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 opportunities for growth. Peer support and feedback is supported and encouraged.
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, simulation, 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 is
used for class discussions, meetings, group work and other activities.
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.
Instructors are available to support individual student learning needs through virtual office hours, 1:1 meeting,
email, and Zoom sessions.
Detailed Course Content, Topics, and Sequence Covered
1. 1. Week 1: Cognitive Challenges in Older Adulthood • Confusion • Neurocognitive disorders ◦ Delirium ◦ Dementia • Reversible vs. irreversible causes • Primary forms: Alzheimer’s disease and other dementias • Pathology, processes, and characteristics • Protective factors and risk factors • Stages of dementia • Person-centred and family-centred care for individuals with dementia. ◦ Principles of person- and family-centred care. ◦ Common person-centred care training programs for caregivers used in B.C. ◦ Common person-centred care models for care facilities. ◦ Stigma associated with cognitive challenges and stigmatizing language. • Effective communication strategies for clients with dementia. • Behavioural and psychological symptoms of dementia (BPSD). ◦ Types of responsive behaviours. ◦ Factors precipitating behaviours. ◦ Strategies for preventing and responding to BPSD. ◦ Knowing when to exit a potentially unsafe situation. ◦ Importance of environment in relation to behaviours. • Environmental design strategies: familiar, homelike, accessible, safe, comfortable, and navigable. • Working with individuals experiencing early, moderate, or severe dementia. ◦ Observing clients and situations. ◦ Appropriate engagement and participation in care and activities for individuals experiencing differing levels of dementia. ◦ Strategies for assisting with eating and drinking. ◦ Non-pharmacological therapies (e.g., music, pets, art, multisensory, massage, bright light, aromatherapy, reminiscence, meaningful activities). • Supporting family members experiencing grief and loss. • Caregiver needs and support.
2. 2. Week 2: Cognitive Challenges in Older Adulthood • Confusion • Neurocognitive disorders ◦ Delirium ◦ Dementia • Reversible vs. irreversible causes • Primary forms: Alzheimer’s disease and other dementias • Pathology, processes, and characteristics • Protective factors and risk factors • Stages of dementia • Person-centred and family-centred care for individuals with dementia. ◦ Principles of person- and family-centred care. ◦ Common person-centred care training programs for caregivers used in B.C. ◦ Common person-centred care models for care facilities. ◦ Stigma associated with cognitive challenges and stigmatizing language. • Effective communication strategies for clients with dementia. • Behavioural and psychological symptoms of dementia (BPSD). ◦ Types of responsive behaviours. ◦ Factors precipitating behaviours. ◦ Strategies for preventing and responding to BPSD. ◦ Knowing when to exit a potentially unsafe situation. ◦ Importance of environment in relation to behaviours. • Environmental design strategies: familiar, homelike, accessible, safe, comfortable, and navigable. • Working with individuals experiencing early, moderate, or severe dementia. ◦ Observing clients and situations. ◦ Appropriate engagement and participation in care and activities for individuals experiencing differing levels of dementia. ◦ Strategies for assisting with eating and drinking. ◦ Non-pharmacological therapies (e.g., music, pets, art, multisensory, massage, bright light, aromatherapy, reminiscence, meaningful activities). • Supporting family members experiencing grief and loss. • Caregiver needs and support.
3. 3. Week 3: Cognitive Challenges in Older Adulthood • Confusion • Neurocognitive disorders ◦ Delirium ◦ Dementia • Reversible vs. irreversible causes • Primary forms: Alzheimer’s disease and other dementias • Pathology, processes, and characteristics • Protective factors and risk factors • Stages of dementia • Person-centred and family-centred care for individuals with dementia. ◦ Principles of person- and family-centred care. ◦ Common person-centred care training programs for caregivers used in B.C. ◦ Common person-centred care models for care facilities. ◦ Stigma associated with cognitive challenges and stigmatizing language. • Effective communication strategies for clients with dementia. • Behavioural and psychological symptoms of dementia (BPSD). ◦ Types of responsive behaviours. ◦ Factors precipitating behaviours. ◦ Strategies for preventing and responding to BPSD. ◦ Knowing when to exit a potentially unsafe situation. ◦ Importance of environment in relation to behaviours. • Environmental design strategies: familiar, homelike, accessible, safe, comfortable, and navigable. • Working with individuals experiencing early, moderate, or severe dementia. ◦ Observing clients and situations. ◦ Appropriate engagement and participation in care and activities for individuals experiencing differing levels of dementia. ◦ Strategies for assisting with eating and drinking. ◦ Non-pharmacological therapies (e.g., music, pets, art, multisensory, massage, bright light, aromatherapy, reminiscence, meaningful activities). • Supporting family members experiencing grief and loss. • Caregiver needs and support.
4. 4. Week 4: Mental Health Challenges • Mental health models. • Factors that influence mental health and well-being in individuals and families, such as stress, illness, loss, and aging. • Common mental health disorders, including causes, symptoms, treatments, and prevalence of: ◦ Anxiety disorders ◦ Affective (mood) disorders ◦ Schizophrenia ◦ Personality disorders ◦ Substance-related and addictive disorders ◦ Dual or multiple diagnoses ◦ Suicide risks and prevention • Stigma associated with mental health challenges and stigmatizing language. • Perceptions of mental health challenges in diverse groups. • Caring for the person and family. ◦ Principles and approaches used to plan and implement effective care. ◦ Person-centred care. ◦ Person-first language vs. identity-first language (e.g., person with a diagnosis of depression vs. depressed client). ◦ Introduction to trauma-informed care. ◦ When and what to report. • Implications of involuntary admission under the Mental Health Act. ◦ Alteration of client’s right to leave the care setting or to refuse treatment. Abuse • Types of abuse (reportable incidents). ◦ Physical, emotional, sexual, financial, neglect (as per Residential Care Regulation). ◦ Self-neglect. • Sign and symptoms of elder abuse, including physical injuries, changes in behaviour, emotional distress, financial manipulation, and neglect. • Risk factors and causes of abuse, including ageism, caregiver stress, social isolation, and mental health challenges. • Types of abusive relationships. ◦ Caregiver/client ◦ Family member/client ◦ Client/client • Four stages of the cycle of abuse. • Strategies for preventing abuse, including promoting awareness, building social networks, and access to supportive services and resources. • Responding to and reporting signs of abuse.
5. 5. Week 5: Caregiver Support
6. 6. Week 6: Summative Assessment Q&A & Review
7. 7. Week 7: Summative Assessment