Grade 11 - Care 20 (Health Care Focus) (2022)

Communication (Core)

Privacy and Confidentiality (Core)

Indigenous Worldviews of Health and Well-Being (Core)

Developmental Milestones and Stages of Human Growth (Core)

Nature and Wellness (Core)

Volunteering (Optional)

Unregulated Health Care Provider Careers (Optional)

Types of Health Care Environments (Optional)

Provincial Health Care (Optional)

Clients’ Rights (Optional)

Communication in Health Care Environments (Optional)

Teamwork in Health Care (Optional)

Medical Terminology (Optional)

Home Management (Optional)

Caring for Older Persons (Optional)

Transfers and Lifts (Optional)

Personal Hygiene (Optional)

Safety Measures and Procedures in Health Care (Core for Health Care Focus)

Bed Making (Optional)

Work Study Preparation (Optional)

Work Study Placement (Optional)

Work Study Follow-up (Optional)

Extended Study (Optional)

Demonstrate effective communication skills.

Describe ways to respect the privacy and confidentiality of care recipients.

Explore the worldviews of health and well-being of Métis, First Nations and Inuit people in Canada.

Identify developmental milestones and the stages of human growth.

Evaluate how interaction with nature affects wellness in individuals.

Outcomes Indicators Examine the role of volunteers in caregiving environments in the community.

Investigate unregulated health care provider careers.

Compare different types of health care environments staffed by unregulated care providers.

Investigate the structure of the provincial health care system.

Recognize clients’ rights in health care environments.

Explore effective communication skills in health care environments.

Explore the roles and responsibilities of health care teams.

Explore the contemporary meaning and historical origins of medical terminology.

Explore home management tasks.

Examine ways to care for older persons.

Observe how to position, transfer and lift a client

Recognize the importance of personal hygiene in health care environments

Examine safety measures and procedures in health care environments.

Apply bed making techniques

Prepare for the work placement.

Participate in a work placement experience.

Relate one’s work placement experience to personal and career goals.

Compare assertive, aggressive and passive communication styles.

Define professional communication and describe how it differs from other types of communication (e.g., social media posts, cell phone use).

Describe verbal and non-verbal communication (e.g., body language, touch, silence).

Identify non-verbal communication techniques that vary among cultures.

Describe how a message can be understood and misunderstood.

Identify non-judgmental ways to communicate with various cultures.

Explore effective communication methods (e.g., paraphrasing, empathetic listening, asking closed questions, asking open-ended questions, clarifying).

Demonstrate active listening strategies.

Explain the barriers to effective communication (e.g., vision problems, loud noises, lack of privacy, distractions).

Explain how messages can be misinterpreted when conveyed electronically.

List common defense mechanisms (e.g., denial, displacement, passiveaggressiveness, projection, rationalization, suppression) and explain how they interfere with effective communication.

Practise using effective communication techniques for telephone conversations and text messages.

Demonstrate effective written email communication skills.

Describe the importance of maintaining confidentiality.

Identify situations in which sharing information is necessary.

Describe the role and significance of various forms used in caregiving environments such as medical release forms, parental permission forms, incident reports and consent to release information forms.

Identify situations or types of communication which may compromise the privacy and confidentiality of a care recipient.

Examine strategies used to protect or respect privacy and confidentiality in caregiving environments.

Identify laws protocols (e.g., Highly Efficient Privacy Preserving Authentication) that regulate privacy and confidentiality in caregiving environment.

Examine the concept of miyo pimâtisiwin (i.e., engaging with life in a manner that is full and includes learning, growing and healing or living the good life).

Explore the concept of wâhkotowin (i.e., we are all related, not only to each other, but to the Earth and all things).

Investigate circle teachings in relation to life cycles and holistic health.

Describe the importance of achieving balance between the physical, emotional, mental and spiritual dimensions of being when providing care to others.

Engage with a local First Nations or Métis Elder to talk about traditional life stages and holistic wellness.

Compare western conceptions of health (e.g., absence of or pathology) to indigenous conceptions of health (e.g., when relationships with all things, including the land, are in balance and harmony).

Research matotisân, or the Sweat Lodge, as a traditional Indigenous method of healing.

Explore how Indigenous medicinal knowledge has influenced Western medicinal practices.

Investigate ways traditional Indigenous beliefs, rituals and ceremonies can be incorporated into western health care systems (e.g., smudging, traditional medicines)

Explore the connection between a healthy environment and individual and community health.

Investigate the structure of First Nations and Métis families and their role in supporting health and well-being (e.g., extended family members providing critical care).

Research Métis, First Nations or Inuit care facilities in Saskatchewan (e.g., All Nations Healing Hospital, Round Prairie Elders’ Lodge, Sturgeon Lake First Nation Health Centre) and their approach to holistic care.

Research Canada’s First Nations, Inuit and Métis food guide.

Discuss the uses of traditional medicines and healing practices with an Elder or Knowledge Keeper.

Identify the dimensions of development (e.g. physical, socio-emotional, spiritual and intellectual).

Examine the physical, social-emotional, intellectual, spiritual and intellectual developmental milestones of: infants; toddlers, preschoolers; and, school-aged children.

Investigate a variety of theories related to developmental stages of human growth and development (e.g. Piaget, Erickson).

Observe differences in development milestones between infants, toddlers preschoolers or school aged children.

Describe stages of human growth for each age group, including: early childhood; middle childhood; late childhood; adolescence; young adulthood; middle adulthood; and, late adulthood.

Investigate the impact of nature on stress and mood.

Explain the link between lack of exposure to nature and depression.

Explore the cognitive benefits of interacting with nature.

Examine how nature encourages pro-social behaviours.

Demonstrate how time spent in nature can impact personal connection to community.

Research opportunities to bring nature indoors

Discuss the benefits of images and sounds of nature in indoor environments.

Evaluate personal mood and stress after spending time in nature.

Investigate ways nature is used to promote wellness in caregiving environments.

Identify reasons to volunteer (e.g., to learn more about a career, to contribute to the community, to help others).

Examine the social and emotional benefits of volunteering in caregiving environments for everyone involved.

Explore how volunteers support clients or patients in health care and early learning environments

Identify the characteristics of an effective volunteer (e.g., respectful, on task, punctual, enthusiastic).

Discuss how volunteering may contribute to future employment opportunities.

Research local volunteering opportunities in caregiving environments in the community.

Identify the various types of unregulated care provider careers such as: continuing care assistants (CCA); personal care assistant (PCA); home health aid (HHA); home care aid (HCA); daily living attendant; special care aid (SCA); and, care partner.

Describe reasons to work in the health care industry (e.g., personal goals, personal calling, financial goals, working conditions).

Research educational programs that formally educate unregulated care providers in Saskatchewan (e.g., Sask Polytech, Saskatoon Business College, Saskatchewan Indian Institute of Technologies).

Investigate the potential earnings of unregulated care providers (e.g., private versus public health care facilities, training requirements).

Compare direct care (e.g., provide bathing and grooming services) and indirect care (e.g., order and maintain inventory) tasks required in unregulated care provider positions.

Compare the roles, responsibilities and training requirements of unregulated care providers in Saskatchewan.

Identify the roles of unregulated care providers within the health care team.

Analyze daily schedules of unregulated care providers.

Identify principles of client-centered care (e.g., dignity, independence, individualized care, preferences, privacy, safety).

Recognize the unregulated health care provider’s role in providing home care services.

Examine opportunities for volunteering in the health care in the local community.

Research the types of environments in which unregulated care providers work in Saskatchewan, including: private personal care homes; special care homes; long term care homes; acute care; hospital care; home care; respite care; emergency respite care; and palliative care.

Distinguish between regulated and unregulated care providers.

Identify the benefits and challenges encountered by unregulated care providers in different types of settings.

Determine the advantages and disadvantages of each workplace by visiting and touring different types of health care environments (e.g., special care homes, hospitals, respite care settings).

Discuss personal preferences of health care environments.

Examine the provincial government responsibilities to Canada’s health care system.

Investigate the structure of the Saskatchewan Health Authority.

Explain the influence of Tommy Douglas and his Medicare model for health care in Saskatchewan.

Research challenges with Saskatchewan’s present provincial health care model (e.g., alternative care, home care, rural and remote communities, aging population).

Explain the basic human rights protected by the Canadian Charter of Rights and freedoms (e.g., the right to vote, the right to life, liberty and security, the right to equality before and under the law).

Describe client rights in Saskatchewan health care environments (e.g., the right to privacy and confidentially, the right to give or withhold consent, the right to autonomy).

Investigate Patient Family Centered Care Principles in Saskatchewan (e.g., dignity and respect, information sharing, participation, collaboration).

Identify ways unregulated care providers can respect their clients’ rights.

Research laws and regulations that impact client’s rights in health care environments.

Examine the importance of compassion when providing care to clients with communication impairments.

Demonstrate how to communicate with a client who is dissatisfied with their care (e.g., recognize the source of frustration, treat the client with respect and dignity, stay calm and professional, listen and use silence, leave for personal safety).

Describe how to explain procedures and tasks to clients (e.g., put the client at ease, start with easy steps, give time for practise).

Explain ways to effectively communicate with clients living with dementia (e.g., minimize competing noises, speak clearly and calmly, use short sentences, use humor).

Investigate conflict resolution strategies for conflicts with co-workers, patients and families (e.g., arrange to speak in a neutral area, identify concerning behaviours, refrain from discussing details of discussion with other co-workers).

Research how a health care team is created.

Discuss the benefits and challenges of interprofessional health care teams.

Investigate the roles of various health care team members (e.g., registered nurse, physiotherapist, social worker, doctor, family member).

Explain the unregulated care provider’s role on the health care team

Compare how teams function in different public and private health care environments (e.g., private personal care homes, long term care, hospital care).

Identify word parts such as prefixes, roots, suffixes

Recognize the meanings of common Greek and Latin prefixes, roots and suffixes on which many medical terms are based.

Combine word elements to form medical terms (e.g., dys-difficult and pneabreathing become dyspnea, meaning difficulty in breathing).

Interpret medical reference points including anatomical body planes, anatomical directional terms, body cavities and abdominal regions.

Identify and define some common abbreviation used in health care (e.g., BM – bowel movement, Dx – diagnosis, FBS - fasting blood sugar).

List the possible duties of an unregulated care provider in helping with home management (e.g., cleaning, doing laundry, taking care of pets, watering plants, assisting clients with their money, answering the phone, emptying garbage).

Identify payment options for home management services (e.g., clients or provincial or territorial funding).

Review time management skills for accomplishing tasks (e.g., establish priorities, put client needs first, develop routines, prepare all necessary equipment).

Demonstrate adherence to cleaning guidelines (e.g., clear away clutter, work from higher to lower, work from far to near, work from cleanest to dirtiest).

Evaluate the quality of cleaning equipment such as rags, mops, vacuums and detergents.

Investigate how to use cleaning supplies safely (e.g., wear appropriate personal protective equipment, store products in original containers, do not mix products).

Explain the steps for cleaning bedrooms, living rooms, kitchens and bathrooms

Demonstrate the proper use of a laundry machine.

Investigate ways to care for garments and linens (e.g., removing stains, folding, ironing).

Discuss how to respond to a client who requests tasks that are not on the care plan.

Identify the emotional and social changes that occur with aging (e.g., retirement, reduced income, social relationships, death of a significant other, children as caregivers).

Research the concept of aging in place.

Recognize the signs of depression in older persons.

Identify the physical changes that occur with aging in various body systems (e.g., musculoskeletal system, nervous system, circulatory systems).

Explain how to be sensitive to older persons from various cultures in a health care facility or in the home.

Investigate ways to acknowledge life experiences of clients (e.g., identifying previous occupation, constructing memory boxes).

Investigate ways to respect possibly traumatic lived experiences of older persons (e.g., veterans, survivors of residential schools, the Holocaust or the Great Depression.)

Investigate the possible linguistic needs of older persons in health care facilities.

Regularly visit a long-term care home or a senior’s residence and journal about the experience.

Demonstrate different types of bed positions (e.g., Fowlers positions, supine position, lateral position, Sim’s position, prone position, sitting position).

Identify positioning requirements in a care plan directive.

Recognize tools (e.g., fan-folded turning pad, slider sheet, transfer belt, transfer board) used to move a client safely.

Investigate programs and services that provide training for transfers, lifts, and repositioning (e.g., TLR or Transferring, Lifting and Repositioning training).

Research frequent injuries (e.g., back, shoulder and psychological injuries) for health care providers related to lifts and transfers.

Explain the importance of personal hygiene for clients and care providers in health care environments.

Examine daily care routines including morning care, afternoon care and evening care.

Discuss how to assist with personal hygiene while considering the client’s dignity, independence, individualized care, preferences, privacy and safety.

Describe oral hygiene and the observations to report to the care team.

Examine ways to support good oral health.

Explore the labelling process for personal items (e.g., clothing, glasses, blankets, dentures) in health care environments

Describe the guidelines for bathing (e.g., collect all needed items before the bath, provide for privacy, protect from burns and scalds).

Describe compassionate caring for the client receiving assistance with bathing.

Identify the safety precautions for clients taking tub baths or showers.

Examine safe practices for caregivers providing personal hygiene services.

Investigate a worker’s duties under the Workplace Hazardous Materials Information System (WHMIS).

Research the function of Occupational Health and Safety (OHS) committees in Saskatchewan.

List the risk factors for incidents (e.g., distracted or fatigued caregivers, clients with vision, hearing or mobility challenges, medication, age).

Describe how the proper use of specialized equipment can promote client safety (e.g., call bells, bed rails, hand rails).

Identify the safety measures to prevent falls, poisoning, suffocation and burns in older adults

Identify factors that increase the risk of falls among older adults

Describe emergency care procedures for burns.

Investigate health care codes that support safety (e.g., code red, blue, burgundy, white).

Describe what to do during a fire in a health care environment (e.g., never use an elevator, cover the client with a blanket) or in a personal home (e.g., establish a muster point, check fire alarms).

Describe guidelines to follow for emergency preparedness

Describe safety guidelines to follow when using electrical equipment such as hair dryers, curling irons and electric razors with clients in health care environments.

Explain household management safety, including guidelines for dealing with pest infestations, linen and light housekeeping.

List the steps to reporting a workplace injury.

Explain the protocol to dispose of contaminated items or waste, including sharp objects.

Describe measures to ensure personal safety when at work in a health care environment (e.g., when lifting clients, when entering a client’s home, when getting to work)

Identify appropriate clothing and accessories to wear in order to maintain personal safety.

Explain how to handle linen according to the rules of standard practise (e.g., frequency of changes, order of application to bed, manipulation of the linen).

List the types of bedlinens used when making a client’s bed.

Recognize the different types of incontinence pads (e.g., reusable, disposable).

Describe safety measures for bed making.

Describe the differences between open (i.e., shortly before the bed is to be occupied), closed (i.e., expected to be unoccupied for several hours or days) and occupied beds (i.e., a bed being made while the patient is in the bed).

Demonstrate the making of an open and a closed bed.

Describe and reflect on the three basic rights that all workers have under Part III – Occupational Health and Safety in The Saskatchewan Employment Act, 2019: the right to know – the hazards at work and how to control them; the right to participate – in finding and controlling workplace hazards; and, the right to refuse – work that you believe is unusually dangerous

Explain the roles and responsibilities of each partner (e.g., student, parent, teacher or other school staff, employer) involved in the work placement.

Research the business/organization to become familiar with its operations

In collaboration with all partners, develop personal and learning goals for the work placement

Develop a procedural guide for the work placement that includes items such as: transportation to and from the work placement; hours of work; guidelines for absence and tardiness; dress code; job description; and, conflict resolution

Compile an employer information package that includes documents needed for the work placement (e.g., personal career documentation such as a resume or portfolio, permission forms, logs, self- and employer evaluation forms).

Brainstorm a list of questions to ask the employer before beginning the work placement; these may include: What is my schedule of work hours?, Who is my supervisor?, What should I wear?, When will I be provided with safety training?, What potential hazards might I encounter in the work placement?, Where do I find fire extinguishers, first aid kits and emergency assistance?, What type of safety gear am I expected to wear? Is it provided?, What should I do if I get injured or have an accident in the workplace?, How can I contact my health and safety committee or representative?, Are there any health and safety procedures I should follow?, Who is the first aid person?, Where are safety notices posted?, What should I do in case of a fire or emergency?

Develop a list of questions that could potentially be asked by the employer/work placement in an interview situation as well as answers to the questions.

Participate in an interview with the employer prior to beginning the work placement.

Reflect upon one’s performance during the interview.

Apply relevant skills and abilities during the work placement experience.

Document one’s experience using electronic and other tools (e.g., vlogs, blogs, log sheets, reflective journals) to summarize and reflect upon items such as: hours of work including breaks; responsibilities and tasks performed; interactions with the employer, staff, customers and others; company or organization’s ‘raison d’être;’ and, skills developed and demonstrated during the work placement that enhance one’s employability.

Document knowledge and awareness of employment standards, safety, workplace ethics, rights and responsibilities, occupational health and safety, and networking observed during the work placement.

Showcase one’s skills and abilities demonstrated during the work placement using artifacts, evidence of skill development and personal reflections on aspects of the work experience such as: hours worked; responsibilities and tasks performed; the importance of attitude towards work and taking responsibility for what needs to be done; details about the entry level wage, salary scales and earning potential; worker rights and responsibilities and the role of the union, if applicable; ownership structure (e.g., corporation, franchise, sole proprietorship, partnership); and, opportunities for advancement at the workplace and elsewhere in the industry

Reflect on the attainment of personal and learning goals.

Update personal career documentation (e.g., resume, portfolio) following the work placement.

Prepare a letter, note, card or other communication for the work placement employer, expressing appreciation.

Develop and/or revise personal and career goals based on the work placement experience.