Insights from Algonquin and Fleming Colleges
Following the transformative impact of the Living Classroom’s PSW programs, the Ministry of Long-Term Care agreed to fund an expansion into Practical Nursing (PN) education.
Two Living Classroom (LC) education partners were early adopters, launching pilot cohorts that adapted the LC framework for PN students. Algonquin College, with its LTC partner, Perley Health in Ottawa, and Fleming College in Peterborough, with two LTC partners, Niagara Region and Algoma Manor.
Algonquin College launched its dedicated PN cohort of 24 students with Perley Health in May 2026, while Fleming College deployed a Hyflex model across Algoma Manor with 7 students in January 2026 and Niagara Region with 6 students in May 2026.
We reached out to these pilot partnerships to learn more about their early experiences launching the Living Classroom program for their PN students, what they gained from the process and what challenges they have overcome. Here is an overview of some learning they shared.
Key Takeaways from the PN pilot programs:
Positive Student and Faculty Feedback: A partner described student feedback as “overwhelmingly positive,” noting that students felt more comfortable in the LTC environment, more confident communicating with staff and residents, and better prepared for placement. Faculty also reported increased student engagement, stronger critical thinking, and greater confidence when performing nursing skills and assessments.
Real-Time Curriculum Optimization: Direct feedback from LTC practice leaders allows nursing faculty to continuously refine the PN course content to reflect evolving clinical complexities and leadership requirements in senior care. They noted: “As the complexity of resident care continues to increase, it is essential that nursing education provide students with meaningful exposure to these environments early and throughout their learning journey. The Living Classroom allows students to be immersed in the realities of resident-centred care from the very beginning of their program, giving them the opportunity to witness the impact of high-quality, compassionate care every day.”
Flexible Integrated Learning Design: Faculty successfully adapt rigorous PN curriculum by building flexible integrated learning activities blending resident observation, simulation, case studies, and reflective exercises—ensuring all regulatory and course outcomes are met. It was noted: “Our experience supporting and developing the program has demonstrated the value of delivering nursing education within an authentic care environment.”
Adapting to Unpredictable Care Environments: Fluctuating resident conditions mean you cannot rely strictly on spontaneous clinical encounters to satisfy specific nursing learning objectives. To address this gap, faculty developed flexible integrated learning activities, mapping learning outcomes to adaptable modules (combining guest speakers, simulations, and case studies) so students gain competencies regardless of specific clinical exposure.
Targeted Resource Allocation: Funding has “enabled dedicated curriculum development, strengthened collaboration between the college and long-term care home, and supported the creation of authentic learning experiences within the care environment. In addition, the funding has provided students with access to resources, simulation equipment, skills supplies, and educational supports that enhance learning and help ensure students can successfully achieve program outcomes within the Living Classroom setting.”
Dual-Site Logistics (Campus Labs vs. LTC Site): Unlike PSW cohorts, PN students may frequently return to campus for specialized lab components, which requires thoughtful planning and collaboration. To make this smoother, partners coordinated transportation schedules and co-developed dedicated on-site student study hubs within the LTC home to keep the group connected.
Creating Local Pathways to Care: “We chose the Living Classroom model because it aligned closely with our organization’s commitment to workforce development and improving access to healthcare education in rural Northern Ontario. We recognized the need to create local pathways into healthcare careers […] the LC model allows students to remain in their home communities while pursuing their education, reducing barriers associated with relocation and travel. It also provides an opportunity to showcase long-term care as a rewarding and dynamic practice setting.”
Enduring Collaborations: An education partner mentioned that through the LC program, they have: “developed a strong and enduring partnership with the LTC home that extends well beyond student placements. Together, they have created opportunities for collaborative research and scholarly activities, including co-developing initiatives focused on advancing long-term care standards and best practices with the LTC’s nursing leadership and research teams.”
Ready to Bring Your Nursing Curriculum to Life?
The LC pilot experiences at Algonquin and Fleming demonstrate that the program creates workforce-ready nurses while building enduring LTC partnerships. It’s a win-win for all of the stakeholders involved.
Post-secondary educators and academic leadership with Practical Nursing programs are invited to expand their institutional reach through the Living Classroom model. Targeted funding is available to support the development of LC’s for PN education, as well as PSW-to-PN bridging programs. Visit the Fund & Application Info page to view application timetables, access submission guides, and start your application to launch cohorts for Spring, Fall, or Winter 2027.
