1 Program Overview
Program Outcomes
- Develop entry-level proficiency in providing care that is safe, ethical and person-centered.
- Demonstrate cultural competence and cultural humility by respecting the diverse cultural background, belief, and values of persons and their families.
- Interact empathetically and professionally with persons’, families, colleagues and other healthcare professionals; including using verbal, non-verbal, and written communication.
- Demonstrate the knowledge, skills, and judgment required to understand and perform care procedures safely and accurately.
- Describe ethical principles, legal regulations, and professional standards governing the provision of care.
- Describe their responsibilities in terms of respecting patient confidentiality, respecting autonomy and advocating for a person’s rights.
- Demonstrate the critical thinking and problem-solving skills needed to assess a person’s needs, identify priorities, anticipate potential complications, and make appropriate decisions.
- Collaborative effectively with interdisciplinary healthcare teams, demonstrating respect, cooperation, and leadership skills in delivering coordinated care and promoting positive outcomes.
- Use safety protocols, infection control measures, mental wellbeing, and risk management strategies to ensure the well-being of persons in care, themselves, and others in the healthcare environment.
- Demonstrate ethical behaviour, accountability, and reliability and the importance of ongoing professional development to their ability to adapt to changes in healthcare practice and advance in their careers
Essential Skills
Essential skills are those skills identified as important to individuals in all occupations and other aspects of daily life, that are quantifiable, enabling skills, needed to perform tasks required by the program, provide a foundation for learning additional skills and for developing the ability to adapt to change.
Employability Skills
“The skills you need to enter, stay in, and progress in the world of work – whether you work on your own or as part of a team. These skills can also be applied and used beyond the workplace in a range of daily activities”.[1]
The emphasis is obviously on the skills expressed as “job” skills. Employability skills differ from Essential Skills as they do not include complexity levels and occupational profiles. The Conference Board of Canada’s Employability Skills include other factors, such as attitudes and behaviours, which are also very important for employees. Employability skills include workplace attitudes and behaviours that focus on the quality of interactions in the workplace.[2]
Course Descriptions
A student may not miss more than 10% of the program. Attendance is monitored.
CARE 1010 – CCA Fundamentals
This course introduces students to the CCA role, the Framework, and the healthcare sector. It sets expectations and provides a theoretical understanding of the workplaces of a CCA. Students will also begin to develop awareness of self-care and learn the importance of self-care as a CCA. Instructors will provide a psychologically safe space for students to explore and learn about self-care, EDIRA, and psychological safety.
CARE 1011 – Practicum Essentials
In this course students will gain the knowledge and skills needed to successfully participate in lab demonstrations and practicum placements. This course focuses on the fundamentals of a CCA deepening their understanding of the SoP and the Framework by exploring and practicing the behaviours and essential skills of a CCA. Additionally, students will build the foundational knowledge of teamwork, reporting & documenting, infection control, and risk management to develop the theoretical foundation to inform and shape their approach to care.
CARE 1012 – Dementia: Understanding the Journey
No two persons experience dementia in the same way, and there is no singular approach to supporting persons living with dementia. The course provides a range of information that should be used to support and enhance the student’s approach. Each of the sessions leads into the next, supporting the care practices collaboratively and collectively. The session addressing behaviours is situated toward the end of the course. In doing so, we want the student, as a care provider, to understand that if they approach care for persons with dementia in ways that are appropriate and meaningful for them, they can reduce the potential for, or eliminate, behaviours that are difficult to understand. Earlier sessions provide the information to set up relationships, approaches, and environments that best meet the needs of the person living with dementia. As the course progresses, tools and approaches are offered to assist the student in recognizing when to change their own perceptions and approach. The program finishes with a session dedicated to the student as the care provider and their role within a care team, as well as barriers they may encounter.
CARE 1014 – Personal Care
This course is an introduction to the principles relating to activities of daily living and personal care. The student will learn, practice, and demonstrate the practical skills necessary for respectfully, safely, and effectively providing personal care by providing meaningful engagement and applying the philosophy of care. Students must pass the lab component to pass the course.
CARE 1015 – Safe Handling and Mobility
The student is introduced to the principles of body movement and safety to be followed during the performance of all direct and indirect assistance activities in the classroom, lab, and placement settings. The student will acquire and demonstrate the knowledge and skills necessary to ensure personal safety and that of the person when assisting with positioning and transferring. The learning of this course aligns and integrates with PACE.
CARE 1016 – Clinical Skills Development
The student will apply the technical and essential skills for supporting persons in care with the oversight and guidance of a CCA mentor and under direct supervision by a Primary or Secondary Instructor within a Long-Term Care facility.
CARE 1019 – Integrative Skills Part I
This is a lab and simulated course that integrates theoretical learning across the program into practical experience. The objective of this course is to provide real-world simulated scenarios that incorporate as many of the CCA competencies and skills across a full process/task sequence.
CARE 2010 – Body Structures and Functions
This is an introductory course of basic body structures, functions, and related health issues common within Continuing Care. The student will gain a basic understanding of the normal structure and function of the body systems and be introduced to signs and symptoms of ineffective functioning, common illnesses/conditions, and the related care implications. This course aims to connect body anatomy and physiology to the technical skills and tasks of a CCA to draw the connection between theory and practical application to the role of a CCA.
CARE 2011 – Social and Mental Well Being
This course prepares students to recognize and support persons living with various mental health disorders. The course introduces types of mental health disorders, identifies impacts of mental health disorders, neuro-affirming care, and prevention and intervention strategies for behaviour expressions. This course extends the knowledge students acquired previously by providing practical application for behaviour expressions.
CARE 2012 – Mealtime Assistance
The focus of this course is on basic nutrition and entry-level proficiency for preparing and cooking meals. The student will understand the role of nutrition to health and wellbeing and the various types of therapeutic and special diets common in Continuing Care. Students will demonstrate the preparing and cooking of basic meals developing entry-level cooking skills.
CARE 2014 – Medication
This course allows the student to cultivate an awareness of medications and the role of the CCA in supporting the needs of a person. The Standards of Practice and the Framework identifies the role of a CCA in medication administration and students gain hands on experience applying medicated and non-medicated drops, ointments, and creams. Students will gain a basic understanding of medications and the effects to support their tasks and responsibilities specified in the Standards of Practice.
CARE 2017 – Home Care Mentorship
The student will apply the technical and essential skills needed for supporting persons in care with the oversight and guidance of a CCA mentor within a Home Care setting.
CARE 2018 – Open Mentorship
The student will consistently demonstrate entry-level technical and essential skills needed for supporting persons in Home Care, long term care, or acute care setting with the oversight of a CCA mentor.
CARE 2019 – Integrative Skills Part II
This is a lab and simulated course that integrates theoretical learning across the program into practical experience. The objective of this course is to provide real-world simulated scenarios that incorporate as many of the CCA competencies and skills across a full process/task sequence.
CARE 2020 – Integrative Skills Part III
This is a lab and simulated course that integrates theoretical learning across the program into practical experience. The objective of this course is to provide real-world simulated scenarios that incorporate as many of the CCA competencies and skills across a full process/task sequence.
Laboratory
Attendance will be monitored. If you are ill and need to be off during lab time, you will be required to make up the time so competency and safety can be assessed. As well, you must notify your faculty according to the protocol discussed in your class and as described in your course outline. All required lab hours must be completed to successfully complete the program according to the class schedule. Options for make-up lab time will be explored. There may be circumstances where it is necessary to charge an additional fee.
Clinical Placement
Clinical Placement is mandatory. Clinical placement is also known as practicum or work experience. Attendance will be monitored. If you are ill and need to be off during clinical time, you will be required to make up the time. As well, you must notify your supervisor/faculty or mentor according to the protocol discussed in your class and as described in your course outline. Options for make-up time will be explored and may result in a fee charged to you. Failure to complete required clinical hours may also result in an inability to complete the program according to the class schedule.
Essential Skills Guide
Throughout your program there are essential skills outcomes included as part of your academic courses. The essential skills outcome is accompanied by the essential skills self-assessment, which will be explained and discussed as a group with your faculty. The purpose of the essential skills outcome is to ensure that CCA graduates understand the professional behaviours, expectations and standards that are part of the field of continuing care. Students at NSCC are expected to follow the standards for conduct that are outlined in the Student Community Standards Policy.