HCA 100 Program Foundations introduces learners to the Health Care Assistant Program structure and how to navigate the learning management system and other pieces of technology utilized in the program. An overview of the curriculum, teaching and learning approaches and strategies are introduced and discussed. Students are introduced to the function of the BC Care Aid and Community Support Worker Registry and supported by instructors in learning threshold concepts to prepare them for the course requirements.
Accessibility Services Notice
Students who would like an academic accommodation and who have a documented disability should contact Accessibility Services, if they have not already done so.Course Details| Total number of weeks | 1 |
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| Total Credits | |
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| Total Hours | 30 |
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Typical hours per week breakdown| Other | 30 |
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Learning Outcomes
Upon successful completion of this course, the learner will be able to:
- Access and navigate Moodle pages, Selkirk College email and other software subscriptions
- Participate in learning activities
- Describe the structure of the Health Care Assistant Program and College policies
- Discuss the student role and develop strategies for success
- Define the role of the BC Health Care Assistant & Community Health Worker Registry
Teaching and Learning Approach
All of the courses in the Health Care Assistant (HCA) Program focus on promoting the independence and
autonomy of students. This approach supports the development of the soft skills required of a Health Care
Assistant in the workplace and for students to successfully meet the Program Outcomes.
Instructors approach the delivery of course content as facilitators of learning, working with students to develop
their strengths and recognize growth opportunities. Peer support and feedback are supported, encouraged,
and embedded throughout the coursework.
Students will be introduced to and supported through the self-reflection process, reflective learning, and
peer/self-evaluation. Interdisciplinary teams and team dynamics, experiential learning, and application of
knowledge are other concepts and strategies used. Some examples of these are group projects, case
studies, quizzes, games, written and video discussion forums, simulations, hands-on lab practice, and
experiences in work settings.
The use of technology throughout the HCA Program supports skills needed in the workplace. Learn (Moodle)
is the Learning Management System used to deliver and submit all course material. Zoom conferencing
software can be used for class discussions, meetings, group work, and other activities. These technology
platforms are introduced during the Orientation and instructors provide continuous support in learning to
navigate these systems, in combination with in-person delivery.
Time management, prioritization, and organization are foundational skills that are key to the successful
navigation of the HCA Program. The calendar within Learn (Moodle) assists and guides students with these
skills. In addition to the introductions given in Orientation, instructors are available to support individual student
learning needs through virtual or in-person office hours, meetings, email, and if required Zoom sessions.
As noted above, instructors welcome and encourage students to engage with any questions, concerns, requests,
and/or feedback that may better support their learning experience. Please do take the opportunity to connect
during office hours, before/after class, or by appointment. We want to hear from you and look forward to
collaborating on your learning journey.
Learning Resources
Sorrentino, S.A., Remmert, L.N., & Wilk, M.J. (2021). Sorrentino's Canadian Textbook for the Support Worker
(5th Ed.). Toronto, ON: Elsevier Canada.Detailed Course Content, Topics, and Sequence Covered
1. 1. Describe the role of the HCA and Community health worker.
2. 2. Demonstrate an active role within LMS Introduction to peer review and feedback Get to know fellow co- learners through independent and group work activities
3. 3. Asynchronous content.
4.
4. SMART Goal introduction Introduction to Peer review and feedback
5.
5. Review the HCA Policy Review of the In-person and Online Grids/schedules Rubric Introduction
Assessment
| Title |
Learning Outcomes |
Value |
| Activity: Order your Student ID |
1, 2, 3, 5 |
CRG/NCG |
| Description of the HCA role |
2, 3, 5 |
CRG/NCG |
| Create Learning HUB, Register for SPECO |
1, 2, 4 |
CRG, NCG |
| SMART Goal Practice |
1, 2, 3, 4, 5 |
CRG/NCG |
| Total |
100% |
Grading Table
Competency-based Grades
This grading system is based on satisfactory acquisition of defined skills or successful completion of the course learning outcomes. It is used where standard numerical grades are not generally applied, for example in evaluating practicum performance or work placements, in pass/fail courses or for non-credit courses.
| Grade | Description |
| AAV | ABOVE AVERAGE -The student has mastered all or most course objectives/requirements in a minimum time frame and has exemplified good work and study habits. |
| COM | COMPLETE – denotes that the student has mastered a satisfactory number of course objectives/requirements in a non-credit course |
| CRG | CREDIT GRANTED - denotes that the student performance was satisfactory in a credit course. |
| NCG | NO CREDIT GRANTED - denotes that the student performance was unsatisfactory. |
| PCG | PARTIAL CREDIT GRANTED – denotes that the student has successfully completed a portion of the course objectives in a credit course. |
See the Academic Calendar for General Information including how to withdraw from course(s) and other regulations.
Disclaimer
Information contained in this course outline is correct at the time of publication. Content of the course is revised on an ongoing basis to ensure relevance to changing educational, employment and market needs. The instructor will endeavor to provide notice of changes to students as soon as possible. The instructor reserves the right to add or delete material from courses.