders, anxiety and trauma-related conditions, substance use, concurrent disorders, and crisis situations. Emphasis is placed on evidence-informed, culturally safe, trauma-informed, and recovery-oriented approaches. The course integrates Indigenous and equity-oriented perspectives, interprofessional collaboration, and reflective clinical reasoning to strengthen ethical decision-making, relational practice, and system-level understanding of mental health care.

This course examines nursing care for individuals, newborns, and families across the childbearing continuum, emphasizing theoretical integration of physiology, pathophysiology, pharmacology, psychosocial theory, and the nursing process to support RN-level clinical reasoning and professional judgment. Learning occurs through analysis of maternity case scenarios and virtual simulations that illustrate normal pregnancy and birth, perinatal transitions, and common obstetric and neonatal complications. Emphasis is placed on recognizing deviations from expected patterns, interpreting maternal and fetal data, supporting informed decision-making, and coordinating care across maternity settings. The course integrates evidence-informed, culturally safe, trauma-informed, and family-centred approaches, incorporating Indigenous and equity-oriented perspectives, interprofessional collaboration, and reflective clinical reasoning to strengthen RN-level maternity nursing practice.

This course examines nursing care for infants, children, adolescents, and families experiencing acute, complex, and evolving health conditions, emphasizing theoretical integration of growth and development, pathophysiology, pharmacology, psychosocial theory, and the nursing process to support RN-level clinical reasoning and professional judgment. Learning occurs through analysis of pediatric case scenarios and virtual simulations that illustrate common childhood illnesses, acute deterioration, chronic and complex conditions, and developmental transitions. Emphasis is placed on recognizing age-specific norms, interpreting deviations from expected patterns, anticipating risk, and coordinating family-centred care across pediatric settings. The course integrates evidence-informed, culturally safe, trauma-informed, and family-centred approaches, incorporating Indigenous and equity-oriented perspectives, interprofessional collaboration, and reflective clinical reasoning to strengthen RN-level pediatric nursing practice.

Building on students’ existing LPN knowledge, skills, and clinical experience, the RN Foundations & Readiness Lab provides structured learning opportunities to support the transition from Licensed Practical Nurse (LPN) practice to emerging Registered Nurse (RN) role expectations through the development and integration of foundational RN-level competencies required for future clinical practicum. Positioned early in the program, the course supports foundational readiness for increasingly complex RN practice through guided simulation, reflective learning, clinical reasoning, and the progressive development of foundational RN competencies within evolving clinical situations.

The Medicine Practicum extends the Theory Integration: Medicine course and Registered Nurse (RN) Foundations & Readiness Lab by situating learning in authentic clinical settings where learners manage clients with unstable or multisystem medical conditions. This instructor-led clinical practicum provides learners with the opportunity to consolidate and apply theoretical knowledge and lab-based competencies in the care of adults with acute or complex medical conditions.  

Under the supervision of a Clinical Education Facilitator (CEF), students demonstrate clinical reasoning, therapeutic communication, and safe, evidence-informed nursing interventions within interprofessional teams. Learners integrate pathophysiology, diagnostics, and pharmacology to provide holistic, culturally safe, and trauma-informed care in acute medical environments. Emphasis is placed on translating diagnostic reasoning and theoretical integration into real-time decision-making.

In alignment with program policy and regulatory guidance, simulation-based learning may be used to substitute for up to 50% of the associated 80-hour Medicine Practicum using a 2:1 ratio, whereby 20 hours of high-fidelity simulation is equivalent to 40 hours of direct clinical practice. Simulation substitution supports equitable access to clinical learning, ensures consistency in competency development, and enhances readiness for medicine practice.

This practicum may be eligible for Prior Learning Assessment and Recognition (PLAR) for students with recent, verifiable acute medical nursing experience.

The Surgery Practicum extends the Theory Integration – Surgery course and the RN Foundations & Readiness Lab by situating learning in authentic clinical settings where students provide nursing care to adults undergoing surgical and perioperative treatment. This instructor-led clinical practicum provides students with the opportunity to consolidate and apply theoretical knowledge and lab-based competencies in preoperative, intraoperative, and postoperative surgical care.

Under the supervision of a Clinical Education Facilitator (CEF), students demonstrate RN-level clinical reasoning, therapeutic communication, and safe, evidence-informed nursing interventions within interprofessional surgical teams. Students integrate surgical pathophysiology, diagnostics, and pharmacology to provide holistic, culturally safe, and trauma-informed care across the perioperative continuum. Emphasis is placed on professional accountability, collaboration, patient advocacy, and reflective practice in dynamic and high-risk surgical environments.

In alignment with program policy and regulatory guidance, simulation-based learning may be used to substitute for up to 50% of the associated 80-hour Surgery Practicum using a 2:1 ratio, whereby 20 hours of high-fidelity simulation is equivalent to 40 hours of direct clinical practice. Simulation substitution supports equitable access to clinical learning, ensures consistency in competency development, and enhances readiness for surgical practice.

This practicum may be eligible for Prior Learning Assessment and Recognition (PLAR) for students with recent, verifiable surgical or acute-care nursing experience.

The Mental Health Practicum extends the Theory Integration – Mental Health course by situating learning in authentic clinical settings where students provide nursing care to individuals experiencing acute, complex, and persistent mental health and substance-related conditions. This instructor-led clinical practicum provides students with the opportunity to consolidate and apply theoretical knowledge and lab-based competencies in inpatient, outpatient, or community mental health settings.

Under the supervision of a Clinical Education Facilitator (CEF), students demonstrate RN-level clinical reasoning, therapeutic communication, and safe, evidence-informed nursing interventions within interprofessional mental health teams. Students integrate mental health theory, psychopharmacology, and the nursing process to support assessment, risk management, recovery-oriented care, and ethical decision-making. Emphasis is placed on professional accountability, collaboration, cultural safety, trauma-informed practice, and reflective engagement in emotionally complex and safety-sensitive environments.

In alignment with program policy and regulatory guidance, simulation-based learning may be used to substitute for up to 50% of the associated 80-hour Mental Health Practicum using a 2:1 ratio, whereby 20 hours of high-fidelity simulation is equivalent to 40 hours of direct clinical practice. Simulation substitution supports equitable access to clinical learning, consistency in competency development, and readiness for mental health practice.

This practicum may be eligible for Prior Learning Assessment and Recognition (PLAR) for students with recent, verifiable mental health nursing experience.

The Maternity/Newborn Practicum extends the Theory Integration – Maternity/Newborn course by situating learning in authentic clinical settings where students provide nursing care to individuals, newborns, and families during pregnancy, birth, the postpartum period, and early newborn care. This instructor-led clinical practicum provides students with the opportunity to integrate, consolidate, and apply theoretical knowledge and the nursing process consistent with the RN scope of practice.

In alignment with program policy and regulatory guidance, simulation-based learning may be used to substitute for up to 50% of the associated 80-hour Maternity/Newborn Practicum using a 2:1 ratio, whereby 20 hours of high-fidelity simulation is equivalent to 40 hours of direct clinical practice. Simulation substitution supports equitable access to learning, consistency in competency development, and readiness for maternity practice.

This practicum may be eligible for Prior Learning Assessment and Recognition (PLAR) for students with recent, verifiable maternity or newborn nursing experience.

The Pediatric Practicum extends the Theory Integration – Pediatric course by situating learning in authentic clinical settings where students provide nursing care to infants, children, adolescents, and their families across a range of pediatric health care contexts. This instructor-led clinical practicum provides students with the opportunity to integrate, consolidate, and apply theoretical knowledge and the nursing process consistent with the RN scope of practice.

In alignment with program policy and regulatory guidance, simulation-based learning may be used to substitute for up to 50% of the associated 80-hour Pediatric Practicum using a 2:1 ratio, whereby 20 hours of high-fidelity simulation is equivalent to 40 hours of direct clinical practice. Simulation substitution supports equitable access to learning, consistency in competency development, and readiness for maternity practice.

This practicum may be eligible for Prior Learning Assessment and Recognition (PLAR) for students with recent, verifiable pediatric nursing experience.

The Community Health Practicum extends the Community & Global Health Theoretical Integration course by situating learning in authentic community-based and population-focused practice settings. This preceptor-led, 120 hours clinical practicum provides students with the opportunity to integrate, consolidate, and apply theoretical knowledge and the nursing process consistent with the RN scope of practice while working with individuals, families, communities, and populations.

Under the guidance of a qualified community health nursing preceptor and with faculty oversight, students apply population health, systems thinking, and equity-oriented approaches within community, public health, and intersectoral contexts.

The 450-hour Senior Practicum is a preceptor-led, clinical experience that provides students with the opportunity to consolidate and demonstrate entry-to-practice RN competencies within complex and dynamic practice environments. This capstone practicum situates learning in authentic care settings where students assume increasing responsibility for client care.