Concepts for Practice
Download student handouts: Concepts for Practice handouts [Word doc].
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.
STUDENT HANDOUT 1
Situations: Reflections on Person-Centred Care
Person-Centred Care Scenarios
DIRECTIONS: Review and discuss the following scenarios. What is there about each scenario that reflects person-centred care and what does not? Could the situation have been handled differently? If so, how?
Scenario 1
Joan is a Health Care Assistant working in a complex care facility. She enjoys her work a lot – especially, as she says, “working with my sweet little old ladies.” Joan is well-organized and makes every effort to ensure that the clients in her care are safe, clean, and comfortable.
Today, when she completed bathing Ms. Liu, Rosa dressed her in a flowery dress and placed a bright red bow in Ms. Liu’s white hair, saying, “There you go, dearie. You look so cute.” Ms. Liu is deaf, so she didn’t hear Rosa’s comment. She just smiled and nodded.
Scenario 2
The instructor enters a room where Amir, an HCA student, is giving a client a bed bath. The instructor stands on the opposite side of the bed from Amir and talks directly to them, saying, “We will have our group meeting at 11:00 a.m., Amir. See you then.” The instructor immediately hurries out of the room.
Scenario 3
Andrés is an HCA working for a home support service in a small city. He was recently assigned to provide care for a rather cantankerous older gentleman named Gordon. After his first two visits to Gordon’s small apartment, Andrés feels frustrated and discouraged because he can’t seem to please Gordon. Andrés decides to talk with an experienced colleague, Viv, in hopes of getting some helpful advice. After hearing his concerns, Viv responds by saying, “Well, you know how it is with these old guys. They are all like children – just so picky and needing attention. It can be pretty frustrating, I know, but you mustn’t let it get to you.”
© Province of British Columbia. This material is licensed under a CC BY-SA 4.0 licence.
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).
- Whole Class Activity and Discussion
- In class, briefly review the principles and list them on the whiteboard for reference throughout the activity.
- 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.
- 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.
STUDENT HANDOUT 2
Unfolding Case Study: Caring for Peter Schultz
Providing Person-Centred Care
DIRECTIONS: You are an HCA working as a home support worker. You have been assigned to provide respite care to Peter for a four-hour period from 3:00 p.m. to 7:00 p.m. while his wife, Eve, attends an event. Keeping in mind the five principles of compassionate care, use the information provided about Peter to develop a schedule for how you could spend your time with him.
Client Profile: Peter Schultz
Peter was born on January 1, 1918. When he was seven years old, Peter emigrated from the former Yugoslavia to a small town in Alberta. After completing grade nine, Peter left school and worked as a farmer and logger. In the 1950s, Peter moved with his wife, Eve, and their family to the Lower Mainland of B.C., where he worked in construction, life insurance, and real estate. During the 1970s, Peter owned and operated a small hobby farm. He retired at the age of 75 and moved to a small city near Vancouver, B.C.
Born into a large family, Peter was the second oldest of eight siblings. Peter and Eve have two sons and three daughters, 17 grandchildren, and over 30 great-grandchildren. With the exception of one daughter who lives in Alberta, Peter’s children live within one hour of driving distance from him and his wife.
Peter comes from an ethnic German family and German culture and traditions are important to him. As a child, Peter learned to speak German, Serbian, and English. He learned many German songs, hymns, and poems and often recites his favourites. Peter also enjoys traditional German cooking. Peter is a Lutheran Christian and has been active in his faith since childhood. During his adulthood, Peter was involved in church leadership and is well-regarded in his faith community. Until recently, Peter acted as Bible study leader.
Peter has always been a social and outgoing person. As a young man, he enjoyed going to community events and was known to be an excellent dancer. Peter and Eve entertained regularly and enjoyed playing pool, cards, and Scrabble with their guests. He and his wife were both avid gardeners. Peter always enjoyed large and small building projects. After retirement, Peter built simple furniture and made latch-hook rugs for his grandchildren.
Recently, he has been unable to participate in these activities due to increasing confusion and an inability to make the calculations necessary to complete these projects.
Other than back problems resulting from physical work, Peter has always been healthy and active. When he was 77 years old, Peter experienced a stroke, also known as a cerebral vascular accident (CVA), which resulted in short-term speech difficulties and affected his swallowing ability. Following the CVA, Peter’s wife began to notice changes in his cognition, personality, and behaviour. He progressively lost the ability to participate in activities that he previously enjoyed. Approximately five years following the CVA, Peter started to receive community-based health services
| Time | Proposed/Possible Activity | Rationale for Activities | Principle of Person-Centred Care |
|---|---|---|---|
| 3:00–4:00 p.m. | Greeting and conversation about life and family; propose ideas for time together | Create comfort and ease with client | Independence and preference – so client can suggest and choose activities that interest him |
| 4:00–5:00 p.m. | Walk in garden | ||
| 5:00–6:00 p.m. | |||
| 7:00–8:00 p.m. |
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. Problem-Solving Process
Since this course is the first time students will be presented with the concept of a systemic problem-solving process as it relates to the HCA role, they must grasp how important it is to do a careful analysis of a situation before making decisions.
Ask students to work in small groups. Give them a fictitious problem that they can relate to. For example, “Imagine you have taken the first major exam in the HCA program and received a failing grade.”
In analyzing this problem students should ask:
- Why has this problem arisen?
- What caused it?
- Who is involved?
- What is my goal (how will I know when the problem is “solved”)?
- What feelings am I experiencing?
Once the problem has been analyzed, have students (again, in small groups) identify as many options or choices as possible. For each option, ask them to identify the positive and negative consequences of that action. For example:
| Option | Positive Consequence | Negative Consequence |
|---|---|---|
| Withdraw from the program |
|
|
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.
STUDENT HANDOUT 3
Problem-Solving/Decision-Making Exercise
DIRECTIONS: Select a problem you now face and use the problem-solving, decision- making process you’ve learned in class to analyze the situation and come to a decision. Follow the points below and use the template on the next page to document your processes and outcomes.
- Describe a personal problem you now face.
- Analyze the problem:
- Describe the problem.
- Why does it exist? What caused it? Who is involved?
- What is your goal or desired outcome (i.e., how will you know when the problem is “solved”)?
- What options do you have? What are the consequences, positive and negative, of each of these options?
- Are there people or resources that might assist you – either in analyzing the problem, considering alternatives, or deciding on the best course of action?
- Decide on the best course of action for YOU. Why is this the best course of action?
- Carry out your decision. What steps would you need to follow in order to carry out the plan?
- Evaluate: How did it turn out? What criteria would you use to evaluate your plan?
- Self-Reflect: Was this a new way for you to deal with a problem? How did it feel to you? Were you happy with the outcome? What did you learn from the process?
Problem-Solving Exercise: Template for Report
Problem:
Analysis of the problem:
Your goal or designed outcome:
| Options | Positive Consequences | Negative Consequences |
|---|---|---|
Sources of assistance:
Your decision:
Evaluation:
Self-reflection on the decision and the process:
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
- Confirm instructions
- Gather information
- Perform activity
- Observe responses
- Report
- 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.
STUDENT HANDOUT 4
A Case Study: Assisting a Patient to Mobilize with Oxygen in Acute Care
Ms. Pham lives in an assisted living residence and is 87 years old. She receives assistance with housekeeping and meals, which are taken in the common dining room. She has a history of COPD and uses a four-wheeled walker. The walker is outfitted with a portable oxygen tank for use in the dining room, as well as for outings into the community.
Twelve days ago, Ms. Pham had a fall in her home getting up to go to the bathroom at night. As a result of the fall, she fractured her hip and required a dynamic hip screw surgery. She is now recovering in acute care and is being encouraged to mobilize daily. Her goal is to walk independently with her four-wheeled walker so that she can walk the 23 metres (75 feet) necessary to get to the dining room when she gets home. When walking, she is permitted to put her full weight, as tolerated, on her operated side. She is currently using 2.0 L of oxygen by nasal prongs. She is mobilizing with a two-wheeled walker and requires stand-by assistance for safety. As the HCA, you have been asked to assist Ms. Pham with her mobilization routine, which involves walking up and down the hospital corridor.
The six steps below highlight some factors to consider.
- Confirm instructions
- Determine who is asking you to complete this mobilization: the Registered Nurse, the Licensed Practical Nurse, the Physiotherapist, or the Occupational Therapist. Determine the method to communicate should problems or issues arise.
- Consider if you have the training or experience to complete this task. Have you ever assisted someone with a two-wheeled walker and oxygen? If not, you may need to ask for assistance and guidance.
- Clarify the distance you are expected to assist with walking. Are there any breaks to be planned for the walk? If so, where? How does this line up with Ms. Pham’s treatment goals at discharge of working toward the ability to walk 23 meters (75 feet) at home?
- Ask if there are any specific details or techniques you should be reinforcing. (e.g., proper technique with a two-wheeled walker or positioning of the oxygen tank).
- Gather information
- Look in the patient chart, nursing flow sheets, and/or walking board to see how Ms. Pham did with her mobilizing on the previous shift. Was any additional assistance required? Did she sleep well? Did she have any confusion?
- Confirm current weight-bearing status (full weight bearing) as well as expected oxygen delivery method. Does she have any movement precautions?
- Ask the nursing staff if there are any medications required before mobilizing that may increase Ms. Pham’s comfort while walking.
- See if Ms. Pham has any other scheduled appointments that may conflict with her ability to complete mobilization at a certain time (e.g., medical imaging or group activity sessions).
- Perform activity
- Have a member of the health care team check the oxygen delivery system (how it is applied, the rate of flow to the portable tank) and Ms. Pham’s status before ambulating.
- Complete a pre-handling checklist (or other pre-mobility evaluation) to determine if Ms. Pham is safe to ambulate. Health care team members can assist with this.
- Ensure oxygen tubing (or other lines and tubes) does not pose a tripping hazard, but still has enough slack to allow for ease of movement. Depending on the portable oxygen tank, it may or may not be attached to the walker. Assist as necessary.
- Observe responses
- Look for any of the following during the activity:
- Signs of distress or discomfort
- Signs of infection
- Signs of change in anticipated performance level
- Look for any of the following during the activity:
- Report
- Report back to the health care team member who requested that you assist with the mobilization.
- Provide information regarding such factors as distance travelled, any observed changes in comfort, or performance, and any assistance offered to Ms. Pham for handling the oxygen delivery system and/or mobility equipment.
- Record
- Depending on the unit, there may be specific locations where you record that you completed the mobilization and any observed responses. Examples may be a walking communication clipboard or whiteboard, the patient chart, or a flow sheet.
Evaluate your performance and consider the following:
- What worked well?
- What didn’t work? Why? How would you approach this type of situation differently in the future?
- Are there any areas where you may need to seek additional support? Who could you speak to get this support?
© Province of British Columbia. This material is licensed under a CC BY-SA 4.0 licence.
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:
- Each group provides a brief introduction to their position on the topic.
- In alternating format, the two groups present the two or three reasons identified to support their position.
- 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:
- Couples should receive priority to live together in care.
- Clients are better supported by family and friends than by employed HCAs.
- Clients are better supported by HCAs who share their culture, values and/or beliefs.
- Working in a community setting requires HCAs to use critical thinking skills more often than working in a facility setting.
- 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:
- Log in to LearningHub using your institution’s email address.
- Navigate to the course you want by using the search function or clicking on one of the links below.
- Enroll in the course by clicking the orange Register Course button.
- To begin the course, click the orange Start Course button.
- 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.)
- 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:
- Think of an example of a traditional healing recipe used by someone in your family (grandparent, parent, aunt or uncle, cousin, or sibling).
- 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.
- 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.
- 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.
STUDENT HANDOUT 5
Impact of Culture on Aging, Health, and Healing
In your small group consider the following questions:
Cultural views on aging
- How does your culture view aging?
- What beliefs, values, and practices are related to aging in your culture?
- How are older adults treated within your community?
Cultural views on health
- How does your culture view health?
- What types of health practices are commonly used in your community?
- Do factors such as gender, socio-economic status, age, and religion/spirituality, influence the general cultural views on health?
Cultural healing practices
- What kind of healing practices are commonly used in your culture or community?
- What role do rituals or ceremonies have in healing in your culture?
- Do these traditional cultural healing practices complement or differ from Western medical approaches?
© Province of British Columbia. This material is licensed under a CC BY-SA 4.0 licence.
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:
- The five dimensions of health
- Access to health care services (equity and inclusion)
- The quality of care provided by health care providers
Explain that while reviewing and reflecting on the case studies, students will also consider the broader implications for HCA practice and reflect on potential strategies for addressing and preventing discrimination in health care settings.
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.
STUDENT HANDOUT 6
Case Studies in Discrimination
DIRECTIONS: View one or all four of the case studies (links are provided below). After reviewing the case study, discuss the following questions in your small group.
- What specific forms of discrimination did the person encounter?
- How did that discrimination affect the person’s interactions with health care providers?
- What barriers did the person face in accessing quality health care due to discrimination? (Explore concepts related to equity and inclusion as part of this discussion).
- How did the experience affect the person’s health? Consider all five dimensions of their health: physical, psychological, cognitive, social, and spiritual.
- What ethical issues may arise due to the behaviour of the health care providers?
- What role did unconscious bias play in perpetuating discrimination in this situation?
- Based on what you have learned:
-
- What steps can HCAs take to promote culturally safe and sensitive care?
- What steps can HCAs take to promote equity, diversity and inclusion?
Case Studies
North Western Melbourne Primary Health Network. (2018). LGBTIQ+ people talk about their experiences accessing health care. [Video]. https://www.youtube.com/watch?v=Q5-7t_qBw14
- Various people who are LGBTQ share their experiences with the health care system and how health care professionals could better meet their needs. (5.52 min)
Patient Safety by Healthcare Excellence Canada. (2019). Breaking down the barriers Indigenous people face in Canada’s health-care system. [Video]. https://www.youtube.com/watch?v=fsso3hR_PKo
- Samaria Cardinal talks about her experiences in the health care system as an Indigenous woman. (10 min)
The Independence Center. (2019). Improving health care access for people with disabilities. [Video]. https://www.youtube.com/watch?v=KKyzZVpWezw
- People with disabilities share the challenges they face in accessing health care. (12 min)
Wabano Centre for Aboriginal Health. (2022). Share your story: Indigenous-specific racism in health care across the Champlain Region: Full report. https://wabano.com/wp-content/uploads/2022/05/ShareYourStory-FullReport-EN.pdf
- See Appendix B: Butch’s Story (pages 98–102 in the report). This story is about Butch’s experiences with the health care system as a young Indigenous man with cystic fibrosis.
© Province of British Columbia. This material is licensed under a CC BY-SA 4.0 licence.
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.
STUDENT HANDOUT 7
Case Studies: Working with Diverse Clients and Families
DIRECTIONS: In groups, consider the following case studies and respond to the discussion questions below.
Case Study 1
Sakura is an HCA who was recently hired by a home support agency. One of the first clients she is assigned to visit is Mr. James (Jim) Johnson. Jim is a 63-year-old man and former intravenous drug user who is living with HIV and is receiving end-of-life care for Stage 4 liver cancer. He has been prescribed medical marijuana to manage his pain.
Jim’s wife, Elena, cares for him 24 hours per day. Sakura is assigned to visit for respite care, four hours, twice per week. On this first visit, Elena does not want to leave the house because she doesn’t know Sakura and is concerned that she won’t know what Jim wants or needs. Elena shows Sakura around the house and is friendly toward her but spends most of the time sitting by Jim’s bedside, frequently patting his hand or hugging him.
Sakura’s training did not include much information on HIV, drug use, or medical marijuana. Her values and beliefs make her uncomfortable with the situation. She is polite but makes sure to wear gloves whenever she touches Jim, any of his belongings, or even when she shakes hands with Elena. When it is time to leave, she tells Elena that maybe another HCA will come for the next visit.
Case Study 2
Manpreet works as a home support worker and is assigned to work with Mr. Brent Mead. Brent is a 43-year-old man who is paralyzed from the waist down as the result of a motor vehicle accident. Brent works as a freelance writer and lives with his husband, Jordan. Manpreet is assigned to assist with personal care, for two hours, five mornings per week.
On the first visit, Brent and Jordan show Manpreet the morning routine. This is Manpreet’s first time working with a gay couple, and she hasn’t received much education about sexual diversity. Brent and Jordan are friendly toward Manpreet, but she feels uncomfortable and is unsure of how to respond when Brent and Jordan are affectionate toward one another. Manpreet avoids eye contact with Brent and Jordan and is quiet and reserved during the visit. She is considering contacting her employer to ask if she can be excused from this assignment.
Discussion Questions for the Case Studies
- Did the HCA exhibit professional behaviour? Why or why not?
- Consider and discuss major concepts of this course that could help the HCA to act professionally. For example:
- Providing person-centred care
- Supporting personal preferences and choices of the client
- Respecting individuality
- Working with families
- Valuing diversity
- Respecting choice of alternative medicines and treatments
- Protecting personal safety
- As an HCA, how should you respond when you encounter a situation that is not in alignment with your personal values or beliefs?
- As an HCA, how should you respond to a situation you are not familiar with? Where can you seek support to increase your understanding?
- As an HCA, do you have the right to refuse an assignment? On what basis (if any) might this be possible?
© Province of British Columbia. This material is licensed under a CC BY-SA 4.0 licence.
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?
STUDENT HANDOUT 8
Indigenous Health and Wellness: Discussion and Self-Reflection Journal Activity
DIRECTIONS: In your small group, discuss the questions below. After the discussion, respond to the self-reflection questions in your self-reflection journal.
- How do you think racism played a part in the care of Joyce?
- How do you feel cases like this influence an Indigenous person accessing health care? (E.g., how does a case like this affect Indigenous people’s trust in the health care system)?
- What ethical principles were disregarded due to the behaviour of the health care providers?
- What role did unconscious bias and stereotyping play in perpetuating discrimination in this situation?
- 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?
- If you needed to learn about your community’s protocols and traditions, where could you seek advice?
- How could relationship building help you as a Health Care Assistant attain knowledge to support future care interactions?
Self-Reflection Journal
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?
© Province of British Columbia. This material is licensed under a CC BY-SA 4.0 licence.
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
- What themes did you notice in the book, and how were they developed throughout the book?
- How did the book change or challenge your perspective on a particular issue or topic?
- Did reading this book impact you in any way? If yes, how?
- What is your greatest takeaway from this book? What have you learned?
- Are there lingering questions from the book you are still thinking about?
Sample questions on diversity, health, and healing
- What role did cultural transitions, rituals, and ceremonies play in the health and/or healing of individuals in the book?
- How can communities promote and preserve their cultural healing practices in the face of modernization and globalization?
- How can health care providers incorporate cultural humility into their practice to better understand and respect diverse beliefs about healing?
- 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:
- 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).
- 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).
- 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.
- 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).
- 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.
- 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
Fraser Health. (2022). Colour code quick reference guide https://www.fraserhealth.ca/-/media/Project/FraserHealth/FraserHealth/employees/clinical-resources/acute-care-orientation/Quick-reference-guide-poster-tabloid-7111-Dec22.pdf
Government of British Columbia. Gender equity in B.C. https://www2.gov.bc.ca/gov/content/gender-equity
Government of British Columbia. (2017, December 8). Self care. http://www2.gov.bc.ca/gov/content/family-social-supports/seniors/caring-for-seniors/caring-for-the-caregiver/self-care
Government of British Columbia. (2024.) Seniors. https://www2.gov.bc.ca/gov/content/family-social-supports/seniors
Government of British Columbia, Ministry of Health. (2015). The British Columbia patient-centered care framework. https://www.health.gov.bc.ca/library/publications/year/2015_a/pt-centred-care-framework.pdf
Government of British Columbia, Ministry of Health. (2011). Director of licensing standard of practice: Incident reporting of aggressive or unusual behaviour in adult residential care facilities. https://www2.gov.bc.ca/assets/gov/health/accessing-health-care/finding-assisted-living- residential-care-facilities/standard-practice-peportable-incidents.pdf
Government of British Columbia, WelcomeBC. (2020). Multicultural B.C. https://www.welcomebc.ca/Choose-B-C/Explore-British-Columbia/Multicultural-B-C
Government of Canada. (2017). Indigenous peoples and communities. https://www.rcaanc-cirnac.gc.ca/eng/1100100013785/1529102490303
HealthCareCAN. (2016). Issue brief: The Truth and Reconciliation Commission of Canada: Health-related recommendations. https://www.healthcarecan.ca/wp-content/themes/camyno/assets/document/IssueBriefs/2016/EN/TRCC_EN.pdf
HealthLinkBC. (2023). Gender identity issues: Getting support. https://www.healthlinkbc.ca/illnesses-conditions/sexual-reproductive-health/gender-identity-and-transgender-issues
Island Health. (n.d.). Developing inclusive and affirming care for LGBTQ2+ seniors. https://bccare.ca/wp-content/uploads/2019/07/Inclusive-Care-Toolkit-Island-Health.pdf
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/
Killermann, S. (2020). Comprehensive list of LGBQT+ vocabulary definitions. https://www.itspronouncedmetrosexual.com/2013/01/a-comprehensive-list-of-lgbtq-term-definitions/
Lumen Learning (2020). Lifespan development [Online textbook]. https://pressbooks.nscc.ca/lumenlife/chapter/human-development/
McLeod, S. A. (2020, March 20). Maslow’s hierarchy of needs. Simply psychology. https://www.simplypsychology.org/maslow.html
National Seniors Strategy. (n.d). Make addressing ageism, elder abuse and social isolation a national priority. https://nationalseniorsstrategy.ca/the-four-pillars/pillar-1/addressing-ageism-elder-abuse-and-social-isolation/
Ontario Human Rights Commission. (n.d.) Ageism and age discrimination (fact sheet). https://www.ohrc.on.ca/en/ageism-and-age-discrimination-fact-sheet
Paul, R. & Eider, L. (2019). Library of critical thinking resources. [Index]. The Foundation for Critical Thinking. https://www.criticalthinking.org/pages/index-of-articles/1021/
Provincial Health Services Authority in B.C. (n.d.). San’yas Indigenous cultural safety training. http://www.sanyas.ca/
QMUNITY. (2015). Aging out: Moving towards queer and trans competent care for LGBTQ seniors. https://qmunity.ca/resources/aging-out/
QMUNITY. (2018). Queer terminology from A to Q. https://qmunity.ca/wp-content/uploads/ 2019/06/Queer-Glossary_2019_02.pdf
SafeCareBC. (n.d.) Home care and community health support pocketbook. https://bjy6af.p3cdn1.secureserver.net/wp-content/uploads/2018/02/SafeCare-BC-Home-and-Community-Booklet-final-2.pdf
Simon Fraser University, Gerontology Research Centre. http://www.sfu.ca/grc/
Social Care Institute for Excellence. (2015). Introduction to personalisation [Video and article]. https://www.scie.org.uk/personalisation/practice/residential-care-homes/promoting-independence
Statistics Canada. (2020). Older adults and population aging statistics. https://www.statcan.gc.ca/en/subjects-start/older_adults_and_population_aging
Stall, N. and Sinha, S. (2020, March 26). COVID-19 isn’t the only thing that’s gone viral. Ageism has, too. Globe and Mail. https://www.theglobeandmail.com/opinion/article-covid-19-isnt-the-only-thing-thats-gone-viral-ageism-has-too/
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/
Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action. https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Calls_to_Action_English2.pdf
Turpel-Lafond. M. E. (2020). In plain sight: Addressing Indigenous-specific racism and discrimination in B.C. health care. https://engage.gov.bc.ca/app/uploads/sites/613/2020/11/In-Plain-Sight-Summary-Report.pdf
University of Victoria, Equity and Human Rights. (2020). Unconscious biases. https://www.uvic.ca/equity/employment-equity/bias/index.php
U.S. National Library of Medicine. (n.d.) Medicine ways: Traditional healers and healing. In Native Voices: Native Peoples’ concepts of health and illness [Online exhibition]. https://www.nlm.nih.gov/nativevoices/exhibition/healing-ways/medicine-ways/medicine-wheel.html
WorkSafeBC. (2006). Home and community health worker handbook. https://www.worksafebc.com/en/resources/health-safety/books-guides/home-and-community-health-worker-handbook?lang=en
WorkSafeBC. What’s wrong with these photos (home care aide) [Photographs]. https://www.worksafebc.com/en/health-safety/industries/health-care-social-services/topics/home-care
Online Videos and Films
Arundel, R. (2015). Why is gender so important? [Video]. YouTube. https://www.youtube.com/watch?v=IFBU7h7fqLc
AgeismComs369. (2012, November 30). Representation of seniors in popular media [Video]. YouTube. https://www.youtube.com/watch?v=c94_eIYeBuI&feature=youtu.be
Atana. (2017). Unconscious bias test: Diversity and inclusion in the workplace training clip [Video]. YouTube. https://www.youtube.com/watch?v=0veDFGo666s
Canadian Indigenous Ministry Committee. (2022). What is a sharing circle? [Video]. YouTube. https://www.youtube.com/watch?v=3T5v-qo8Xyc
CBC News. (2017, June 1). How to talk about Indigenous people [Video]. YouTube. https://www.youtube.com/watch?v=XEzjA5RoLv0
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
Learn My Test. (2019, May 24). Erik Erickson’s theory of psychological development explained [Video]. YouTube. https://www.youtube.com/watch?v=6XxFmXkD8M8
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
Sprouts. (2017, April 23). 8 stages of development by Erik Erikson [Video]. YouTube. https://www.youtube.com/watch?v=aYCBdZLCDBQ
Sprouts. (2018, August 1). Piaget’s theory of cognitive development [Video]. YouTube. https://www.youtube.com/watch?v=IhcgYgx7aAA
TEDx Talks. (2015). Improving your diversity IQ (Doug Melville)[Video]. YouTube. https://www.youtube.com/watch?v=WuWmKDmJoPg
Tiffanyx93 (2010, June 2). Up and the hierarchy of needs [Video]. YouTube. https://www.youtube.com/watch?v=Iucf76E-R2s
Werklund School of Education. (2018). Colonization [Video]. YouTube. https://youtu.be/SVoAre8wIoc?si=t_xwKpHSeZz2aUMO
Werklund School of Education. (2018). Decolonization [Video]. YouTube. https://youtu.be/vOoyG9ehYWM?si=IMj4KZIdb15-7OkX
WorkSafeBC. (2008, May 23). Leave when it’s unsafe [Video]. YouTube. https://youtu.be/ vnD2KgA2bIU
Yukon Hospital. (2016). First Nations health programs – Cultural competency [Video]. YouTube. https://www.youtube.com/watch?v=_YRl0R5nFwo
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)