Suggested Learning Strategies

Strategies that Focus on Caring

1. Caring and Caregiving Discussion

Invite students to work in small groups to discuss situations in which they have felt cared for or cared about and situations in which they did not feel cared about.

• Ask the groups to describe the characteristics of each experience. Also, ask them to identify the emotions experienced related to the differing situations. How did they feel about themselves in each situation? How did they feel about the other person?

2. Characteristics of Caring and Caregiving Discussion

Invite students to read Values, Beliefs, and Principles in the Health Care Assistant Program Provincial Curriculum 2023, and to pay particular attention to the section called Caring and Caregiving Are Central to HCA Practice. Encourage them to identify as many characteristics of caring as they can from their reading.

Ask students if they can identify other characteristics of caring based on their own experience. Then ask students to see if they can group the characteristics of caring according to themes.

Possible groupings might include:

• Knowing and understanding the other person
• Respecting and trusting the other person
• Respecting and trusting oneself
• Recognizing the connectedness or similarities between ourselves and others

3. Person-Centred Care Scenarios

Invite students to work in small groups to examine two or more scenarios. For each scenario, ask groups to consider questions: What about the situation reflects person-centred care and what does not? Could the situation have been handled differently? If so, how? Refer to the scenarios included on the STUDENT HANDOUT 1 below.

4. Unfolding Case Study: Caring for Peter Schultz

As a homework assignment, have students read their textbook and other relevant course and online materials describing the five principles of compassionate, person-centred care (dignity, independence, preferences, privacy, and safety).

1. Whole Class Activity and Discussion
   • In class, briefly review the principles and list them on the whiteboard for reference throughout the activity.
2. Pairs Activity
   • Divide the class into pairs and ask each student to read the STUDENT HANDOUT 2 below introducing the case study and providing a client profile for Peter Schultz. After reading the client profile, the pairs should complete a proposed schedule.
3. Whole Class Debrief
   • After students have completed the pairs activity, briefly come together as a class to share how the schedule they developed reflects the principles of compassionate care. Be sure to emphasize the importance of a flexible approach and easily adapted activities. As relevant, bring forward examples of how other client needs could be met or addressed at appropriate intervals (e.g., toileting before going out in the garden for a walk).

Note: Ask students to add a copy of the client profile and schedule to their client portfolio for Peter Schultz.

Strategies that Focus on Critical Thinking, Problem-Solving, and Decision-Making

1. Problem-Solving Process

Once the students have completed their analysis of the problem, have them decide on the “best” decision or solution. How did the analysis help them come to a decision?

Could a different decision be “better” for other people or situations?

Have students discuss how HCAs can best help others analyze problems and look at possible options before jumping to a solution. Have them discuss how problem-solving can be a caring process.

Have students, individually, conduct the same analysis using a real problem from their own lives (see STUDENT HANDOUT 3 below for use with this exercise). This process could be used as an assignment for this course.

2. Problem-Solving and Decision-Making in a Clinical Situation

The six steps below provide a framework for decision-making by the HCA and could be used in a variety of situations. The case study on the STUDENT HANDOUT 4 below outlines how these steps can be applied and could also be used in the Personal Care and Assistance course.

Six Steps

1. Confirm instructions
2. Gather information
3. Perform activity
4. Observe responses
5. Report
6. Record

Note: These steps for decision-making regarding care provision are adapted from Island Health. (2012). Transitional Learning Continuum, Health Care Assistant in Acute Care Curriculum. Island Health Authority, B.C. Health Education Foundation, and the Ministry of Health Services are acknowledged for granting permission to adapt this material.

3. Classroom Debate Activity

Invite students to engage in a debate about a topic discussed in this course. Divide the class into small groups of three to five students and assign two groups to each of the topics outlined for a debate; one group will take a pros position toward the topic and the other group will take a cons position.

Ask each group to identify two to three reasons to support the position they have been assigned. Then, with the instructor acting as the moderator, the two groups will engage in a debate using the following structure:

1. Each group provides a brief introduction to their position on the topic.
2. In alternating format, the two groups present the two or three reasons identified to support their position.
3. Each group provides a brief closing statement.

After the debate, briefly come together as a larger group and summarize the positions presented. Invite feedback from the students not involved in the debate and discuss further considerations. Alternate groups until all students have participated in a debate.

Debate topics for Concepts for Practice:

1. Couples should receive priority to live together in care.
2. Clients are better supported by family and friends than by employed HCAs.
3. Clients are better supported by HCAs who share their culture, values and/or beliefs.
4. Working in a community setting requires HCAs to use critical thinking skills more often than working in a facility setting.
5. HCAs should support their clients who prefer to live at risk (e.g., support a client who does not want to use a walker).

4. Reporting and Recording: Electronic Health Records

Electronic health records (EHR) and digital communication tools are increasingly used for reporting and recording in acute and continuing care settings. To prepare HCA students for their workplace environment, they should be introduced to common health technology systems and the privacy, confidentiality, and security requirements related to those technologies. This section provides resources for teaching students about EHRs. Content related to foundational concepts about reporting and documenting observations is covered in the recommended full curriculum textbooks.

Additional resources supporting the development of students general digital literacy skills can be found in Section 2: Supporting HCA Students’ Fundamental Digital Literacy Skills.

LearningHub Courses

LearningHub, the province-wide registry and learning management system from the Provincial Health Services Authority, has several courses on EHRs and reporting and recording requirements. Although the courses cannot provide access to training on specific EHR software servers, they will introduce students to different types of EHR systems. The resources listed below were chosen for their clarity, presentation quality, and applicability of core concepts to other software systems. LearningHub courses are not a substitute for hands-on training, but they will lay a foundation for students to build upon in their practice education courses. In these settings, students can apply the principles learned during their theory coursework to the specific EHR software used at their assigned clinical site.

Instructions for students accessing the LearningHub courses:

1. Log in to LearningHub using your institution’s email address.
2. Navigate to the course you want by using the search function or clicking on one of the links below.
3. Enroll in the course by clicking the orange Register Course button.
4. To begin the course, click the orange Start Course button.
5. Complete the course by reviewing all the course materials including videos, readings, and quizzes. (Note: Your progress is tracked, and you will not be issued a certificate of completion if you skip or miss a section.)
6. After you’ve completed the course, print the certificate of completion and submit it to your instructor.

NHA RAI – RAI 2.0: Observation Tool Education for Long Term Care Homes

Estimated time to complete: 20 minutes

Although the course is specific to Northern Health, the content of the course can be applied across all health authorities. This course provides students with an overview of why the Residential Assistant Instrument (RAI) is completed in complex care, how HCA observations contribute to the assessment process and care planning, and how to complete the observations tool. It is clear and easy to understand. It gives a picture of the Northern Health RAI document but doesn’t provide access to the full document.

This tool will likely have to be replaced in 2026 as the health authorities are currently in the process of updating to interRAI Long Term Care Facilities (LTCF). However, as training tools for interRAI LTCF are not currently available, this RAI 2.0 course provides students with a reasonable introduction to the RAI observational requirements.

CST Cerner – Introduction to CST Cerner

Estimated time to complete: 15 minutes

Although this course is specific to an EHR used in acute care by Vancouver Coastal Health, Provincial Health Services Authority, and Providence Health Care, it includes general aspects of EHRs, such as how the different components of an electronic chart fit together and how multiple members of the health care team can chart on the same encounter. The course is clear and easy to understand. This short course does not include HCAs in the examples; rather it focuses on alleviating employee concerns about learning new software and provides an introduction to the software applications.

CST Cerner – Privacy and Confidentiality in CST Cerner

Estimated time to complete: 15 minutes

While this course is specific to Vancouver Coastal Health, Provincial Health Services Authority, and Providence Health Care, the content focuses on general privacy and confidentiality regulations that apply to all EHR systems. The information is clear, easy to understand, and includes case studies and questions.

Advance – Introduction to Expanse (Online)

Estimated time to complete: 30 minutes

This course is specific to Fraser Health, but it provides an overview of the Meditech EHR platform, including the basics of the software applications. This includes logging in and logging out, the base menu, privacy considerations, navigation rules, chart viewer, and using different tabs to view multiple parts of the EHR.

VCH Home Support: Procura Mobile 

Estimated time to complete: 1 hour

This course is specific to home support settings and the mobile application used by Vancouver Coastal Health’s home support team, but there are several core concepts that can be applied to other settings. The overview of the mobile app is well-designed, practical, and easy to understand. This course provides a good foundational overview of what EHR documentation can look like on a mobile device such as a phone or tablet. This resource could be used in the Concepts for Practice course, or it could be used in the community practicum as an addition to the onsite learning.

Advance – Downtime for EMR Training (Online)

Estimated time to complete: 30 minutes

Although this course is specific to Fraser Health, it provides an overview of procedures for when the EHR system is not available due to planned maintenance or an unexpected system problem (such as code gray). While HCAs are not responsible for coordinating downtime activities, it might be valuable for them to understand that paper-based documentation is still required during downtime events. As the HCA role is not clear in the course, it may be better for instructors to first review the course and then discuss downtime documentation with students, instead of having students complete the course on their own.

Other EHR Learning Resources

CernerWiki – Health Care Assistant Curriculum

The Cerner Wiki is a dedicated website for storing knowledge and serving as the home for Cerner’s help and reference documents. There are eight modules. They can be assigned to students to complete as a whole review activity or used as a reference document to look up guidance for specific questions.

EdEHR – Student Health Record Software for EHR Training

EdEHR is a learning tool based in British Columbia designed to support the instruction of health care students in using electronic health records. Developed by educators, EdEHR is a flexible, student-centred software capable of adapting lessons and activities to meet individual curriculum needs. It is currently used by several nursing and medical laboratory programs in B.C. EdEHR can integrate with existing learning management systems and follows equity, diversity, and inclusion standards for instructional design.

Individual lessons are designed through collaboration between faculty and the websites’ software design team. This flexibility allows it to be integrated into existing program lessons and assessments. For example, faculty can incorporate existing case scenarios used in the classroom or lab into the EdEHR platform. As students discuss case studies or perform skills in the lab, they can use the software through their mobile device (simulating home support) or on a computer/laptop (simulating complex care or acute care) to access the client’s ADL/care plan and then document on the client.

The EdEHR can also be adapted to model the different forms of software documentation that HCAs will encounter in the common EHR technologies used in B.C. (e.g., Cerner, Meditech, PointofCare, and Procura). An electronic version of the RAI observation tool could also be included in the HCA created content. This exposure to different formats of documentation supports students to develop digital competency skills and will help them more easily adapt to the specific software used by future employers.

PointClickCare and Point of Care

PointClickCare is a company that provides EHR software. Point of Care is their mobile application specifically designed for HCA staff to document activities of daily living at or close to the location where they provide a client’s care. Software is available for post-secondary institutions to train students prior to attending clinical. However, the cost of a post-secondary training subscription is significant and the software is limited to complex care settings. If post-secondary institutions are seeking to purchase EHR training software, it is recommended that they consider EdEHR instead, which can be used across multiple health programs.

Strategies that Focus on Professional Approaches to Practice

1. Diverse Practices in Health and Healing: Sharing Activity

This activity explores diverse health and healing practices by encouraging students to share personal experiences with traditional healing practices within their own families and investigate alternative forms of healing.

This activity is not for marks, but a fun way for the students to engage in the content, reflect on their family and traditional healing practices, and explore diversity within their cohort.

A. Small Group Activity

Invite students to work in small groups. Provide students with recipe cards and ask them to do the following:

1. Think of an example of a traditional healing recipe used by someone in your family (grandparent, parent, aunt or uncle, cousin, or sibling).
2. On one side of your recipe card, write your traditional family healing recipe. Include the condition or illness (such as a sore throat) that the recipe is meant to heal.
3. On the other side of the recipe card, describe the alternative forms of healing or treatment that were assigned to you by your instructor and explain how it could complement traditional medical interventions.
4. Share both your family recipe and your alternative form of healing with your small group.

B. Whole Class Discussion

After the small group activity, invite students to share what they learned with the whole class.

Examples of traditional family healing recipes include steaming with certain leaves to reduce congestion, drinking hot water with lemon and honey to soothe a cough, or eating certain foods such as ginger to settle nausea. You could make these suggestions to guide the students to think about their own family recipes. Note: Recipes can be quite general, specific measurements and details are not required.

A few examples of alternative treatments include acupuncture, Reiki, naturopathy, massage, cupping, meditation, chiropractic care, and therapeutic touch. Additional forms of healing can be added as required or as per students’ interests.

2. Impact of Culture on Aging, Health, and Healing: Sharing Activity

Introduce the activity by explaining that understanding cultural influences on aging, health, and healing practices supports Health Care Assistants in providing culturally safe and sensitive care. Review concepts such as cultural humility and sensitivity before beginning the activity.

A. Small Group Discussion

Invite students to work in small groups to discuss the questions in the STUDENT HANDOUT 5. Ask them to prepare to give a summary to the whole class of what was discussed in their small group. Small group discussions can take place in class in a talking circle, an online forum, or an online imageboard.

As students will be sharing perspectives and experiences from their own cultures, it’s important to remind students to use cultural humility and sensitivity in class while listening.

B. Whole Class Discussion

After the students have completed the small group discussion activity, have them come together as a class and invite groups to give a summary of what they learned. Encourage students to share personal anecdotes or experiences that illustrate how their cultural background has influenced their perceptions of aging, health, and healing (but don’t make it a requirement). If comfortable, they can also share challenges or conflicts they have encountered in reconciling traditional cultural practices with Western medical approaches.

3. Case Studies in Discrimination: Discussion Activity

Using the resource What is discrimination? from the Canadian Human Rights Commission, introduce the concept of discrimination to the class.

Invite students to review the four case studies involving discrimination in STUDENT HANDOUT 6. Have them work in small groups to discuss questions related to equity, diversity, and inclusion. Different groups could take on different case studies or each group could discuss all four case studies. The goal is to better understand the impact of discrimination on:

Note: You can choose one or multiple case studies for the students to review. Additionally, depending on differences in the course delivery schedule, instructors can drop or add questions as needed. For example, if this course occurs before Lifestyle and Choices or Introduction to Practice, you may choose to remove questions 4 and 5.

4. Case Studies in Working with Diverse Clients and Families: Discussion Activity

Have students, in groups, use the STUDENT HANDOUT 7 below to consider the case studies and how they are related to key course concepts.

5. Indigenous Health and Wellness: Discussion and Self-Reflection Journal

This activity aligns with the new Concepts for Practice course learning outcome 3.9: Describe how to provide culturally safe and sensitive care, including how to consider Indigenous history, cultural practices, traditional healing practices and medicines, and different community norms and protocols.

The goal of this activity is to support both instructors and students in gaining a deeper understanding of the impact that historical traumas have had on Indigenous communities and the ongoing effects of this trauma. Through discussion and presentations, students will explore how health care workers can provide culturally safe and sensitive care by understanding cultural practices, traditional healing practices, and different community norms and protocols.

Resources to help instructors prepare for this activity:

Allan, B., Perreault A., Chenoweth, J., Biin, D., Hobenshield, S., Ormiston, T., Hardman, S. A., Lacerte, L., Wright, L., Wilson, J. Pulling Together: A guide for Indigenization of post-secondary institutions, teachers and instructors. BCcampus. https://opentextbc.ca/indigenizationinstructors/

Bakes , S. The medicine wheel. https://indigenizinglearning.educ.ubc.ca/curriculum-bundles/the-medicine-wheel/

First Nations Health Authority. (2022). Sacred and strong: Upholding our matriarchal roles. The health and wellness journeys of BC First Nations women and girls. http://www.fnha.ca/Documents/FNHA-PHO-Sacred-and-Strong-Technical-Supplement.pdf

Ontario Secondary School Teachers’ Federation. (2012). Full circle: First Nations, Métis, Inuit ways of knowing: A common threads resource. https://firstnationspedagogy.ca/full-circle-first-nations-metis-and-inuit-ways-of-knowing.pdf

Rose, M. (2021). What is the medicine wheel? [Video] YouTube. https://www.youtube.com/watch?v=S7nb4rJ_N14

A. Whole Class Discussion

• Begin a discussion with students about Indigenous-specific racism and the effects it has on Indigenous people accessing health care.
• Tell students that you will be showing a video about Joyce Echaquan, an Indigenous woman who died while in hospital. Advise students in advance that the content of the video may be upsetting as it indicates that racism was a factor in the death of Joyce Echaquan. (The link to the video is provided below.)
• Before showing the video, divide the class into four groups. Give each group a topic to research after watching the video:
  • Historical trauma
  • Traditional practices
  • Community protocols
  • Indigenous family involvement

Video for the activity

Laframboise, K. (2023, July 10). Joyce Echaquan’s death “unacceptable,” Quebec coroner says in addressing inquiry findings. Global News. https://globalnews.ca/news/8243732/quebec-coroner-systemic-racism-joyce-echaquan/

Content warning: This video and article indicate racism as the factor for the death of Joyce Echaquan, an Indigenous woman who died while in hospital.

B. Small Group Discussion

After viewing the video, invite students to work in small groups to research their assigned topic and to discuss the questions on the STUDENT HANDOUT 8 (below).

Give groups about 15 to 20 minutes to research and analyze their assigned topic. This will help with their discussion of question 5 on the student handout: Why do you think it is important to understand the historical trauma, traditional practices, community protocols, and Indigenous family involvement when learning to provide culturally safe and sensitive care?

Ask students to write down their thoughts about their topic and then create a summary of their discussion to present to the class.

C. Whole Class Discussion

After students have completed the small group discussion activity, come together as a class and invite each group to present a summary of their assigned topic: historical trauma, traditional practices, community protocols, and Indigenous family involvement.

Provide a large medicine wheel on the whiteboard or a large piece of paper to have the groups collaborate and further discuss with the class. Show the students how all four components of the medicine wheel (mind, body, spirit, and emotion) help to create a plan of care that understands the entire person, as well as their life history.

To the four quadrants of the medicine wheel, add the group topics: historical trauma, traditional practices, community protocols, and Indigenous family involvement.

Topics to encourage discussion:

• Historical trauma: residential schools, 60’s Scoop, Indian hospitals
• Traditional practices: grief practices, baby welcoming, womanhood training, sweat house (lodge)
• Community protocols: food gathering, funeral responsibilities in the community
• Indigenous family involvement: large families all involved in care, extended family dynamics (cousin/sister, cousin/aunt), how families are involved in the care (e.g., is there a matriarch or family head that will talk for the family?)

Note: Information about traditional practices and community protocols may be difficult to find online. Within Indigenous storytelling, culture, traditions, beliefs, and practices are embedded within the stories. To learn about these practices, students must take a relational approach and learn by listening to the client’s story, and this learning will happen during the care interaction. Additionally, instructors may want to bring in an Indigenous Knowledge Keeper to facilitate this activity and support students’ learning.

D. Self-Reflection Journal

Ask students to use their self-reflection journals to respond to the questions:

Think about your own knowledge regarding Indigenous history and cultural practices before starting the Health Care Assistant program. How has your understanding of trauma and its impact on mental health changed? What experiences or knowledge have contributed to this change, and how do you think this will affect your approach to care?

References

The following references were used to the support the creation of this activity.

Al Jazeera English. (2017). Canada’s dark secret | Featured documentaries. Video. [YouTube]. https://www.youtube.com/watch?v=peLd_jtMdrc

Allan, B., Perreault, A., Chenoweth, J., Biin, D., Hobenshield, S., Ormiston, T., Hardman, S.A., Lacerte, L., Wright, L, & Wilson, J. (2018). Pulling together: A guide for Indigenization of post-secondary institutions, teachers and instructors. BCcampus. http://opentextbc.ca/indigenizationinstructors/

CBC. (2015). Racism in healthcare. Video. [CBC Player]. https://www.cbc.ca/player/play/1.2944186

First Nations Health Authority. (2022). Sacred and strong: Upholding our matriarchal roles: The health and wellness journey of BC First Nations women and girls. https://www.fnha.ca/Documents/FNHA-PHO-Sacred-and-Strong.pdf

First Nations Health Authority. (2024). First Nations perspective on health and wellness. https://www.fnha.ca/wellness/wellness-for-first-nations/first-nations-perspective-on-health-and-wellness

The Fifth Estate. (1991). Inside the Williams Lake Residential School: Violation of trust. Video. [YouTube]. https://www.youtube.com/watch?v=glMAKyHFvgY

University of Saskatchewan. (2015). Think Indigenous 5 Colby Tootoosis. Video [YouTube]. https://www.youtube.com/watch?v=9Tqyse9W4kI&t=512s

Turpel-Lafond. M.E. (2020). In plain sight: Addressing Indigenous-specific racism and discrimination in B.C. health care: Data report. https://engage.gov.bc.ca/app/uploads/sites/613/2021/02/In-Plain-Sight-Data-Report_Dec2020.pdf1_.pdf

6. Diversity in Health and Healing: Book Club

This activity is modelled after a book club. Invite students to read a book from the list of suggested titles below. These books provide insights into diverse practices in health and healing, the challenges faced by marginalized individuals navigating the health care system, and the importance of cultural humility in providing effective and equitable care.

Students can be assigned to read a book throughout their program, with regular small group discussions connecting themes from the book with different course learning outcomes throughout the HCA curriculum. Alternatively, students can be assigned selected excerpts for standalone activities related directly to the diversity section within the Concepts for Practice course.

Ask students to discuss their impressions and reflections on the book and consider how this learning can impact their HCA practice. Some sample discussion questions are provided below.

Sample general questions

1. What themes did you notice in the book, and how were they developed throughout the book?
2. How did the book change or challenge your perspective on a particular issue or topic?
3. Did reading this book impact you in any way? If yes, how?
4. What is your greatest takeaway from this book? What have you learned?
5. Are there lingering questions from the book you are still thinking about?

Sample questions on diversity, health, and healing

1. What role did cultural transitions, rituals, and ceremonies play in the health and/or healing of individuals in the book?
2. How can communities promote and preserve their cultural healing practices in the face of modernization and globalization?
3. How can health care providers incorporate cultural humility into their practice to better understand and respect diverse beliefs about healing?
4. How will this knowledge impact your role as an HCA?

Recommended Books and Readings About Diversity in Health and Healing

Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. Macmillan. https://academic.macmillan.com/academictrade/9780374533403/thespiritcatchesyouandyoufalldown

• This non-fiction book tells the story of a Hmong refugee family in the United States and their interactions with the American health care system, highlighting the importance of cultural understanding in health care.

First Nations Health Authority. (2022). Sacred and strong: Upholding our matriarchal roles: The health and wellness journey of BC First Nations women and girls. https://www.fnha.ca/Documents/FNHA-PHO-Sacred-and-Strong.pdf

• This report from the First Nations Health Authority provides stories and teachings about the physical, psychological, cognitive, social, and spiritual health and well-being of First Nations women at every phase of life.

Habib, S. (2019). We have always been here. Penguin Random House Canada. https://www.penguinrandomhouse.ca/books/565780/we-have-always-been-here-by-samra-habib/9780735235007

• As a child Samira Habib moved with her family to Canada from Pakistan to escape religious persecution. This memoir documents her struggles growing up in Canada as an Ahmadi Muslim, while she navigates her queer sexuality and family’s expectations.

Thistle, J. (2019). From the ashes: My story of being Métis, homeless, and finding my way. Simon & Schuster. https://www.simonandschuster.ca/books/From-the-Ashes/Jesse-Thistle/9781982101213

• This memoir tells the story of a Métis-Cree man struggling through familial dysfunction, addiction, and racism. Themes include hope, resilience, and healing.

Wagamese, R. (2020). For Joshua: An Ojibway father teaches his son. Penguin Random House Canada. https://www.penguinrandomhouse.ca/books/184586/for-joshua-by-richard-wagamese/9780385693240

• In this memoir, Richard Wagamese shares how he was taken from his family and placed in foster care as a young Indigenous boy and the impact this trauma had on his life. Told through letters that Wagamese wrote to his son Joshua, the book explores themes of loss, identity, and resilience, highlighting the impact of colonialism and the foster care system on Indigenous communities in Canada.

Note: If online access isn’t available, connect with your institution’s library or bookstore for access to books.

Suggested Course Assessments

The course learning outcomes may be assessed by the following tasks:

1. One or more quizzes or examinations that pertain to knowledge of human needs, human development, and safety and protection (Learning Outcomes 1, 2, and 4).
2. An individual project that uses problem-solving and decision-making processes in a caregiving context. Students could be given a scenario from a practice environment and use a systematic problem-solving process to decide (Learning Outcome 3).
3. A written assignment in which students will explore how factors such as culture, ethnicity, generation, socio-economic status, religious or spiritual beliefs, gender identity, gender expression, and sexual orientation affect health and healing. Through exploration and personal reflection, students will develop insights that can inform culturally sensitive and inclusive health care practices. (Learning Outcomes 1 and 3). Instructions and a marking guide are in Diversity Factors in Health and Healing Assignment in Section 5: Sample Course Assessment Tools.
4. An elder-awareness project in which each student interviews an older person (someone over 75), preferably someone also different from the student in gender, culture, ethnicity, and/or socio-economic status. Students will share their interviews with their student peers in small groups and discuss what these interviews tell them about generational differences, diversity, and changing family structures. Ask students to submit a paper about this project. (Learning Outcomes 1 and 5).
5. An occupational health and safety awareness project. HCAs are the most injured workers in the province, with about 3,000 claims accepted annually by WorkSafeBC. For students to get a better sense of the hazards facing them in the workplace and how to minimize them, they could complete an assignment that requires them to go to the WorkSafeBC website health care section and research a topic to increase their awareness related to hazards and safety. Specific HCA hazards include patient handling, slips and trips, violence, and infectious disease. Students could select and review a publication or watch a video related to one of the top health care hazards. They could describe the potential hazard, ways to minimize the risk of injury and recommend responses when facing that hazard. Additionally, they could describe how the hazard they face could also impact the person being cared for (Learning Outcome 5). To demonstrate their learning, students could submit a written summary, create an informational handout for their peers, make a visual presentation (e.g., poster, PowerPoint, or narrated video), or share their findings through a forum or imageboard.
6. The LearningHub courses on electronic health records can be graded and used as assessments. See Reporting and Recording: Electronic Health Records for a list of suggested courses.

Resources for Concepts for Practice

Online Resources

Anderson, J. (2016, December 21). 7 ways to prevent social isolation and loneliness in seniors. A Place for Mom. http://www.aplaceformom.com/blog/help-seniors-avoid-social-isolation-8-14-2014/

Baillie, L., Gallagher, A., & Wainwright, P. (2008). Defending dignity: Challenges and opportunities for nursing. Royal College of Nursing. https://www.dignityincare.org.uk/_assets/ RCN_Digntiy_at_the_heart_of_everything_we_do.pdf

Battams, N. (2018). A snapshot of family diversity in Canada. Vanier Institute of Canada. https://vanierinstitute.ca/a-snapshot-of-family-diversity-in-canada-february-2018/

B.C. Care Providers Association. (2020). Aging with pride. https://bccare.ca/aging-with pride/

B.C. College of Nurses and Midwives. (2024). Indigenous cultural safety, cultural humility, and anti-racism. https://www.bccnm.ca/RN/PracticeStandards/Pages/CulturalSafetyHumility.aspx

Canadian Human Rights Commission. (Nov, 2020). What is discrimination? https://www.chrc- ccdp.gc.ca/en/about-human-rights/what-discrimination

CBC Radio. (2014). Gay and grey: LGBT seniors fear care facilities, and Bridget Coll and Chris Morrisson’s story. [Radio special series]. CBC. https://www.cbc.ca/player/play/2441517900

Culo, S. (2011, October). Risk assessment and intervention for vulnerable older adults. BCMJ, 53, (8), October 2011, 421-425. http://www.bcmj.org/sites/default/files/ BCMJ_53_Vol8_risk_assessment_0.pdf

Devine, T., Erickson, M., Hulme, B., McIntosh, D., Washington, A., & Nilsson, C. (2022). Nanihtsulyaz ‘int’en (Do things gently) ʔes zuminstwáx kt (We take care of one another): The role of Indigenous Elders in student mental health and wellness in the B.C. post-secondary education environment. BCcampus. https://opentextbc.ca/elders/

Earle, L. (2011). Traditional Aboriginal diets and health. National Collaborating Centre for Aboriginal Health, University of Northern British Columbia. http://www.nccah-ccnsa.ca/ docs/social%20determinates/1828_NCCAH_mini_diets_health_final.pdf

Eden Alternative. (n.d.). http://www.edenalt.org/

First Nations Health Authority. (n.d.). Creating a climate for change: Cultural safety and humility in North Services delivery for First Nations and Aboriginal people in British Columbia. https://www.fnha.ca/Documents/FNHA-Creating-a-Climate-For-Change-Cultural-Humility-Resource-Booklet.pdf

First Nations Health Authority. (2020). FNHA’s policy statement on cultural safety and humility. https://www.fnha.ca/Documents/FNHA-Policy-Statement-Cultural-Safety-and-Humility.pdf

First Nations Health Authority. (2015). Declaration of commitment. https://www.fnha.ca/Documents/Declaration-of-Commitment-on-Cultural-Safety-and-Humility-in-Health-Services.pdf

First Nations Health Authority. (n.d.). Traditional wellness and healing. https://www.fnha.ca/what-we-do/health-system/traditional-wellness-and-healing

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Killermann, S. (2020). Breaking through the binary: Gender explained using continuums. https://www.itspronouncedmetrosexual.com/2011/11/breaking-through-the-binary-gender-explained-using-continuums/

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Lumen Learning (2020). Lifespan development [Online textbook]. https://pressbooks.nscc.ca/lumenlife/chapter/human-development/

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Provincial Health Services Authority in B.C. (n.d.). San’yas Indigenous cultural safety training. http://www.sanyas.ca/

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Thompson, S. (2017). Cultural differences in body language to be aware of. Virtual Speech. https://virtualspeech.com/blog/cultural-differences-in-body-language

Trans Care B.C., Provincial Health Services Authority. (2024). Support gender-affirming healthcare in B.C.: Discover pathways to care. http://www.phsa.ca/transcarebc/

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Online Videos and Films

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Atana. (2017). Unconscious bias test: Diversity and inclusion in the workplace training clip [Video]. YouTube. https://www.youtube.com/watch?v=0veDFGo666s

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Cityline. (2018). Your guide to gender neutral pronouns. [Video]. YouTube. https://youtu.be/jO_M3pgB0JE?si=aQi2AAgW5RLWH80-

First Nations Health Authority. (2023). BC cultural safety and humility standard documentary. [Video]. YouTube. https://www.youtube.com/watch?v=76eJ3_MmgYs

First Nations Health Authority. (2022). Celebration of the cultural safety and humility standard [Video]. YouTube. https://www.youtube.com/watch?v=fSQIkUxCd04

Fons, H. (2018). Neither he, nor she, but me [Video]. TedxTalks YouTube. https://www.youtube.com/watch?v=6Fbb7WaAQFQ

Happiness.com. (2017, November 6). What is Maslow’s pyramid? – What is the hierarchy of needs? [Video]. YouTube. https://www.youtube.com/watch?v=zLHiWjMFYUU

The Health Foundation. (2014, December 10). Compassion, dignity and respect in health care [Video]. YouTube. https://www.youtube.com/watch?v=HVF0273iHus

The Health Foundation. (2015, February 2). Person-centred care made simple [Video]. YouTube. https://www.youtube.com/watch?v=6Dk3CV-Wt38

Knovva Academy. (2018, March). Me or we? Cultural difference between East and West [Video]. YouTube. https://www.youtube.com/watch?v=78haKZhEqcg

Lanawatchesthings. (2013, February 3). Hierarchy of needs in Ratatouille [Video]. YouTube. https://www.youtube.com/watch?v=tzQ9vrvTAtk&t=1s

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National Association to Stop Guardian Abuse. (2008, August 23). A cry for help [Video]. YouTube. http://youtu.be/rjlMQD-S_YQ

Northern Health B.C. (2017). Cultural safety: Respect and dignity in relationships [Video]. YouTube. https://www.youtube.com/watch?v=MkxcuhdgIwY

NSW Health. (2022). Diversity and inclusion [Video]. YouTube. https://www.youtube.com/watch?v=plPkh5QvAIQ

Phil Rice Productions (2018, February 28). The workplace safety news: Injury and hazard reporting [Video]. YouTube. https://www.youtube.com/watch?v=Q996gWGxZQ0

Psych Hub. (2020, January 28). Prevent caregiver burnout [Video]. YouTube. https://www.youtube.com/watch?v=EyeSbGBAmpI

Psych Hub. (2020). What is cultural humility? [Video]. YouTube. https://www.youtube.com/watch?v=c_wOnJJEfxE

Royal Liverpool Hospitals. (2018, April 12). Managing risks, Part 1 [Video]. YouTube. https://www.youtube.com/watch?v=GR8BZXC1vXI

Royal Liverpool Hospitals. (2018, April 12). Managing risks, Part 2 [Video]. YouTube. https://www.youtube.com/watch?v=nVadQGh-3Ec

Safety Memos. (2014, November 14). Caregiver safety – 30 second inspection –Safety training video [Video]. YouTube. https://www.youtube.com/watch?v=sB8qgt8eT5g

The School of Life. (2019, April 10). Why Maslow’s hierarchy of needs matter [Video]. YouTube. https://www.youtube.com/watch?v=L0PKWTta7lU&t=2

Sinek, S. (2020). Generational empathy. [Video]. YouTube. https://www.youtube.com/watch?v=FY6aNkWEY08

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WorkSafeBC. (2018, July 17). Point-of-care risk assessments in long-term care [Video]. YouTube. https://www.youtube.com/watch?v=CLuI-QtyZEs

Wright, L. Mr. Nobody. National Film Board of Canada. [Film]. https://www.nf b.ca/film/mr_nobody/

Online Learning Tools

ISSofBC. (2020). Welcome to our homelands [Multilingual videos and study guides].

• This website provides a seven-minute video and accompanying study guide in multiple languages for newcomers to B.C.

LearningHub, Provincial Health Services Authority

LearningHub is a secure, province-wide course registry and learning management system hosted by the Provincial Health Services Authority. LearningHub provides a wide range of online and in-class courses on various topics. These e-learning courses can be used as activities or assessments for the HCA program courses. Students can access the LearningHub using their post-secondary email account. After completing all mandatory learning activities for a course, students can obtain a course completion certificate to show that they fulfilled all the course requirements. Instructions for registering and completing courses are available on the LearningHub site.

The following courses are examples of courses on LearningHub related to diversity, cultural safety and humility and person-centred care. All courses are accessible to HCA students.

• Indigenous Cultural Safety: An Introduction (30 minutes)
• Introduction to Indigenous Health (15 minutes)
• Person and Family Centered Care – New Employee Orientation (30 minutes)