education council proposal coversheet - civicweb
TRANSCRIPT
2015
EDUCATION COUNCIL PROPOSAL
Coversheet
To: EdCo Admin Assistant
Date: Oct 15, 2015
From: S Theroux, T Baker, J Warmerdam
Phone: 5317
Email: [email protected]
Proposal: HCAP curriculum and admission requirement revisions
This proposal will circulate to the following mandatory advisory program committees:
Regional Program Committees, Educational Administrative Team, Admissions, Counselling & Advising, Accessibility Services, and Community & Continuing Education.
If you would like to distribute this proposal to optional instructional program committees: (circle or highlight) ALL or:
ABT ACDU (CCP) Business CASS CNET CSS Dental
ECCL ESL/IE HCAP Library LPN MLTS MRT
Nursing SSWK Trades UT Arts UT Science Other:
Please be aware of the timelines required for developing, consulting, circulating, revising and submitting the proposal to Education Council. The entire process takes approximately seven weeks after consultation with Admissions Committee.
I UNDERSTAND THAT IN ORDER TO BE PLACED ON THE EDUCATION COUNCIL AGENDA, I WILL NEED TO SUBMIT MY REVISED PROPOSAL, IF REVISION WAS REQUIRED, AND MY REPLIES TO RESPONSES, IF ANY, BY THE DEADLINE FOR SUBMISSIONS FOR THE EDUCATION COUNCIL MEETING I WISH TO ATTEND.
S Theroux, T Baker, J Warmerdam X
Name – Proponent Signature
Sandy Theroux X
Name – Educational Administrator Signature
(The signatures above are required prior to circulation and review by Education Council)
For more information on Education Council follow the link to visit the website: Education Council
Proposed implementation date: September 2016
1
Health Care Assistant Ed Co Revisions
Revisions to Health Care Assistant Program Admission Requirements
November 27, 2015
Current requirements
Admission and program requirements for September 2015 intake
1. Either
A) Completion of Grade 10 with English 10 or English 030; Math 10 or Math 030; Science 10 or
Science 030; Social Studies 10 or CNST 030 or COMP 030.
Or
B) Mature student status
Proposed Change –
Delete: Science 10 or Science 030; Social Studies 10 or CNST 030 or COMP 030.
1.
Delete: Either
a) Completion of Grade 10 with English 10 or English 030 or equivalent; Math 10 or Math 030 or
equivalent Science 10 or Science 030; Social Studies 10 or CNST 030 or COMP 030.
Delete:
Or
b) Mature student status
ADD: Student Readiness Assessment Math (SRA) score of 16/36. See English language
requirements for SRA English requirement.
Rationale:
No other publically funded institution requires Social Studies. Only two other publically funded institutions
require Science. Please see the below information and the table of Academic Admission requirements for
Health Care Assistant Programs in BC.
Health Care Assistant Programs –Publically Funded Institutions in BC
Academic Admission requirements
English Requirement:
Grade 10 – 5 institutions
Grade 11 – 8 institutions
Grade 12 – 2 institutions
Science Requirement:
College of New Caledonia
Northern Lights College
2
Selkirk College
Institution Academic Admission Requirements
English Other
Camosun College Grade 11 English C Or ENGL 050 C or ENGL 059 C+
LPI: essay 24/40, essay level 4, total 20
Capilano University Grade 10 English & 18 years
BC Secondary School graduation
Or Mature Student Status
College of New Caledonia
Grade 10 English C; or ENG 030 C
Completion of Grade 10; Or Mature Student status
Math 10 or Math 030; Science 10 or Science 030; Social Studies 10 or CNST 030 or COMP 030
College of the Rockies Grade 10 with English C Grade 10 Math C ABE Intermediate level ENGL 070 C Math 070 C; or Assessment to acceptable level
Douglas College Grade 11 English C Accuplacer Grade 11 level: Reading 65, write 4
Kwantlen Polytechnic University
Grade 12 English C; or English Lit 12; or English 12 First Peoples; or Communications 12;
or English 12 from Adult Dogwood; or 1B English A1 or A2
Or LPI essay score of 26 level 4; Accuplacer level 8; Or KPU placement test
North Island College Grade 11 English C+ Or ENGL 052 C+ Or CAT 4 English 098
Northern Lights College Grade 10 English C Grade 10 Math & Science C
Grade 10 completion; or CCP ENLG 030 C, Math 030 C, SCIE 030 C
North West Community College
Grade 11 English Successful CAT (English);
Or ENGL 040, 043, 045
Okanagan college Grade 11 English 60%; or English 12 50%; or English First Peoples
BC secondary school graduation; Or Mature Student Status
or LPI 24/40 or level 4
Selkirk College Grade 11 English C+ Science 10 C+, Math 10 C+
College Readiness Tool – assess reading, writing, & math
Thompson Rivers University
BC Grade 11 English B Completion of Grade 11
Grade 12 preferred
University of Fraser Valley
Grade 11 English; or ENGL 081
BC secondary school graduation with English 11; or 6 credits at post-secondary level
Or Mature Students must meet prereqs for ENGL 091, 099, or 105 at UFV
Vancouver Community College
Grade 10 English Secondary school graduation
Or Mature Student
Vancouver Island University
Grade 12 English BC secondary school graduation; Or Mature Student
Math/reading aptitude test
3
Revisions to Health Care Assistant Program Admission Requirements
Revisions to English language competency requirements:
Currently the admission requirements for the Health Care Assistant program include the Canadian Adult
Achievement Test (CAAT).
The current English language competency requirements will remain with the addition of the SRA scores
English language competency requirements:
ADDITION of the Student Readiness Assessment (SRA)
Reading 23/40
Vocabulary 15/30
Spelling 22/30
Rational:
The Student Readiness Assessment (SRA) is the assessment currently being used at CNC.
We want to keep the CAAT as students may have this test done at a different institution.
The CAT4 test will be implemented in January 2016. The CAT4 is normed for northern and remote.
Revisions to Emergency Level first Aid
Current requirements:
Prior to the first clinical component of the program, you must have
1. Same as calendar….
2. Same as calendar…..
3. Proof of CPR Level “C”, Emergency-level First Aid and Food Safe Level 1. The CPR Level C and Emergency
First Aid must be valid throughout enrollment in the Health Care Assistant Program.
Proposed Change:
3. Proof of DELETE CPR Level “C”, Emergency-level ADD Standard First Aid which includes CPR Level “C”
and Food Safe Level 1. The CPR Level C and DELETE Emergency First Aid ADD Standard First Aid must be
valid throughout enrollment in the Health Care Assistant Program.
Rationale:
The change from Emergency level First Aid to Standard First Aide which included CPR Level “C” is a
requirement of the BC Care Aide & Community Health Worker Registry Health Care Assistant program
recognition process (Accreditation).
4
Revisions to Health Care Assistant Course Syllabi
Rationale:
The Health Care Assistant program offers the Provincial Curriculum as required by the BC Care Aide &
Community Health Worker Registry. The required curriculum changes are:
HCAP 130: course objective
HCAP 145: calendar description and course objectives.
HCAP 195: course title, calendar description
HCAP 199: calendar description
There were no required revisions for the rest of the HCAP course syllabi.
In addition the method of student evaluation has been revised for the two clinical courses HCAP 195 and
HCAP 199. This change in student evaluation was a requirement of Health Care Assistant program
recognition process.
Please see the following pages for the Summary of Required Revisions to the Health Care Assistant course
syllabi, as well as the HCAP course syllabi indicating the revisions.
Revisions to Program Outline
HCAP 120 Health and Healing Concepts for Practice
HCAP 125 Health 1: Interpersonal Communications
HCAP 130 Health 2: Lifestyle and Choices
HCAP 135 Health Care Assistant: Introduction to Practice
HCAP 140 Healing 1: Caring for Individuals Experiencing Common Health Challenges
HCAP 145 Healing 2: Caring for Individuals Experiencing Cognitive or Mental Challenges
HCAP 150 Healing 3: Personal Care and Assistance
HCAP 195 Practice Experience in Home Support, Assisted Living ADD and/or Group Home
HCAP 199 Practice Experience in Multi-Level and/or Complex Care
Rationale: Title was changed as required by the BC Care Aide & Community Health Worker Registry.
5
Summary of Required Revisions to
Course Title, Course Descriptions, and Learning Outcomes
for HCAP courses:
HCAP 130 Health 2: Lifestyle and Choices
Learning Objectives:
#1 Discuss the interrelationship of physical, social, cognitive, emotional and spiritual determinants of
health.
REVISED TO:
#1 Discuss the interrelationship of physical, social, cognitive, emotional and spiritual dimensions and
Determinants of Health.
HCAP 145 - Healing 2: Caring for Individuals Experiencing Cognitive or Mental Challenges
CALENDAR DESCRIPTION:
This course builds on content from other courses to assist students to explore concepts and care-giving approaches that will allow them to work effectively with individuals experiencing cognitive or mental challenges. Emphasis is on recognizing behaviors and identifying person-centred intervention strategies.
REVISED TO: see highlighted segment for revision
This course builds on content from other courses to assist students to explore concepts and care-giving approaches that will allow them to work effectively with individuals experiencing cognitive or mental challenges. The emphasis in this course is on supporting clients with dementia, recognizing responsive behaviours and identifying person-centred intervention strategies.
COURSE GOAL and LEARNING OBJECTIVES:
1. Describe ways to organize, administer and evaluate person-centred care and assistance for
clients/residents experiencing cognitive health challenges ADDED (dementia).
2. Describe ways to organize, administer and evaluate person-centred care and assistance for clients/residents experiencing mental health challenges ADDED (other than dementia).
3. Utilize effective approaches to disruptive or abusive behaviours.
REVISED TO
Demonstrate an understanding of effective approaches to disruptive or abusive behaviours.
6 ADDED
The main focus of this course (at least 70%1) is on:
Learning Outcome 1 – Describe ways to organize, administer and evaluate person-centered care
and assistance for clients experiencing cognitive health challenges (dementia).
and
Learning Outcome 3 – Demonstrate an understanding of effective approaches to disruptive or
abusive behaviours.
A maximum of 30% of course hours is dedicated to:
Learning Outcome 2 – Describe ways to organize, administer and evaluate person-centered care and
assistance for clients experiencing mental health challenges (other than dementia).
HCAP 195 Practice Experience in Home Support and/or Assisted Living
Course Title: Practice Experience in Home Support and/or Assisted Living
REVISED TO:
Practice Experience in Home Support, Assisted Living and/or Group Home
CALENDAR DESCRIPTION:
REVISED TO: – see highlighted item
This practice course provides students with an opportunity to apply knowledge and skills from all other
courses with individuals and families in a community setting. Opportunity will be provided for students to
become more familiar with the role of the HCA within a Home Support Agency, Assisted Living Facility and
or a Group Home, and to gain abilities that will prepare graduates for employment in these settings. It is
important that students understand the philosophy of community care settings and its emphasis on client
choice and independence.
Student Evaluation:
Clinical Evaluation – changed to Satisfactory or Unsatisfactory S/U from a % grade
ADDED:
*NOTE: The HCAP 195 clinical evaluation criteria must be met satisfactorily in order to pass the course
*Note: The grade for each assignment must be 60% or higher in order to pass the course
7 HCAP 199 - Practice Experience in Mulit-Level and/or Complex Care
CALENDAR DESCRIPTION:
REVISED TO: – see highlighted item
This supervised practice experience provides students with an opportunity to apply knowledge and skills from
all other courses in the program with individuals in a multi-level or complex care setting. A portion of this
clinical experience is devoted to working with individuals experiencing cognitive challenges. Opportunity will
be provided for students to gain expertise and confidence with the role of the HCA within a continuing
residential care facility.
Student Evaluation:
Clinical Evaluation – changed to Satisfactory or Unsatisfactory S/U from a % grade
ADDED:
*NOTE: The HCAP 199 clinical evaluation criteria must be met satisfactorily in order to pass the course
*Note: The grade for each assignment must be 60% or higher in order to pass the course
Please see the following pages for the HCAP Course syllabi that have been revised.
8
School of Health Sciences
Health Care Assistant Program HCAP 130
Health 2: Lifestyle and Choices
Approved by Education Council: February 27, 2009
Credits: 2 credits
Term: Program commencement to December Total Course Hours: 30 Prerequisite: Admission to the HCA Program Lecture Hours: 30 Co-requisite: none Lab Hours: 0
Instructor: Mike Baker Office Hours: as per posted schedule Lecture: as per HCA Program Timetable Office: Rm. 2-261 Lab: N/A Phone: 250-562-2131 loc. 5368 e-mail: [email protected]
CALENDAR DESCRIPTION:
This course introduces students to a holistic concept of health and the components of a health-enhancing lifestyle. Students are invited to reflect on their own experience of health, recognizing challenges and resources that can impact lifestyle choices. Students are introduced to a model that can be applied in other courses to understand the multi-faceted aspects of health and healing.
COURSE GOAL and LEARNING OBJECTIVES:
1. Discuss the interrelationship of physical, social, cognitive, emotional and spiritual determinants of health.
Number 1. Revised to:
1. Discuss the interrelationship of physical, social, cognitive, emotional and spiritual dimensions and Determinants of Health.
2. Describe how lifestyle choices and behaviors contribute to physical, psychological, social, cognitive and spiritual health.
3. Explain the complexity of the change process in relation to health promotion. ACADEMIC HONESTY AND STUDENT CONDUCT: Students are expected to conduct themselves with academic integrity and in accordance with CNC’s established standards of conduct. Penalties for misconduct, including plagiarism, cheating and personal misconduct are outlined in the Standards of Conduct: Student Responsibility and Accountability document found in the policies section of CNC’s website. All students should familiarize themselves with this document. http://cnc.bc.ca/Visiting/CNC_Policies.htm
9 ACCESSIBILITY SERVICES: Students who require academic accommodations as a result of a disability should advise both the instructor and Accessibility services. Students requiring support should familiarize themselves with the College Access: Students with Disabilities policy. http://cnc.bc.ca/Visiting/CNC_Policies.htm CLASSROOM BASED RESEARCH If classroom based research is conducted, the class will be instructed on appropriate ways of conducting research with human subjects based on the CNC Policy and Procedure for Ethical Research. The ethical framework for this study will be articulated by the instructor in the classroom.
REQUIRED REFERENCES:
List to include, but not limited to the following:
1. Health Care Assistant Program HCA 130 manual – Bring to each class 2. Sorrentino S.: Mosby’s Canadian Textbook for the Support Worker 3rd Edition 3. Sorrentino S.: Mosby’s Canadian Workbook for the Support Worker 3rd Edition 4. Donatelle, R.J., Thompson, A.M.: Health the Basics 5th Edition –Bring to each class
10 EVALUATION METHODS AND % OF TOTAL GRADE
STUDENT EVALUATION LETTER GRADE / PERCENTAGES
Attendance/Communication 5% A+ 90 % - 100 %
Spiritual/Religion Assignment
Due Week 6 – Wed. Sept. 30
25% A 85 % - 89.9 %
Exercise and Nutrition Assignment
Due Week 7
20% A- 80 % - 84.9 %
Lifestyle Change Process Assignment
Due Week 10
20% B+ 76 % - 79.9 %
Final Exam
Week 13
30% B 72 % - 75.9 %
B- 68 % - 71.9 %
C+ 64 % - 67.9%
C 60 % - 63.9%
F 0 % - 59.9%
COURSE CONTENT or TOPICS Lesson 1: Introduction to Health: Understanding health
Health as process i.e. a journey not a destination
Introduction of dimensions of health
Interrelatedness of all aspects of health: introduction of the health wheel
Health as it relates to lifestyle and choices
Lesson 2: Physical Health: Substance Abuse
Avoiding/limiting harmful substances
Lesson 3: Physical Health: Nutrition
Nutrition throughout the life cycle
Factors that affect eating and nutrition
Canada’s Food Guide
Lesson 4: Physical Health: Exercise and Weight Management
Physical activity and self-care
Sleep and rest
Weight management
Lesson 5 and 6: Cultural and Spiritual Components of Health
11
Cultural and societal influences on lifestyle and choices
Personal values and beliefs
Activities that enrich and refresh
Lesson 7: Psychological and Emotional Components of Health & Stress
Interaction between emotions/perceptions and health
Psychologically safe environments
Stress and stress management
Common responses and effects of stress
Common stressors related to work of the HCA
Burnout and compassion fatigue
Strategies for self-assessment and wellness intervention
Lesson 8: Cognitive Components of Health
Rational thinking and perceiving
Ability to reason, interpret, remember, perceive, assess and evaluate
Problem-solving ability and creativity
Lesson 9: Social Health and Introduction to Lifestyle Change
Social bonds and social supports in relation to health
Complexity of the lifestyle change process
Critical thinking and problem-solving as it relates to lifestyle and choices
Self-reflection and self-evaluation in relation to challenges and resources
Setting achievable goals, using motivators, setting a realistic change agenda
Recognizing difficulties inherent in personal change
Lesson 10: Final Exam
12
School of Health Sciences
Health Care Assistant Program HCAP 145
Healing 2: Caring for Individuals Experiencing Cognitive or Mental Challenges
Approved by Education Council: February 27, 2009
Credits: 3 credits
Term: January to May Total Course Hours: 60 Prerequisite: Prerequisites: Passing grade (60%) in any two of HCAP 120, HCAP 125, HCAP 130, HCAP 135; or with instructor’s permission
Lecture Hours: 60
Co-requisite: none Lab Hours: 0
Instructor: Mike Baker Office Hours: as per posted schedule Lecture: as per HCA Program Timetable Office: Rm. 2-261 Lab: N/A Phone: 250-562-2131 loc. 5368 e-mail: [email protected]
CALENDAR DESCRIPTION:
This course builds on content from other courses to assist students to explore concepts and care-giving approaches that will allow them to work effectively with individuals experiencing cognitive or mental challenges. Emphasis is on recognizing behaviors and identifying person-centred intervention strategies.
REVISED TO: see highlighted segment for revision
This course builds on content from other courses to assist students to explore concepts and care-giving approaches that will allow them to work effectively with individuals experiencing cognitive or mental challenges. The emphasis in this course is on supporting clients with dementia, recognizing responsive behaviours and identifying person-centred intervention strategies.
COURSE GOAL and LEARNING OBJECTIVES:
1. Describe ways to organize, administer and evaluate person-centred care and assistance for
clients/residents experiencing cognitive health challenges ADDED (dementia).
2. Describe ways to organize, administer and evaluate person-centred care and assistance for clients/residents experiencing mental health challenges ADDED (other than dementia).
3. Utilize effective approaches to disruptive or abusive behaviours.
Number 3 REVISED TO:
3. Demonstrate an understanding of effective approaches to disruptive or abusive behaviours.
13 ADDED
The main focus of this course (at least 70%2) is on:
Learning Outcome 1 – Describe ways to organize, administer and evaluate person-centered care
and assistance for clients experiencing cognitive health challenges (dementia).
and
Learning Outcome 3 – Demonstrate an understanding of effective approaches to disruptive or
abusive behaviours.
A maximum of 30% of course hours is dedicated to:
Learning Outcome 2 – Describe ways to organize, administer and evaluate person-centred care and assistance for clients experiencing mental health challenges (other than dementia). ACADEMIC HONESTY AND STUDENT CONDUCT: Students are expected to conduct themselves with academic integrity and in accordance with CNC’s established standards of conduct. Penalties for misconduct, including plagiarism, cheating and personal misconduct are outlined in the Standards of Conduct: Student Responsibility and Accountability document found in the policies section of CNC’s website. All students should familiarize themselves with this document. http://cnc.bc.ca/Visiting/CNC_Policies.htm ACCESSIBILITY SERVICES: Students who require academic accommodations as a result of a disability should advise both the instructor and Accessibility Services. Students requiring support should familiarize themselves with the College Access: Students with Disabilities policy. http://cnc.bc.ca/Visiting/CNC_Policies.htm CLASSROOM BASED RESEARCH: If classroom based research is conducted, the class will be instructed on appropriate ways of conducting research with human subjects based on the CNC Policy and Procedure for Ethical Research. The ethical framework for this study will be articulated by the instructor in the classroom.
REQUIRED REFERENCES:
List to include, but not limited to the following:
1. Health Care Assistant Program HCA 145 manual – Bring to each class 2. Sorrentino S.: Mosby’s Canadian Textbook for the Support Worker 3rd Edition 3. Sorrentino S.: Mosby’s Canadian Workbook for the Support Worker 3rd Edition
2 Minimum of 42 hours of the 60 hour course
14 EVALUATION METHODS AND % OF TOTAL GRADE
STUDENT EVALUATION LETTER GRADE / PERCENTAGES
Attendance/Communication 5% A+ 90 % - 100 %
Quiz
Week 20
25% A 85 % - 89.9 %
Assignment: Interaction with a Client with Cognitive Changes
Due Week 23
25% A- 80 % - 84.9 %
Assignment: Mental Health and Dementia Presentation
Week 26
10% B+ 76 % - 79.9 %
Final Exam
Week 29
35% B 72 % - 75.9 %
B- 68 % - 71.9 %
C+ 64 % - 67.9%
C 60 % - 63.9%
F 0 % - 59.9%
COURSE CONTENT or TOPICS
Lesson 1: Introduction to Delirium, Depression & Dementia
Confusion and dementia
Causes and forms of reversible and irreversible dementia/changes in mental functioning
Supporting family members and caregivers
Lesson 2 & 3: Process of Dementia
Alzheimer’s disease and other dementias
Forms and causes of various dementias
Lesson 4 & 5: Stages of Dementia and Behaviors
Stages of dementia, factors influencing behaviors and responses
Importance of environment in relation to behaviors
Working effectively with individuals experiencing early, moderate or severe dementia
Supporting family members
Caregiver needs and support
Lesson 6: Other Dementias
Forms and causes of various dementias – pathology, processes and characteristics
Lesson 7: Philosophy & Models of Care/Strategies & Appropriate Activities
Philosophies and models of care
15
Importance of life review in care of individuals with dementia
Appropriate activities for individuals experiencing different stages of dementia
Strategies for working with individuals exhibiting responsive behaviors
Lesson 8: Quiz
Lesson 9: Aggressive Behaviors
Knowing when to exit a potentially unsafe situation
Lesson 10: Dementia & Sexuality
Recognizing resident’s rights and freedom of expression
Effective strategies to deal with inappropriate sexual behaviors
Lesson 11: Abuse
Types, signs, and the cycle of abuse
Assessing situations and individuals
Appropriate responses and preventive measures when encountering abuse
Knowing when to exit a potentially unsafe situation
Lesson 12: Anxiety & Mood Disorders
Causes and common treatment of mental health challenges
Common mental health disorders including anxiety, mood disorders & personality disorders.
Stigma associated with mental health challenges including cultural differences in perception of
same
Lesson 13: Mental Health: Stigmas, Cultural Perceptions, Suicide
Stigma associated with mental health challenges
Cultural differences in perceptions of mental health challenges
Suicide risks and prevention
Caring for the person and family
Lesson 14: Schizophrenia
Guest Presentation – Schizophrenia
Lesson 15: Substance Abuse Disorders, Multi-diagnoses
Substance abuse disorders, dual or multi-diagnoses
Lesson 16: Developmental Disabilities
Causes and common treatment of developmental challenges
Lesson 17: Life Skills
Introduction to Life Skills in working with individuals with developmental challenges
Lesson 18 & 19: Mental Health Presentations
Student presentations of researched mental health/cognitive health challenge
Lesson 20: Final Exam
16
School of Health Sciences Health Care Assistant Program
HCAP 195
Practice Experience: Home Support / Assisted Living REVISED TO:
Practice Experience in Home Support, Assisted Living and/or Group Home
Approved by Education Council: February 27, 2009
Credits: 2
Term: January to April Total Course Hours: 66 Prerequisite: admission to the HCA Program; Student must have maintained a 60% average in all other courses to enter and remain in this course
Lecture Hours: 6
Co-requisite: NA Clinical Experience: 60
Instructor: Joleen Warmerdam Office Hours: as per posted schedule Lecture: as per HCA Program timetable Office: 2-215 Clinical experience: as per individual schedule provided by instructor
Phone: 250-562-2131 loc. 5223
e-mail: [email protected]
CALENDAR DESCRIPTION:
REVISED TO: – see highlighted item This practice course provides students with an opportunity to apply knowledge and skills from all other
courses with individuals and families in a community setting. Opportunity will be provided for students to
become more familiar with the role of the HCA within a Home Support Agency, and gain abilities that will
prepare graduates to assume the role of a Community Health Worker. Assisted Living Facility and or a
Group Home, and to gain abilities that will prepare graduates for employment in these settings. It is
important that students understand the philosophy of community care settings and its emphasis on client
choice and independence.
COURSE GOAL and LEARNING OBJECTIVES:
1. Provide person-centered care and assistance that recognizes and respects the uniqueness of
each client. 2. Use an informed problem-solving approach to provide care and assistance that promotes the
physical, psychological, social cognitive and spiritual well-being of clients and families. 3. Provide care and assistance for clients experience complex health challenges. 4. Provide care and assistance for clients experiencing cognitive and/or mental health challenges
17
5. Interact with other members of the healthcare team in ways that contribute to effective working relationships and the achievement of goals.
6. Communicate clearly, accurately and in sensitive ways with clients and families
within a variety of contexts.
7. Provide personal care and assistance in a safe, competent and organized manner.
8. Recognize and respond to own self-development, learning and health
enhancement needs.
9. Perform the care-giver role in a reflective, responsible, accountable and professional manner.
Meeting the objectives of this course will help the student achieve the BC provincial HCA program learning outcomes.
ACADEMIC HONESTY AND STUDENT CONDUCT: Students are expected to conduct themselves with academic integrity and in accordance with CNC’s established standards of conduct. Penalties for misconduct, including plagiarism, cheating and personal misconduct are outlined in the Standards of Conduct: Student Responsibility and Accountability document found in the policies section of CNC’s website. All students should familiarize themselves with this document. http://cnc.bc.ca/Visiting/CNC_Policies.htm ACCESSIBILITY SERVICES: Students who require academic accommodations as a result of a disability should advise both the instructor and Accessibility Services. Students requiring support should familiarize themselves with the College Access: Students with Disabilities policy. http://cnc.bc.ca/Visiting/CNC_Policies.htm CLASSROOM BASED RESEARCH: If classroom based research is conducted, the class will be instructed on appropriate ways of conducting research with human subjects based on the CNC Policy and Procedure for Ethical Research. The ethical framework for this study will be articulated by the instructor in the classroom.
REQUIRED REFERENCES:
1. Health Care Assistant Program HCA 195 manual
18
EVALUATION METHODS AND % OF TOTAL GRADE
STUDENT EVALUATION LETTER GRADE / PERCENTAGES
Diary and Skills List*
Due a week after completion of HCAP 195 clinical bookings
50% A+ 90 % - 100 %
Mock Interview*
Due Week 27 and 29– Group Dependent
25% A 85 % - 89.9 %
Final Summary*
Due Week 30
20% A- 80 % - 84.9 %
Attendance 5% B+ 76 % - 79.9 %
Clinical Evaluation* S/U B 72 % - 75.9 %
*Note: The HCAP 195 clinical evaluation criteria must be met satisfactorily in order to pass the course
*Note: The grade for each assignment must be 60% or higher in order to pass the course
B- 68 % - 71.9 %
C+ 64 % - 67.9%
C 60 % - 63.9%
F 0 % - 59.9%
COURSE CONTENT or TOPICS:
Students will utilize theory, skills and values from all other course work in order to
achieve the learning outcomes of this course. The student’s practice will exemplify an
understanding of this content as he/she applies same while caring for
clients/residents in the community settings. Students will be placed in a variety of
settings in the community including:
• Elderly services mental health
• Hospice
• Private homes
• Group homes for mentally and physically challenged
• Housekeeping, laundry and food services
• Assisted living
• Supportive living
• Others as deemed appropriate
19
School of Health Sciences
Health Care Assistant Program HCAP 199
Practice Experience in Mulit-Level and/or Complex Care
Approved by Education Council: February 27, 2009
Credits: 5 credits
Term: October to May Total Course Hours: 230 Prerequisite: Admission to the HCA Program. Students must have maintained a 60% average in all other courses to enter and remain in this course.
Lecture Hours: 10
Co-requisite: none Clinical Experience: 220
Instructor: Trudy Baker/Joleen Warmerdam Office Hours: as per posted schedule Lecture: as per HCA Program Timetable Office: Rm. 2-213/2-215 Lab: N/A Phone: 250-562-2131 loc. 5269/5223 e-mail: [email protected]
CALENDAR DESCRIPTION:
REVISED TO: – see highlighted item
This supervised practice experience provides students with an opportunity to apply knowledge and skills from all other courses in the program with individuals in a multi-level or complex care setting. A portion of this clinical experience is devoted to working with individuals experiencing cognitive challenges. Opportunity will be provided for students to gain expertise and confidence with the role of the HCA within a continuing residential care facility. The final three weeks of this course shall consist of a preceptorship during which the student performs clinical or other professional care-giving procedures in an appropriate healthcare setting under the immediate supervision of a fully qualified individual.
COURSE GOAL and LEARNING OBJECTIVES:
1. Provide person-centered care and assistance that recognizes and respects the uniqueness of
each individual resident or client.
2. Use an informed problem-solving approach to provide care and assistance that promotes the physical, psychological, social cognitive and spiritual well-being of clients and families.
3. Provide care and assistance for clients experiencing complex health challenges.
20
4. Provide care and assistance for clients experiencing cognitive and/or mental health challenges
5. Interact with other members of the healthcare team in ways that contribute to effective
working relationships and the achievement of goals.
6. Communicate clearly, accurately and in sensitive ways with clients and families.
7. Provide personal care and assistance in a safe, competent and organized manner.
8. Recognize and respond to own self-development, learning and health enhancement needs.
9. Perform the care-giver role in a reflective, responsible, accountable and professional manner.
ACADEMIC HONESTY AND STUDENT CONDUCT: Students are expected to conduct themselves with academic integrity and in accordance with CNC’s established standards of conduct. Penalties for misconduct, including plagiarism, cheating and personal misconduct are outlined in the Standards of Conduct: Student Responsibility and Accountability document found in the policies section of CNC’s website. All students should familiarize themselves with this document. http://cnc.bc.ca/Visiting/CNC_Policies.htm ACCESSIBILITY SERVICES: Students who require academic accommodations as a result of a disability should advise both the instructor and Accessibility Support services. Students requiring support should familiarize themselves with the College Access: Students with Disabilities policy. http://cnc.bc.ca/Visiting/CNC_Policies.htm CLASSROOM BASED RESEARCH: If classroom based research is conducted, the class will be instructed on appropriate ways of conducting research with human subjects based on the CNC Policy and Procedure for Ethical Research. The ethical framework for this study will be articulated by the instructor in the classroom.
REQUIRED REFERENCES AND SUPPLIES:
List to include, but not limited to the following:
1. Health Care Assistant Program HCA 199 manual 2. Appropriate attire as stated in the HCAP Student Handbook including, but not limited to:
uniform, closed toe and heel shoes, watch with a second hand, name tag, black pen, pencil, small notebook and Northern Health Picture ID badge when students are in Northern Health work sites.
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EVALUATION METHODS AND % OF TOTAL GRADE
STUDENT EVALUATION LETTER GRADE / PERCENTAGES
Bath and Physio Assignment*
Due one week after Bath Shift Experience
20% A+ 90 % - 100 %
Journal*
Due weekly while in clinical setting. Final clinical summary due Week 31
30% A 85 % - 89.9 %
Care Plan *
Due Week 13 – Groups A & B
Due Week 15 – Groups C & D
50% A- 80 % - 84.9 %
Clinical Evaluation *
Completed at end of preceptorship period
S/U B+ 76 % - 79.9 %
*NOTE: The HCAP 199 clinical evaluation criteria must be met satisfactorily in order to pass the course
Note: Each assignment must be 60% or better in order to pass the course
B 72 % - 75.9 %
B- 68 % - 71.9 %
C+ 64 % - 67.9%
C 60 % - 63.9%
F 0 - 59.9%
COURSE CONTENT or TOPICS The applied practice experiences within the HCA program are critical to student learning. It is through
the practice experiences that students apply the knowledge, understanding, skills and attitudes they
have learned in all other courses in the program and become ready to undertake the role of a HCA in a
community or facility setting.
Student will have “block” practical shifts in approximately four complex care sites on the Prince George
campus. Regional campuses will provide equivalent learning opportunities. The students will learn in a
combination of day and evening shifts. Their final experience will assist them to transition into the role
of Heath Care Assistant.