education council proposal coversheet - civicweb

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

http://www.cnc.bc.ca/exploring/services/administration/cnc_committees/education_council.htm

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



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


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



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:



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]


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.


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

mailto:[email protected]

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



Healing 2: Caring for Individuals Experiencing Cognitive or Mental Challenges


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]


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.


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.



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


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


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]


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.


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.


1. Health Care Assistant Program HCA 195 manual



18

EVALUATION METHODS AND % OF TOTAL GRADE


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


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



Practice Experience in Mulit-Level and/or Complex Care


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]

[email protected]



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.


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:


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.



21

EVALUATION METHODS AND % OF TOTAL GRADE


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: 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.

education council proposal coversheet - civicweb

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