Speaker
Description
This presentation speaks directly to Academic BPSOs by examining how implementation efforts translate into measurable outcomes across curriculum, faculty development, student learning, and academic–practice partnerships. It reflects a range of academic leadership and implementation perspectives within undergraduate nursing education programs in Ontario.
While the impact of BPSO designation in clinical settings is well established, there remains a relative gap in understanding how A-BPSO designation influences academic environments. As schools of nursing respond to accreditation expectations (e.g., Canadian Association of Schools of Nursing standards) and increasing demands for EBP integration, there is a need to evaluate the outcomes and broader impact of A-BPSO implementation in academic contexts.
This presentation aims to examine and articulate the measurable outcomes and impact of A-BPSO designation within four nursing education programs, highlighting how the designation advances curriculum quality, faculty scholarship, and student learning outcomes.
A narrative-informed approach drawn from the experiences of four Ontario-based faculty describes: (1) intentional curriculum renewal through systematic integration of BPGs; (2) enhanced faculty capacity for evidence-based teaching, leadership, and scholarship; (3) strengthened student competencies in evidence-informed clinical reasoning and decision-making; and (4) expanded opportunities for research, evaluation, and academic–practice partnerships.
Findings from these academic experiences suggest that A-BPSO designation extends beyond guideline implementation to serve as a strategic lever for advancing educational quality, faculty scholarship, and student learning outcomes. The presentation concludes with key lessons learned and practical considerations for schools of nursing contemplating A-BPSO designation, emphasizing the academic value, sustainability, and return on investment of this internationally recognized initiative.
Key lessons highlight the importance of leadership commitment, structured implementation strategies, and ongoing evaluation to sustain A-BPSO impact. For colleagues and students within nursing education programs, this presentation underscores the value of A-BPSO designation and offers practical insights for curriculum mapping initiatives, faculty development, student engagement, and networking.
What RNAO BPG or tool/toolkit is your abstract related to?
Academic BPSO: https://rnao.ca/bpg/bpso
Author(s) Credentials and Title
Steve Cairns, RN, PhD
Assistant Professor
School of Nursing, Nipissing University
Amy Horton MN, NP-PHC
Associate Director, Undergraduate BScN Programs
Arthur Labatt Family School of Nursing, Western University
Dr. Louela Manankil-Rankin, RN, PhD, CCNE
Associate Professor
School of Nursing, Nipissing University
Harveer Punia, RN, BScN, MScN,
Implementation Science Manager, RNAO
Don Rose, RN, PhD
Associate Professor & Co-Director
Daphne Cockwell School of Nursing, Faculty of Community Services
Toronto Metropolitan University
Elaine Santa Mina, RN, PhD
Associate Professor
Daphne Cockwell School of Nursing, Faculty of Community Services
Toronto Metropolitan University
| Organization Name | Toronto Metropolitan University; Nipissing University; Western University; RNAO |
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