The Theme of EPICC
Become a Facilitator!
Course Scope and Objectives
This program is based on the National Emergency Nurses Association (NENA) Core Competencies of the Emergency Nurse. These Core Competencies are available on the NENA website at www.nena.ca. The course focuses on the Emergency care of the adult and the basic concepts of some pediatric variations in emergency care.
The purpose of the course is to provide a standardized approach to the emergency department patient with a variety of presentations. In addition to discussing presenting complaint pathophysiology and standardized treatment, a focus will be placed on rapid plans of care, follow-up assessments and formats to communicate clinical data to other nurses and health care professionals.
The intended participants for this course are Nurses working in (or interested in working in) the Emergency Department. Other professions and emergency department staff are welcome to attend the EPICC; however, only Nurses can receive certification in the course.
The course is a mixture of pre-course online modules, classroom, small group case practice/discussion and psychomotor skill stations covering the following topics:
- The Unconscious Patient
- Chest Pain/Myocardial Infarction
- COPD/Congestive Heart Failure
- Diabetic Ketoacidosis
- Communication and Teamwork
- Airway, Breathing and Circulation Interventions
Course Length and Evaluation
The online pre-course content can take anywhere from 4-8 hours depending on the level of detail sought. The attended portion of the class is two days in length. There is no written exam; however, there is an individualized evaluation process throughout the course.
High-Technology? Or High-Fidelity?
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 courses. The courses use mixed learning methods of small and large group case studies and simulation – there is no powerpoint-style learning at the attended sessions. We believe in leveraging the “community”…when everyone is together at a course, we believe that learners should be interacting, not watching lectures.