Personal Care and Assistance

Course Guideline

A minimum of 65% of this course should consist of the supervised application of hands-on skills to ensure students are deemed safe and competent in performing personal care.

Suggested Learning Strategies

Strategies that Focus on Caring

1. Personal Care Discussion

Use the following questions and statements to elicit discussion about caring:

  • Discuss this statement: Careful and consistent handwashing is one of the most caring things you can do for yourself and your client. (Consider: Diseases like norovirus may have short-term effects for workers but be fatal to clients).
  • How is being concerned about safety related to caring? (Consider: Your safety and the safety of your client are linked. If you are hurt physically or psychologically, the care that you provide will be affected. If you are injured, you won’t be there to provide care at all).
  • What are some ways an HCA can show caring while assisting a client with hygiene and grooming? With moving and ambulation?
  • In what ways can an HCA show caring while assisting a client with elimination?
  • How is being concerned about accuracy in measuring vital signs related to caring? How is being meticulous when assisting with medications, or when carrying out a restricted activity, related to caring?

2. Scenarios from Clinical Situations

Use scenarios from clinical situations to help students contextualize the caregiving practices they are learning in this course. With only preliminary information about the client who is the recipient of care, ask students to consider the following:

  • What further information should be collected prior to commencing care for a client? Where and from whom should information be gathered?
  • What should be included in a quick assessment of the client prior to providing care or assistance? Why?

Once the student has collected information and assessed the (simulated) client, they will progress with the provision of care or assistance. During this process, the student should be observed to assure that:

  • Adequate communication with the client takes place (and family, if appropriate).
  • The client’s comfort and independence are appropriately maintained.
  • The client’s privacy and dignity are maintained.
  • The client’s preferences are honoured as much as possible.
  • The care or assistance provided is consistently safe for both the client and the student.
  • The care or assistance is provided in an organized manner.

Following the provision of care or assistance, the student will be invited to reflect on the process using the points above and to discuss their experience with those who observed the process.

3. Unfolding Case Study: Caring for Peter Schultz

As a homework assignment, have students review their client portfolio for Peter Schultz.

  1. Whole Class Review
    • In class, ask students to summarize what they have learned about Peter, highlighting details related to his personal history and family, health care services accessed in community and residential care, and his health status.
  2. Small Group Discussion
    • Divide the class into small groups. Have the students read the following scenario describing changes to Peter’s health status and response to care. Students will then use the STUDENT HANDOUT 1 below to objectively record the observations that have been made. For each observation, the students should list possible responses that fall within the parameters of the HCA role.
  3. Whole Class Activity
    • Come back together as a class and ask the groups to share the observations and responses that were identified, highlighting what should be reported to the team leader. Following this, lead the students in a discussion about possible interventions or adaptations to the plan of care that may be made by a health care professional, based on the observations that have been reported by the HCA. Emphasize how observations shared by HCAs advocate for the client, support a collaborative team approach, and lead to safe and effective client care. If time allows, the instructor may decide to develop or update a care plan for this client as a classroom activity.

STUDENT HANDOUT 1
Unfolding Case Study: Caring for Peter Schultz
Changing Client Health Status and Response to Care

DIRECTIONS: Read the following scenario. Then populate the table with observations based on the situation provided. For each observation, list possible responses that fall within the parameters of the HCA role.

You are an HCA who has been working at the same complex care home for the past five years. Today is your first day back after a two-month absence, and you are assigned to care for Peter Schultz. As you carry out the plan of care, you observe changes in Peter’s health status and response to care.

You have always enjoyed providing care for Peter. When he first moved to the care home four years ago, you used several strategies to include him in the morning care routine. He especially enjoyed singing old tunes and reciting poems while you were helping him to get ready for the day. He enjoyed his meals and was a regular participant in the music and exercise programs and daily social hour. You always appreciated Peter’s smile and hearing him laugh.

Since Peter has moved to the care home, he has been diagnosed with Alzheimer’s disease, in addition to the diagnosis of vascular dementia following a CVA. He now requires full assistance with his activities of daily living and is on a regular toileting schedule. Over the past year, Peter’s legs have gotten weaker and he is no longer able to bear weight. He is on medication for blood pressure and bowel control.

Over the past year, Peter has become progressively less responsive during the morning care routine. He says very little and usually just listens as you sing his favourite songs. You have also observed that he smiles less often. Usually, when you try to involve him in simple care-related activities, such as washing his face or combing his hair, he will reach out for the face cloth or hair brush that you offer him but will not use them unless you guide his hands for him. This morning, when you offered him the face cloth, he did not reach out his hand to take it.

Since losing his ability to walk, Peter has used a wheelchair to ambulate. The foot pedals on his chair are removed and he uses his feet or the side rail to move himself up and down the hallway. Today when you look for Peter to bring him to the lunch room, you notice that he has not moved from the place where he was one hour ago. When you assist Peter with his lunch, he doesn’t try to hold his cup as he used to. He eats very slowly and clears his throat often. You observe that he finishes half of his mashed potatoes, but coughs when you offer him small pieces of minced chicken. He eats all of his chocolate pudding. It takes Peter 55 minutes to eat his lunch.

This afternoon, Eve comes to attend a special music program with Peter. When you walk with her to his room, you find that he has fallen asleep in his chair. Eve tells you that Peter has fallen asleep every day after lunch for the past two weeks. Eve has a difficult time waking Peter up to listen to the guest musicians. It takes an hour for Peter to drink a cup of thickened coffee and when Eve gives him a cookie, it drops out of his hand.

Documenting Observations and HCA Response to Changes
Observation HCA Response
Peter did not reach out to take the face cloth when it was offered to him. Continue to offer the face cloth to Peter. If he does not reach out for it, place it in his hand and guide him in washing his face.
Minimize distractions during this care activity.
Continue to monitor Peter’s response to this approach.

Metzger, Z.B. (2010). The Last Lap of the Long Run, Addendum to “On the Long Run”: An Account of our Travels with Dementia. This material is licensed under a CC BY-SA 4.0 licence.

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

1. 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; one group will take a pros position towards 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 has concluded, briefly come together as a larger group and summarize the positions that were presented. Invite feedback from the students not involved in the debate and discuss further considerations. Alternate groups until each student has participated in a debate.

Debate topics for Personal Care and Assistance.

  1. Past experiences with a client should always influence future care provided to that client.
  2. Restraints should not be used in complex care settings.
  3. It is acceptable for an HCA to defer care activities to the next shift if they are unable to complete all their assigned care activities.
  4. HCAs have an obligation to ensure that clients are adequately nourished. (Instructor note: encourage students to explore elements such as forced feeding, pushing fluids, client’s refusal to eat, and food variety and preference. For example; a dementia client who only wants to eat dessert).

2. Critical Thinking Exercises

After students have learned about body mechanics and asepsis, and have mastered basic transfer, bathing, and toileting techniques, present them with scenarios that simulate various practice environments, such as community (homelike) settings and acute care. Working in small groups of two or three, invite students to use critical thinking, problem-solving, and decision-making skills to consider how they will apply the skills in settings that are different from the standard lab setting or in changing situations.

Situations may include:

  • Home settings, such as one that would be found in an apartment: very small bathrooms, low beds, low and soft chairs. Encourage students to identify situations in which safety is not possible without changes in the environment or the assistance of another health care worker or a mechanical lift.
  • Acute care settings where clients may have wound dressings, IVs, or other tubes.
  • Less medically stable clients (e.g., a client who has pain while being repositioned in bed or becomes dizzy and weak while being transferred to a chair). Ask students what actions they will take (e.g., reporting immediately, recording).
  • A witnessed cardiac arrest while providing care. Ask students what actions they will take (e.g., summoning help, commencing CPR if trained and per employer policies, being available to assist the team as directed).

3. Critical Thinking and Best Practice: Small Group Discussion

This activity is designed to help students understand the importance of using best practices when performing care activities and how to find reliable sources of guidance regarding best practices.

  • Introduce students to the concepts of “best practice,” “non-standard practice,” and “non-compliance” using the summary below.
    • “Best practices” refer to standards, policies, and techniques that represent the highest standard of care and are deemed optimal for achieving the best possible patient outcomes. These practices are evidence based and consistently demonstrate better results compared to other commonly used methods. Once a best practice has been established and proven effective over time, it becomes a benchmark for future practice. Best practices in health care are informed by a variety of sources including legislation, regulatory requirements, practice standards and guidelines, and clinical policies and protocols.
    • “Non-standard practices” refer to techniques, procedures, or actions that deviate from established standards, guidelines, policies, and protocols. Non-standard practices may arise due to lack of knowledge, resources, or time constraints, and they may pose risks to the quality and safety of care provided.
    • “Non-compliance” refers to the failure to adhere to laws or regulations that govern a particular activity or profession. In health care, non-compliance can occur when HCAs do not follow regulations, such as those related to patient safety, privacy, or professional conduct. In addition to negative client outcomes, non-compliance can result in legal consequences.
  • Divide the class into small groups of three or four students and assign each group to one of the websites below. Ask students to navigate the website and answer the website review questions in the STUDENT HANDOUT 2.
  • Have the groups present their findings from the website research to the whole class.
  • Divide the class back into their small groups to complete the small group discussion questions on the student handout.

Websites to review:

Note: Students may need assistance identifying examples of non-standard practice if they have not yet been in clinical and observed practices such as double gloving, double briefing, double suppositories, and wearing one set of gloves for the entirety of morning care. Also note that resources like HCA textbooks and the manufacturer’s equipment manuals also provide guidelines on caregiving procedures and the safe use of equipment.

References

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

STUDENT HANDOUT 2

DIRECTIONS: Visit the website that you have been assigned by your instructor and discuss the website review questions below with your small group. Write your group’s answers on flip chart paper or a whiteboard so that your group can present a summary of your findings to the class. After presenting to the class, return to your small group to discuss the small group discussion questions below.

Website Review Questions

  1. What is the mission or purpose of this website?
  2. What kind of resources are provided by the website? (E.g., legislation, standards, guidelines, policies, or education tools.)
  3. Are there any regulations, standards, or guidelines specifically regarding HCA practice? If yes, choose one example to explain to the class.
  4. How might HCAs use this website to obtain guidance on best practices?

Small Group Discussion Questions

  1. What role does critical thinking play in deciding whether to follow best practices or take shortcuts when providing care to clients?
  2. How do personal values and ethical considerations influence our decision making when it comes to following best practices?
  3. What are some examples of personal care and assistance that do not follow best practice?
  4. What are the potential consequences of not following best practices when providing care to clients? Consider how the consequences may differ if the care followed a non-standard practice or was an act of non-compliance.
  5. How can we effectively communicate with colleagues about the importance of following best practices and avoiding shortcuts?
  6. How can we create a culture within our health care teams that prioritizes following best practice?

Strategies that Focus on Professional Approaches to Practice

1. Tasks vs. Restricted Activities and Legal and Regulatory Restrictions: Small Group Discussion

Background Information

The role of Health Care Assistants in British Columbia is determined by the B.C. Ministry of Health and set out in the B.C. HCA Core Competency Profile (2023). While the responsibilities of HCAs may differ between workplace settings (such as acute care, complex care, home care, group homes), the legal limitations and obligations of HCAs are determined by legislation, the Ministry of Health, and the HCA Program Provincial Curriculum 2023.

Within the HCA role, there are two types of care activities: tasks and restricted activities

  1. Tasks are care activities that HCAs are educated and trained to perform as part of their assigned HCA role. For example:
    • Oral care
    • Dressing and grooming
    • Ceiling and mechanical lifts
    • Compression stockings
    • Hand and foot care including clipping healthy nails
  2. Restricted activities are higher-risk care activities outlined in health professional regulations that an HCA cannot perform without authorization (delegation) by a regulated health professional, such as a registered nurse. Restricted activities are not considered tasks. For example:
    • Administering enemas and suppositories
    • Adjusting the flow of oxygen
    • Administering medication, including pain medication
    • Blood pressure medication
    • Narcotics
    • Injectable medication (such as insulin)
    • Applying a medication transdermal patch

In some circumstances, a regulated health professional (a Registered Nurse) who has already performed an assessment on the client may authorize an HCA (through client-specific delegation) to perform a restricted activity, provided that the following criteria are met:

  • The restricted activity the regulated health professional wishes to delegate to an HCA is listed within the regulated health professional’s profession-specific regulation.
  • The health professional’s regulatory college permits the regulated health professional to delegate that restricted activity.
  • The regulated health professional delegating the restricted activity is sure that the individual HCA has the education, training, and competency to perform the restricted activity with that client.
  • The HCA is willing to accept the delegation.

The following restricted activities regarding medication administration are taught in the HCA curriculum. HOWEVER, an HCA could only perform these restricted activities if delegated by a regulated health professional to perform it for a specific client, AND as indicated in the client’s care plan:

  • Applying a transdermal patch
  • Administering prescription ear or eye drops
  • Inserting a rectal suppository or enema
  • Applying a prescription cream or ointment

It is important for HCAs to understand how to respond when a situation exceeds the legal parameters of their role. It is also important for HCAs to understand that although some care activities are tasks, assessment by a regulated health professional is required before the HCA can perform the task (e.g., nail clipping and compression stockings). Additionally, some care activities may be complex and have components that are tasks while others are restricted activities (e.g., catheter and ostomy care). Lastly, some tasks may require collaboration with a regulated health professional during the activity so that the regulated health professional can perform a restricted activity (wound care by the RN after the HCA bathes the client and prior to the HCA dressing the client).

Small Group Activity

To help students learn to navigate these legal and regulatory restrictions, divide the class into small groups and ask students to read the six scenarios provided in STUDENT HANDOUT 3 below and use the guiding questions to provide an appropriate response. Tell them to be prepared to explain and support their responses using theory from this course and the Introduction to Practice course.

STUDENT HANDOUT 3
Scenarios: Legal and Regulatory Restrictions

DIRECTIONS: In small groups, discuss the following six scenarios with your small group. For each scenario, use the guiding questions to provide an appropriate response. Be prepared to explain and support your responses using theory from the Personal Care and Assistance and Introduction to Practice courses. If the scenario requires a restricted activity, also discuss the last two questions.

Guiding Questions

  1. Is this care activity in the client’s care plan?
  2. Have I observed anything in the environment or with the client’s health status that could negatively impact my ability to safely complete the care activity?
  3. Am I prepared? (Do I have equipment, supplies, and support available if a team approach is required?)
  4. Do I need to collaborate with the nurse prior to, during, or after the care activity?
  5. Has the client consented?
  6. Is this care activity a task or a restricted activity?
  7. If it is a task, do I have the education and training to competently perform this task?
  8. If it is a restricted activity, complete the additional questions below.

Additional Questions for Restricted Activities

  1. Have I been delegated by a regulated health professional to perform this activity for a specific client?
  2. Have I received the additional education and training required to competently perform the restricted activity?

Scenario 1

As an HCA, you are providing care and service for an elderly gentleman, Mr. Ivanov, who requires help with his meals and his bath. One day, when you arrive at Mr. Ivanov’ house, you find that a doctor is visiting him. Apparently, Mr. Ivanov’ daughter, who lives across town, called the doctor when her father complained of chest pain. The doctor says to you, “Well, he seems to be fine now. Maybe it was only indigestion.” As he is leaving, he says to you, “Mr. Ivanov was telling me that his back is bothering him. I’ve left some Tylenol with codeine. Give him two of those whenever he needs them.”

Scenario 2

As an experienced HCA, you have been visiting Mr. Sanchez for several months and are familiar with his care plan and routines. The care plan requires you to clip Mr. Sanchez’s fingernails every two weeks. You have been doing this as per the care plan, your training, and the care standards for hand and foot care. Today, as you prepare to perform the routine nail clipping, you notice a concerning change. The skin around his fingernails appears red and swollen, unlike previous visits. You attempt to call your RN supervisor, but they are not available. Mr. Sanchez is getting impatient and wants you to “hurry up” and clip the nails. He says that his fingers are always a little red and swollen.

Scenario 3

You are an HCA working in a complex care facility. Your client Mr. Al-Katib has a wound on his upper left buttock. The wound was covered by a gauze dressing applied by the nurse. Today is Mr. Al-Katib’s day for taking a bath.

Scenario 4

As an HCA, you have been visiting Mr. and Mrs. Sihota for several months. Mrs. Sihota is a woman of 78 years who is physically frail and experiencing some cognitive decline. Two days ago, she had day surgery to correct a cataract in her left eye. Mr. Sihota is almost 10 years older than his wife and suffers from arthritis and heart problems. When you come to their house, Mr. Sihota greets you at the door saying, “Thank goodness you are here. Now you can give my wife her prescription eye drops. I’m no good at that sort of thing and she’ll be happier to have you do it.”

Scenario 5

You are a new HCA graduate working in a complex care facility. Mrs. Shirazi is a new client who was admitted yesterday. You notice that her toenails are very long and need to be clipped. You are not familiar with her medical history and are unsure if the nurse has assessed Mrs. Shirazi toenails. However, Mrs. Shirazi’s toes and nails appear healthy and you recently practised the skill during your clinical rotation so feel confident performing the task.

Scenario 6

You are working as an HCA and recently were hired into a group home setting. The employer informs you that you are responsible for basic wound care as there is no nurse on site. Although you did not learn this skill in your HCA program, the employer assures you that it is a part of your job description and that they will provide you with on-the-job training.

Student Self-Assessment Video Scenarios

The following video scenarios were developed for students to self-assess their learning before their practice experience. Instructors should provide the links for these videos to their students near the end of the Personal Care and Assistance course so students can complete each video scenario and be better prepared for their practice experiences. Instructors should review these videos before assigning them to students.

Video Scenarios

Instructors can request or require that students submit a self-reflection journal for each video scenario. Another option is to have a class or small group discussion after all students have completed the video(s). See the STUDENT HANDOUT 4: Self-Assessment Video Reflective Journal Sheet for discussion or self-reflection.

STUDENT HANDOUT 4
Self-Assessment Video Reflection Sheet

Student Name:                                                                                      

Title of Self-Assessment Video:                                                                                      

Date of review:                                                                                       

  1. How well did you do on this video? Did you get any of the questions wrong on the first attempt? If yes, which one?
  2. What new learning did you gain as you watched this video?
  3. What would you do differently now that you have watched this video?
  4. Was there anything in this video that surprised you or that you feel confused about?
  5. How will this video better prepare you for your practice experience?
  6. How can you maintain professionalism when caring for similar clients to those you observed in the video?

Suggestions for Follow-Up Discussion

There are also some practices and procedures that are worthy of follow-up discussion. Examples of discussion points are provided below for each video.

Roles and Responsibilities of the HCA Video

In this video, the nurse is wearing a bracelet and an activity tracker on her wrist while administering cream on the client’s back. Wearing a bracelet would normally not be acceptable; however, it is a medical alert bracelet, and she wears the activity tracker to monitor her heart rate. Students could be asked to consider this situation and comment on alternative practices that could be used, such as wearing the bracelet and activity tracker on the non-dominant arm or covering them with a glove.

Communicating with the Health Care Team Video

In this video, Mrs. Simon jumps from the past to the present tense when she talks about her wife. Trevor does not correct Mrs. Simon on these details, but instead redirects and engages her in a meaningful activity by asking her about the pictures, etc. Students could be asked to reflect on Mrs. Simon’s actions and words and determine if they truly reflect those of a client with Alzheimer’s disease. This video also asks students to correctly identify the limitations of their role regarding medication assistance.

Isolation Precautions Video

Institutions may use isolation signs that differ from the ones used in this video. Students could be directed to comment on the use of various isolation signs and discuss what is acceptable and not acceptable.

Lifts and Transfers Video

Practices for lifts and transfers may vary from facility to facility. The students could be asked to comment on the practices outlined in this video. For example, students can discuss whether a gait belt should be used for Mrs. Barclay, and if so, how they would go about getting this added to the client’s care plan.

Morning Care Video

Bathing a client can be done in a variety of ways as long as principles are maintained. Students could comment on whether Edgar proceeded in a manner that followed principles of hygiene. They could discuss what could have been done differently.

Suggested Course Assessments

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

  1. One or more quizzes or examinations that pertain to principles, legal/defined parameters of practice, and safety in relation to the implementation of personal care and assistance skills (Learning Outcomes 1, 3, and 4).
  2. Demonstrating ability in performing personal care and assistance skills that maintain the client’s comfort and safety as well as the safety of self and other members of the health care team. Students should be checked on their competency in performing specific skills by their instructors. Peer review and using skills checklists may also be useful for formative assessment as students seek to develop their proficiency (Learning Outcomes 1, 2, 3, and 4). Refer to the Professional Behaviour Development Rubric in Section 5: Sample Course Assessment Tools.
  3. Before the first clinical experience, demonstration of skills performance through an integrated skills practice examination. Students should demonstrate their ability to:
    • Perform personal care and assistance skills competently
    • Maintain the comfort and dignity of the client
    • Maintain the safety of the client, self, and other members of the health care team
    • Perform in an organized manner
    • Maintain medical asepsis
    • Utilize proper body mechanics
    • Communicate with the client and other health care team members where appropriate

    Testing can be accomplished through performance of a scenario simulating the practice environment and may include an opportunity for problem solving. The specific skills tested and expected level of competency may vary, depending upon when the first clinical experience occurs within the program. At a minimum, students should perform safely prior to entering the clinical setting. Students should be assessed using clear and consistent criteria; an assessment rubric may be used (Learning Outcomes 1, 2, 3, and 4). Refer to the Scenario-Based Lab Skills Assessment in Section 5: Sample Course Assessment Tools. 

  4. Completion of a safety assessment in a home environment. Preferably, students would conduct this assessment as part of their community care (home support) practice experience (See STUDENT HANDOUT 5 below.) The questions included in this assessment are not definitive; the program may adapt this tool as necessary. Based on the assessment, the student should discuss the safety issues that they have identified and make suggestions for ways that the environment could be made safer for the client/family and members of the health care team (Learning Outcomes 2 and 4).
  5. Completion of a self-reflection journal assignment to confirm students have viewed the self-assessment videos in preparation for clinical (Learning Outcomes 1, 2, 3, and 4).

STUDENT HANDOUT 5
Home Safety Assessment Guide

DIRECTIONS: In addition to conducting the assessment (indicating with a checkmark where met), make comments on safety issues identified (items unmet) and suggest ways that the environment could be made safer for the client/family and members of the health care team.

General Assessment
  • Is there adequate lighting outside and inside the home?
  • Are walkways and stairs dry, in good repair, and clear of clutter?
  • Are any pets in the home restrained during your visit?
  • Is the home generally clean and fairly tidy?
  • Do you note the absence of unpleasant odours?
  • Are there smoke detectors and a fire extinguisher in the house?
  • Are there indicators of hazardous chemicals in the house?
  • Is it possible to keep the house well-ventilated?
  • Are the materials and equipment required to care for the client (e.g., lift equipment) available and in working order?
  • Is the environment smoke free during your visit (no one smoking in the home while you are there or one hour prior)?
  • Are there indicators of use of illegal drugs by anyone in the home?
  • Do you feel safe entering this house?
  • What forms of security are in place to ensure your safety during the visit (e.g., locks, escape routes, mechanism for communication with your supervisor/employer)?
  • Do you feel safe while inside the home (e.g., in terms of the client, other people in the home, weapons inside the home, etc.)?
Comments:
Living Room
  • Are area rugs tacked down?
  • Are electrical cords safely out of the way and not frayed (check throughout the home)?
  • Have newspapers, magazines, or other flammable objects been removed?
  • Is the lighting adequate?
Comments:
Kitchen
  • Are kitchen appliances in good working order?
  • Is the kitchen clean? Look both externally and inside the cupboards, drawers, oven, microwave, and refrigerator.
  • Are appropriate cleaning products and equipment available?
  • Have spoiled foods been removed from the refrigerator?
  • Are there any indicators of rodent infestations?
Comments:
Bathroom
  • Does the size of the bathroom contribute to safety (e.g., availability of space to manoeuvre during caregiving procedures)?
  • Are grab bars available by the tub and toilet (if needed)?
  • Is the height of the toilet appropriate for client needs?
  • Does the location and height of the tub contribute to safe caregiving practice?
  • Is there a rubber mat in the tub?
  • Is there a bath bench or bath chair?
  • Is there a hand-held shower head?
  • Is the lighting adequate?
Comments:
Bedroom
  • Is the height and location of the bed appropriate for safe caregiving practice?
  • Is there adequate space to manoeuvre during caregiving procedures?
  • Is the lighting adequate?
Comments:

Personal Care and Assistance Resources

Textbooks specifically related to personal care and assistance skills are listed in the Recommended HCA Program Textbooks section under Full Curriculum Textbooks.

The following sources can be found online and include resources, videos, and online learning tools.

Online Resources

B.C. Centre for Disease Control. (2017). Harm reduction guidelines. http://www.bccdc.ca/health-professionals/clinical-resources/harm-reduction

B.C. Centre for Disease Control. (2023). Long-term care facilities & assisted living. (COVID 19 care). http://www.bccdc.ca/health-professionals/clinical-resources/covid-19-care/clinical-care/long-term-care-facilities-assisted-living

Doyle, G. R. & McCutCheon, J. A. (2015.). Clinical procedures for safer clinical care. BCcampus. https://opentextbc.ca/clinicalskills/

Fortis B.C. (2017). Gas leaks and odours. https://www.fortisbc.com/safety-outages/natural-gas-safety/gas-leaks-and-odour

Government of British Columbia. (n.d.). Safety at home. https://www2.gov.bc.ca/gov/content/family-social-supports/seniors/health-safety/safety-at-home

PICNet. (2016). Reprocessing of equipment and instruments used in the provision of foot care https://picnet.ca/wp-content/uploads/PICNET-Discussion-Paper-Foot-Care-Equipment-Reprocessing-2016.pdf

Provincial Health Services Authority. (2024). Infection prevention & control http://www.phsa.ca/about/patient-experience-quality-of-care/infection-prevention-control

SafeCareBC. (2011). Report: Provincial safe resident handling standard for musculoskeletal injury prevention in BC. https://safecarebc.ca/resources/assorted/provincial-safe-resident-handling-standards-for-musculoskeletal-injury-prevention-in-bc/

Vancouver Coastal Health Authority. (2024). Infection prevention & control. http://ipac.vch.ca/

Vancouver Coastal Health Authority (n.d.) Point-of-care risk assessment (for infectious agents). http://ipac.vch.ca/Documents/Routine%20Practices/PCRA%20Algorithm.pdf

Online Videos

American College of Surgeons. (2015, September 8). Feeding tube skills: What is an enteral feeding tube? [Video]. YouTube. https://www.youtube.com/watch?v=1Gd_LSR9VIA

Dynamis. (n.d.). Bathing without a battle [Video]. Vimeo. https://vimeo.com/121147508

ECDC. (2021). The invisible challenge: In healthcare settings [Video]. YouTube. https://www.youtube.com/watch?v=2TRAVbNqE4E

Globalhygienecouncil. (2012, September 20). Bacteria on your hands [Video]. YouTube. https://www.youtube.com/watch?v=YfzgWpG4H5c

Handicare. (n.d.). Handicare band sling [Video]. Vimeo. https://vimeo.com/269759430

Handicare. (n.d.). Handicare positioning sling [Video]. Vimeo. https://vimeo.com/274733472

Handicare. (n.d.). Handicare TriTurner sling [Video]. Vimeo. https://vimeo.com/269767001

Handicare. (n.d.). Handicare universal sling [Video]. Vimeo. https://vimeo.com/274735676

Handicare North America. (2018, June 29). Handicare slings: ComfortCare [Video]. YouTube. https://youtu.be/NxpHCFBGNuE

Handicare North America. (2018, June 29). Handicare slings: Deluxe hammock [Video]. YouTube. https://www.youtube.com/watch?v=qrcl6TzSM4o

Health Link BC. (2023). Caregiving: Overview of personal care. https://www.healthlinkbc.ca/health-topics/caregiving-overview-personal-care

Kozak, J. (2012, May 20). How may I help you? – A guide to assisting the visually impaired [Video]. YouTube. https://youtu.be/YS8aaPmZeUI

Lortie, C. & Fontaine, N. (2022). AM Skills Care. [Video]. Selkirk College and College of the Rockies. https://media.bccampus.ca/media/0_m3jtuj4o

World Health Organization. (2014, July 2). WHO: SAVE LIVES – Clean your hands – No action today; no cure tomorrow [Video]. YouTube. https://youtu.be/kOKeFv5VvY4

Online Learning Tools

The following materials are ready for use in the classroom or represent a website providing a variety of resources, videos and/or activities. A brief description is included for each.

Christianson, T. & Morris, K. (2023). Personal care skills for health care assistants.

  • This open education resource was created by Thompson Rivers University and is aligned with the B.C. HCA curriculum. It includes theory content, steps for performing skills, rationale for the steps required, as well as pictures and videos of the skills.

Function Focused Care

  • This YouTube channel offers 14 videos on skills and strategies for providing care. Skills such as shaving, oral care, dressing, toileting, bathing and assisting with dietary intake are included. This resource does not reflect a B.C. context, so educators should use caution when reviewing the videos as they may not fully align with B.C. legislation or regulation limitations regarding the HCA role.

Open RN Project. Nursing assistant skills demonstration videos

  • This open education resource provides videos on a variety of nursing skills, with a playlist specifically for nursing assistants. This resource does not reflect a B.C. context, so educators should use caution when reviewing the videos as they may not fully align with B.C. legislation or regulation limitations regarding the HCA role.

Provincial Health Services Authority: Patient handling videos

  • This PHSA webpage provides a series of instructional video e-learning courses that focus on patient handling. Videos on ceiling lifts, floor lifts, sit/stands, slider sheets, sliding boards, standing transfers and lowering a patient to the floor are provided. PHSA uses LearningHub to host the videos, but the list can be viewed as a full series on this webpage. Each course is 10 minutes.

Teepa Snow: Positive Approach to Care

WorkSafeBC

License

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Health Care Assistant Program Supplement to the Provincial Curriculum 2023 Copyright © by Province of British Columbia is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted.

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