Nursing Education in Canada
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Nursing Education in Canada


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The topic is about nursing education in canada , its should be  5 pages . It should talk about history of nursing education in canada and second part should talk about the impact of nursing education on canada health system.

Nursing education in Canada

First part should be history of nursing education in canada and second part should talk about impact of nursing education



The nursing education system in Canada advocates the requirement of problem-based and self-directed learning interventions with the objective of effectively overcoming the traditional learning methodology (Brooke, 2013). Nurses need to understand the clinical concept through the systematic utilization of the inquiry-based learning process. The Canadian Nursing Association (CAN) advocates the need for implementing broad-based bachelor nursing programs in the context of elevating the attributes, skills and knowledge of the future nurses in accordance with the changing healthcare demands (CNA, 2018). Canadian nursing education system advocates the requirement of undertaking case management approaches in the context of improving clinical proficiency of internationally educated nurses in the Canadian regions (Covell, Primeau, Kilpatrick, & St-Pierre, 2017). 

The Canadian nursing curriculum emphasizes the requirement of developing evidence-based nursing practice across the clinical settings. The provision of scholarship for the nursing learners consistently motivates them in terms of acquiring knowledge and clinical proficiency during the learning phases (Andre & Graves, 2013). Canadian nursing education is systematically imparted with the objective of producing registered psychiatric nurses, nurse practitioners, licensed practical nurses (LPNs) and registered nurses (RNs) for various clinical specialties. The baccalaureate and diploma programs in this regard are effectively undertaken by the Canadian universities. These programs are conventionally administered across the polytechnic institutes and university colleges. The programs also offer the non-nursing candidates to acquire nursing knowledge and skills on an extended scale. This essay effectively discusses the history of Canadian nursing education along with the presently followed educational conventions and their impact on the current nursing practice. 


History of Nursing Education in Canada 

Canadian nurses continue to be the largest healthcare workers' group with the responsibility of acquiring healthcare goals. Canadian education history reveals a limited focus on the dissemination of mental health nursing education across nursing learners (Baker, Jorgenson, Crosby, & Boyd, 2012). Registered practice nurses therefore acquire limited opportunities in terms of executing the role of mental health nurse practitioners as well as advanced practice nurses (Smith & Khanlou, 2013). The healthcare system in Canada originated from the consistent efforts undertaken by the provincial Cooperative Commonwealth Federation government since 1960 onwards. Trained nurses from France immigrated and settled in Canada between the years 1632-1683 (Baker, Jorgenson, Crosby, & Boyd, 2012). The Jesuit Relations annual publication provided missionary reports that thoroughly motivated the nurse professionals in France for providing their services to the Canadian settlers. The untrained nurse professionals acquired associated with the new institutions for extending their healthcare services to the patient population. 

The history of nursing education in Canada reveals the increase in nursing education programs for registered nurses between the years 2002-2003 (Pringle, Green, & Johnson, 2004). This indeed elevated the opportunity of the nurse students in terms of acquiring the registered nurse certification. However, 13% nursing educational institutes planned to decrease their intake of nursing students in the year 2004. Indeed, 20% of nursing schools provided enrolment opportunities for the indigenous students. Furthermore, the student retention rates in the Canadian nursing schools varied between 33%-100% (Pringle, Green, & Johnson, 2004). Indeed, 70% of the nursing students remained deprived of the financial support of the school's administration and 40%-50% students experienced inappropriate space. The shortage of clinical teachers/faculty members and unavailability of the appropriate resources barricaded the student enrolment rate in more than 20% of the Canadian nursing schools. The enrolment expansion process in 80% of the Canadian nursing education institutes remained restricted to 10% because of the sustained fiscal deficit (Pringle, Green, & Johnson, 2004). Less than one-third of the educational institutes could effectively expand between 50%-100% based on the availability of the financial resources (Pringle, Green, & Johnson, 2004). Most of the nursing schools exhibited dependence on the unpaid clinical preceptors for the administration of community-based acute care interventions in the clinical settings. However, the reduced number of clinical preceptors challenges the Canadian nursing care system to a considerable extent (Pringle, Green, & Johnson, 2004).

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