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Education Approval

Standards and Indicators For Approval of Psychiatric Nursing Education In Manitoba

STANDARD I — Administration

A Post-Secondary Educational Institution providing education for psychiatric nursing, hereinafter referred to as a PSEI, shall develop and maintain a comprehensive strategic and tactical plan for its psychiatric nursing education program that describes:

1.1 the relationship to the PSEI's Academic Plan, Mission, and Vision;

1.2 societal and holistic health care trends using a current needs approach to planning;

1.3 the current and future emerging community health and mental health needs of the society and the human health resources that are available to meet those needs;

1.4 how the environment within which the program takes place is appropriate for the instructional needs of the students;

1.5 the physical, human and fiscal resources, and technological opportunities and challenges, that have implications for the program;

1.6 an organizational structure that supports the division responsible for the program in meeting its objectives;

1.7 the mechanisms to be used for program review (formative and summative);

1.8 the organizational structure of the PSEI and the division in which the program is situated in that structure;

 

1.9 strategies used for maintaining liaison with learning agencies.

 

STANDARD II — Curriculum

The division of a PSEI that is responsible for psychiatric nursing education shall provide a curriculum conceptual framework that includes:

2.1 a statement of the program philosophy in relation to the person, health, psychiatric nursing and education;

2.2 a statement of the beliefs related to inter-professional collaborative partnerships;

2.3 a statement of the beliefs related to the development, maintenance and termination of therapeutic relationships with individuals, families, groups, communities and populations, as client systems;

2.4 the philosophical underpinnings and curriculum design of the program and how these are clearly presented and integrated throughout the curriculum;

2.5 intended program goals and outcomes that are clearly stated and integrated throughout the curriculum;

2.6 logical sequencing of curriculum concepts and processes that are clearly stated, that reflect contemporary psychiatric nursing theory and that are integrated throughout the curriculum;

2.7 the processes whereby the College of Registered Psychiatric Nurses of Manitoba, hereafter referred to as the CRPNM,
professional practice requirements (Code of Ethics, Standards of Psychiatric Nursing Practice, Entry-level Competencies) are systematically introduced and built upon in psychiatric nursing courses to achieve the intended outcomes;

2.8 the rationale for the inclusion of the required non-psychiatric nursing courses in terms of relevance to practice and contribution to the achievement of the professional psychiatric nursing requirements;

2.9 the way the learning experiences are designed to ensure students have the opportunity to apply entry-level competencies in situations of direct care using the Code of Ethics and the Standards of Psychiatric Nursing Practice, and how they are able to meet the entry level competencies for psychiatric nursing practice as determined by the CRPNM.

 

STANDARD III — Students
The division of a PSEI that is responsible for psychiatric nursing education shall provide a statement of the ways students are selected,
supported, promoted and evaluated, describing:

3.1 policies and processes for student selection used that enable students to have a reasonable chance for success in the program and to achieve professional psychiatric nursing requirements;

3.2 methods that are in place to document and examine the relationship among admission requirements, student attrition and success;
changes made based upon tracking student attrition; and strategies to support student success;

 

3.3 processes whereby students learn about self-regulation and fitness to practise, and the ways the program has to manage student
issues concerning student self-regulation and fitness to practise;

3.4 student evaluation methods that are used to effectively monitor, document and manage student progression in relation to meeting
the professional practice requirements set by the CRPNM;

3.5 processes that ensure students receive well-timed formative and summative evaluation feedback from faculty about their theoretical and practice learning in order to facilitate student progress towards meeting the professional practice requirements set by the CRPNM;

3.6 policies and procedures for progression in the program, failure, appeals and readmissions; and describing how they are clearly documented, familiar to students and faculty and effective in supporting decision-making regarding student progress;

3.7 resources that are available and accessible for student achievement of psychiatric nursing professional practice requirements;

 

STANDARD IV — Faculty

A PSEI shall provide a statement of the processes and procedures as to how faculty are selected, supported in their program of scholarship and evaluated, describing:

4.1 specific criteria and methods for selection of faculty and other program personnel;

4.2 the criteria and methods designed to assess the performance of faculty, in relation to the standards and policies set by the PSEI;

4.3 faculty leadership through scholarship and opportunities for student engagement in scholarship;

4.4 institutional support for the existence of a scholarly environment that models a culture of inquiry;

4.5 faculty research partnerships.

STANDARD V — Program/Curriculum Evaluation

The division of a PSEI that is responsible for psychiatric nursing education shall provide a statement of the ways the program is engaged in continuous program evaluation and change, describing:

5.1 formative and summative program evaluation processes that provide relevant and ongoing information used to improve the quality of the program in preparing graduates to meet the professional practice requirements (including the Code of Ethics, the Standards of Psychiatric Nursing Practice, and Entry-level competencies) set by the CRPNM;

5.2 processes used to engage students in the planning, implementation and evaluation of the program and/or course offerings;

5.3 processes whereby the number and percentage of graduates who passed the registration examination(s), if that data is available, are monitored and trends analyzed, and how results are used to inform change;

5.4 the program evaluation methods for data collection and the tools used, and how these are developed, validated and meet the requirements of informed consent;

 

5.5 the involvement of managers and psychiatric nursing practice leaders, or their designates, who are familiar with the practices of one or more recent graduates, in indicating their level of satisfaction in regard to the graduates meeting — in the practice setting — the professional practice requirements set by the CRPNM;

5.6 processes whereby other sources of feedback (e.g., preceptors, workplace colleagues, program advisory committees, and where feasible, the public and consumers) can indicate their relative satisfaction with graduates of the program;

5.7 processes whereby the program allows graduates to express their relative satisfaction, after a period of employment, as
to how well their education prepared them to achieve the professional pract ice requirements set by the CRPNM.

 

STANDARD VI — Establishment of New RPN Education Program

A PSEI that is intending to offer an education program for psychiatric nursing education is responsible for a proposal that will:

6.1 demonstrate that a program is needed in that particular area of the province;

6.2 provide a rationale for the development of a program;

6.3 demonstrate that the program goals and outcomes are congruent with the purposes and strategic goals of the PSEI;

 

6.4 demonstrate that in the development of the program there was consultation with (a) the statutory body that governs
psychiatric nursing education and practice, (b) relevant educational authorities within the PSEI and in the jurisdiction, and
(c) employers and others whose support has significance for the establishment of a program;

6.5 address Standards I to V for approval of psychiatric nursing education programs.