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Continuing professional development



Continuing Professional Development Program

Prerequisites

The continuing professional development is made up of 4 levels of improvement.

To  access these 4 levels, some requirements are required : 
  • To be a nurse with experience in the expanded role;
  • To have successfully completed the training in the expanded role from Solutions Nursing;
  • Since the level of difficulty increases in the course of this program, each level is a prerequisite to the next level (increasing order).
General Objectives
  • Maintain and update the competences of the nurse, among other things the physical examination;
  • Continuously progress in a personalised training according to his/her level of knowledge;
  • Significantly improve the practice of the nursing profession in the expanded role by teaching them to push their reasoning and analysis process;
  • Provoke a process of familiarization and integration of new knowledge and skills;
  • Promote the concept of self-management of his/her continuing professional development by making the nurse aware of using new tools allowing him/her a practical thinking.
Generalities
  • Each level of training is of a duration of 35 hours (5 days);
  • This training is designed for groups of 4 to 10 nurses;
  • Each nurse is evaluated during a real-life scenario;
  • Each nurse must hand in a SOAP note for individual correction;
  • A written evaluation is foreseen at the end of each level.
Certification
  • Each nurse will be certified at the end of the Improvement Level 4.

Level of Improvement Level 1


Concluding Objectives:
  • Verify that they master the basic knowledge already acquired;
  • Improve the clinical reasoning starting from a symptom;
  • Widen the range of differential diagnoses;
  • Establish a global approach to solving clinical situations.

Level of Improvement Level 2

This training is designed for nurses that already possess the essential knowledge, attitudes and skills necessary to solve a clinical situation.  The nurse must be able to diagnose the most frequent and most important health problems.  This requires the following skills :
  • Master the questionnaire
  • Correctly establish the medical history of the patient
  • Perform an adequate physical examination
  • Establish a differential diagnosis 
  • Establish a temporary diagnosis
  • Be able to apply the theory for solving clinical problems
Final Objectives :
  • Acquire a systematic and sequential diagnostic reasoning  in the scope of the initial complaint of a patient from more complex clinical situations;
  • Simulate the cyclic process of the clinical reasoning;
  • Solve common clinical problems that are not necessarily seen in the care units;
  • Acquire a procedure for the global care of a patient;
  • Work in a team.
Steps for the taking on of a patient :
  • Questionnaire
  • Physical examination
  • Differential diagnoses
  • Treatment plan
  • Prevention / Education of the patient
  • Follow-up
Step 1
Presentation of the clinical problem and the clarification of unknown and ambiguous terms.

Objectives :
  • Read the description of the problem;
  • Clarify the unknown or ambiguous terms;
  • Use rigorously an appropriate medical terminology. 
Step 2
Define the clinical context and identify the pertinent elements of the problem.

Objectives :
  • Recognize the importance of the clinical context when facing a problem (emergency, transfer, follow-up);
  • Identify and organize in a hierarchy the pertinent elements of the problem or the clinical situation;
  • Establish a synthetic description of the problem by summarizing in one or two lines the pertinent elements.
Step 3
Propose one/several hypothesis(es)to explain and/or solve the situation; justify it/them.

Ask and justify the additional information necessary for the verification and/or the verification and/or the evaluation of the hypotheses.

Objectives :
  • Use the hypothetico-deductive approach, that is to say, to bring the nurses to use one or several hypotheses to do the analysis, the interpretation and the synthesis of the clinical data available;
  • Reactivate passed knowledge “hidden” in the long-term memory;
  • Organize the knowledge by establishing  links between previously learned notions and the ones to acquire during the individual study;
  • This way of working has the goal to :
  • Favour the organization of knowledge in memory, to facilitate its ulterior reactivation;
  • Put in place a body of knowledge to which new complex notions will attach themselves.
Step 4
Reevaluate the hypotheses in function of the observations and additional data, and formulate other hypotheses if necessary.

Objectives :
  • Regroup and interpret the new observations and information obtained;
  • Evaluate and modify the hypotheses, explanations and proposals of taking on a patient from the previous steps in light of these information and its interpretation.
Step 5
Share the acquired knowledge; apply it to the problem to reevaluate and modify the hypotheses.

Objectives :
  • Confront this new knowledge to verify its comprehension with the critiques from the other members of the group;
  • Appraise the team work and the procedure for the problem resolution;
  • Presentation and discussion of the case.

Level of Improvement Level 3

This training is designed for the nurses that attended the levels of improvement 1 and 2.

Final Objectives
  • Allow the update of knowledge and skills to a superior taxonomical level based on the clinical judgment, analysis and decision making;
  • Check the automatisms normally already acquired in terms of questionnaire and physical examination (SOAP notes);
  • Turn to clinical situations much more complex;
  • Develop a professional introspective practice.
Generalities
  • Each main targeted system will be deepened according to more complex case studies;
  • Each nurse will have to proceed to the evaluation of the patient according to 3 clinical vignettes.

Level of Improvement Level 4

This training is designed for nurses that have attended the levels of improvement 1, 2 and 3.

Final Objectives
  • Evaluate the skills, the attitudes, the abilities as well as the cognitive aspects of the nurses for a given discipline (outpatient consultations, major emergencies, community health care)
  • Measure the progress made by the nurse and the progress left to be made (in terms of the training in the expanded role).
  • Allow the nurse to manage his/her own learning process.
  • To define the possibilities to improve the effectiveness or efficiency of the training in the expanded role.  
Generalities

In the form of a formative evaluation, each nurse will participate to mini OSCE (objective skills clinical examination, including an elaborate questionnaire in terms of the patient).
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