DOCUMENT SUBMISSION
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Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.
However, if you apply within 6 weeks of the program start date, admission requirements are due within 5 days of applying.
Regular Admission Requirements
| English Language Assessment | Minimum Scores for Certificates, Diplomas and Advanced Diplomas, and Post Graduate Certificates, Post-graduate Diplomas | Minimum Scores for Bachelor Degrees and Creative Communication | International Pathway to Nursing Program |
|---|---|---|---|
| CAEL Online or In-Person | Overall band score of 60 | Overall band score of 70 and Writing of 60 | Overall band score of 60 |
| IELTS Academic Level | Overall 6.0 and No band below 5.5 | Overall 6.5 and No band below 6.0 | Overall 6.0 and No band below 6.0 |
| Password Skills | Overall 6.0 and No band below 5.5 | Overall 6.5 and No band below 6.0 | Overall 6.0 and No band below 5.5 |
| LINC Certificate | 7 | 8 | 7 |
| Duolingo Language Test | 115 and above+ with a min. of 95 in each section | 125 and above with a min. of 100 in each section | 115 and above+ with a min. of 95 in each section |
| New English for Academic and Professional Purposes | Successful completion of the program 5 (min 70%) | Successful completion of the program 5 (min 70%) | Successful completion of the program 5 (min 70%) |
| PTE | 54 overall Min 50 in each skill |
60 overall Min 55 in each skill band |
54 overall Min 50 in each skill |
| TOEFL-ibt Academic Level | 80 (20L, 20S, 19R, 21W) |
90 (22L, 22S, 22R, 24W) |
80 (20L, 20S, 19R, 21W) |
| Academic English Program for University and College Entrance Program (AEPUCE) | Successful Completion | Successful Completion | Successful Completion |
| CELBAN | N/A | N/A | N/A |
In this foundational course, students will explore issues and topics related to intercultural competence, accessibility awareness, cultural, gender, neuro and sexual diversity. They will also explore anti-racism and Indigenous perspectives with a focus on Truth and Reconciliation, Indigenous history, and the impact of intergenerational trauma. Students will reflect on how their internal cultural assumptions, beliefs, values, and bias may influence their personal, academic and professional lives. Through experiential learning and engaging with the course materials, students will develop strategies to address possible misunderstandings and conflicts in multicultural settings.
In this foundational course, students will enhance their academic skills, English language proficiency, and strategic communication abilities for post-secondary education in healthcare. They will improve their academic listening, reading, and writing skills, along with interpersonal verbal and non-verbal communication, to thrive in academic and healthcare settings. The course will focus on building foundational skills for effective interaction, sharing ideas, and information. Additionally, students will strengthen academic strategies such as taking initiative, summarizing information, acting with academic integrity, and demonstrating professionalism and teamwork to prepare for the healthcare context.
This course offers tools that will help students to navigate the changes that come with moving on to a new school. Students will learn how to define and set achievable goals, use time wisely, as well as establish and nurture relationships with instructors and peers, allowing them to respond to stress positively and balance studies, jobs, friends and families. Students will have a greater opportunity for academic success as they develop effective study habits, note-taking strategies, and test-taking skills. They will achieve greater confidence as they enhance academic integrity and learn creative ways to solve problems.
In this course, students will build on learnings from Communication Foundations for Nursing 1 to enhance English language proficiency and socio-cultural communication skills to prepare for interacting in the Canadian healthcare system. Students will apply critical thinking related to academic reading and writing tasks to support research skills in the healthcare field. Students will develop the communication skills needed for interacting appropriately and effectively with colleagues and patients within a model of patient-centered collaborative practice. To do so, students will incorporate listening and speaking strategies, giving and receiving feedback, therapeutic communication skills, and conflict resolution strategies.
In this foundational course, students will build their intercultural competence, language, and communication skills for working as a health professional in the Canadian healthcare system. Students will broaden their understanding of diversity, assumptions, stereotypes, inequity, and the social determinants of health. Students will explore the role of intercultural competence for supporting patients and clients through examining current health topics, case studies, patient-centered care, collaborative practice, and professionalism. Students will apply critical thinking to articulate learning related to health inequities, intercultural competence, Indigenous experiences, and their role as a health professional in providing culturally safe care in the Canadian healthcare system.
Discuss the technical language of medical science. Includes the fundamentals of medical language including word components, definitions, spelling and pronunciation using a systems approach. Basic anatomy and physiology are included to assist in understanding the structure and function of organs and systems in the human body.
In this foundational course, students will prepare to communicate with clients, patients, and colleagues in the Canadian healthcare context by focusing on pronunciation. Students will achieve greater fluency and intelligibility in English pronunciation through structured practice and feedback. Students will examine and practice the production of common sounds, stress, intonation, pitch, and rhythm. Students will also examine accent bias to consider how this impacts interactions, relationships, and patient health. Throughout the course, students will reflect on personal skills as part of ongoing improvement towards communicating with patients and colleagues in the healthcare context.
This course guides students to apply the language and communication skills needed for nursing within the Canadian health-care context. Students will develop their language skills in applied settings while exploring nursing roles, standards, and real-life healthcare environments. Students will have opportunities to engage with authentic nursing-specific language through experiential learning, industry visits and observations, and exposure to professional health-care contexts. Students will also explore Indigenous healthcare and matters unique to Northern Manitoban communities. By situating language learning within a nursing context, students will build confidence and fluency in communicating effectively in professional settings, supporting their integration into Canadian nursing practice.
This course explores the major areas of modern psychology. Key topics include sensation, cognition, learning, motivation, emotional behaviour, stress, methods of coping/adapting, brain structure and function and psychopathology. Fundamental principles of the scientific method and research design are emphasized. Students are expected to gain insight into the roots of human behaviour from both a biological and psychological perspective.
This course focuses on normal human structure and function. Topics include cells and tissues, support and movement, communication, and organ system control. Unifying concepts of the relationship between structure and function, structural hierarchy, and organ system integration are emphasized. Laboratory experiences reinforce these topics and concepts.
A working knowledge of introductory anatomy and physiology is assumed. The details of anatomy and physiology are organized around unifying concepts such as interrelationships of body organ systems, homeostasis, and the complementary nature of structure and function. Presentation of the material reflects hierarchical levels of complexity that contribute to the organization of the body as a whole and the students' understanding of this organization. Laboratory exercise are essential in adding students to apply theoretical concepts of anatomy and physiology.
Recognition of Prior Learning (RPL) is a process which documents and compares an individual's prior learning gained from prior education, work and life experiences and personal study to the learning outcomes in College courses/programs. For more information, please visit www.rrc.ca/rpl.