We applied experiential learning principles through a ‘mock’ research project during our evidence-to-practice course.
This opportunity was possible because of a partnership between the surgical unit’s clinical nurse educator (CNE) and our course instructor. Together, they identified that quality and research initiatives, when theory-based, may not be exciting or engaging for students.
The CNE suggested we explore technology (SMART beds) in the clinical area to examine current bed use and assess their impact on professionals’ practice and patient experiences. This opportunity had two aims.
Student engagement in experiential learning, and
To gather a brief data set that could be used to inform the unit’s educational team about the current status of healthcare providers’ knowledge about SMART Bed technology.
The University of Northern British Columbia (UNBC) granted ethics approval and Northern Health provided operational approval. The class worked with an industry partner. As a ‘mock’ project, learning focused on meeting the course objectives. As a class, we included all the steps in a research project and condensed them into 14 weeks.
Exploring current complexities and opportunities helped the class examine systemic barriers that could inform future research inquiry or policy changes. The class presented its work to various key partners in the education, clinical, professional, and industry areas.
This course, NRSG 305, introduces students to the development of nursing knowledge and the mobilization of evidence for nursing practice. An empirical approach to knowledge and theory development is taken through a review of research methodologies and the appraisal of evidence. Students are also introduced to the philosophical paradigms that underpin the science and art of nursing.
Experiential learning is a process where learners can be actively engaged in doing, reflecting, and actively using and adapting course material. Beyond traditional classroom boundaries, it can include hands-on learning and field study opportunities that support learning by applying classroom learning in real-time contexts.
Our instructor started working with the clinical nurse educator on a busy hospital unit six months before class started. Together, they identified an issue from practice that could be explored as experiential learning to help inform the unit team about technology use in busy and complex settings. Securing REB class-based ethical approval and operational approval from the Health Authority, along with support for the research librarian linked to the Health Research Institute at UNBC, helped bring this course to life through an applied approach.
Several students have shared testimonials at the end of the semester about the approach.
As a member of the data management team, my favourite part of the mock project was taking field trips to the hospital to conduct interviews and seeing how the data changed or stayed consistent with each visit. The perspective I have gained with this project is that I am better with using software than I initially thought. Furthermore, I realized how important timing is when collecting data. Since the healthcare workers are very busy, it showed the importance of time management in nursing, being considerate of the healthcare worker’s time, and helping manage my own so I could collect data from multiple participants.
To be honest, I was not that excited about this research class since, throughout my previous degree, that is all I did.Though it took some growing, I started enjoying this class. Seeing the collaboration and a more hands-on approach may be what my previous degree lacked. Working as a team, doing research, and interviewing nurses were all enjoyable, and it further reinforced my learning. This course has shown me that research does not just need to be the stereotype of drowning yourself in writing and reviewing papers, something I have been too familiar with and I’m truly grateful for that.
Before starting the nursing program, I had a Bachelor of Fine Arts in film and worked in closed captioning for a media company. I realized I wanted to shift direction and help others. I studied molecular biochemistry at UHNBC for three years before switching into the 4-year collaborative nursing program. This evidence course and mock research project really solidified how far I’ve come. Working with my team, developing questions, and analyzing real feedback from healthcare workers gave me a new perspective on how research supports meaningful change in practice. This program has changed me in the best ways—it’s helped me grow in confidence, communication, and how I connect with others.
As a member of the method team, the process of crafting interview questions was engaging. Through the process, I had an opportunity to think about what needs to be considered when creating a question. Understanding the research methodology was a valuable experience. As a nurse, obtaining information from patients is a crucial role in the patient’s care. Through the mock project, I learned the research process and the importance of effective interviews.
Being part of the data management team in our mock project was an exciting and rewarding experience. I enjoyed working with my team, organizing interview data, and analyzing findings to extract meaningful insights. The structured division of responsibilities made the process smooth and engaging. This project sharpened my ability to critically evaluate research, a skill that will be invaluable in my nursing career as I apply evidence-based practice to patient care.
Since the NBNP admission requirement is 60 credits of university-level post-secondary education, applicants may have had a career or degree education before starting their nursing journey.
We wanted to share a few testimonials and will expand these pages over time.
Before entering the NBNP program, I worked as an entry-level accountant and administrative assistant. Coming into the program without a healthcare or science background has been challenging, but I want others to know it’s possible.
Before entering the NBNP program, I studied nursing and worked as a nurse in India. I enjoy the small class size, the spirit of teamwork, and instructor guidance and support.
Before joining the NBNP program, I worked as a licensed practical nurse for almost a year. Saving lives and making a difference in people’s lives have always motivated and encouraged me. I used to feel limited in my ability to help due to the limited scope of practice, but this program opened a path for me to enhance my knowledge, skills, and education and expand my scope of practice. I have enjoyed this program.
The Northern Baccalaureate Nursing Program is small and supportive. This learning environment makes it possible for mature students with families to succeed.
Before joining the NBNP, I worked as a Residential Care Worker, where I developed a passion for patient-centered care. As an immigrant to Canada, I wanted a career that would allow me to serve Northern communities and make a meaningful difference in people’s lives. The NBNP has been an intense but rewarding journey, equipping me with the clinical skills and confidence needed to thrive as a nurse. I’m excited for the future, knowing that I’ll be contributing to healthcare in a way that truly matters.
Before joining the NBNP, I worked as a healthcare aide and earned a BSc in Health Science & Physiology. My background has given me a strong patient care and physiology foundation, but the NBNP has allowed me to develop and refine my hands-on nursing skills. I genuinely enjoy the program and feel that it is shaping me into a confident, capable, and compassionate nurse. With each clinical experience, my confidence grows, and I know that by the time I graduate, I will be well-prepared to enter the workforce. One of the aspects I appreciate most about this program is its small class size, which fosters a close-knit, supportive learning environment.
Before joining this program, I was a student in Alberta completing my BSc in Chemistry/Biology. I was keen to join nursing after volunteering as a PTA, and I wanted to be able to work with patients in an acute setting. I chose to join NBNP because it offers a more rural and generalist approach to nursing. Being in this program has grown my confidence and my experience in a way that makes me excited to join the nursing field.
Before joining NBNP, I worked as an LPN, I also have a bachelor’s degree in dental hygiene from Korea. As an LPN, I always wanted to expand my scope of practice. I was looking for a program to become an RN from an LPN.
Before joining the NBNP, I worked as a medical aesthetician and earned a Bachelor’s of Science Major in Biology from UBCO. While working alongsideNPs and naturopathic doctors, I realized I wanted to go into nursing. I was grateful I came across this program. I really appreciate the fast-paced nature of it, the small class sizes as it has helped me to get to know everyone and make friendsand allows for a great learning environment.
Before joining the NBNP at UNBC, I worked as an LPN in a long-term care home and internal medicine. Before that, I was a line cook at Moxie’s Bar & Grill. The NBNP program has been an incredible experience, pushing me to grow both clinically and academically. The hands-on learning, supportive instructors, and diverse rotations have strengthened my confidence as a nurse.
Before joining the NBNP program, I was a student at UNBC studying biomedical studies. I have so far enjoyed the community and experience within this program. This program’s hands-on experience has further reinforced the many skills and topics I have learned. This program pushes me to work hard – with the aid of supportive instructors, professors, and colleagues. I truly believe that I have made lifetime friendships throughout this program. I am amazed at hope much I learn and I am excited to continue to grow both as a nurse and as a person.
The Class of 2026 (at the end of the Winter 2025 semester)
