1. Communicate effectively with clients.
2. Perform health assessments using tools and techniques based on client needs and stage of life, including physical, psychosocial, emotional, ethnic, cultural, and spiritual dimensions of health.
3. Interpret normal and abnormal findings by applying pathophysiological concepts appropriate to client presentation.
4. Identify differential diagnoses appropriate to the client presentation including ‘red flags’ and identify a working diagnosis.
5. Write clear, clinically appropriate, and legal prescriptions.
6. Determine pharmacological options to treat identified diagnoses.
7. Demonstrate safe performance of procedures appropriate to the care setting.
8. Document health assessment findings, diagnoses, and plans of care in a timely fashion, according to agency policy.
9. Adhere to relevant agency policies, legislation, regulation, and ethical standards.
10. Communicate effectively with other healthcare providers to ensure best client outcomes.

Student/Preceptor Information

1. Direct Patient Care:
   • Conducting patient assessments and physical examinations for clients of all ages.
   • Diagnosing and managing acute and chronic conditions for clients of all ages.
   • Monitoring growth and development.
   • Ordering, performing diagnostic and therapeutic procedures.
   • Ordering and administering medications and treatments.
   • Providing patient education and counseling.
   • Approximately 60-70% of total practice education hours should be direct patient care, regardless of setting (acute, primary care, long term care, simulation, telehealth, etc.)
2. Virtual Simulation/Virtual Reality:
   • Engaging in simulation to practice clinical skills and decision-making.
   • Participating in Objective Structured Clinical Examinations (OSCEs)
   • If used in course, maximum of 25% of practice education hours as an adjunct to direct patient care.
3. Telehealth:
   • Conducting virtual patient consultations and follow-ups.
   • Approximately 5-10% of practice education hours as a component of direct patient care.
4. Clinical Documentation:
   • Documenting clinical findings and care plans
   • Approximately 10-15% of practice education hours are allocated to documentation
5. Interprofessional Collaboration:
   • Participating in team meetings and case conferences.
   • Consulting with other healthcare professionals, such as physicians, pharmacists, and social workers.
   • Approximately 5-10% of total practice education hours.
6. Community Health Activities:
   • Involvement in public health initiatives and community outreach programs.
   • Approximately 5-10% of total practice education hours

Additional Information

• Preferably, tasks should not be completed outside of the scheduled practice education hours.
• Task completed outside of the scheduled practice education hours should relate to patients they have been assigned to and limited to urgent tasks.
• Faculty will evaluate the tasks completed outside of scheduled practice education hours to ensure they contribute to the student’s learning and competency development.
• All tasks performed outside of the scheduled practice education hours must be documented in the patient contact log.

1. Understand the principles of dispensing medication in accordance with provincial, territorial and/or federal standards and legislative requirements.
2. Demonstrate and role model the principles of interprofessional collaboration.

1. Conduct pediatric health assessments integrating principles of childhood development, developmental milestones, and family/caregiver dynamics to inform clinical decision-making.
2. Appraise family/caregiver capacity and dynamics to support health outcomes, incorporating social determinants of health and client-centered care principles.
3. Determine appropriate screening and diagnostic investigations based on client presentation, evidence-informed practice, and risk-benefit analysis.
4. Formulate differential and working diagnoses using advanced clinical reasoning and synthesis of assessment data.
5. Collaborate with clients and families/caregiver to develop individualized short- and long-term management goals that reflect client values, preferences, and health priorities.
6. Compile pharmacological options for common presentations in pediatric and reproductive health emphasizing preconception, prenatal, and postnatal, considering safety, efficacy, and legal responsibilities.
7. Provide health education and support to clients and families/caregiver using therapeutic communication and evidence-informed counselling strategies.
8. Support wellness across the pediatric continuum, including preconception, prenatal, postnatal, newborn, and pediatric care.
9. Perform comprehensive health histories and physical exams for prenatal, postnatal, newborn and pediatric clients, integrating developmental and contextual factors.
10. Perform procedures common to care setting, demonstrating competence, informed consent, and adherence to professional standards.
11. Engage in interprofessional collaboration and conflict resolution, promoting respectful communication and shared decision-making with clients, families /caregiver and healthcare teams.
12. Apply appropriate, legal and ethical principles in prescribing, including monitoring, documentation, and harm-reduction strategies.

Student/Preceptor Information

1. Direct Patient Care:
   • Conducting patient assessments and physical examinations for clients of all ages.
   • Diagnosing and managing acute and chronic conditions for clients of all ages.
   • Monitoring growth and development.
   • Ordering, performing diagnostic and therapeutic procedures.
   • Ordering and administering medications and treatments.
   • Providing patient education and counseling.
   • Approximately 60-70% of total practice education hours should be direct patient care, regardless of setting (acute, primary care, long term care, simulation, telehealth, etc.)
2. Virtual Simulation/Virtual Reality:
   • Engaging in simulation to practice clinical skills and decision-making.
   • Participating in Objective Structured Clinical Examinations (OSCEs)
   • If used in course, maximum of 25% of practice education hours as an adjunct to direct patient care.
3. Telehealth:
   • Conducting virtual patient consultations and follow-ups.
   • Approximately 5-10% of practice education hours as a component of direct patient care.
4. Clinical Documentation:
   • Documenting clinical findings and care plans
   • Approximately 10-15% of practice education hours are allocated to documentation
5. Interprofessional Collaboration:
   • Participating in team meetings and case conferences.
   • Consulting with other healthcare professionals, such as physicians, pharmacists, and social workers.
   • Approximately 5-10% of total practice education hours.
6. Community Health Activities:
   • Involvement in public health initiatives and community outreach programs.
   • Approximately 5-10% of total practice education hours

Additional Information

• Preferably, tasks should not be completed outside of the scheduled practice education hours.
• Task completed outside of the scheduled practice education hours should relate to patients they have been assigned to and limited to urgent tasks.
• Faculty will evaluate the tasks completed outside of scheduled practice education hours to ensure they contribute to the student’s learning and competency development.
• All tasks performed outside of the scheduled practice education hours must be documented in the patient contact log.

1. Interpret pathophysiological processes leading to clinical manifestation of acute and chronic diseases in the adult population.
2. Differentiate between variations of pathophysiological processes and therapeutic implications in the adult population.
3. Rationalize factors influencing disease prevalence and incidence.
4. Apply clinical decision-making for diagnosing and treating diseases in the adult population.
5. Apply virtual care theory, technology, and data privacy law based on client preferences and goals.
6. Apply therapeutic counselling relationships, intervention theory, and evidence-informed conducive to optimal health outcomes among the adult population.
7. Explore and apply theory and best practice to promote diversity and safe care environments in the adult population.

Student/Preceptor Information

1. Direct Patient Care:
   • Conducting patient assessments and physical examinations for clients of all ages.
   • Diagnosing and managing acute and chronic conditions for clients of all ages.
   • Monitoring growth and development.
   • Ordering, performing diagnostic and therapeutic procedures.
   • Ordering and administering medications and treatments.
   • Providing patient education and counseling.
   • Approximately 60-70% of total practice education hours should be direct patient care, regardless of setting (acute, primary care, long term care, simulation, telehealth, etc.)
2. Virtual Simulation/Virtual Reality:
   • Engaging in simulation to practice clinical skills and decision-making.
   • Participating in Objective Structured Clinical Examinations (OSCEs)
   • If used in course, maximum of 25% of practice education hours as an adjunct to direct patient care.
3. Telehealth:
   • Conducting virtual patient consultations and follow-ups.
   • Approximately 5-10% of practice education hours as a component of direct patient care.
4. Clinical Documentation:
   • Documenting clinical findings and care plans
   • Approximately 10-15% of practice education hours are allocated to documentation
5. Interprofessional Collaboration:
   • Participating in team meetings and case conferences.
   • Consulting with other healthcare professionals, such as physicians, pharmacists, and social workers.
   • Approximately 5-10% of total practice education hours.
6. Community Health Activities:
   • Involvement in public health initiatives and community outreach programs.
   • Approximately 5-10% of total practice education hours

Additional Information

• Preferably, tasks should not be completed outside of the scheduled practice education hours.
• Task completed outside of the scheduled practice education hours should relate to patients they have been assigned to and limited to urgent tasks.
• Faculty will evaluate the tasks completed outside of scheduled practice education hours to ensure they contribute to the student’s learning and competency development.
• All tasks performed outside of the scheduled practice education hours must be documented in the patient contact log.

1. Perform comprehensive health assessments for older adults and clients with chronic diseases, addressing physical, psychological, and social needs, while evaluating disease progression, treatment adherence, and readiness for care transitions or palliative and end-of-life planning.
2. Apply clinical decision-making for diagnosing and treating diseases in the older adult population, ensuring principles of safety and efficacy.
3. Create evidence-based management plans for clients addressing comorbidities, care goals, and the unique needs of those at the end of life or transitioning between care settings focusing on symptom management, dignity, and quality of life.
4. Collaborate with interprofessional teams to deliver coordinated care integrating principles of chronic disease management and palliative care principles, ensuring continuity through transitions and end-of-life care.
5. Evaluate community health strategies to address chronic disease, population health concerns, and the availability of end-of-life care resources.
6. Apply advanced leadership skills to foster a collaborative practice model, improving care coordination and advocating for seamless transitions and high-quality end-of-life care.
7. Examine the therapeutic use of narcotics and controlled substances, ensuring legal and professional responsibilities are met, with a focus on managing pain and other symptoms in chronic disease and end-of-life care.

Student/Preceptor Information

1. Direct Patient Care:
   • Conducting patient assessments and physical examinations for clients of all ages.
   • Diagnosing and managing acute and chronic conditions for clients of all ages.
   • Monitoring growth and development.
   • Ordering, performing diagnostic and therapeutic procedures.
   • Ordering and administering medications and treatments.
   • Providing patient education and counseling.
   • Approximately 60-70% of total practice education hours should be direct patient care, regardless of setting (acute, primary care, long term care, simulation, telehealth, etc.)
2. Virtual Simulation/Virtual Reality:
   • Engaging in simulation to practice clinical skills and decision-making.
   • Participating in Objective Structured Clinical Examinations (OSCEs)
   • If used in course, maximum of 25% of practice education hours as an adjunct to direct patient care.
3. Telehealth:
   • Conducting virtual patient consultations and follow-ups.
   • Approximately 5-10% of practice education hours as a component of direct patient care.
4. Clinical Documentation:
   • Documenting clinical findings and care plans
   • Approximately 10-15% of practice education hours are allocated to documentation
5. Interprofessional Collaboration:
   • Participating in team meetings and case conferences.
   • Consulting with other healthcare professionals, such as physicians, pharmacists, and social workers.
   • Approximately 5-10% of total practice education hours.
6. Community Health Activities:
   • Involvement in public health initiatives and community outreach programs.
   • Approximately 5-10% of total practice education hours

Additional Information

• Preferably, tasks should not be completed outside of the scheduled practice education hours.
• Task completed outside of the scheduled practice education hours should relate to patients they have been assigned to and limited to urgent tasks.
• Faculty will evaluate the tasks completed outside of scheduled practice education hours to ensure they contribute to the student’s learning and competency development.
• All tasks performed outside of the scheduled practice education hours must be documented in the patient contact log.