Grade 12 - Care 30 (Health Care Focus) (2022)

Professional Conduct (Core)

Workplace Safety (Core)

Ethical Practice (Core)

Collaboration (Core)

Culturally Safe Care (Core)

Canadian Health Care (Optional)

Indigenous Health Care (Optional)

Care Planning and Reporting (Optional)

Employee Stress and Fatigue in Health Care Environments (Optional)

Dementia (Optional)

Mental Health in Health Care Environments (Optional)

Exercise and Activity for Clients on Bed Rest (Optional)

Infection Prevention (Optional)

Grooming and Dressing (Optional)

Client Comfort (Optional)

Chronic Conditions (Optional)

Nutrition in Health Care (Optional)

Elimination (Optional)

Adult Hearing, Vision and Speech (Optional)

Recognize signs of abuse, bullying and harassment in a health care environment.

End of Life Care (Optional)

Work Study Preparation (Optional)

Work Study Placement (Optional)

Work Study Follow-up (Optional)

Small Business Opportunities (Optional)

Extended Study (Optional)

Discuss characteristics of professional conduct.

Research workplace safety principles, practices and relevant legislation required for employees in the workplace.

Investigate principles related to ethical practice in caregiving environments.

Demonstrate effective collaboration skills for managing conflict, providing and receiving feedback and making decisions in the workplace.

Explore ways to provide culturally safe care in caregiving environments.

Examine the structure of the Canadian health care system

Investigate health care services for First Nations, Métis and Inuit people in Canada.

Examine how to plan, report and record client care.

Explore stress and fatigue management strategies for workers in health care environments.

Examine factors related to dementia in adult clients.

Investigate ways to support mental health of adults in health care environments.

Recognize the importance of exercise and activity for clients on bed rest.

Investigate infection prevention strategies.

Demonstrate grooming and dressing strategies.

Explain ways to promote client comfort and sleep.

Examine common chronic conditions.

Explore nutrition, fluids and intravenous therapy in health care environments.

Examine urinary and bowel elimination care

Explore adult hearing, vision, speech and language disorders.

Research the types of abuse (e.g., physical abuse, sexual abuse, emotional abuse, financial abuse, neglect, bullying, cyber bullying).

Examine ways to provide end of life care.

Prepare for the work placement.

Participate in a work placement experience.

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

Investigate small business, including home-based, opportunities in the early learning and health care industries in Saskatchewan.

Identify professional qualities such as being respectful, resourceful, diligent, responsible and ethical.

Examine the role of professional organizations in setting and monitoring codes of conduct.

Discuss how individuals display professional conduct, including: being punctual; managing time effectively; establishing priorities; demonstrating positive attitudes and behaviours; communicating effectively; seeking growth and improvement; demonstrating emotional intelligence; collaborating; and, working safely.

Discuss professional appearance in various professional caregiving environments.

Explore the necessity of establishing personal and professional boundaries

Examine what to do if boundaries have been crossed between client and caregiver.

Research how provincial Occupational Health and Safety legislation outlines the rights and responsibilities of workers and employers.

Explore how hazardous materials in the workplace should be identified, managed and stored according to the Workplace Hazardous Materials Information System (WHMIS).

Identify provincial employment standards legislation for information on minimum wage, work hours, overtime pay, holidays and paid vacation.

Explore human rights legislation that protects workers’ basic human rights (e.g., being free from discrimination based on ethnic background, gender, sexual orientation, religion, age or disability).

Research injury prevention and safety certifications (e.g., WHIMIS, OHS) in caregiving environments that prepare for employment.

Research risk mitigation strategies and how they can prevent injuries in the workplace.

Explore the risks associated with working alone with a client and how they can be mitigated.

Develop a list of rules for workplace safety (e.g., donning and doffing proper personal protective equipment, organizing workspaces, knowing and following workplace rules, reporting injuries).

Discuss how employers can support employee mental health as a part of workplace safety.

Define ethics, values and ethical issues.

Differentiate between personal ethics and professional ethics.

Define the term ethical dilemma.

Examine a code of ethics for a profession or practice related to health care or early learning.

Identify situations with legal implications that could arise in health care or early learning environments, such as: actions that are criminal or quasi criminal; actions that breach a legal contract; actions or information indicating there are reasonable grounds to believe that a child is in need of protection; actions that are discriminatory; • actions that constitute harassment; and, actions that could constitute negligence.

Outline the professional and legal consequences and penalties for violating professional standards and ethics in health care or early learning environments

Examine steps to take when professional standards and code of ethics have been violated.

Describe the concept of conflict and why it occurs in work settings.

Explain the importance of dealing with conflict.

Describe the problem-solving process, including identifying the problem, analyzing the problem and devising a plan.

Investigate alternative approaches to problem solving that are inclusive of different cultural backgrounds

Describe ways to provide constructive feedback.

Examine strategies for receiving feedback from others.

Practise receiving feedback from others.

Identify collaboration skills when working with others.

Demonstrate the use of circle practices to solve problems and collaborate.

Investigate consensus building strategies to make decisions.

Differentiate between cultural awareness and cultural sensitivity

Recognize personal cultural perspectives on caring for others such as the very young or older adults.

Investigate alternative worldviews related to caregiving.

Analyze how personal biases may affect professional relationships in caregiving environments.

Identify ways to support home languages in caregiving environments.

Describe signs of ageism and age discrimination.

Identify ways to respect gender and sexual diversity (e.g., using preferred pronouns, using respectful accommodations) in caregiving environments.

Describe the physical environment (e.g. visual décor, sounds) of a culturally safe caregiving environment

Discuss the legal ramifications of accommodating or declining to accommodate cultural preferences in caregiving environments.

Research historical aspects of Medicare in Canada and how it has evolved.

Interpret the five principles of Medicare as listed in the Canada Health Act.

Identify federal, provincial and territorial roles in the Canadian health care system.

Differentiate among primary, secondary and tertiary health care deliveries.

Investigate the advantages and disadvantages of private versus publicly funded health care services.

Compare the Canadian determinants of health with the World Health Organization determinants of health.

Summarize the Truth and Reconciliation Commission of Canada’s Calls to Action related to health (e.g., numbers 18-24)

Explore the origins of the relationship between federal health services and First Nations and Métis people (e.g., Treaty negotiations, Northern Intertribal Health Authority).

Explore the Non-insured Health Benefits Program for First Nations peoples registered under the Indian Act.

Explore Métis, Non-Status and Inuit health coverage in Canada.

Investigate the historical significance of Jordan’s principle and the impact on health services.

Investigate how the federal and provincial governments collaborate to provide funding for First Nations to access health care.

Explore health care clauses in the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) Act related to Bill C-15.

Research options for First Nations to choose health self-governance in Canada.

Identify the function of the care plan.

Examine the steps in the care planning process in health care environments and in the community.

Describe the unregulated care provider’s role in the care planning process.

Differentiate between objective (e.g., information gathered based on sight, sound, smell) and subjective data (e.g., information based on client’s report but not directly observed by others).

Assess the criteria of an effective observation.

List the functions of a client’s chart (e.g., communication, planning client care, accountability).

Identify the types of documents found in a client’s chart (e.g., data forms, assessment forms, care plans, progress notes).

Identify the types of information unregulated care providers are expected to report (e.g., physical and psychological changes, nutrition, mobility, glucose-levels).

Demonstrate the use of the 24-hour clock.

Explain how to respect confidentiality in all aspects of a client’s care.

Differentiate between eustress (e.g., healthy stress that gives a sense of fulfillment), acute stress (e.g., short in duration) and chronic stress (e.g., ongoing).

Describe how stress can affect all dimensions of health.

Examine the physical and emotional-behavioural signs of stress (e.g., rapid pulse, increased blood pressure, nausea, irritability, burnout, anxiety).

Identify the signs and symptoms of burnout.

Explore strategies to manage stress in the workplace (e.g., develop selfawareness, take care of personal needs, think positively, ask for help, practise calming exercises).

Identify factors that contribute to fatigue in the work environment (e.g., personal stress, work overload, scheduling, shift work).

Describe the effects of fatigue on role performance and safety for self and clients.

Describe strategies for preventing fatigue.

Investigate strategies to achieve work-life balance as an unregulated care provider.

Differentiate between forgetfulness and dementia.

Distinguish between disorientation, delirium and dementia.

Identify symptoms that could mimic those of dementia (e.g., dehydration, urinary tract infection, mood changes).

Compare normal and abnormal mental changes related to aging.

Describe the signs and symptoms of dementia (e.g., forgetting names, misplacing items, becoming lost in familiar settings).

Identify the different forms, causes and stages of dementia.

Describe how to support a client living with dementia (e.g., participate in introductions at every visit, talk about plans for the day, frequently remind the client of their location).

Examine why depression is often associated with dementia.

Describe the emotional requirements of the client diagnosed with dementia.

Examine the role of the family in the care of the client diagnosed with dementia.

Research the impact of caring for family members with dementia on primary caregivers.

Research one or more mental health disorder such as acquired brain injuries, anxiety, depressive disorders, obsessive-compulsive disorders, schizophrenia spectrum disorders and trauma and stressor-related disorders

Examine causes, signs and symptoms of depression.

Discuss care strategies to support clients with depression.

Describe how to support clients with mental health disorders.

Identify factors that may contribute to mental health disorders (e.g., biological factors, childhood experiences, stressful life events)

Describe the effects of mental health disorders on families (e.g., guilt, blame, finances).

Investigate local adult community mental health services.

Describe bed rest

Differentiate among different types of bed rest (e.g., strict bed rest, bed rest with commode privileges, bed rest with bathroom privileges).

Explore the complications of bed rest (e.g., contracture, muscle atrophy, hypotension) and how to prevent them (e.g., moving the client every two hours).

Recognize the devices (e.g., bed boards, foot boards, trochanter rolls, splints, trapeze) used to support and maintain body alignment.

. Demonstrate a personal range of motion exercises (e.g., abduction, adduction, extension, flexion, hyperextension, rotation).

Explore range of motion activities that could be offered in long-term care facilities.

Investigate the social and emotional benefits of exercise and activity for clients on bed rest.

Identify the signs and symptoms of infection (e.g., fever and chills, nausea, rash).

Examine ways in which microbes are transmitted (e.g., the chain of infection) and steps to limit transmission.

Discuss risk factors for infection (e.g., stress, poor nutrition, lack of sleep).

Identify routine immunizations for infection prevention.

Demonstrate proper handwashing, cleaning and disinfection techniques.

Demonstrate donning and doffing of personal protective equipment (e.g., masks, gloves, gowns).

Investigate the risks to unregulated care providers and patients when infection control is not adhered to (e.g., spread of disease to a more compromised population).

Research disease outbreaks including pandemic and epidemic diseases that have had significant effects on the general population past and present.

Describe the role and responsibilities the unregulated care provider in preventing the spread of infection.

Explain the importance of hair care and shaving.

Identify the factors that affect hair care.

Recognize conditions that may be related to a client’s hair care plan such as alopecia, dandruff and pediculosis.

Explain how to care for matted and tangled hair

Discuss how to provide culturally sensitive grooming

Describe how to shampoo hair.

List the steps to shave a client

Identify safety considerations related to basic nail care.

Demonstrate appropriate nail and foot care procedures.

Experiment with applying makeup or styling hair on another person according to their wishes.

Describe how to dress and undress clients, including clients with intravenous tubing.

Demonstrate applying compression stockings and elastic bandages on feet and legs

Identify proper care of wigs (e.g., storage, washing, drying).

Recognize that comfort is personal to each person and based on past experiences.

Identify elements in a room that promote client well-being (e.g., temperature, ventilation, odors, noise, lighting, feelings of safety).

Describe why comfort and well-being are important.

Describe why rest and sleep are important.

Identify factors that affect sleep (e.g., illness, nutrition, exercise, medications).

Discuss ways to address social and emotional needs of clients winding down to sleep (e.g., spending time, talking with patients).

Suggest care plan measures that promote sleep (e.g., comfortable room temperature, clean linens, darkened room, bed positioning).

Describe common chronic illnesses.

Categorize chronic conditions according to body systems.

Examine the relationship between chronic pain and chronic conditions.

Compare acute pain and chronic pain.

Describe the effects of chronic pain on quality of life.

Explain the concept of compassionate caring for a client with a chronic condition and pain.

Investigate the principles of Canada’s Food Guide, including Canada’s Dietary Guidelines

Describe the structure and purpose of food labels.

Discuss how nutrient requirements change throughout the life cycle.

Identify factors that affect food choice and nutrition (e.g., personal choice, culinary culture, allergies, finances).

Explain the role of the unregulated care provider’s role in meal planning and preparation (e.g., planning menus, grocery shopping, supporting special cultural dietary practices).

Examine the social, emotional and cultural importance of meals and meal planning.

Prepare and serve a meal for a fictional client with certain nutritional requirements.

Describe how to create a pleasant client-centered dining environment.

Research local meal delivery services such as Meal on Wheels.

Explain why food safety is important (e.g., food storage, preparation and serving practices).

Describe special diets (e.g., sodium-controlled diets, diabetic diets, heart healthy) and why they are necessary.

Investigate special eating utensils available for clients with motricity issues (e.g., curved forks, special grips, plate guards).

Explain how to feed clients, including clients who may have chewing difficulties, swallowing difficulty, vision impairments

Practise feeding another person (e.g., ask how they prefer to eat, what they want to eat first, when they want to drink).

Examine the purpose of enteral nutrition (e.g., a nutritional formula delivered into the gastrointestinal tract with a tube).

Describe the purpose of intravenous therapy (e.g., to provide needed fluids, to reverse dehydration in the body, to replace minerals and vitamins).

Explain the unregulated care provider’s role in assisting with intravenous therapy.

Identify adult fluid requirements.

Discuss the purpose of intake and output records.

Identify the characteristics of normal urine.

Summarize the guidelines for maintaining normal urinary elimination (e.g., provide fluids as instructed by the care plan, help the client to the bathroom when requested).

Describe urinary incontinence and the care it requires (e.g., provide dry garments and linens, decrease fluid intake before bedtime, use incontinence products).

Explain why catheters are used.

Describe normal stools and the normal pattern and frequency of bowel movements.

Identify factors that affect bowel elimination.

Describe the measures that promote comfort and safety during defecation.

Explain why enemas or suppositories are given.

Recognize how to collect urine and stool samples.

Discuss why urine and stools specimens are collected.

Describe compassionate caring for the client receiving assistance with elimination.

Identify the signs of hearing impairment (e.g., speaking too loudly, leaning forward to hear, responding inappropriately).

Describe the effects of hearing impairment (e.g., a change in behaviour, speech challenges, frustration when communicating, increase in other senses).

Examine aids for clients with vision impairments (e.g., eyeglasses, contact lenses, Braille)

Identify communication aids and how they assist clients (e.g., communication boards, electronic devices, voice amplifier, emergency alert button).

Describe the emotional effects of a language disorder (e.g., anger, stress, shame).

Discuss how to care for clients with speech and language disorders as an unregulated care provider (e.g., be mindful of non-verbal communication, be alert for signs of fatigue, reduce surrounding distractions).

Identify signs of abuse (e.g., physical injuries, a change in behaviour, unpaid bills, lack of personal hygiene).

Describe possible types of spousal abuse, child abuse and abuse of older persons.

Recognize types of abuse of clients (e.g., rough handling, isolation) and health care workers (e.g., name calling, cultural slurs, physical attacks)

Explain what to do with an abusive client.

Explain the unregulated care professional’s responsibilities when reporting abuse in a health care environment.

Recognize that personal beliefs, culture and religion influence practices and attitudes about death.

Examine Kübler-Ross’s five stages of grief (e.g., denial, anger, bargaining, depression and acceptance).

Explore how to support the emotional, social, intellectual, spiritual and physical needs of a dying client as an unregulated care professional

Define palliative care.

Identify the roles and responsibilities of each member of the palliative care team.

Investigate legal issues surrounding death and dying such as advance directives, do not resuscitate orders and medical assistance in dying.

Examine post-mortem care, including the possible responsibilities of the unregulated care professional (e.g., may involve repositioning the body, cleaning soiled areas).

Research death rituals and practices from different cultural and religious groups.

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.

Research the contributions that small businesses make to the local and Saskatchewan economy.

Discuss the advantages and disadvantages of operating a small business, including a home-based business.

Investigate the advantages and disadvantages of owning a sole proprietorship, partnership and/or franchise business.

Outline and present a plan for a small business in the early learning and health care industry in one’s community

Provide feedback on own and/or peer business plans.