Lecture
Practice
Group discussion/group activities
Audio-visual materials
Case studies/simulation
Clinical experiences
NOTE: All skills are taught in such a way that facility, community, and acute care contexts are recognized.
Problem-solving when carrying out care-giving procedures
- Planning and implementing care based on the person’s needs, the established care plan and facility/agency policies.
- Evaluating effectiveness of the procedure.
- Reporting and recording actions, results and observations.
- Responding appropriately to emergency situations.
Asepsis and Prevention of Infection
Promoting comfort, rest, and sleep
Promoting personal hygiene
Moving, positioning and transferring a client
Bedmaking
Promoting exercise and activity
Promoting healthy nutrition and fluid intake
- Utilizing safe feeding/eating assistance techniques with individuals who are experiencing difficulty biting, chewing, and/or swallowing
Promoting urinary and bowel elimination
Upon successful completion of this course, students will be able to:
- Safely and competently perform all course skills in the laboratory setting.
- Provide care and assistance for residents experiencing moderate to complex health challenges.
- Provide person-centered care and assistance that recognizes and respects the uniqueness of each individual resident.
- Perform personal care skills in an organized manner ensuring the comfort and appropriate independence of the client/resident.
- Use an informed problem-solving approach to provide care and assistance that promotes the physical, psychological, social, cognitive and spiritual well-being of residents and families.
- Provide personal care and assistance competently in ways that maintain safety for self and others.
- Perform the care-giver role in a reflective, responsible, accountable and professional manner within the parameters of the HCA role.
- Communicate clearly, accurately and in sensitive ways with residents and families.
- Demonstrate an understanding of interactions with other members of the healthcare team which would contribute to effective working relationships and the achievement of goals, and successfully apply this knowledge at a beginning level.
- Recognize and respond to own self-development, learning and health enhancement needs.
Course evaluation is consistent with Douglas College course evaluation policy. An evaluation schedule is presented at the beginning of the course.
This is a MASTERY course. Students will receive a detailed outline of performance expectations at the beginning of the course.
Textbooks and Materials to be Purchased by Students:
A list of recommended textbooks and materials is provided to students at the beginning of the semester.