Re-imagining of an undergraduate, second-degree entry, accelerated nursing program's curriculum utilizing a postmodern, learner-centred lens and a concept-based framework.

Introduction: It is necessary to re-imagine nursing curriculums utilizing a postmodern approach, as outdated teacher-centred methods of nursing education with emphasis on memorization versus critical thinking no longer meet the needs of the contemporary learner and the current challenges of the healthcare environment. There is an explicit need to redesign nursing curriculums that are future-oriented, adaptive and flexible and serve the learners' best interests.

Background: Distilled from a decade of teaching experience in an undergraduate, second-degree entry, accelerated nursing program, this paper describes the construction of a learner-centred, postmodern, concept-based nursing curriculum that aims to foster learners' inquiry skills, critical thinking, problem-solving, and experiential learning-all which develop learners' autonomy, self-direction, and lifelong learning.

Preceptors' experiences of one to one preceptorship model for students undertaking an accelerated undergraduate nursing program: An interpretive descriptive qualitative study.

Aim: The aim of this research is to describe and interpret the experiences of preceptors' in supporting nursing students in a one-to-one model across all semesters of the nursing program.

Background: The one-to-one preceptorship model is widely used in Canada during the consolidation phase of a Bachelor of Science in Nursing program. The launch of an innovative two-year second-degree entry accelerated nursing program in partnership with several leading academically based health care delivery institutions in Ontario created a one-to-one preceptorship model that is offered within each semester of a two year nursing program.

Collaboration to change the landscape of nursing: a journey between urban and remote practice settings.

University Health Network (UHN) became a demonstration site to test a health human resource planning model to foster inter-organizational collaboration, knowledge transfer and exchange of nurses between an urban academic health science centre and a remote region in northern Ontario. Funding support was provided by the Ontario Ministry of Health and Long-Term Care. The partnership between UHN, Weeneebayko Health Ahtuskaywin (WHA) and James Bay General Hospital (JBGH) addressed retention, recruitment, professional practice development, planning and succession planning objectives.

Implementing a wound care resource nurse program.

Nurses are leaders in implementing innovations that can create positive outcomes in the prevention and management of pressure ulcers in patients admitted to acute care hospitals. Believing that nurses knowledgeable in best practices could impact prevalence, incidence, and care of pressure ulcers, an educational program was developed in a Canadian healthcare system to inform and empower nurses providing skin and wound care. The program afforded participants the opportunity to acquire the knowledge and skill to recognize patients at risk for developing pressure ulcers and to independently treat Stage I and Stage II pressure ulcers and skin breakdown related to moisture, friction, and shear.