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Welcome to the EPICC Program website.  Scroll down for more information or choose from the menu above.

Looking for Course Schedules?  Click on “Schedule” above…

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You will need to use the e-mail that you were registered with (note for Alberta Health Services Students this may be either your @ahs.ca or @albertahealthservices.ca – feel free to try both).

About

The Emergency Practice, Interventions and Care – Canada (EPICC) Program is Canada’s National Emergency Nursing course.  It is based on the Core Competencies of the Emergency Nurse.

The program is split into three functional areas:

EPICC Design Team

All curriculum design

EPICC Editorial Team

Content development and review

EPICC Scientific Team

Accreditation and Quality Review

We are proud that the EPICC Program is reviewed and externally accredited by the Université de Sherbrooke, Centre des Formations Continue (Centre for Continuing Studies).

EPICC’s mission is to provide quality, evidence-based learning opportunities for emergency practionners regardless of language, geographical location or finances with the purpose of advancing emergency care by creating situations for emergency practionners to challenge themselves and develop life-long learning practices.

How that looks in EPICC:

  • We will assist more remote, less resourced areas in providing EPICC in innovative and creative means by exploring tele-education and alternate delivery methods
  • We deliver EPICC in both official languages (English and French)
SoPEC ValueHow that looks in EPICC
We believe that we live in a community where knowledge is outdated very quickly and that we have a responsibility to provide a credible resource support.There is an online support and resource which can be constantly upgraded to the most current practices and knowledge reflecting evidence-based best practice
We believe in providing authentic realistic learning opportunities.Clinical vignettes that were developed by ED nurses across Canada who were identified for their ED expertise and experience

Case studies that can be adapted to reflect the needs of the specific nurses’ practice area and/or country’s cultural clinical environment

Clinical scenarios were based on the Core Competencies for ED nurses that were developed by the National Emergency Nurses Association
We believe in meaningful, self-directed, experiential and transformative learning.There are FACILITATORS rather than INSTRUCTORS

Classroom scenarios, case-based learning, simulation which reflect “real-life” common ED clinical presentations

Classroom scenarios and case studies that test the abilities of nurses to apply new knowledge and skills in a safe learning environment

Facilitators that build on the prior knowledge and self-identified learning needs of participants that were revealed during the classroom scenarios and case studies.

Case scenarios that go beyond the initial resuscitative efforts and focus on developing a plan to identify patient problems, objective criteria that would determine whether the patient is improving and the plan to achieve the objectives
We believe that safe patient care and good emergency department operations should identify areas where there are gaps in care and/or failures that exist and attempt to mitigate them as best as possible.

We believe that teamwork is essential to safe patient care.

We believe that learning emerges through open and constructive discussion and reflection within the group.

We believe that the learning process is shared between the facilitators and the learners.
All activities encourage participants to work as a team.

At the end of each session, there is a group discussion/debriefing as a team to identify areas where gaps and or failures exist.

In each session there is a facilitator led discussion with the participants contributing to the learning and knowledge sharing.
We believe in an assessment FOR learning and not an assessment OF learning.A formative assessment tool that is done prior to the course (self-assessment) and at the end of each day in discussion with the facilitator (frequent and collaborative feedback). This assessment identifies learning goals for each day and ongoing goal setting upon completion of the course.

Courses

The Theme of EPICC

EPICC is more than a course, it is an experience with the ultimate goal being to develop the emergency practitioners mindset in approaching all emergency department patients.  In the context of the safe learning environment, EPICC has three fundamental tenets:

A High Fidelity & Safe Learning Environment

Self and Teams

This objective assists the learner is discovering their role within a team and how they communicate within those teams.

Planning Care

This objective relates to the planning around the care of the Emergency Department patient.  Care planning focuses on problem identification, objective outcome measures and planning steps for achieving the outcomes.

Searching for Points of Failure

The approach to every situation seeking out gaps in care or communication to ensure the safest patient care possible.

It is important to understand the differentiation between high-fidelity and high-technology.  High-fidelity is the realism of a situation, high-technology is the ‘fanciness’ of simulation mannikins.  EPICC uses high-fidelity simulation and in some environments may incorporate high-technology mannikins.

EPICC uses evidence-based learning and assessment methods to fully engage the adult learner.  Theoretical content is learned online before attending the course.  The programs use mixed learning methods of small and large group case studies and simulation – there is no powerpoint-style learning at the attended sessions.  The programs leverage the “community”…when everyone is together at a course, we believe that learners should be interacting, not watching lectures.

There are currently four programs under the EPICC umbrella.  Please choose one for further information.

If you are wanting to develop your organization to deliver the EPICC programs, please fill out the “Contact Us” form by click the tab on this page.

Rollout Updates & Blog

EPICC-Pediatrics Released!

EPICC-Pediatrics is ready to go!  The course was released at Royal Columbian Hospital in New Westminster, BC this past weekend!  What a great group of nurses to be the first!

EPICC-Pediatrics is Here!

EPICC-Pediatrics officially launches on March 23, 2019 at Royal Columbian Hospital in New Westminster, BC. This 100% Canadian-designed bilingual course is intended for the Registered Nurse who practices in an emergency department that serves adult and pediatric patients. The development of this course is based upon adult learning principles, evidence based research and simulation theory. …

EPICC-Manitoba – Here we come!

In a couple of weeks, 8 facilitators will be created from various parts of the Province to disseminate the EPICC program in Manitoba!  Totally excited…see you all in Winnipeg!

Course Development Team & Process

Landon James, RN, BSN, MA, PCP, CEN

Managing Editor & Project Leader

Monique McLaughlin, RN, BSN, MSN, NP-F

Managing Editor & Facilitator Development Leader

Mélanie Marceau, RN, BSN, MSN, PhD(c)

Lead Editor & Scientific Leader

Brian Lee, RN, BSN

Lead Editor

Denis Bouchard, RN

Lead Editor & Official Languages Leader

Development Process

EPICC is a continually evolving program with new courses and revisions to current content being performed simultaneously.  The program began in 2015 with a curriculum design process and brainstorming session.

The EPICC-Foundations program had the following development process:

  • May 2015-October 2015 – Curriculum and Content Design/Production
  • October 2015 – Design Team Meeting
  • December 2015 –  Curriculum and Methods Test Group with 24 Experienced Nurse Educators
  • January 2016 – Design Team Meeting
  • February 2016 – Test Course with Mixture of Student Experience
  • March 2016 – Test Course with Mixture of Student Experience
  • May 2016 – Release of Course in English and French
  • 2016-2017 – Minor Revisions to Online and In-Person Content

The EPICC-Trauma Program had the following development process:

  • May 2016-November 2016 – Curriculum Design and Online Content Production
  • December 2016 – Design Team Meeting
  • February 2017 – Focused test of Some Content
  • April 2017 – Test Course #1 and #2
  • July 2017 – Test Course #3
  • September 2017 – Release of Course in English and French

The process for both courses has had well-over 100 nurses involved in various capacities from authors to content reviewers to test students.

The newest project, EPICC-Pediatrics, has a proposed timeline below and is subject to change as the project progresses.

  • July 28, 2017 –  Project Team and Content Developer Applications Due
  • August 31, 2017 – Tentative Finalization of Core Competencies of Program
  • September 2017-March 2018 – Content Development
  • Summer 2018 – Peer Review
  • October 2018 – Test Course
  • April 2019 – Proposed Release