{"id":22,"date":"2023-01-23T19:00:54","date_gmt":"2023-01-24T00:00:54","guid":{"rendered":"https:\/\/opentextbc.ca\/hcacurriculum\/chapter\/concepts-for-practice\/"},"modified":"2023-06-21T13:20:08","modified_gmt":"2023-06-21T17:20:08","slug":"concepts-for-practice","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/hcacurriculum\/chapter\/concepts-for-practice\/","title":{"raw":"Concepts for Practice","rendered":"Concepts for Practice"},"content":{"raw":"

Course Description<\/h1>\nThis course provides students with the opportunity to develop a theoretical framework for practice. Students will be introduced to the philosophical values and theoretical understandings that provide a foundation for competent practice as an HCA. The course focuses on concepts of caring and person-centred care; basic human needs and human development; and family, culture, and diversity as they relate to health and healing. Students will also be introduced to a problem-solving model that will be critical to their practice.\n\nMinimum course hours: 70\n

Learning Outcomes<\/h1>\n
    \n \t
  1. Describe how person-centred care recognizes and respects the uniqueness of each individual:\n
      \n \t
    • 1.1 Describe the characteristics and qualities of caring interactions in a variety of contexts.<\/li>\n \t
    • 1.2 Explain the importance of respecting the individuality, independence, autonomy, diversity, and dignity of clients and families.<\/li>\n \t
    • 1.3 Describe clients as individuals possessing a wealth of experience, knowledge, and wisdom.<\/li>\n \t
    • 1.4 Discuss the components of social and community models of care as they relate to person-centred care.<\/li>\n<\/ul>\n<\/li>\n \t
    • Discuss basic human needs and common characteristics of human development as these concepts relate to person-centred care:\n
        \n \t
      • 2.1 Describe Maslow\u2019s hierarchy of needs, explaining the importance of each level and the interrelationship of needs.<\/li>\n \t
      • 2.2 Discuss the HCA\u2019s role in observing and reporting unmet needs in clients.<\/li>\n \t
      • 2.3 Discuss the principles and stages of human development.<\/li>\n \t
      • 2.4 Describe common developmental tasks, characteristics, and needs of various age groups across the lifespan.<\/li>\n \t
      • 2.5 Describe the common characteristics and changes in the older adult.<\/li>\n<\/ul>\n<\/li>\n \t
      • Discuss the role of family, diversity, and life experience in aging, health, and healing:\n
          \n \t
        • 3.1 Discuss changing family structures and diverse family units.<\/li>\n \t
        • 3.2 Describe common socio-cultural, religious, environmental, and economic influences on the family.<\/li>\n \t
        • 3.3 Discuss the impact of stress on family care providers.<\/li>\n \t
        • 3.4 Identify ways care providers may support the family.<\/li>\n \t
        • 3.5 Describe how diversity influences an individual\u2019s experience of aging, health, and healing.<\/li>\n \t
        • 3.6 Discuss diverse practices in health and healing, including the role of traditional medicines, healing practices, and alternative forms of healing.<\/li>\n \t
        • 3.7 Explain the impact of inequity and discrimination on the quality of care.<\/li>\n \t
        • 3.8 Define cultural safety and cultural humility.<\/li>\n \t
        • 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.<\/li>\n<\/ul>\n<\/li>\n \t
        • Use an informed problem-solving approach to provide care and service:\n
            \n \t
          • 4.1 Describe critical thinking as a caring concept.<\/li>\n \t
          • 4.2 Discuss the relationship between critical thinking, problem-solving, and decision-making.<\/li>\n \t
          • 4.3 Describe care-planning as a problem-solving process.<\/li>\n \t
          • 4.4 Describe the steps of the care-planning and problem-solving process.<\/li>\n \t
          • 4.5 Describe the role of the HCA in planning care.<\/li>\n \t
          • 4.6 Describe common practices for reporting and recording in various health care settings (complex care, community care, and acute care).<\/li>\n<\/ul>\n<\/li>\n \t
          • Contribute to the safety and protection of self and others in a variety of work environments:\n
              \n \t
            • 5.1 Describe individual factors affecting the need for protection and safety (health age, lifestyle, and mental or cognitive health challenges).<\/li>\n \t
            • 5.2 Discuss ways of promoting and maintaining safe environments.<\/li>\n \t
            • 5.3 Define and describe elements of risk management.<\/li>\n \t
            • 5.4 Discuss care planning to promote safety of the client and of the HCA.<\/li>\n \t
            • 5.5 Discuss living-at-risk issues.<\/li>\n \t
            • 5.6 Identify emergency and critical incidents and describe appropriate steps to take during and after the incident.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

              Course Content<\/h1>\n

              Characteristics of Caring and Person-Centred Practice<\/h2>\n
                \n \t
              • Caring as a moral ideal: What is caring?<\/li>\n \t
              • What distinguishes a caring act from an uncaring act?<\/li>\n \t
              • Caring in a health care context.<\/li>\n \t
              • Values and beliefs about care and caring.<\/li>\n \t
              • Promoting the dignity and worth of self and others.<\/li>\n \t
              • Self-building and self-caring as the basis of becoming an effective care provider.<\/li>\n \t
              • Caring and power \u2014 power positions vs. relational positions with others.<\/li>\n \t
              • Independence, dependence, and interdependence.<\/li>\n \t
              • Independence and self-esteem.<\/li>\n \t
              • Promoting self-determination.<\/li>\n \t
              • Promoting quality of life \u2014 who decides what it means to each person.<\/li>\n \t
              • Social and community models of care.<\/li>\n \t
              • Supporting personal preferences and choices.<\/li>\n \t
              • Recreation and socialization and how they affect quality of life.<\/li>\n \t
              • Preventing isolation and unnecessary dependence.<\/li>\n \t
              • Living at risk \u2014 what it is and why it is an option \u2014 the right to self-determination and choice.<\/li>\n<\/ul>\n

                Basic Human Needs<\/h2>\n
                  \n \t
                • Hierarchy of needs:\n
                    \n \t
                  • Physiological<\/li>\n \t
                  • Safety and security<\/li>\n \t
                  • Love and belonging<\/li>\n \t
                  • Self-esteem<\/li>\n \t
                  • Self-actualization and self-fulfillment<\/li>\n<\/ul>\n<\/li>\n \t
                  • Interrelationship of needs.<\/li>\n \t
                  • Factors that affect needs and meeting the needs of clients and families.<\/li>\n \t
                  • Unique factors that affect needs and meeting the needs in older adults.<\/li>\n \t
                  • Observing and reporting unmet needs.<\/li>\n<\/ul>\n

                    Human Development<\/h2>\n
                      \n \t
                    • Principles and stages of human development.<\/li>\n \t
                    • Common developmental tasks and characteristics of:\n
                        \n \t
                      • Infancy<\/li>\n \t
                      • Toddlerhood<\/li>\n \t
                      • Preschool period<\/li>\n \t
                      • School age<\/li>\n \t
                      • Adolescence<\/li>\n \t
                      • Young adulthood<\/li>\n \t
                      • Middle adulthood<\/li>\n<\/ul>\n<\/li>\n \t
                      • Developmental tasks, characteristics, and changes in the older adult:\n
                          \n \t
                        • Physical changes<\/li>\n \t
                        • Psychosocial challenges<\/li>\n \t
                        • Loss as part of aging<\/li>\n \t
                        • Diversity in older adults<\/li>\n \t
                        • Factors influencing aging<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                          Family in Health and Healing<\/h2>\n
                            \n \t
                          • Family development.<\/li>\n \t
                          • Diverse family units.<\/li>\n \t
                          • Changing family structures.<\/li>\n \t
                          • Socio-cultural, religious, environmental, and economic influences on the family.<\/li>\n \t
                          • The role of family in health and healing:\n
                              \n \t
                            • Coping and adapting<\/li>\n \t
                            • Decision-making<\/li>\n<\/ul>\n<\/li>\n \t
                            • Understanding the impact of stress on family care providers.<\/li>\n \t
                            • Families experiencing conflict or other dysfunction.<\/li>\n \t
                            • Supporting the family.<\/li>\n<\/ul>\n

                              Diversity<\/h2>\n
                                \n \t
                              • Relationship between diversity and person-centred care.<\/li>\n \t
                              • Impact of diversity on aging, and health and healing, including:\n
                                  \n \t
                                • Race and ethnicity.<\/li>\n \t
                                • Culture.<\/li>\n \t
                                • Generational differences.<\/li>\n \t
                                • Gender identity, gender expression, and sexual orientation.<\/li>\n \t
                                • Religious and spiritual diversity.<\/li>\n<\/ul>\n<\/li>\n \t
                                • Diverse practices in health and healing, including the role of traditional medicines, healing practices, and alternative forms of healing.<\/li>\n \t
                                • Prejudice and discrimination.<\/li>\n \t
                                • Impact of inequity and discrimination on the quality of care.<\/li>\n \t
                                • Cultural safety and cultural humility.<\/li>\n \t
                                • Culturally safe and sensitive care.<\/li>\n<\/ul>\n

                                  Critical Thinking and Problem-Solving<\/h2>\n
                                    \n \t
                                  • Critical thinking as a caring concept.<\/li>\n \t
                                  • Relationship between critical thinking, problem-solving, and decision-making.<\/li>\n \t
                                  • Components of effective problem-solving and decision-making.<\/li>\n \t
                                  • Problem-solving in relation to time management.<\/li>\n \t
                                  • Care planning as a problem-solving process.<\/li>\n \t
                                  • Steps in the care-planning and problem-solving process:\n
                                      \n \t
                                    • Observing \u2013 gathering information (including the client\u2019s unique personal history, achievements, strengths, and preferences).<\/li>\n \t
                                    • Consulting with the client and health care team.<\/li>\n \t
                                    • Establishing priorities.<\/li>\n \t
                                    • Defining the problem or care requirement.<\/li>\n \t
                                    • Identifying the goal for care.<\/li>\n \t
                                    • Creating an action plan.<\/li>\n \t
                                    • Implementing the action plan.<\/li>\n \t
                                    • Evaluating.<\/li>\n<\/ul>\n<\/li>\n \t
                                    • Care-planning process in health care settings, including complex care, community care, and acute care.<\/li>\n \t
                                    • Concepts of client acuity and how these factors influence the HCA\u2019s problem-solving and decision-making regarding care provision and prioritization of care activities.<\/li>\n \t
                                    • Role of HCAs in planning care.<\/li>\n \t
                                    • Reporting and recording.\n
                                        \n \t
                                      • Common practices in different health care settings, including complex care, community care, and acute care settings.<\/li>\n \t
                                      • Paper-based documentation (e.g., flow sheets, records, charts).<\/li>\n \t
                                      • Electronic-based documentation.\n
                                          \n \t
                                        • Electronic health records (EHRs).<\/li>\n \t
                                        • Tools used for EHRs, including computers, tablets, and mobile devices.<\/li>\n \t
                                        • Common health technology systems in B.C.<\/li>\n \t
                                        • Privacy, confidentiality, and security requirements.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                          Protection and Safety in Health and Healing<\/h2>\n
                                            \n \t
                                          • Factors affecting the need for protection and safety (health, age, lifestyle, and cognitive or mental health challenges).<\/li>\n \t
                                          • Realities and challenges.<\/li>\n \t
                                          • Promoting and maintaining safe environments in various health care settings (complex care, community care, acute care), including:\n
                                              \n \t
                                            • Reporting unsafe equipment.<\/li>\n \t
                                            • Maintaining a clutter-free environment.<\/li>\n \t
                                            • Recognizing and reporting vermin and vectors.<\/li>\n \t
                                            • Safety when working alone.<\/li>\n<\/ul>\n<\/li>\n \t
                                            • Roles and parameters of practice in relation to safety.<\/li>\n \t
                                            • Risk management \u2013 definitions and approaches.<\/li>\n \t
                                            • Following the plan of care to address safety of the client and of the HCA.<\/li>\n \t
                                            • Living-at-risk issues: respecting the client\u2019s choice to live at risk when an informed choice has been made.<\/li>\n \t
                                            • Emergency and critical incidents:\n
                                                \n \t
                                              • Recognizing critical incidents.<\/li>\n \t
                                              • Recognizing situations where critical incident debriefing is warranted.<\/li>\n \t
                                              • Recognizing appropriate actions by the HCA in response to emergency situations (for example, recognizing and responding to cardiac arrest in complex care, acute care, and community care settings).<\/li>\n \t
                                              • Recognizing emergency codes used in acute care settings, specifically codes blue, white, yellow, and red.<\/li>\n \t
                                              • Recognizing the HCA\u2019s role during emergency codes (activating help, assisting other team members as directed, communicating, and collaborating with other team members).<\/li>\n<\/ul>\n<\/li>\n<\/ul>","rendered":"

                                                Course Description<\/h1>\n

                                                This course provides students with the opportunity to develop a theoretical framework for practice. Students will be introduced to the philosophical values and theoretical understandings that provide a foundation for competent practice as an HCA. The course focuses on concepts of caring and person-centred care; basic human needs and human development; and family, culture, and diversity as they relate to health and healing. Students will also be introduced to a problem-solving model that will be critical to their practice.<\/p>\n

                                                Minimum course hours: 70<\/p>\n

                                                Learning Outcomes<\/h1>\n
                                                  \n
                                                1. Describe how person-centred care recognizes and respects the uniqueness of each individual:\n
                                                    \n
                                                  • 1.1 Describe the characteristics and qualities of caring interactions in a variety of contexts.<\/li>\n
                                                  • 1.2 Explain the importance of respecting the individuality, independence, autonomy, diversity, and dignity of clients and families.<\/li>\n
                                                  • 1.3 Describe clients as individuals possessing a wealth of experience, knowledge, and wisdom.<\/li>\n
                                                  • 1.4 Discuss the components of social and community models of care as they relate to person-centred care.<\/li>\n<\/ul>\n<\/li>\n
                                                  • Discuss basic human needs and common characteristics of human development as these concepts relate to person-centred care:\n
                                                      \n
                                                    • 2.1 Describe Maslow\u2019s hierarchy of needs, explaining the importance of each level and the interrelationship of needs.<\/li>\n
                                                    • 2.2 Discuss the HCA\u2019s role in observing and reporting unmet needs in clients.<\/li>\n
                                                    • 2.3 Discuss the principles and stages of human development.<\/li>\n
                                                    • 2.4 Describe common developmental tasks, characteristics, and needs of various age groups across the lifespan.<\/li>\n
                                                    • 2.5 Describe the common characteristics and changes in the older adult.<\/li>\n<\/ul>\n<\/li>\n
                                                    • Discuss the role of family, diversity, and life experience in aging, health, and healing:\n
                                                        \n
                                                      • 3.1 Discuss changing family structures and diverse family units.<\/li>\n
                                                      • 3.2 Describe common socio-cultural, religious, environmental, and economic influences on the family.<\/li>\n
                                                      • 3.3 Discuss the impact of stress on family care providers.<\/li>\n
                                                      • 3.4 Identify ways care providers may support the family.<\/li>\n
                                                      • 3.5 Describe how diversity influences an individual\u2019s experience of aging, health, and healing.<\/li>\n
                                                      • 3.6 Discuss diverse practices in health and healing, including the role of traditional medicines, healing practices, and alternative forms of healing.<\/li>\n
                                                      • 3.7 Explain the impact of inequity and discrimination on the quality of care.<\/li>\n
                                                      • 3.8 Define cultural safety and cultural humility.<\/li>\n
                                                      • 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.<\/li>\n<\/ul>\n<\/li>\n
                                                      • Use an informed problem-solving approach to provide care and service:\n
                                                          \n
                                                        • 4.1 Describe critical thinking as a caring concept.<\/li>\n
                                                        • 4.2 Discuss the relationship between critical thinking, problem-solving, and decision-making.<\/li>\n
                                                        • 4.3 Describe care-planning as a problem-solving process.<\/li>\n
                                                        • 4.4 Describe the steps of the care-planning and problem-solving process.<\/li>\n
                                                        • 4.5 Describe the role of the HCA in planning care.<\/li>\n
                                                        • 4.6 Describe common practices for reporting and recording in various health care settings (complex care, community care, and acute care).<\/li>\n<\/ul>\n<\/li>\n
                                                        • Contribute to the safety and protection of self and others in a variety of work environments:\n
                                                            \n
                                                          • 5.1 Describe individual factors affecting the need for protection and safety (health age, lifestyle, and mental or cognitive health challenges).<\/li>\n
                                                          • 5.2 Discuss ways of promoting and maintaining safe environments.<\/li>\n
                                                          • 5.3 Define and describe elements of risk management.<\/li>\n
                                                          • 5.4 Discuss care planning to promote safety of the client and of the HCA.<\/li>\n
                                                          • 5.5 Discuss living-at-risk issues.<\/li>\n
                                                          • 5.6 Identify emergency and critical incidents and describe appropriate steps to take during and after the incident.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

                                                            Course Content<\/h1>\n

                                                            Characteristics of Caring and Person-Centred Practice<\/h2>\n
                                                              \n
                                                            • Caring as a moral ideal: What is caring?<\/li>\n
                                                            • What distinguishes a caring act from an uncaring act?<\/li>\n
                                                            • Caring in a health care context.<\/li>\n
                                                            • Values and beliefs about care and caring.<\/li>\n
                                                            • Promoting the dignity and worth of self and others.<\/li>\n
                                                            • Self-building and self-caring as the basis of becoming an effective care provider.<\/li>\n
                                                            • Caring and power \u2014 power positions vs. relational positions with others.<\/li>\n
                                                            • Independence, dependence, and interdependence.<\/li>\n
                                                            • Independence and self-esteem.<\/li>\n
                                                            • Promoting self-determination.<\/li>\n
                                                            • Promoting quality of life \u2014 who decides what it means to each person.<\/li>\n
                                                            • Social and community models of care.<\/li>\n
                                                            • Supporting personal preferences and choices.<\/li>\n
                                                            • Recreation and socialization and how they affect quality of life.<\/li>\n
                                                            • Preventing isolation and unnecessary dependence.<\/li>\n
                                                            • Living at risk \u2014 what it is and why it is an option \u2014 the right to self-determination and choice.<\/li>\n<\/ul>\n

                                                              Basic Human Needs<\/h2>\n
                                                                \n
                                                              • Hierarchy of needs:\n
                                                                  \n
                                                                • Physiological<\/li>\n
                                                                • Safety and security<\/li>\n
                                                                • Love and belonging<\/li>\n
                                                                • Self-esteem<\/li>\n
                                                                • Self-actualization and self-fulfillment<\/li>\n<\/ul>\n<\/li>\n
                                                                • Interrelationship of needs.<\/li>\n
                                                                • Factors that affect needs and meeting the needs of clients and families.<\/li>\n
                                                                • Unique factors that affect needs and meeting the needs in older adults.<\/li>\n
                                                                • Observing and reporting unmet needs.<\/li>\n<\/ul>\n

                                                                  Human Development<\/h2>\n
                                                                    \n
                                                                  • Principles and stages of human development.<\/li>\n
                                                                  • Common developmental tasks and characteristics of:\n
                                                                      \n
                                                                    • Infancy<\/li>\n
                                                                    • Toddlerhood<\/li>\n
                                                                    • Preschool period<\/li>\n
                                                                    • School age<\/li>\n
                                                                    • Adolescence<\/li>\n
                                                                    • Young adulthood<\/li>\n
                                                                    • Middle adulthood<\/li>\n<\/ul>\n<\/li>\n
                                                                    • Developmental tasks, characteristics, and changes in the older adult:\n
                                                                        \n
                                                                      • Physical changes<\/li>\n
                                                                      • Psychosocial challenges<\/li>\n
                                                                      • Loss as part of aging<\/li>\n
                                                                      • Diversity in older adults<\/li>\n
                                                                      • Factors influencing aging<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                        Family in Health and Healing<\/h2>\n
                                                                          \n
                                                                        • Family development.<\/li>\n
                                                                        • Diverse family units.<\/li>\n
                                                                        • Changing family structures.<\/li>\n
                                                                        • Socio-cultural, religious, environmental, and economic influences on the family.<\/li>\n
                                                                        • The role of family in health and healing:\n
                                                                            \n
                                                                          • Coping and adapting<\/li>\n
                                                                          • Decision-making<\/li>\n<\/ul>\n<\/li>\n
                                                                          • Understanding the impact of stress on family care providers.<\/li>\n
                                                                          • Families experiencing conflict or other dysfunction.<\/li>\n
                                                                          • Supporting the family.<\/li>\n<\/ul>\n

                                                                            Diversity<\/h2>\n
                                                                              \n
                                                                            • Relationship between diversity and person-centred care.<\/li>\n
                                                                            • Impact of diversity on aging, and health and healing, including:\n
                                                                                \n
                                                                              • Race and ethnicity.<\/li>\n
                                                                              • Culture.<\/li>\n
                                                                              • Generational differences.<\/li>\n
                                                                              • Gender identity, gender expression, and sexual orientation.<\/li>\n
                                                                              • Religious and spiritual diversity.<\/li>\n<\/ul>\n<\/li>\n
                                                                              • Diverse practices in health and healing, including the role of traditional medicines, healing practices, and alternative forms of healing.<\/li>\n
                                                                              • Prejudice and discrimination.<\/li>\n
                                                                              • Impact of inequity and discrimination on the quality of care.<\/li>\n
                                                                              • Cultural safety and cultural humility.<\/li>\n
                                                                              • Culturally safe and sensitive care.<\/li>\n<\/ul>\n

                                                                                Critical Thinking and Problem-Solving<\/h2>\n
                                                                                  \n
                                                                                • Critical thinking as a caring concept.<\/li>\n
                                                                                • Relationship between critical thinking, problem-solving, and decision-making.<\/li>\n
                                                                                • Components of effective problem-solving and decision-making.<\/li>\n
                                                                                • Problem-solving in relation to time management.<\/li>\n
                                                                                • Care planning as a problem-solving process.<\/li>\n
                                                                                • Steps in the care-planning and problem-solving process:\n
                                                                                    \n
                                                                                  • Observing \u2013 gathering information (including the client\u2019s unique personal history, achievements, strengths, and preferences).<\/li>\n
                                                                                  • Consulting with the client and health care team.<\/li>\n
                                                                                  • Establishing priorities.<\/li>\n
                                                                                  • Defining the problem or care requirement.<\/li>\n
                                                                                  • Identifying the goal for care.<\/li>\n
                                                                                  • Creating an action plan.<\/li>\n
                                                                                  • Implementing the action plan.<\/li>\n
                                                                                  • Evaluating.<\/li>\n<\/ul>\n<\/li>\n
                                                                                  • Care-planning process in health care settings, including complex care, community care, and acute care.<\/li>\n
                                                                                  • Concepts of client acuity and how these factors influence the HCA\u2019s problem-solving and decision-making regarding care provision and prioritization of care activities.<\/li>\n
                                                                                  • Role of HCAs in planning care.<\/li>\n
                                                                                  • Reporting and recording.\n
                                                                                      \n
                                                                                    • Common practices in different health care settings, including complex care, community care, and acute care settings.<\/li>\n
                                                                                    • Paper-based documentation (e.g., flow sheets, records, charts).<\/li>\n
                                                                                    • Electronic-based documentation.\n
                                                                                        \n
                                                                                      • Electronic health records (EHRs).<\/li>\n
                                                                                      • Tools used for EHRs, including computers, tablets, and mobile devices.<\/li>\n
                                                                                      • Common health technology systems in B.C.<\/li>\n
                                                                                      • Privacy, confidentiality, and security requirements.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                                        Protection and Safety in Health and Healing<\/h2>\n
                                                                                          \n
                                                                                        • Factors affecting the need for protection and safety (health, age, lifestyle, and cognitive or mental health challenges).<\/li>\n
                                                                                        • Realities and challenges.<\/li>\n
                                                                                        • Promoting and maintaining safe environments in various health care settings (complex care, community care, acute care), including:\n
                                                                                            \n
                                                                                          • Reporting unsafe equipment.<\/li>\n
                                                                                          • Maintaining a clutter-free environment.<\/li>\n
                                                                                          • Recognizing and reporting vermin and vectors.<\/li>\n
                                                                                          • Safety when working alone.<\/li>\n<\/ul>\n<\/li>\n
                                                                                          • Roles and parameters of practice in relation to safety.<\/li>\n
                                                                                          • Risk management \u2013 definitions and approaches.<\/li>\n
                                                                                          • Following the plan of care to address safety of the client and of the HCA.<\/li>\n
                                                                                          • Living-at-risk issues: respecting the client\u2019s choice to live at risk when an informed choice has been made.<\/li>\n
                                                                                          • Emergency and critical incidents:\n
                                                                                              \n
                                                                                            • Recognizing critical incidents.<\/li>\n
                                                                                            • Recognizing situations where critical incident debriefing is warranted.<\/li>\n
                                                                                            • Recognizing appropriate actions by the HCA in response to emergency situations (for example, recognizing and responding to cardiac arrest in complex care, acute care, and community care settings).<\/li>\n
                                                                                            • Recognizing emergency codes used in acute care settings, specifically codes blue, white, yellow, and red.<\/li>\n
                                                                                            • Recognizing the HCA\u2019s role during emergency codes (activating help, assisting other team members as directed, communicating, and collaborating with other team members).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"author":123,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-22","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/pressbooks\/v2\/chapters\/22","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/wp\/v2\/users\/123"}],"version-history":[{"count":1,"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/pressbooks\/v2\/chapters\/22\/revisions"}],"predecessor-version":[{"id":23,"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/pressbooks\/v2\/chapters\/22\/revisions\/23"}],"part":[{"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/pressbooks\/v2\/chapters\/22\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/wp\/v2\/media?parent=22"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=22"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/wp\/v2\/contributor?post=22"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/hcacurriculum\/wp-json\/wp\/v2\/license?post=22"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}