About the course
This course enables students to develop the basic skills needed for careers in a range of health care support services. Students will practise and apply a variety of clinical procedures and infection control skills as they learn about principles of infection control, service excellence, and the nature of the healthcare industry. Students will also investigate workers’ health and safety issues, environmental and societal issues related to health care, and career opportunities in the field.
Support Services 12
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
None
Course Code
Department Head & Contact Information
TPJ4E
Ravi Sharma (ravi@mylearningoasis.com)
Course Type
Workplace Prepration
Grade Level
Grade 12
Course Development Date
June 10th, 2021
Course Outline
Health Care Fundamentals
In this unit, students will be introduced to basic health care concepts and procedures. They will use terminology describing parts of the human body and their location; the anatomy and physiology of the human musculoskeletal system, cardiovascular system, respiratory system,and human digestive system. They will explore the relationships between cells, tissues, organs, and systems in the structure of the human body. Students will explore how one's life-style can contribute to one's health and well-being. They will look at the components of the chain of infection and routine practices to prevent transmission. Students will explore, compare and contrast conventional and complementary approaches and treatments to health care in terms of the therapeutic approaches and the types of practitioners offering the services.
Estimated Hours of Instructions: 30 hours
Health Care Skills
In this unit students will be introduced to instruments, equipment, and materials used in the healthcare industry. They will explore problems related to their use and how to mitigate them. They will explore the usage to measure, assess, and document the four primary vital signs: temperature, pulse rate, respiration rate, and blood pressure and compare them to the normal values, assessing the implications for abnormal values. They will be introduced to proper hygiene procedures and apply them appropriately. They will explore making up the bed correctly when occupied and unoccupied to facilitate infection control. They will be introduced to mobility techniques correctly and safely and demonstrate an understanding of and apply proper body mechanics and ergonomics when performing health care procedures. Students will explore safe practices when storing food. Students will examine a variety of techniques for communicating with clients and collecting client information. Students will explore and apply infection control skills in a simulated care environment.
They will be introduced to therapeutic communication techniques, including conflict-resolution skills. They will explore how to identify various communication barriers and apply strategies to overcome these difficulties.
Estimated Hours of Instructions: 55 hours
Health Care, The Environment, And Society
Students will explore the environmental impact of technological advances in the healthcare field. They will look at the legal, ethical, and environmental guidelines pertaining to the safe disposal of medical wastes. They will look at the negative impact for not following guidelines. Students will look at the current social trend and the kind of impact it will have on health care.
Estimated Hours of Instructions: 15 hours
Professional Practice And Career Opportunities
In this unit students will identify and describe legislation and sources of information pertinent to worker safety in the healthcare workplace and apply safety procedures for the use of tools, materials, and equipment. They will look at ways to safely, ethically, and legally dispose of medical wastes and other hazardous materials, including wearing the appropriate clothing while doing so. They will delve into the ethical standards that people of this profession are expected to uphold. They will explore the importance of informed consent and informed decision making in client care. Students will evaluate the necessity of professionalism and the need to be professional in this profession. They will explore ways to efficiently dispense care to make the client more comfortable. They will look at ways to deal with client complaints in a professional manner.
In this unit students will explore the education and/or training required for entry into these occupations and look at the various types of community and the opportunities they provide for career in this area. They will explore the necessary skills to succeed in this industry and how to keep an updated portfolio.
Estimated Hours of Instructions: 8 hours
Exam
This is a proctored exam for 2.5 hours and is worth 30% of the course mark. Part of the final exam may be a presentation worth 10% of the mark, depending on the teacher.
Estimated Hours of Instructions: 2 hours
Total 110 hours
Resources
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. HEALTH CARE FUNDAMENTALS
A1 demonstrate an understanding of health care terminology and its correct usage;
A2 demonstrate an understanding of the basic anatomy and physiology of the human body;
A3 identify relationships between lifestyle and the health of individuals;
A4 demonstrate an understanding of the chain of infection and practices for preventing the transmission of infection;
A5 compare conventional and complementary methods of disease prevention and treatment
B. HEALTH CARE SKILLS
B1 identify instruments, equipment, and materials that are commonly used in the healthcare industry, and use them correctly and safely;
B2 use vital signs to assess a person’s health status;
B3 demonstrate the ability to apply health care skills and techniques safely and to industry standards;
B4 demonstrate the ability to apply a variety of techniques for communicating with clients and collecting client information.
C. HEALTH CARE,THE ENVIRONMENT, AND SOCIETY
C1 identify the impact of medical wastes on the environment, and describe ways of protecting the environment from these hazards;
C2 demonstrate an understanding of ways in which health care issues and societal issues are interrelated.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.
The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from Technological Education, Grades
11 and 12, 2009; Pg 34-37 Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.
Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
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