Program Handbook Personal Support Worker Program · Program Handbook Personal Support Worker Program Living Classroom - Riverside Glen/University Gates School of Health & Life Sciences

Revised on – June 28, 2016

Program Handbook

Personal Support Worker Program

Living Classroom - Riverside Glen/University Gates School of Health & Life Sciences and Community Services

Conestoga College

Academic Year 2016/2017

This is a companion document to the current Conestoga Student Guide This document can be found on the program shell of eConestoga and the program specific page online

https://www.conestogac.on.ca/admissions/studentguide.jsp

Personal Support Worker- Living Classroom Program Handbook 2016-2017

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Table of Contents Program Handbook ............................................................................................................................. i Program Handbook Guidelines .......................................................................................................... vi Welcome ......................................................................................................................................... vii Letter to Students ........................................................................................................................... viii Top Five Expectations of You ................................................................................................................

1. Use MyConestoga To Connect To: .......................................................................................................... 2. Know and Plan Around Your Academic Schedule With Your Family ...................................................... 3. Be the Professional You Wish To Become - From Day One .................................................................... 4. Attend To Enhance Success .................................................................................................................... 5. Take Responsibility for Your Academic Status ........................................................................................

Top Five Resources for You ..................................................................................................................

1. Your Teaching Team ................................................................................................................................ 2. Counselling and Services for Personal Needs ......................................................................................... 3. Accessibility Services ............................................................................................................................... 4. Student Study Spaces and General Supports ......................................................................................... 5. Services for Students ..............................................................................................................................

1. Program Overview ......................................................................................................................... 1

Program Description ................................................................................................................................. 1 Program Philosophy .................................................................................................................................. 1

Our Beliefs about Those Receiving Supportive Care ............................................................................. 1 Our Beliefs about Those Who Care For Individuals Requiring Supportive Care ................................... 1 Our Beliefs Applied To the Personal Support Worker Program............................................................ 2 Our Beliefs about the Experiential Learning Experience ...................................................................... 2

Program Summary Map 2016-2017.......................................................................................................... 3 Program Outcomes ................................................................................................................................... 4

Program Design for Your Cohort ........................................................................................................... 5 Pathways and Further Post-secondary Education Opportunities ......................................................... 6 Employment Opportunities ................................................................................................................... 6

2. Relationships ................................................................................................................................. 7

Communication and Contact Information ................................................................................................ 7

Riverside Glen Living Classroom Faculty and Staff Contact Information .............................................. 7 University Gates Living Classroom Faculty and Staff Contact Information .......................................... 7 Contacting Program team members ..................................................................................................... 7 Student Email ........................................................................................................................................ 7 Program Team Members Availability .................................................................................................... 8 Procedures for Meeting with Program Team Members ....................................................................... 8

Student Engagement ................................................................................................................................ 8

Student Concerns/Issues ....................................................................................................................... 8 Student Representation ........................................................................................................................ 9 PAC (Program Advisory Committee) ..................................................................................................... 9 WIHSC (Waterloo Inter-professional Health & Community Student Collaborative) ............................ 9

Student Feedback ................................................................................................................................... 10


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Key Performance Indicators ................................................................................................................ 10 Student Appraisal of Teaching ............................................................................................................ 10

Class Cancellations .................................................................................................................................. 11

Class Cancellation due to Faculty Absence ......................................................................................... 11 Class Cancellations due to Inclement Weather .................................................................................. 11 Personal notifications of class cancellations ....................................................................................... 11

3. Standards of Conduct and Professional Practice ............................................................................ 12

Guidelines for Student Use of Classrooms, Labs and Shared Spaces ..................................................... 12 Program Standards for Professional Practice ......................................................................................... 12

Preamble ............................................................................................................................................. 12

Safety and Security at the Village of Riverside Glen ............................................................................... 14

In The Event of a Fire Alarm/Emergency ............................................................................................ 14 Parking ................................................................................................................................................. 14 Security Code ....................................................................................................................................... 14 Identification ....................................................................................................................................... 14

Safety and Security at the Village of University Gates ........................................................................... 15

In The Event Of a Fire Alarm/Emergency ............................................................................................ 15 Parking ................................................................................................................................................. 15 Identification ....................................................................................................................................... 15

Remedial Use of the Clinical Learning Centre and “Make-Up Labs” ...................................................... 15 Uniforms, Grooming and other Professional Standards ........................................................................ 17

Dress Requirements for Labs and Clinical Placements ....................................................................... 17 Dress Code for Agencies not requiring Uniforms................................................................................ 17 Transportation of Uniform to and from Clinical Settings ................................................................... 18 Footwear ............................................................................................................................................. 18 Identification ....................................................................................................................................... 18 Jewelry ................................................................................................................................................. 18 Personal Hygiene ................................................................................................................................. 18 Hair ...................................................................................................................................................... 19 Fingernails ........................................................................................................................................... 19 Fragrances ........................................................................................................................................... 19 Smoking ............................................................................................................................................... 19 Chewing Gum ...................................................................................................................................... 19 Food and Beverages ............................................................................................................................ 19 Cellphones/Smartphones .................................................................................................................... 19

Academic Integrity and Plagiarism ......................................................................................................... 20 Copyright – What Students Need to Know ............................................................................................. 21

Cumulative Copying ............................................................................................................................ 21

Safe Practice ............................................................................................................................................ 22 Professional Conduct - Use of Social Media and Cell Phones ................................................................ 22

Social Media Policy .............................................................................................................................. 22 Cell Phone Policy ................................................................................................................................. 23


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Student Protection Acknowledgement .................................................................................................. 24

4. Attendance and Student Success Strategies .................................................................................. 25

Characteristics of Successful Students .................................................................................................... 25 Attendance .............................................................................................................................................. 25

Attendance for Evaluations ................................................................................................................. 26

Notification for Absence from Evaluations ............................................................................................. 26

Follow-up after Reporting Your Absence from an Evaluation ............................................................ 27

Religious Holidays .................................................................................................................................. 27 Documentation to Substantiate Your Reported Absence ....................................................................... 28

Evaluations worth less than 20% ......................................................................................................... 28 Evaluations worth 20% or more .......................................................................................................... 28 Acceptable reasons for Absence ......................................................................................................... 28

Assignment and Testing Policies ............................................................................................................. 29

Written Assignments ........................................................................................................................... 29 Submitting Assignments ...................................................................................................................... 29 Working together on Group Assignments .......................................................................................... 30 Importance of Test and Presentation Dates ....................................................................................... 30 Test Procedures ................................................................................................................................... 30 Faculty Returning Tests and Assignments ........................................................................................... 31 Use of Time between Classes .............................................................................................................. 31

Methods of Evaluation ............................................................................................................................ 31 Types of Evaluation ................................................................................................................................. 31

Formative ............................................................................................................................................ 32 Summative ........................................................................................................................................... 32 Progress Note: ..................................................................................................................................... 32

Tracking Forms ........................................................................................................................................ 32

Summative Evaluation ........................................................................................................................ 32

Evaluation of Clinical/Lab Skills ............................................................................................................... 32

Criteria for Tracking Clinical/Lab Skills ................................................................................................. 33 Late Submissions of Practice Written Work ......................................................................................... 33

Practice and Campus Clinical Attendance .............................................................................................. 34

Clinical Remediation Process ............................................................................................................... 34

5. Academic Progress through the Program ...................................................................................... 35

Academic Standing and Promotion ........................................................................................................ 35

Achievement ....................................................................................................................................... 35 Promotion Process .............................................................................................................................. 35 Requirements for Taking the Clinical Practicum Courses .................................................................... 35 Reasons for Students Progress Being Reviewed By Promotion Committee ....................................... 36 Supplemental Work and Program Standards...................................................................................... 36 Process for Readmission to the Program ............................................................................................ 37 Withdrawal .......................................................................................................................................... 37


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Appeal.................................................................................................................................................. 37 Clearance of Academic Deficiency ...................................................................................................... 37 Special Timetables/Adding Dropped or Failed Courses ...................................................................... 37 Re-entry to the program ..................................................................................................................... 38 Graduation .......................................................................................................................................... 38

Process for Resolution of Student Concerns .......................................................................................... 38 Maintaining Student Files ....................................................................................................................... 39

6. Field Placement Experiences ........................................................................................................ 41

Practicum Health Requirements ............................................................................................................. 41

Criminal Screening ............................................................................................................................... 41

Safety in the Workplace Course .............................................................................................................. 42 Student Consent Forms .......................................................................................................................... 42 WSIB ........................................................................................................................................................ 42 Additional Requirements for Clinical ...................................................................................................... 42

Accessibility for Ontarians with Disabilities Act (AODA) ..................................................................... 42 Basic Safety Training............................................................................................................................ 42 Concerns regarding the Safety of the Work Environment: ................................................................. 43 Communication of General Concerns regarding Your Safety or The Safety and Care/Service for Clients .................................................................................................................................................. 43 Reporting of Incidents of Student Injury during a Practicum Experience ........................................... 43 Reporting of Student Involvement in Situations of Possible Injury: ................................................... 44

Clinical Placements Standards ................................................................................................................ 44

Transportation ..................................................................................................................................... 46 Parking Fees ......................................................................................................................................... 46

Additional Information for Students .......................................................................................................... 47

Change of Name, Address, and Telephone Number ........................................................................... 47 Guidelines and Expenses Incurred Relating to Clinical Practice .......................................................... 47 Part-Time Work ................................................................................................................................... 47 Reference Letter from Program Team Members ................................................................................ 47

7. Student Awards ............................................................................................................................ 48

Awards Available for Personal Support Worker Students 2016-17 ....................................................... 48

Program Revision Log ....................................................................................................................... 51


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Program Handbook Guidelines

The purpose of this handbook is to provide students with program specific details and other important information. The material in this handbook is accurate at the date of posting, and is applicable for the current academic year. Students will be informed of handbook changes that occur, if any, through college email. Program handbooks are updated yearly and students must check their program handbook for the current edition.


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Welcome

To the School of Health & Life Sciences and Community Services

Your Bridge to Practice

What Can This Mean For You?

The opportunity to begin, today, to become the professional you aspire to be.

The opportunity to learn in real-life settings and with real-life scenarios, rehearsing for the day when you will be in these real-life situations.

A unique inter-professional opportunity, given the number of different disciplines in the School. You will learn with, about and from your future colleagues.

An opportunity to take advantage of the unique learning opportunity of the “LIVING CLASSROOM” at the Villages of Riverside Glen or University Gates.

Your goal of being viewed by employers as a “preferred graduate” is up to you; your professors, technologists, administrative staff and college services look forward to supporting

you as you journey from Day 1 to your Graduation.


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LETTER TO STUDENTS

Welcome to the Living Classroom at Riverside Glen or University Gates

In 2006, Conestoga College and Schlegel Villages developed a Living Classroom program in Long-Term Care (LTC). This innovative and collaborative program consists of classroom and clinical teaching for Practical Nursing (PN) and Personal Support Worker (PSW) students, all in a real LTC and Retirement Home environment.

By participating in the Living Classroom program:

You have all the benefits of Conestoga College’s PSW and PN curriculum and credentials, and

You have the additional benefits of learning at the Schlegel Villages of Riverside Glen or

University Gates. The Living Classroom program embraces intentional interactions among you (students), the LTC and retirement living team, residents, and families. The program provides you with formal and active learning experiences in LTC and retirement living environments. The Living Classroom program includes:

1) a specifically focused collaborative gerontological curriculum; 2) intentional exposure to, and mastery of, knowledge, skills, and behaviours; and, 3) the fostering of a formal and informal learning in a mentoring environment.

In addition to teaching and providing support for you as a student, Conestoga College PSW Program team members in the Living Classroom work together with the Schlegel Village team to integrate your learning with the activities in the facility, and create opportunities for your involvement. You are encouraged to take advantage of being in the Village by spending time with the residents and their families. The LTC and retirement Village also facilitates volunteering opportunities for you to assist residents and families. Furthermore, Schlegel Village teams receive special training on how to mentor and support you when you are in the Village. The outcomes of the integration between learning and caregiving are mutually beneficial:

as a student, you gain more comfort and confidence in working with residents and families;

the team actively participates in your training; residents are provided with care as well as social interaction; you feel respected and valued as a member of the team; the team and residents also feel valued as they are actively assist you with the learning and

training process by sharing their own skills and experiences.


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Schlegel Village of Riverside Glen Welcome Dear Student, I would like to welcome you to The Village of Riverside Glen. As the General Manager, it is my

privilege to work with a strong team, ‘that includes you’, to provide the best possible quality of life

for our residents living in Retirement and Long Term Care.

I have been helping seniors in various capacities for the past 15+ years and love to see them find

purpose and well-being in everything that they do.

Our village is designed to foster a sense of community and we welcome you to become a

stakeholder in our community; helping us to develop a best in class integrated health care team to

provide best in class care and services to our residents.

We offer students a unique opportunity to be trained in a living classroom environment, where

enhanced learning can happen in both academic and social ways.

We are looking forward to having you join us and trust that this experience will be the start of a

fulfilling career in senior care.

Warmest regards, Bryce McBain General Manager

Schlegel Village of University Gates Welcome

Dear Conestoga College Student,

On behalf of the Team of The Village at University Gates we would like to extend a warm welcome to

you. Our Village is a place where Residents, Family Members, Team Members, Students,

Researchers, and our Community Partners are all valued.

In the Village Neighbourhoods we can all have the opportunity to learn from each other and grow

together. We trust you will enjoy your time learning in this unique living classroom environment.

We wish you all the best as you begin this very rewarding career as a caregiver.

Warmest Regards,

Chris-Anne Preston

General Manager


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Letter to students

Dear Personal Support Worker Student,

Welcome to the Personal Support Worker (PSW) Certificate Program. You have worked hard to be accepted into the PSW Program at Conestoga College and we commend you on your success. This handbook has been prepared to provide further information about academic standards, guidelines and processes specific to the PSW Program at the Riverside Glen Schlegel Village in Guelph and the University Gates Schlegel Village in Waterloo. Reading, understanding, and following the information in this handbook, is an important first step in your continued success in this program and your chosen profession. The handbook has been compiled with careful consideration for your personal and professional growth during your time at the college. If you do not understand any of the information in this handbook, please ask any of our Program Team members or the Chair of Nursing for an explanation. Use the Table of Contents in this handbook as your guide and the contents as your continuous reference as you proceed through the program. The PSW program team will refer to the handbook often, but the responsibility for knowing the program standards is ultimately yours. In addition to the PSW Program Standards and Procedures Handbook, the Conestoga College Student Guide 2015-2016 outlines important policies and procedures for you to follow. The PSW Program Standards and Procedures Handbook is a supplement to, but not a replacement for, the Conestoga College Student Guide.

We are here to help you have a successful journey. Should you experience difficultly or need assistance in any area of your studies, please talk to your program team members, Program Coordinator, or come to my office to seek direction to ensure your success in the program. All the very best to you in your studies.

Sincerely,

Lynn Voelzing, Chair, Nursing PSW Program Coordinator, Faculty and Staff


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Top Five Expectations of You

1. Use MyConestoga To Connect To:

Your Conestoga Email: (e.g. John Smith, Student Number 1234567, [email protected]) • This is the official communication vehicle regarding your academic requirements. Check it

regularly and respond as requested.

eConestoga: (Desire to Learn) • This is your resource for all course-based program information and course-based

communication with your faculty. • Make eConestoga your partner in learning; this is your guide to all course activity.

Student Portal: • Find your grade information, college tuition invoices, class schedules and absence reporting.

Practicum Health Requirements: (Go to “Services” and find “Practicum Services Link”) • Keep track of your requirements; know that they are complete to allow you to go on your

practicum.

2. Know and Plan Around Your Academic Schedule With Your Family

Course Schedule:

Your schedule has been planned with many people and multiple considerations in mind.

Classes can be scheduled from 8:00 a.m. to 6:00 p.m. (note, times for practicums follow work place schedules).

Changes may be considered but only for extenuating reasons (Please discuss with your Program Coordinator).

The Academic Year has critical dates: please plan around these dates to ensure you are here when you need to be--including the potential need to be present for the two weeks after the semester ends if you might need to complete supplemental work to allow you to continue to the next semester. Program start and end dates, holidays and deadlines for course add/drop and withdrawal, are located in the Student Guide. Course changes (add/dropping) may also be made through the Student Portal under the “My Courses” tab.

Fall 2016 Dates Winter 2017 Dates

Fall Orientation Week Aug. 29 – Sept. 2 Winter Orientation January 5

Fall Semester Classes Start

September 6 Winter Semester Classes

Start January 9

Student Success Week Feb. 27 - Mar. 3

Last Week of Semester December 12-16 Last Week of Semester April 24-28

Intersession (no classes) Dec. 19- Jan. 6/17 Intersession (no classes) May 1- May 5


https://portal.conestogac.on.ca/StudentPortal/Default.aspx


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Top Five Expectations of You

3. Be the Professional You Wish To Become - From Day One

Civility, respect, and professional behaviors will be key to the quality of your learning experience—and a future employer's first and lasting impression

Professional Dress & Conduct: See section three of the Handbook for professionalism expectations for your program. The college’s Student Guide sets out Student Code of Conduct for our community at Conestoga. Pre-practicum Health Requirements Complete as required; without these, you will not be able to progress to your practicum and your program completion will be in jeopardy (per your information in the Student Portal) Social Media: Use responsibly –don’t blow your future on ill-advised communication with the e-tools that we use so freely (see section three of the Handbook)

4. Attend To Enhance Success

Please Review Attendance Expectations in See Section four of the Handbook: Attendance for class, labs and practicum underpins student learning and your experience as a future professional. Absence from Evaluations: Must be reported in the Student Portal before your absence to be eligible for a repeated evaluation. Request for Accommodation for Religious Holidays: Must be requested to your Program Coordinator in the first three weeks of each semester

5. Take Responsibility for Your Academic Status

Student Records if you have questions about your student record, academic status and or program withdrawals, go to the Registrar’s Office and speak to your Program Coordinator. Fee Payments: Payment is required to attend classes. Check your Student Portal for invoices. Credit Transfer/Exemptions: Conestoga supports the transferability of academic credits between programs and educational institutions through recognized transfer pathways, articulation agreements and course-to-course equivalences. Please refer to the Student Guide for more information. Student Forms: To access forms go to the Student Forms page. Academic Policies & Procedures: May be found under Policies and Procedures Student Affairs Polices & Procedures: May be found at the Student Affairs page.




https://www.conestogac.on.ca/admissions/forms/

https://www.conestogac.on.ca/policies/

https://www.conestogac.on.ca/policies/students.jsp


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Top Five Resources for You

1. Your Teaching Team

Contact Information: Is posted on eConestoga and in your Handbook (Section two in the Handbook) Appointments: Making appointments (in person, by phone, email) helps to ensure your desired resource is available. Email Inquiries: will be answered within two business days. Urgent Need for Help: Program Assistants are available to help you reach one of the Teaching Team (contact information in Section two of the Handbook)

2. Counselling and Services for Personal Needs

College Counselling: Professionally-trained counsellors can help you achieve your educational goals—for such common support as stress management, anxiety, depression, transition issues, family issues, etc. Counselling is free, voluntary and confidential. Arrange to see a Counsellor quickly if academic or personal problems stand in the way of your College success. Counselling is free, voluntary and confidential. To make an appointment, visit or call Doon--Room 1A101, 519-748-5220, ext. 3360, Monday to Friday, 8:30 to 4:30. Check the counselling services website for more information.

Good2Talk: Confidential 24-hour phone line for stresses big and small 1-866-925-5454 Conestoga Security: Provides a safe and secure work and learning environment. 519-748-5220 ext. 3357. Refer to the Student Guide for Conestoga’s Safety and Security Services and procedures.

Student Financial Services: Student Financial Services can help you by providing you with options to finance your post-secondary education. CSI Food Bank: The CSI Food Bank is an emergency food relief program for current Conestoga students.

Health Services: Your family doctor on campus. Check out the services that they offer on their website or call 519-748-5220 ext. 3679. Services available Monday to Friday, 8:30 to 4:30. Some same day appointments may be available by walk-in. A full-time health nurse is on site. Facility Information: Refer to the Student Guide for information on after-hours parking, classroom and computer labs.

http://www.conestogac.on.ca/counselling-services/


http://www.conestogac.on.ca/financial-services/

http://conestogastudents.com/food-bank/

http://www.conestogac.on.ca/health-services/



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3. Accessibility Services

Students with Documented Disabilities are encouraged to book an appointment with Accessibility Services to access accommodations –EARLY in your program. Disability-related documentation will be required to book an appointment. Go to the Accessibility Services webpage for more information. Adaptive Technology Aids and Special Facilities: Adaptive Aids are arranged through Accessibility Services; handicapped –accessible washrooms are located throughout the campus. Contact the Adaptive Technology Lab for more information on adaptive technology aids. Accommodation Disclaimer Conestoga adheres to the Ontario Human Rights Code and is dedicated to promoting an equitable environment for students and employees and opportunities for members of the community to have access to and participate in all aspects of college life. The Program Handbook is intended to provide general information in regards to program expectations. Individual students may have accommodations that create exceptions.

Please note: 1) We recognize that extenuating circumstances may apply. Consult with your Professor. All exceptions based on extenuating circumstances must be approved by the Chair. 2) Some students, who are registered with Accessibility Services and whose accommodations indicate the need, may occasionally receive accommodations for missed or late evaluations. 3) Students with a documented disability, who have already provided a related accommodation, are not required to provide an additional doctor’s note for a missed or late evaluation. Examples may include exceptional absences or extensions of absences. For information on Accessibility Services please visit our website or in person. Accommodations are made for students with disabilities, as determined by Accessibility Services.

http://www.conestogac.on.ca/accessibility-services/

https://www.conestogac.on.ca/accessibility-services/lab/

http://www.ohrc.on.ca/en/ontario-human-rights-code

https://www.conestogac.on.ca/accessibility-services/

http://www.conestogac.on.ca/accessibility-services/contactinfo.jsp

https://www.conestogac.on.ca/accessibility-services/


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4. Student Study Spaces and General Supports

Cowan Health Sciences Centre (F-wing) Student Lounge Space –Enjoy seats on each of the three floors. Plugs for laptops and charging stations are located throughout these areas.

Student Meeting Room Space—Book through the Customer Service Desk for general access to 1F18 and 1F20 and spaces designated for degree programs. General Access Computers and printers are located in two areas:

1st Floor –in the student lounge area with photocopier

2nd Floor—at the Customer Service Desk and kiosk area Open Access Lab –2nd Floor, 2F18. This is available on a come and go basis for health & pre-health programs practicing key skills. It is open from 7:30 a.m. to 5:00 p.m. every day. Book with an Open Access Nurse Technologist.

Lockers—available with your tuition; important to store your extra clothes and books, etc. so that you can be at your professional best in the lab. To learn how to obtain a locker, please click here. Information Technology-- New ITS Service Desk—1st Floor Ewing (provides supports & general assistance with College-related needs such as email, Network accounts, connectivity & wireless printing. Go to the Web IT Service Desk for more information.

http://www.conestogac.on.ca/current-students/lockers.jsp

http://it.conestogac.on.ca/


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5. Services for Students

Library Resource Centre: Located on 2nd Floor B Wing; Go to the Library Resource Centre page for more information. International Office: Check out the International Education Office for services available to you. Learning Commons: Your ONE-STOP resource for academic services and resources, such as Math, Writing Skills, Peer Tutors and resources for APA. Check out their website or Access through MyConestoga. Student Life: Get involved and shape your experience. Visit the Student Life page or Connect to MyConestoga for your Co-Curricular Record. Student Financial Services: Your one-stop resource to apply for student awards and bursaries—apply early to increase your chances. Bookstore: Your location to buy books (check out their options including used books), clothing for your program, general supplies. Find it in the A wing, just inside Door 1. Co-op and Career Advising: Your resource for Co-op Placements (if you are in a degree); your source of help to look for summer jobs or future careers and gain help preparing your resume. Check out the Co-op and Career Services site for more information.

http://www.conestogac.on.ca/lrc/index.jsp

http://www.conestogac.on.ca/international/

https://www.conestogac.on.ca/learning-commons/

http://www.conestogac.on.ca/student-life/

http://www.conestogac.on.ca/financial-services/awards/

http://www.conestogac.on.ca/career-services/


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1. Program Overview

Program Description Conestoga’s Personal Support Worker 30 week Program offers an integrated plan of learning in which the knowledge, skills, attitudes and values critical to your goal of becoming a Personal Support Worker are presented in a logical sequence which builds on itself and provides the opportunity to integrate increasing knowledge with opportunities to apply theory to practice in more complex ways.

Program Philosophy The philosophy of personal supportive care is based on the belief that the individual client and his/her family are unique individuals with unique experiences. Each individual and family have basic needs and the potential to meet their basic needs, however at times, assistance may be required because of age, environmental and health related factors.

Values/Beliefs that Guide the Personal Support Worker Program Curriculum

Our Beliefs about Those Receiving Supportive Care We believe that:

The Personal Support Worker provides quality supportive care for individual clients and/or families throughout the lifespan and at various levels of health and wellness, utilizing a holistic approach.

The Personal Support Worker recognizes the interrelatedness of the physical, emotional, social, and spiritual well-being of the individual and stressing optimum functional restoration.

The individual client’s right to respect, dignity, confidentiality, cultural integrity, independence, well- being, choice, and self-determination are supported and promoted by the Personal Support Worker to enhance quality of life throughout the life cycle.

Our Beliefs about Those Who Care For Individuals Requiring Supportive Care We believe that:

The Personal Support Worker is a valued contributing member of the interprofessional health care team and works under the direction of registered and or designated personnel, and in partnership with clients and/or their families, in institutional and/or home care environments. An atmosphere of mutual respect between all individuals is promoted.

The Personal Support Worker learns in an environment that enhances personal and educational growth. Principles of adult education guide the teaching-learning process. Students accept responsibility for their learning, and the program team facilitates mastery of the student's learning needs.

Legal, moral and ethical guidelines govern the practice of the Personal Support Worker.

The Personal Support Worker recognizes that he/she will function in a continually changing society and health care system, which reflects an increasingly aging and multi-cultural population.


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Our Beliefs Applied To the Personal Support Worker Program We believe that Conestoga College’s PSW Program incorporates the above philosophy into our program by:

Accommodating, to the best of our ability, individual situations, as appropriate for emerging adult learners.

Encouraging and expecting students to develop behaviors necessary in the workforce and in the PSW profession, including: self-reflection, responsibility for self and own actions, honesty, integrity, and punctuality.

Designing courses and experiences to support students in constructing knowledge about supportive care in meaningful ways.

Modeling a variety of teaching styles, providing a variety of learning and practice experiences, and by using a variety of evaluation methods.

Modeling communication and problem-solving skills as well as professional behaviours and attitudes required of personal support workers.

Supporting the integration of theory and practice by providing students with opportunities to connect theory and its application in combination with practical experience.

Facilitating students’ understanding to enable them to “make sense” of their practical experiences in view of theory.

Engaging students actively in their learning process. Recognizing and appreciating the different styles and approaches to learning that an

emerging adult learner may use/exhibit (multiple intelligences). Building on previous successes in order to enhance confidence of the student as a learner. Supporting students as they develop their professional philosophy. Mentoring students as they proceed through their journey of becoming a personal support

worker in both the classroom, lab and through their clinical placement experiences. Offering general knowledge and generic skills, in addition to specific vocational skills. Endeavoring to support the PSW field and the local community, believing that learning is life-

long, and that personal support workers play a vital role in our society.

Our Beliefs about the Experiential Learning Experience Experiential learning experiences provide:

students with opportunities to develop skills to apply in a clinical environment; an environment of practice for students that supports a reflective, intentionally responsive

philosophy; students with the opportunity to work with a team who support, evaluate, and mentor them

as they work to acquire the skills and attitudes necessary of a Personal Support Worker; an environment where the teaching team and students work together to implement and

evaluate new skills necessary to work in the health care field as a Personal Support Worker.


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Program Summary Map 2016-2017 Program Map describes your learning journey with three important components: 1. All courses focus on you demonstrating development towards the program outcomes and

capabilities through your program journey.

2. There are themes for your learning that will inform you on the courses you will take to

develop program capabilities.

3. Each semester has a theme that creates milestones for your learning within a semester and

your journey from one semester to the next semester and ultimately to your readiness to

graduate.

Phase

LEVEL 1 LEVEL 2

Week 1-7 Week 8-15 Week 16-19 Week 20-25 Week 26-30

Novice Engagement

Advanced Engagement

Emerging Professional

Entry to Practice Prepared Professional

Professional and IP

Practice

Professional Practice 1 Communication Course Safety in the Workplace

Achieving Success in Your HC Career

Professional Practice II

Community and LTC (orientation)

Professional Practice II

Community and LTC (continued)

Pregraduate Consolidation Professional

Practice II (continued)

Resident Centred Care

Resident Centred Care I Structure and Function of

the Body for RCC

Resident Centred Care 2 Palliative

Care

Resident Centred Care 2 Palliative Care

Supportive Care Practices

Supportive Care Theory 1 Supportive Care Lab 1

Supportive Care Theory 2 Supportive

Care Lab 2


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Program Outcomes Upon completion of the program, the graduate will:

1. Work within the PSW role in a variety of care settings including: long-term, community and/or hospital care settings in accordance with applicable legislation and employer’s role and job description, policies, procedures and guidelines.

2. Practice professional work ethics and demonstrate professional behaviours in interactions with clients, families, care partners, supervisors, and interprofessional team members in a variety of care settings.

3. Act responsibly and be accountable for one’s own actions while recognizing the boundaries of knowledge and skills within the PSW role that necessitates using problem solving, time management, stress management and critical thinking skills and strategies and requires collaboration with the client, family, care partners, supervisor and/or other members.

4. Participate as a member of the interprofessional care team and maintain collaborative working relationships, accept and integrate constructive feedback, and use effective and appropriate communication and relationship skills to provide supportive client-centred care in a variety of care settings.

5. Provide client-centred and client-directed care that promotes independence and is based on ethical principles, sensitive to diverse client and family values, beliefs and needs and which follows the direction of the interprofessional care team.

6. Assist clients across the lifespan with routine activities of daily living supporting clients’ rights and preferences and applying knowledge and skills of growth and development, evidence informed practice, common alterations in functioning, health and wellness promotion or maintenance, risk prevention and reduction, rehabilitation and restorative care.

7. Assist clients with medication and treatments in keeping with the plan of care/service plan and under the direction and/or monitoring of a regulated health professional or most accountable person and in accordance with relevant legislation and employer policy.

8. Assist with household management tasks and instrumental activities of daily living in accordance with the plan of care/service plan and considering the preferences, comfort and safety of the client, family and care partners as well as the safety of the PSW and the safe use of household equipment.

9. Assist family and care partners who are caring for dependent individuals, considering clients’ and family choices, the direction of the plan of care/service plan, and the PSW’s professional boundaries.

10. Assist in the provision of client-centred, culturally relevant, palliative and end of life care to clients, their families and care partners including observing, reporting, documenting and transferring accountability in accordance with the plan of care/service plan.


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11. Observe, report and document relevant client information using the appropriate mode of verbal or written communication and written or electronic documentation in a timely manner and in accordance with the required employer policies and procedures and applicable legislation.

12. Understand how to establish and maintain helping and professional relationships with clients, their families and care partners and support systems which reflect open communication, advocacy, professional boundaries, employer’s policies and adherence to confidentiality and privacy legislation.

13. Promote and maintain a safe and comfortable environment for clients, their families, and care partners, self and others including recognition of environmental and personal safety risks, the implementation of infection prevention and control measures, and emergency first aid procedures that are in keeping with the plan of care/service plan and employers’ policies and procedures.

14. Identify and report situations of neglect and potential, alleged or witnessed/actual incidents of abuse of clients, family, care partners, and/or PSWs and respond in accordance with all applicable legislation and employer policies and procedures.

15. Use identified approaches and evidence-informed practices while providing client centred care to support clients experiencing mental health illness, cognitive impairment and/or responsive behaviours.

16. Apply knowledge of and commitment to continuous quality improvement and change initiatives, including the responsibility of ongoing and continuing professional development.

Program Design for Your Cohort Students can find their program design on the student Portal by following the steps below:

1. Log in to Student Portal 2. Click on ‘My Courses’ tab 3. Select ‘View Progress Report’ button

Courses are listed by level/semester. Students can also view courses for the most current program design for this academic year on the Conestoga College website. To find these courses, students need to scroll down the page to the ‘Program Courses’.



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Pathways and Further Post-secondary Education Opportunities Conestoga pathways enable students to build on their academic achievements in order to earn a degree or additional credential. Pathways are formed through agreements between Conestoga programs or partner institutions. View the transfer agreement opportunities for this program. There are a number of different opportunities available to students who want to continue studying at Conestoga. Whether you wish to transfer to another program or apply to a new program after graduation, Conestoga has established pathways to help you meet your goals. Conestoga Pathways information is available on Conestoga’s website.

Employment Opportunities Personal support workers contribute to the quality of life of individuals by promoting their independence and dignity; social, emotional and physical needs; mobility; personal appearance; comfort and safety. Graduates understand the roles, responsibilities and limitations of the personal support worker and work as a member of the health-care team, communicating effectively, and observing and reporting changes in clients' conditions. For more details on related occupations, job market information and career opportunities, see the Government of Canada website.

http://www3.conestogac.on.ca/degreecompletion/DegreeEntries?programID=64

https://www.conestogac.on.ca/credit-transfer/pathways.jsp

https://www.conestogac.on.ca/credit-transfer/pathways.jsp

http://www.workingincanada.gc.ca/


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2. Relationships

Communication and Contact Information

Riverside Glen Living Classroom Faculty and Staff Contact Information Coordinator: Amy Stiles [email protected]

University Gates Living Classroom Faculty and Staff Contact Information Coordinator: Sharon Clarke [email protected] Practice Application Specialist: Marilyn Arsenault [email protected] Program Administration Contact Information Chair of Nursing: Lynn Voelzing [email protected] 518-748-5200 Ext. 3434 Program Assistant: Megan Faulkner [email protected] 519-748-5220 Ext. 3437

Contacting Program team members

When contacting program staff outside of class time, please use Conestoga College e-mail or telephone. Your message should include the following information:

First and last name, Course and level, Brief description of reason for contact, Telephone number where you can be reached.

Student Email

All students are supplied with a Conestoga e-mail address. Communications from program team members will be via your Conestoga e-mail address or posted on Conestoga’s on-line Learning Management System – eConestoga. Official Conestoga communication via e-mail will use only your Conestoga e-mail address. Use only your Conestoga e-mail address or eConestoga when communicating with program team members. Students are expected to check their Conestoga e-mail regularly.

mailto:[email protected]






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If you are having problems accessing your Conestoga e-mail contact the Information Technology (IT) department at 519-748-5220 ext. 3444 as soon as possible.

Program Team Members Availability

Program team members are located in the program team office in the Conestoga area at Riverside Glen, on the lower level of the long term care building and in the Renard building (RIA), lower level at University Gates. Students are welcome to see individual program team members to discuss course work, assignments, or other matters related to their success at Conestoga. During the first days of the semester program team members will explain how you can contact them outside of class time. As program team members have diverse schedules, it is best to make an appointment to ensure they are available.

Procedures for Meeting with Program Team Members Most program team members share space in an open office arrangement. In the interest of respecting the work environment for everyone in this area we ask students to confirm by phone that the program team members member they wish to see is at his/her desk before entering the program team members workspace area. We thank you for your cooperation in adhering to this procedure. Students are not permitted to enter a program team member’s office or cubicle unless the program team member is present.

Student Engagement

Student Concerns/Issues We appreciate that concerns/issues may arise during the learning experience. Our goal is to collaborate – students with faculty and staff —to resolve situations of concerns quickly and to learn and improve from these situations. To achieve this goal, we need an effective problem-solving environment. This means: a. When a situation of concern arises, it needs to be raised immediately and discussed by the

individuals involved. This is the most important area for effective problem solving. **Problem-solving closest to the individual associated with the learning is the place to start.

b. Please see the “Student Concerns/Issues” section in the Student Rights and Responsibilities chapter of the college Student Guide for further details to be followed for the informal and formal procedures for the resolution of concerns and issues.

c. Please note that issues and concerns related to a placement site, its operation or its employees should first be brought to the attention of the Conestoga Field Placement Supervisor, subject to the additional procedures outlined in the following Sections on “Professionalism” and “Concerns Regarding Safety or Care/Service for Clients during a Practicum/Field Placement”.



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Student Representation CSI and Conestoga agree that a student has the right to invite a member of CSI to a student/faculty meeting, provided that 24 hours advance notice is given to faculty. This advance notice will ensure that all parties will have an opportunity to adequately prepare for the meeting.

PAC (Program Advisory Committee) Each program at Conestoga has a Program Advisory Committee (PAC), which is made up of industry and academic representatives, as well as current students. They meet several times a year to discuss the direction in which that industry is heading and any improvements that can be made to keep the program current. This helps to ensure that students are learning material that is relevant to their industry. At the beginning of each year, the coordinator of the program will ask for student volunteers. The coordinator will decide which students will represent years one and two. The student representatives are expected to attend the meetings. Students must prepare and submit a report based on guidelines provided by the Program Chair/Coordinator which will be presented at the meeting. Students are expected to be professional, dress in business attire and engage in discussions.

WIHSC (Waterloo Inter-professional Health & Community Student Collaborative) Conestoga College offers many unique and exciting opportunities for personal and professional growth. One of the things that contribute to the excellence of this college is the host of exciting extra-curricular opportunities that add to the culture of this fine institution. WIHSC (Waterloo Interprofessional Health & Community Student Collaborative) is one such club whose members strive to ‘learn with, from, and about’ each other. Membership of this active group is comprised of students enrolled in health, community, and social sciences programs at the Doon campus. Some of the most popular initiatives that this group regularly engages in are interactive simulation exercises, peer-mentoring, guest speakers, paper case studies and monthly meetings. To find out more about this exciting opportunity, please visit the WIHSC website. The website includes information on past events (pictures and videos) as well as how to get involved. Get involved, have fun, and learn more about the team members you will work with upon graduation! For more information, please contact your Program Coordinator.

http://www.conestogac.on.ca/health/pac.jsp

http://www.wihsc.com/


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Student Feedback Student feedback is an essential component of our continuous improvement process. Our opportunities for student feedback include:

Key Performance Indicators All college programs in the province are evaluated using Key Performance Indicators (KPIs) through the Ministry of Training, Colleges and Universities. This survey is conducted each academic year. Strategic goals to improve the programs are developed from these results. This data and other data specific to the campus and the program/school are collected so that Conestoga College can continually improve quality.

Student Appraisal of Teaching The Student Appraisal of Teaching (SAT) allows direct feedback from students on teaching for a particular course. Completion of the SAT form gives teachers and academic managers valuable information, to use for improving teaching at Conestoga. The SAT process occurs at semester-end. One quarter of the faculty is appraised per term, and each has two courses selected by their academic managers for appraisal. All teachers have a SAT review at least once every two years. Students complete either an electronic or paper copy of the SAT. A summary of results is prepared by Institutional Research. The report is sent to the Academic Manager who shares the report with the faculty member AFTER all marks for the semester have been collected. Continuing Education students may have an opportunity to complete a SAT form at the conclusion of each Continuing Education course.


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Class Cancellations

Class Cancellation due to Faculty Absence

All class cancellations due to faculty/staff absences will be posted in the Student Portal on the left hand side of first page which a student sees after logging in. These notices in the Student Portal will be the only general notifications of class cancellations due to faculty absences. Faculty/staff who will be absent will not be informing students of class cancellations through the eConestoga, Learning Management System.

Class Cancellations due to Inclement Weather College closure due to inclement weather will be announced on local radio stations (92.9; 88.3; 1460; 96.7, 105.3, and 1240). It is up to Associate Faculty and students to listen for campus closures. If the college is closed a message will be left on the campus switchboard after office hours. A notice will also be placed on the college website.

Personal notifications of class cancellations Students have the option of receiving special emails or SMS text messages notifying them of class cancellations due to faculty absences. To receive such personal notifications students must subscribe to this special service. To subscribe:

Log in to the Student Portal

Select Notifications under the Profile tab

Select the method by which you would like to be notified

Click Update. Note: To change the email address to which these notifications will be sent, select My Addresses under the Profile Tab, and change the default email address.




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3. Standards of Conduct and Professional Practice Guidelines for Student Use of Classrooms, Labs and Shared Spaces

Classrooms, Labs and the Village spaces all make up the formal learning environment. For this reason it is expected that these spaces be considered an extension of the professional world you are aspiring to enter. In keeping with this, when using classrooms, labs, and shared spaces:

Be mindful of your language and your attire; both choice of words and tone.

Discussions of an unprofessional nature or of unrelated topics should not take place, and will be

actively discouraged by Conestoga program team members and the team at Schlegel Villages.

Be considerate of other students, residents, families and the team when walking through the

halls or neighbourhoods by avoiding unnecessary noise.

No food and only bottled water (with a cap) in classrooms.

No food or drink in clinical lab areas, or in computer lab areas, or in shared spaces at Schlegel

Villages.

The materials and equipment from the lab must remain in the lab unless specific permission has

been given to use them elsewhere and they have been “signed out”.

Show respect for the learning environment, equipment, and shared spaces at Schlegel Villages.

Come prepared for lab and to review the related theory prior to coming to lab.

Leave rooms clean after each class.

Permission must be given by program team members before using any of the

materials or equipment in labs or classrooms.

Please remember that the labs and neighbourhoods are clinical settings. The

requirement for proper hand hygiene is always in effect.

Note: It is expected that students will take the opportunity to practice lab skills between lab classes. Past experiences have shown that students who practice are more likely to be successful.

Program Standards for Professional Practice

Preamble You are now embarking on a career that will provide you with many personal and professional rewards, and challenges, and brings with it a great deal of responsibility. As a Personal Support Worker you will be delivering care to members of our society who are often the least able to care for themselves, and who are the most in need of the kind of care you will be able to provide. The type of care and support you provide will make a huge difference in the lives of those you care for, their families, and their friends. Conestoga College School of Health & Life Sciences and Community Services has been given the mandate to prepare Personal Support Workers. The Province of Ontario expects the college to graduate Personal Support Workers who meet the standards that have been established for the profession.


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Personal Support Workers function in a dependent and interdependent environment. The majority of the time, the practitioner's involvement in the care at the recipient's side is of an independent nature, when direct supervision of an action is not always possible. There is an implicit trust by the client that the Personal Support Worker is an ethical, moral, and competent person. It is the responsibility of the School of Health & Life Sciences and Community Services to ensure that every graduate is capable of functioning in accordance with the professional standards expected of all health sciences disciplines. As students preparing to become professionals, it is imperative that behaviours and attitudes reflect standards that are endorsed by Conestoga College and your chosen profession. As a student of Conestoga College, you are a member of the college community and as such you have received a Conestoga Student Guide that includes Student Rights, Student Responsibilities, and the Student Code of Conduct. The Student Responsibilities section includes detailed information regarding plagiarism, cheating, and academic dishonesty. It is essential that you review this section and familiarize yourself with these responsibilities. It is expected that your conduct as a student will be reflective of the responsibilities listed. If you have any questions regarding any of them, please contact your Program Coordinator. Students are expected to behave in accordance with College policies in regard to behavior. These policies include:

Academic Regulations and Policies

Human Rights

Students’ Rights and Responsibilities In addition to all Student Responsibilities found in the Conestoga Student Guide, PSW students have the following obligations:

Complete the learning objectives, tests, assignments and all other forms of student work, with honesty and professional integrity;

Attend class, lab and clinical placement as scheduled;

Actively engage in classroom, lab, and clinical learning processes;

Demonstrate ethical and professional behaviour while attending class, lab, the Villages of Riverside Glen and University Gates and clinical placement; protect the integrity of the Program and the college;

Maintain the confidentiality of all classroom, lab, and clinical placement experiences, including use of any form of social media, and;

Seek clarification from program team members/administration when unsure of any of these standards.

A PSW student needs to: Contribute to positive team functioning and supporting colleagues; Conduct oneself in a way which promotes respect for the PSW role

If a student's behavior/conduct interferes with the learning process or in any way jeopardizes the safe environment of the classroom, lab or clinical setting, the student will be required to leave the class lab or clinical session.


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“Inappropriate Behavior” or unsafe practices may require the withdrawal of the student from the course prior to the end of the course. Consequently, the student will receive a failing grade for the course.

Safety and Security at the Village of Riverside Glen

In The Event of a Fire Alarm/Emergency 1. Conestoga program team members and students will stop and listen to the announcement.

2. If the emergency is in the Retirement side of the building (will be in the announcement)

remain in the classrooms and continue to listen for any further instructions.

3. If you feel more comfortable leaving the building you must exit via the Fire Exit door and

designated fire route as mentioned below.

If the emergency is in Long Term Care building:

The page will tell you where the emergency is.

You will then exit by the “Fire Exit” door.

There are emergency exit arrows on the walls to direct you to the “Fire Exit” door and a “Fire Exit” sign is at the Fire Exit door.

Parking Parking is provided at no charge for Conestoga College students at the Village of Riverside Glen. At the Village of University Gates, a parking pass needs to be purchased.

All students are to park in a designated area only. These areas will be identified during the first week of the program.

If all parking spots are taken, students must park in designated alternate areas. These areas will be identified during the first week of the program.

Under no circumstance are students to park in other parking areas other than designated areas. These

areas are for residents and family and many are owned and paid for by the residents.

Security Code Access to Conestoga College Areas at the Village of Riverside Glen Conestoga College areas at Riverside Glen are for Conestoga College Students only. The back door from student parking area is secured and entry can only be accessed by using the security code number. You will be notified of this security code the first week of class. Under no circumstance is this code to be shared with any other person who is not a student in your program.

Identification All Conestoga College students must wear their college picture identification badge while in the Villages of Riverside Glen and University Gates. Students must also have an available copy of their completed health passport and a clear VSS.


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Safety and Security at the Village of University Gates

In The Event Of a Fire Alarm/Emergency

Conestoga faculty and students will stop and listen to the announcement. If the emergency is in the long-term care side of the building (will be in the announcement)

remain in the classrooms and continue to listen for any further instructions.

If you feel more comfortable leaving the building you must exit via the Fire Exit door and

designated fire route as mentioned below.

If the emergency is in the Renard (RIA) building: The page will tell you where the emergency is. You will then exit by the “Fire Exit” door. There are emergency exit arrows on the walls to direct you to the “Fire Exit” door and

a “Fire Exit” sign is at the Fire Exit door.

Parking

A parking pass needs to be obtained. All students are to park in designated areas only. These areas will be identified during the first

week of the program.

If all parking spots are taken, students must park in designated alternate areas. These areas will be

identified during the first week of the program.

Under no circumstance are students to park in other parking areas other than designated areas.

These areas are for residents and family and many are owned and paid for by the residents.

Identification

All Conestoga College students must wear their college picture identification badge while in The Village of University Gates. Students must also have an available copy of their clear health passport and their VSS.

Remedial Use of the Clinical Learning Centre and “Make-Up Labs” Make-Up Labs If, for any reason, a scheduled lab is missed, it is the responsibility of the student to make arrangements for make-up experience. Students are accountable for the learning outcomes of psychomotor and experiential components of the lab. We realize there may be unforeseen circumstances necessitating a missed clinical lab learning opportunity. This procedure is designed to provide the student with an opportunity to catch up, and meet the outcomes. It is not designed as a replacement for the clinical lab learning.


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All make-up labs must be completed within two weeks of the student’s missed lab and/or prior to skills testing and clinical placements. Failure to complete the missed lab successfully at time of testing will count as one (1) unsuccessful testing attempt

PROCEDURE

1. Ensure the absence is reported on the student portal.

2. Review the Plan on eConestoga for expectations and activities associated with the missed

psychomotor and experiential lab learning.

3. Review the posted material on eConestoga (including the SPAT, Plan, rubrics, scenario’s,

checklists) for expectations and activities associated with the missed lab learning.

4. Review the required reading, video and other resources associated with the missed lab.

5. Meet with peer from the class who agrees to be your peer tutor. This peer will have met the

outcomes of the lab you missed and will assist you in the role of your lab partner in achieving

success with the unit outcomes missed.

6. Fill out the Psychomotor Missed lab Checklist on the Missed Lab document before beginning the

psychomotor component.

7. Book time in the Open Access Lab for at least 1 hour with your Peer Tutor. This may need to be

discussed with your PAS prior to booking.

8. Submit to the drop box in eConestoga

9. Be sure to “sign in” at the open access lab as the time will be tracked.

10. With the assistance of your Peer Tutor, perform the Psychomotor and Experiential Activity(s).

The Psychomotor activity is not complete until skill proficiency has been met.

11. To provide evidence of successful achievement of the outcomes, submit the completed missed

lab document to the “missed lab” drop box in eConestoga.

a. The Plan must be used as a basis for required evidence. For example, if the plan included

role playing the student must provide evidence of role playing to meet the outcome.

b. The evidence must reflect the learning achieved in the learning environment based on

the plan activities.

c. Successful achievement of the outcome will result in a green check on the PAT.

d. If outcomes are not successfully demonstrated the check on the PAT will remain red

demonstrating a failure to meet the outcome.

e. Failure to meet course outcomes may result in the students file being brought to

promotions as per the PSW handbook.

User Responsibility Regarding Clinical Learning Centre Maintenance All users are responsible for ensuring that the Clinical Learning Centre/Lab is maintained as safe and tidy environment. In particular:

All equipment is to be returned in the condition in which it was received; All beds are to be left in low position, neatly made, with furniture positioned appropriately; Manikins are to be handled carefully (and not placed on the floor); and


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Chairs are to be stacked safely in designated areas when not in use.

All materials borrowed by Instructors and students for use outside the Clinical Learning Centre must be signed for and returned to the Centre in good condition within the specified time.

Students are responsible for the replacement of damaged or lost equipment in the Clinical Learning Centre, or community agencies. (E.g. Student drops and breaks IVAC thermometer.)

Uniforms, Grooming and other Professional Standards Uniform Regulations

Full uniform must be worn in clinical areas and college simulation labs. Bottom of the pant hemline must be sewn above the sole of the shoe. Warm-up jackets or sweaters that coordinate with the uniform are acceptable, but must

not be worn during direct care. Head coverings must be neutral. If ¾ length shirts or t-shirts are to be worn under the designated Personal Support Worker

uniform they must be black, grey or spruce green.

Dress Requirements for Labs and Clinical Placements

In order to maintain these as safe, professional spaces, appropriate dress must be worn. The purpose of this dress code is to insure the safety of the student, program team members, and staff, and also to prepare them for the clinical environment. The dress code is designed to comply with infection control procedures, workplace health and safety considerations, and professional safety. All lab areas are covered by this policy for all programs in the School of Health & Life Sciences and Community Services. Program team members and PAS reserve the right to ask students who do not conform to the uniform policy to leave the clinical, community, or lab setting. Time missed must then be made up by the student.

Dress Code for Agencies not requiring Uniforms

Conestoga identification (name tags) must be worn and visible at all times in all clinical settings. Identification must include first and last name and designation. Institutional Photo ID may also be required, at the discretion of the institution.

Wear comfortable, low-heeled shoes with closed toes and heels. Street clothing should reflect a professional appearance.

The following are not appropriate for these settings: jeans, tights and leggings, sweat pants,

tracksuits, warm-up suits, collarless t-shirts, ankle socks with skirts, revealing necklines or

short skirts. Requests for accommodations of this regulation (e.g. for religious or disability reasons) will be considered within the framework of the Conestoga College Policy for Human Rights. Program team members reserve the right to ask students who do not conform to the uniform policy to leave the clinical community or lab setting.


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Transportation of Uniform to and from Clinical Settings

It is important that your uniform be clean when arriving on the unit or neighbourhood. It is equally important that a soiled uniform (that is, one that has been worn for client care) not be worn in a public place. Uniform shoes are NOT to be worn outside of Riverside Glen or University Gates.

In the clinical setting that allows uniforms to be worn to and from work, the student must ensure that the uniform is covered when outside of the clinical setting (ex. With a knee-length coat) and that the student is traveling directly between the clinical setting and home.

In the clinical settings that require the student to change at the agency, the student will wear street clothes in to the setting and when returning home. The uniform is to be kept in a protective covering during transit.

It is the responsibility of the student to review the particular agency policy regarding wearing the uniform to and from the agency setting.

Footwear Uniform shoes must be clean, and black or white in colour, slip resistant with closed toes and heels. Shoes worn with the uniform are not to be worn outside of the agency. Clogs (wooden or other), boots, and “crocs” do not meet the definition of acceptable footwear.

Identification Conestoga identification (name tags) must be worn and visible at all times in all clinical settings. Identification must include first and last name, and designation (e.g. PSW Student). Institutional Photo ID may also be required, at the discretion of the institution.

Jewelry Jewelry can be a source of bacteria and injury to students and clients. For these reasons the following restrictions related to Jewelry are necessary:

NO rings, other than a plain wedding band;

NO chains , necklaces or bracelets;

NO facial or oral Jewelry.

Watches may be worn on the wrist or uniform, except when giving direct care. Watches

worn on the wrist must first be removed.

One (1) pair of studs with no dangles only, may be worn in the ears.

Personal Hygiene Students are expected to meet hygiene requirements during class, lab and practicum hours.

Maintain personal cleanliness by bathing daily.


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Oral hygiene (brushing of teeth) required.

Use deodorant / antiperspirant to minimize body odors.

No heavily scented perfumes, colognes and lotions. These can cause allergic reactions, migraines and respiratory difficulty for those participating in class, lab and practicums.

Wash hands after eating and using the restrooms.

Hair During care it is important that hair not fall forward potentially contaminating clean/sterile areas. For this reason, hair should be neat, clean, and kept out of the eyes. If hair is long, it should be tied back and secured with small, plain clips. Long pony tails should be secured up on the head, and not allowed to dangle onto a patient field of care. Hair colour must be of a natural shade (i.e. no green, blue, pink, etc.). Students must be clean shaven or have neatly trimmed beards and/or moustaches.

Fingernails

Nails should be kept short, not past the fingertip, and clean.

Nail polish, nail jewelry, acrylic or artificial nails, are easily dislodged or chipped and thus

harbour microorganisms. For this reason these items are not permitted in the clinical

environment.

Fragrances Personal fragrances (perfume, colognes) and scented hair products should not be worn as fragrances can cause problems for those with allergies.

Smoking Smoking in the agency setting at the Villages of Riverside Glen and University Gates is against the law and violators may be subject to a fine. As health care workers you need to model a healthy lifestyle. Smoke in designated areas only.

Chewing Gum Chewing gum is not allowed in the clinic, lab and placement or in the shared space of the Villages of Riverside Glen or University Gates.

Food and Beverages Food and beverages are allowed in designated areas only. (E.g. Staff lounge areas, café, etc.)

Cellphones/Smartphones Cellphones and/or smartphones for personal use are not permitted at the Riverside Glen or University Gates’ classrooms orin the lab.

Please Note: Purses, coats, knapsacks, and extra books are to be left in a student locker and are not permitted in labs.


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Academic Integrity and Plagiarism Academic honesty is expected and required of all Conestoga students. In order to maximize your success as a student, it is critical that you familiarize yourself with the Academic Integrity Policy found in the Conestoga Student Guide. This guide has been provided to you during orientation and is available on the college website. The Academic Integrity Policy provides a detailed description of the following:

Scope of academic integrity,

What academic integrity means,

What types of behaviours constitute a breach of academic integrity,

The penalties associated with breaching academic integrity.

After reading this information, if you do not fully understand what is meant by academic integrity, and what is required of you to maintain academic integrity, please speak with a faculty member or your program coordinator. Please note that maintaining academic integrity is very serious, and that it is your responsibility as a Conestoga student to know the Academic Integrity Policy and to initiate help if you do not fully understand it. Below are a few hints to help you avoid breaching academic integrity. Make sure that you recognize information that requires referencing. Example Required Referencing

Milk is good for you. General information in the public domain. Does not require referencing.

“According to Health Canada milk beverages provide the nutrients needed for healthy bones and optimal health”. Health Canada. (2008). Canada’s food guide: Milk and alternatives. Retrieved May 17, 2011 from http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/choose-choix/milk-lait/index-eng.php

Direct quote right from a published source. Requires a reference.

Consuming milk every day provides the nutrients that you need for healthy bones and optimal health. Health Canada. (2008). Canada’s food guide: Milk and alternatives. Retrieved May 17, 2011 from http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/choose-choix/milk-lait/index-eng.php

Information that has been put into your own words, but offers information outside of public domain related with specialized knowledge. Requires a reference.

Whenever you refer to material from another source, whether book, journal article, video, newspaper, or electronic publications, you must acknowledge your source using proper citations and references. The APA style is the format most often used in the health and social sciences. Please visit the Conestoga Learning Commons for assistance with the APA format, or visit their website for help.

If you work collaboratively with others on an assignment, including in class assignments that

expect independent submission, make sure that you do not copy words or ideas from others

intentionally or by accident.

Make sure that you read the Academic Integrity Policy located in the Conestoga Student Guide, and that you fully understand it. The policy describes additional behaviours that represent a breach of academic integrity.


https://www.conestogac.on.ca/learning-commons/



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Copyright – What Students Need to Know

Photocopying and scanning at Conestoga are governed by the Copyright Act, an agreement with Access Copyright, and the Association of Canadian Community Colleges’ Fair Dealing Policy. Under the terms of our Access Copyright license which gives the broadest permission: You can photocopy or scan the following:

Up to 10% of most published works

One chapter that is greater than 10%, but no more than 20% of the book

One article, short story, play, poem or essay from a book, magazine or journal issue containing other works

One newspaper article or page

One entry from an encyclopedia, dictionary, annotated bibliography or similar reference work

One drawing, sculpture, painting, print, architectural work of art or work of artistic craftsmanship from a larger volume containing other works.

Cumulative Copying If you copy 10% of a book today, 10% next week, 10% the week after that, and so on, this is called cumulative copying and it is not allowed. The copy limits apply to an entire academic year, so once you reach the limit for an item, you can’t copy more until the next academic year. You cannot copy or scan the following:

Workbooks or study guides that are intended for one-time use

Instruction manuals

Sheet music and original artistic works including photographs or prints

Advertisements

Business cases

Any of the items on the Access Copyright Exclusions list You can find all of this information and more on the Copyright for Students web page. If you have any questions about copyright or the limits of copying on campus, contact James Yochem,

Copyright Coordinator, at [email protected] or 519-748-5220 ext. 3746.

http://exploreguides.conestogac.on.ca/studentcopyright



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Safe Practice Safe practice is part of professional practice. It is an expectation of everyone who is or wants to be a professional. There are a number of policies and procedures associated with practical training in your program that have been developed to ensure your safety and the safety (physical and emotional) of those around you. These will be reviewed with you during your program. The following basic procedures are outlined for your attention and follow-through:

1. Your personal safety begins with the use of professional attire and foot wear and with your attention to the health and safety expectations that may be identified throughout the College.

2. Help us have a safe and pleasant environment by wiping up spills, by ensuring lap top cords do not snake across walking areas and by reporting equipment or facility problems when you see them. Concerns such as these may be reported to the Program coordinator.

3. Specific dress codes, personal protective equipment and specific codes of behavioural conduct may apply to certain programs; failure to follow these may result in your inability to participate in a lab, class or experiential learning activity.

4. Safe work practices are to be followed during all training; follow the direction of your Team Members. If you have a practicum, your faculty/staff will ensure that you are aware of safe practices and safety precautions and procedures. This includes problem-solving by the Responsible Faculty, Staff and Program Coordinator with the College’s Occupational Health & Safety Department as required. For example, should outside temperatures during the summer become unusually hot, very high temperatures may occur in some workplaces; this could require that specific steps be taken to ensure a safe working environment.

5. All safety-related accidents, incidents, and near misses must be reported to the Conestoga College Responsible Person-in-Charge immediately. This is an opportunity to problem-solve about how to avoid these areas of concern for the future.

Professional Conduct - Use of Social Media and Cell Phones To ensure a quality and respectful learning environment both in the classroom and in field placement, the use of cell phones and laptop computers for social networking can only be used during break times, before/after class and outside of children’s play areas (indoors/outdoors) in field placement. Laptops and other forms of technology can be used in the classroom when the use pertains to the content and processes of learning facilitated by the Team Member. Faculty/staff reserve the right to remove and hold any technology device that is a disruption to the class until the end of class.

Social Media Policy

Social media has many advantages for a professional. It can be used to network, to resource information and keep current

As a student and future professional, it is essential to maintain professional boundaries in all communication, including social media.

BE AWARE:

“Electronic messages are not anonymous. They can be tracked, misdirected, manipulated and live forever on the internet. Social media sites create and archive copies of every piece of


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content posted, even when deleted from online profiles. Once information is digitalized, the author relinquishes all control.”

“Online identities and actions are visible to the public and can result in serious repercussions or embarrassment. As the Office of the Privacy Commissioner of Ontario notes, users may intend to share their online existence solely within their own network, but in theory anyone can access the user’s musings, photos and information. Further, the words can be altered, forwarded and misquoted.1

Ensure that your posts reflect you as the professional you are and wish to become – if a potential employer were to see your posts.

1. Many types of social media encourage instantaneous, casual dialogue. It is important to remember that even an innocent comment may be easily misunderstood

2. Assume that information you post or send can be accessed or altered by anyone. 3. Consider whether any posting may reflect poorly on you, your school, or your profession. 4. Avoid online criticism about other students, colleagues, professors or field placements. 5. Avoid impulsive, inappropriate or heated comments. 6. Pictures should not be taken, posted to social media sites or shared without the express

permission of all individuals involved. 7. Remember that online sites you visit are not anonymous. 8. Make sure your online name and email reflect professionalism. 9. Ensure that your postings will not be considered harassment or defamation of a peer, colleague,

faculty or others.

Maintain privacy of all care and service activities when in practical work experiences:

1. Do not take or post any pictures while on placement or involved in lab activities

2. Maintain client-provider relationships and boundaries. The addition of a client to a ”friendship” status online is unacceptable.

Please respect the fact that your faculty and staff will not invite you to their personal web pages when you are a current student (Keep faculty and staff as resources to connect with after you have graduated or after you have left the college)

Cell Phone Policy Students should respect their professors, staff and other instructors by following program policy and not use their cell phones for personal use during class time. This is representative of the professional manner in which you are expected to act as you prepare to enter the workforce. Students should refrain from bringing their cell phone into a test or examination. Phones should be left in your locker or left in your bag at the front of the classroom. In the event of an urgent need to keep your cell phone with you during a test (parents with young children, students experiencing a family emergency, etc.) please speak to your professor/Team Member as soon as you enter the examination

1Professional Advisory. 2011. Use of Electronic Communication and Social Media. The Council of the Ontario College of Teachers.


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room. Those who have been permitted to bring a phone into the classroom will likely be asked to either leave the phone with the professor, or they may be permitted to leave their phone out on their desk where it is visible to the professor and proctors. In any case, students are not permitted to touch or answer the phone without raising their hand to ask for the professor/proctor’s permission. If you are found to have a cell phone in your possession during an examination that has not been declared, you will be asked to leave the examination room, and will be given a zero on the assessment.

Student Protection Acknowledgement

A Student Protection Acknowledge confirmation pop-up will appear once an applicant/student logs into the Student Portal. A PDF directs students to policies and procedures relevant to their academic responsibilities. Policies and procedures are searchable on Conestoga’s website. Students are advised to review and comply with all policies and procedures including the following: • Academic Dispute and Resolution Policy/Procedure • Academic Integrity Policy • Academic Recognition Policy • Academic Credential Procedure • Clearance of Academic Deficiency Policy/Procedure • Co-operative Education Policy • Discontinuance Policy/Procedure • Eligibility to Participate in Co-op Work Terms Policy/Procedure • Evaluation of Student Learning Policy/Procedure • Grading Procedure • Graduation Requirements and Convocation Procedure • Honours Policy/Procedure • Program/Course (Cohort) Withdrawal Procedure • Student Concerns and Issues/Procedure • Student Fees Policy • Student Feedback Policy • Violation of Academic Integrity Procedure


http://www.conestogac.on.ca/


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4. Attendance and Student Success Strategies

Characteristics of Successful Students In order to assist students with their transition from previous endeavours to their studies in the Personal Support Worker program, and prepare students for professional success in their chosen fields of study, the following characteristics of a successful student have been identified as follows:

1. They attend class regularly and they are on time. If they miss a session, they feel obligated to let the instructor know why, and their excuses are legitimate and reasonable. They make sure they get all assignments they missed, and make sure they understand specifically what was covered in class.

2. Successful students speak in class, even if they feel personally reluctant to so. They often ask the questions that many others in the class are bound to have.

3. They see the instructor before or after class about grades, comments made on their papers, and upcoming tests. Sometimes they just want to ask a question or make a comment relative to the class discussion.

4. Successful students turn in assignments that look neat and well presented. Their assignments are a reflection of a caring attitude and pride in their work.

5. They are attentive and polite in class. 6. All work and assignments are turned in on time. Successful students complete all work. 7. Check college email, eConestoga and student portal on a regular basis.

Adapted from: Innovation Abstracts, Vol. X, No. 1

Attendance Health Sciences Programs are based on a competency-based curriculum with defined learning outcomes, which place a great deal of emphasis on students attaining the theoretical and practical skills required to enter the profession. Success in a program depends on students being able to demonstrate that they have met these learning outcomes. Students who are absent from class, lab, clinical, and community experiences place themselves in academic jeopardy of not meeting the competency-based learning outcomes of the Program. Students are therefore expected to attend all classes, lab, clinical, community practice, and field placement experiences as scheduled by the program. Students who do not meet this obligation are required to discuss with the specific program team member how the learning outcomes are to be met for the particular classes, lab, clinical, and/or community experiences missed. Failure to do so will jeopardize the student’s eligibility to continue in the program.

Punctuality


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Students are expected to arrive on time for classroom, lab, clinical and community experiences. Repeated late arrivals may result in the student being denied access to the classroom or clinical experience. An Interview Record will be initiated.

Attendance for Evaluations

An evaluation is defined as a test, exam, presentation, or any other formal assessment that requires your presence in a class or lab. Evaluations are critical components of each course and overall success for you in your Program. The School’s approach to requirements for attendance at evaluations reflects the expectation that, as emerging professionals, students must demonstrate a professional attitude and attention to evaluations in the same manner that will be expected of them in their future work as a professional; similar to requirements of workplace procedures. Consequences for missed evaluations are balanced against reasonable support where it is warranted. In order to support student success:

Evaluation and presentation dates are scheduled and communicated at the beginning of each semester.

Unplanned extenuating circumstances involving the college, the program, or the program team members, that may require changes to the course schedule, will be communicated to students.

In support of the development of professionalism, students are required to take all evaluations at the scheduled times.

Students who make personal commitments that conflict with the evaluation dates or assignment deadlines do so at their own risk.

There will be no special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans).

Students who wish to reschedule an evaluation or a presentation due to a religious holiday are required to discuss the situation with program team members within the first two weeks of the semester.

Academic accommodations are provided to students with documented disabilities through the Accessibility Office.

The following procedure sets out expectations and implications should you miss an evaluation:

Notification for Absence from Evaluations Students are required to notify the program of absence from any evaluation for any reason.

Notification must be received prior to the start of the evaluation.

Failure to do so will result in a mark of zero being assigned.


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Notification procedure Log into the student portal and click on the Absence tab and indicate that you will be absent from class on a day that has an Evaluation. You will receive a confirmation email that you have recorded your absence for that day.

Note:

Your professor will be aware of your absence from an evaluation by your lack of attendance and because you have entered your absence using the online Absence Recording System on the Student Portal.

The Absence Recording System shows you as being absent for the day, starting from the time that you record your absence. (For example if you record your absence for that day at 11.00 AM the system will show you as being absent for all classes starting after 11.00 AM that day.) If you are then going to be present for a later class on the same day, you will need to inform your Instructor of your presence in that class.

The earliest that you may record your absence for a particular day is after 8 PM on the preceding day.

Follow-up after Reporting Your Absence from an Evaluation

You must make contact immediately with program team members to explain the reasons for your absence and to arrange a meeting.

If there is a concerning pattern of absences, you will be asked to meet with the program coordinator. This may result in the need for you to provide documentation verifying the reason for your absence, in accordance with the requirements specified in sections below titled “Evaluations worth 20% or more” and “Evaluations worth less than 20%”.

Program team members will then make alternative evaluation arrangements as appropriate and you will complete any necessary forms.

Students are required to complete the alternative evaluation as scheduled.

If the evaluation is to be conducted in the testing center, you will be asked to show your Conestoga ONECard before you are permitted to write the test.

Tests will be made up in the college Testing Centre in the following week, or by individual arrangements with program team members.

Religious Holidays Students are permitted by Conestoga policy to be absent from class to observe a recognized religious holiday. Any student who is unable to attend classes or participate in an examination, study, or work requirement on some particular day or days because of religious beliefs will be given the opportunity to make up the work that was missed or do alternate work/examinations subject to timely notification.

Conestoga recognizes all religious holidays as defined by the College Employer Council. see http://www.thecouncil.on.ca/articles/150

It is the responsibility of the student to:

a. Plan ahead and be aware of the dates of all examinations and other course obligations;

b. Advise the program team member that he/she will be seeking accommodation to observe a recognized religious holiday and make a request in writing to your Program Coordinator within the first 3 weeks of the semester and prior to the dare of assessment that falls on the religious

http://www.thecouncil.on.ca/articles/150


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holiday. Exceptions based on extenuating circumstances must be approved by the Chair.

Documentation to Substantiate Your Reported Absence

Evaluations worth less than 20% Missed evaluations worth less than 20% of the student’s final grade will be rescheduled once per program semester, subject to the proper communication as described above. Note:

Once per program semester means that only one absence for an evaluation will be accepted across all courses in a program, for a semester. Implications of major illnesses or personal circumstances impacting several course evaluations at one time, will require discussion with the program coordinator prior to arranging alternative evaluations.

If an evaluation cannot be rescheduled (for example an experiential activity or

participation in a group presentation) reallocation of marks will be determined by program team members. This will be documented on an interview record and signed off by both faculty and student.

If more than one evaluation that is worth less than 20% is missed, documentation

requirements for evaluations worth 20% or more apply.

Evaluations worth 20% or more Any student who misses an evaluation worth 20% or more will receive a mark of zero unless the reason for missing the evaluation, and the accompanying documentation verifying the reason for the absence, are deemed acceptable by the program. Examples of reasons deemed acceptable include incapacitating illness, death of a close family member, and a required court appearance Note:

If an evaluation is missed due to illness, the health care professional attesting to the illness must have firsthand knowledge of the situation and direct involvement with the treatment/management of the condition. For example, a note from a clinic provided by a physician seeing the student for the first time, after the illness has resolved, is unlikely to meet the program standard for documentation.

Acceptable reasons for Absence

1) Illness: Students experiencing health concerns that prevent attendance should notify their professor/staff of their absence in advance and be prepared to present a certificate from a physician in the event of missing any form of assessment.

2) Compassionate Leave: Requests for a Leave of Absence to attend to family illness, death or family problems are granted. These requests will be submitted to the Professor who will consult with the Program Co-ordinator and/or Chair if necessary. A Leave that impacts clinical experiences may affect success in the semester.


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3) Jury Duty: Any student who receives a summons for Jury Duty should bring the document to the Chair to assess if it can be arranged to have the student excused if such duty interferes with the progress in the program.

Note: Scheduled vacation and work commitments are not acceptable reasons for missing or rescheduling a test/examination or any other type of evaluation.

Assignment and Testing Policies

The expectation of Health Professionals is that they complete assigned work competently and in the allocated time, or that they anticipate any difficulty in meeting deadlines and notify the appropriate person(s).

The following policies regarding assignments reflect this belief and are designed to ensure that graduates of the programs meet these expectations.

Written Assignments

Students are required to submit all written assignments on or before the date and time specified.

Students should anticipate problems that will necessitate an extension of time. If an extension of time is required, students will make this request to the appropriate teacher prior to the due date.

Assignments that do not meet the above criteria will lose 10% of the value of the assignment for each day late.

All written essay assignments must be submitted through Turnitin – if not submitted through Turnitin the student will receive a ‘0’.

Assignments must:

Be typed, double-spaced, one-sided and in APA @Conestoga format

Be bound or submitted electronically as per teacher’s instructions.

Not include any identifying information regarding clients.

Submitting Assignments

Students are expected to submit all written assignments on or before the date and time

specified. Students should anticipate problems that will necessitate an extension of time. If an extension of time is required, students will make this request to the appropriate instructor

before the due date. Extensions will not be given if the request is made on the date it is due. Any student requiring more than two extensions will be required to meet with the coordinator.

Assignments that are late and do not meet the above criteria will lose 10% of the value of the assignment each day that it is late (not counting weekends). For example if the assignment is worth 15% of the total grade and it is one day late, 1.5 marks will be deducted for lateness.


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Working together on Group Assignments

Students will often work with their fellow peers on various assignments/projects throughout the program. Each group member is responsible for ensuring that he/she has an equal role in the group. All students in the group should review the completed work before it is submitted/ presented. When issues/concerns arise during the group process, it is the responsibility of group members to contact the course professor for assistance prior to due date.

Importance of Test and Presentation Dates Test and assignment dates are scheduled at the beginning of each semester. Unplanned extenuating circumstances involving the college, the program, or the faculty may require changes to the course schedule. If this occurs, students will be notified.

Test Procedures In view of the large number of students enrolled in Health Sciences Programs, it is necessary for security purposes to establish and to maintain an academic security system for students who are writing examinations.

1. The following identification is acceptable for student entry into examinations: a. Conestoga ONECard. (most preferred) b. Age of Majority Photo I.D. c. Driver’s License Photo I.D.

2. The identification will be a composite of the student’s photograph and/or signature. The identification will be shown to assigned proctors before entry into the examination.

3. No personal belongings other than what is needed for the test will be permitted in the examination room. For example, books, binders, pencil cases, purses, bags, coats, etc. must be left at the front of or outside of the test/examination room.

4. Students will need to have HB lead pencils (sharpened) an eraser, (and highlighter if desired), – no other materials including pencil cases, cell phones, etc. will be in the room. Students will not be allowed to share materials. (I.e. eraser, pencils and calculators.

5. Electronic devices, such as, iPod, text messaging, cell phones, translators, will not be permitted. 6. Each examinee must sign-in. 7. No talking during the test/examination is allowed. 8. Do not begin or open packages until instructed to do this. 9. Before leaving, submit examination materials, including examination booklet, Parscore sheets

and spoiled Parscore sheets and pencils.

10. When returning these materials, only one examinee at a time can be checked out; please be patient while waiting.

11. If an examination review is requested after marks are posted, contact your Instructor. Examination/test marks are usually posted within two weeks from the date of writing.

12. The final examination results will be posted prior to the two-week period. It is each student's personal responsibility to obtain his/her own mark through the Student Portal.

13. Students arriving late to write tests will NOT be granted an extended time for writing. The test must be completed within the scheduled timeframe.


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14. Requests for review of test papers may be arranged with individual Instructors within two weeks of writing the test and not immediately prior to supplemental work.

15. Be sure to follow the directions accurately for completion of the Parscore Answer Sheet. Students will be responsible for their own errors and if using Parscore the Answer Sheet will NOT be hand-marked.

16. You are requested to mark your correct answer directly on the Parscore answer sheet. You may write on the test paper but you may not write your name on it.

17. Accommodations in the examination procedure are made by Accessibility Services for students, as prescribed by the Accessibility Services Department.

18. A test may only be reviewed before the next scheduled test. Faculty will not review all semester tests with a student immediately prior to final exams. Final exams may only be reviewed after all supplementals are written.

Note: Any cheating during the course of an examination/test will be addressed according to

procedures found in Conestoga Student Guide.

Faculty Returning Tests and Assignments In order to support student success, students will be given continual feedback on their progress throughout the semester. Individual program team members will inform students, in class, how/when tests and assignments, and/or marks on them, will be returned. Students who have questions about tests/assignments/grades should follow the process outlined below:

Within 5 days, send an email to the program team members, indicating the area(s) of clarification required, or;

Initiate a meeting with the program team members to discuss and bring pertinent information (assignment, mark sheet, etc.) to the meeting.

Use of Time between Classes Students are encouraged to use breaks between classes for personal needs (food, washroom, phone calls, emails etc.) but also for group work, studying, lab practice or connecting with program team member, clinical placement PAS, etc.

Methods of Evaluation Methodology for evaluation includes:

• Presentations– enhances group work and clear, concise spoken communication. • Written assignments • Observation of clinical and lab performance • Preparation and participation

Types of Evaluation Two types of feedback are used to evaluate the student's care practice performance.


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Formative Formative evaluation is an ongoing process whereby the instructor and student collect data during the learning phase of the student's practice. Students will submit weekly reflection/feedback forms. A midterm formative evaluation may be completed as well. The instructor monitors the student's progress toward achievement of the semester/program outcomes, and provides on-going feedback to the student on a regular basis.

Summative This is the final evaluation at the end of the practice experience. Summative evaluation is the documentation of the behaviour the student has mastered and the behaviour that the student must improve or change. This evaluation should contain all the information that has been shared with the student during the period of learning which has been documented during the course of the semester.

Several forms are utilized to document a student's progress. Formative and summative evaluations for practice experience are kept in the School of Health and Life Sciences & Community Services in the student’s file.

Progress Note:

This document will be completed at the discretion of the Program Team Member, coordinators, or Program Chair when a student's practice and/or classroom performance or behaviour is:

a. Of Concern. b. Unacceptable. c. Unsatisfactory.

This document supports your success; the information in the progress note will be shared with the coordinator and other faculty/PAS. Clearly identified goals will indicate what action must be taken if he/she is to be successful in the semester. After viewing and signing of this form, the student must return within 48 hours and it will be kept in the student’s file

Tracking Forms This is initiated by the student and completed in collaboration with the PAS as the process for documenting formative evaluation data/analysis of each of the student's practice experiences.

Summative Evaluation This document is completed by both the student and the PAS at the completion of the experience as the process for documenting summative evaluation data/analysis of the student's practice experiences over the semester.

Evaluation of Clinical/Lab Skills

a) Definitions Independent Practice: Student practices on own time without supervision.

b) Supervised Practice: Student practices a skill under direct PAS supervision allowing for input from

PAS either by questions or demonstration.


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c) Return: Student performs the skill unassisted in the Clinical Lab setting. The PAS r is present to

observe and may provide minimal input while the student is doing the procedure. Student

performance will be tracked.

d) Practicum/Scenario: Student demonstrates performance competency in a realistic, yet controlled

laboratory setting.

Criteria for Tracking Clinical/Lab Skills In order to be considered satisfactory in the performance of clinical/lab skills, students must meet certain criteria. Some criteria are appropriate for all skills, and some are more specific to a particular skill. The following are criteria for all clinical skills:

a. Be prepared to discuss the principles for any of the actions performed. b. Appropriate observations and assessments of the patient/ client must be made. c. Any break in previously learned principles i.e. asepsis, body mechanics, etc. if not recognized and

corrected by the student, is considered unsatisfactory. d. , logical sequence and accomplish the goal in a reasonable amount of time. The procedure must

be carried out in a reasonable amount of time. e. The student must evaluate the client's response to the procedure when appropriate. f. Principles relating to the comfort and safety of the client must be followed. g. The student must demonstrate appropriate professional behaviour and communication skills

during all clinical/lab experiences. h. Tracking of clinical/lab skills occurs in all lab courses. Students must be deemed successful in

performing all practice skills to achieve an overall pass in the lab course. Students may be offered the opportunity to repeat a lab course at a regularly scheduled time in a subsequent semester. Students who fail a lab course may not be permitted to attend supervised clinical experiences at clinical placement sites.

Satisfactory Criteria

The student demonstrates a consistent pattern of performance, which indicates knowledgeable, safe, competent, care for clients and families within the identified learning outcomes.

Unsatisfactory Criteria

The student does not consistently demonstrate performance that indicates knowledgeable, safe, and competent care for clients and families in one or more of the stated learning outcomes.

If the student’s behavior and/or conduct interfere with the learning process or in any way jeopardize the safe environment of the clinical setting, the student will be required to leave the clinical area.

Inappropriate behavior or unsafe practices may result in withdrawal of the student from the clinical setting prior to the end of the course. Consequently, the student will receive an unsatisfactory grade for the course.

Late Submissions of Practice Written Work Circumstances that result in late submission of practice work will be evaluated as follows:


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1. A first late submission will be noted on the formative/feedback evaluation. 2. A second late submission will result in completion of an interview record. 3. A third late submission will result in an unsatisfactory grade in practice

Practice and Campus Clinical Attendance Attendance at Long Term Care placement, pre-graduate experience, experiential and psychomotor laboratories is considered an evaluation opportunity. 1. During clinical placement, students are to remain on the agency premises.

2. Attendance will be carefully monitored throughout the program. Absenteeism will jeopardize the

successful completion of Clinical Practice. Students who are absent for the orientation to the agency shall not proceed in the placement and will be deemed unsatisfactory in the course.

3. Absence verification may be required. Permission from the student’s physician to return to school

may be requested.

Clinical Remediation Process Practice Application Specialists are committed to provide students with clinical experiences that enhance learning as well as to ensure the safety of clients in the clinical setting. The program is designed to ensure that students are equipped with optimal theoretical and practical knowledge in order to provide safe care to clients. Students who are deemed by their PAS as not meeting safety and/or clinical outcomes may be removed from the clinical area. To facilitate student success, a student may be entitled to remediation, with the goal of returning to the clinical setting and completing the course. While this process is meant to support student success, it does not guarantee a pass in the course.


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5. Academic Progress through the Program

Academic Standing and Promotion The Conestoga Student Guide is your first source for information concerning academic regulations, policies and procedures. The Conestoga Student Guide is available on the college website and by visiting the “Student Guide” tab in your Student Portal.

Achievement

Students must attain the minimum passing grade stated on each Course Outline (65% in all the core PSW courses; usually 55% in other General Education courses)

Students who have met all course requirements at each level will be promoted to the

following level or graduation.

Promotion Process The courses in the Personal Support Worker Program are designed to be taken in a certain order, since the content of a number of the courses builds on the content in some of the preceding courses. A student who fails certain courses may not be permitted to go on to some of the subsequent courses before achieving a Passing grade in the course they have failed. This may mean that such student will have to drop to “part-time” status, or even be suspended from the Program, and resume their full-tine studies with the next group of students entering the Program. Part-time students must discuss the order in which they are taking courses with the Part-time PSW Program Coordinator before enrolling in courses.

Requirements for Taking the Clinical Practicum Courses All the lab and theory courses must be completed successfully each semester before a student can

take the preceptored Pre-graduate Consolidation at the end of semester two. Promotion is the advancement from one semester of the program to the next, after a process of evaluation which ensures that specific program objectives have been met. Promotion is based on academic achievement, satisfactory clinical performance, and professionalism. If there are concerns about whether a student has met the requirements to advance to the next semester in the program, the question of promotion is referred to a Promotion Committee comprising of all the full-time and part-time program team members in the program, as well as the Program Coordinator, and the Program Chair.

Note: The nature of the work of Personal Support Workers requires that they be in good mental and physical health in order to provide the necessary care for others. Students who are not in good physical and mental health may not be able to meet the Learning Outcomes of the program.



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Reasons for Students Progress Being Reviewed By Promotion Committee The Program Team members and student will discuss the recommendations prior to the Promotion Committee meeting. Reasons for a student to be presented at the Promotion Committee include:

1. Failure of a theory course and/or practice course. 2. Excessive accumulated Program total of absent hours from class, lab, or practice, which

affect meeting the program outcomes and may result in an extended program. 3. Failure to follow through on previous Promotion Committee recommendations. 4. Unprofessional behaviour.

The Promotion Committee’s recommendations may include any one or a combination of the following:

Complete make-up work for all missed skill lab experiences. (Please note that all missed

skill lab learning experiences must be made up to receive a satisfactory grade.)

Probationary Status for next practicum course or for the remainder of the practicum courses. Probationary Status requirements must then be met for the student to continue in the Program.

Incomplete or In Progress grade for the course, with specific requirements to be met for a final

grade to be assigned.

Repeat the course at the earliest opportunity.

Follow through with counseling (academic and/or personal).

Follow through with health measures as recommended.

Eligible to continue in the program.

Discontinue from the program. Note. Any Student who has been asked to leave a clinical placement is in jeopardy of being discontinued.

Failure to successfully complete recommendations of the Promotion Committee will result in discontinuance from the program.

Supplemental Work and Program Standards Criteria for Eligibility to Write Supplemental Examinations

1. Students who achieve a grade of 50% or more in a course like Gen Ed. where the Pass mark is 55% will be granted a Supplemental Exam in that course.

2. Students who achieve a grade of not more than 10% below the Pass mark in any course requiring a Passing grade of 60% or more will be granted a Supplemental Exam in that course. (For example, in a course where the Pass mark is 65%, as is the case in almost all courses in the Personal Support Worker program, students must achieve at least 55% to be granted a Supplemental exam.)

3. Students must have passed at least one text/exam in the courses. 4. No more than one Supplemental exam per course will be granted. 5. No more than two Supplemental exams will be granted in a two-semester program such as the

Personal Support Worker program. 6. A student who is unsuccessful in two (2) courses in the same semester will not be offered a

supplemental in either course.


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7. If the student is successful in completing the supplemental work for the course, the failing course grade will be upgraded to the minimal passing grade.

8. Failure to pass the supplemental will result in repeating the course (if eligible) or discontinuance from the program.

For additional information about Supplemental Exam procedures, see the Conestoga Student Guide.

Process for Readmission to the Program Students who have been discontinued from the Program will not be considered for re-entry to the program for a minimum of one (1) year and until they have worked with the program coordinator/Chair to develop a written learning contract to support their academic and non-academic success.

Withdrawal Voluntary withdrawals from the Program are supported from an academic perspective. Students assess their own capabilities in meeting the academic requirements of a program and decide to withdraw. Extended personal leave of absence could result in a student's withdrawal from the program due to the loss of study time. Financial constraints may be a further reason for program withdrawal. For these and other reasons, voluntary withdrawals are approved and supported with the option of re-applying for admission. Requests for voluntary withdrawals from the program will be approved by the Program Chair. The student will initiate the withdrawal by informing the Program Chair/ Program Coordinator of his/her intention to withdraw from the program. Students who voluntarily withdraw may not assume automatic re-admission to the program. Re-admission will depend upon the availability of space in the program at the time of application.

Appeal Students have the right to appeal any academic decisions as set out in the Conestoga Student Guide.

Clearance of Academic Deficiency Please refer to Conestoga Student Guide for the procedure and criteria regarding Clearance of Academic Deficiency. Contact with any student eligible to write a supplemental will be made either by phone or email. A specific date, time and room number will be given to each student. If a student does not respond to this contact, the student forfeits the opportunity to write a supplemental test. The maximum number of supplemental opportunities during the program is two per student.

Special Timetables/Adding Dropped or Failed Courses Please note that when students are not taking the program in the prescribed sequence, they will be on “special timetables”. Prior to the beginning of the semester, students should attempt to add missed courses from a previous semester by logging in to the student portal and following the instructions to register for courses. If students are not able to add courses on their own (because of a timetable conflict or full course section) they must seek assistance from their Program Coordinator during the


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“Special Timetable Registration” initiated by the college. Dates, times, and locations of Special Timetable Registration periods are posted in the student portal in advance of the beginning of each semester. Students must attend this meeting where they will receive further guidance regarding this academic status from their Program Coordinator.

Re-entry to the program To re-enter the program, the student must apply through the Registrar’s office. The Program Chair must authorize the re-entry. A student who has been out of the program for 12 months or more MUST successfully complete:

1. The final theoretical exam(s) from the semester below the one they are applying to. 2. A skills challenge on skills from the semesters below the one they are applying to.

If the student fails either of the above challenges or has been out of the program two years or longer, the student must repeat the core courses from the previous semester. Re-entry to the program is based on previous performance and seat availability in the desired semester.

Graduation Students are expected to respond to their invitation through their Student Portal. Convocation ceremonies are held in the spring and fall of each academic year. Students, who take longer than the advertised program length, are responsible for completing any new or additional courses due to a program design change. Students who complete their program after the scheduled completion date are required to fill out an Application to Graduate form and submit it with payment to the registrar’s office. Students who are discontinued or have withdrawn and then return to the college will be placed in the current program design and must meet all requirements to graduate.

Process for Resolution of Student Concerns In order to resolve any concerns which may arise during a course, field placement or relating to the program overall, students are encouraged to resolve issues or concerns informally at the program level prior to proceeding to a formal appeal.

If attempts have been made, and a successful resolution has not been reached, students are encouraged to refer to their Conestoga Student Guide, and to follow the procedures outlined under the “Academic Dispute Resolution and Appeal Procedure” section.


https://www.conestogac.on.ca/admissions/forms/



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Maintaining Student Files 1. Official records of each student’s education are maintained electronically by the Registrar.

Academic records are also maintained by the college regarding Course Outlines to support the level of achievement in a particular course.

2. Administrative records related to your experience in the Program are maintained to

demonstrate compliance with external and college requirements. This information is as follows:

Student Information File Location and Student Access Retention

Pre-Practicum Health Requirements

per copies of information received from students

In H.S Trax by individual student access **accessed through My Conestoga

Each student has his/her own information on the Health Passport for provision to practicum agencies as required.

For the duration of a student’s time in the Program

Acknowledgement of WSIB Understanding

Electronically signed by each student prior to the first practicum placements

By the Program, by the Program Assistant responsible for Placements

For the duration of a student’s time in the Program


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3. Academic Files are set up as required for a student to document important matters relevant to a

student’s progress or to document and monitor resolution of concerns.

Student Information File Location and Student

Access Retention

A. Documents related to academic progress

Correspondence regarding course equivalencies

Correspondence re supplementary examinations

Learning Contracts

Disabilities Information & plans

In Student File, maintained by the Program Coordinator, initially, and then filed for safe-keeping during the student’s time in the Program –maintained by the Program Assistant

For one year following graduation

B. Records of Competency

Attainment

As above

As above

C. Documents related to areas of

Concern

Interview Records, with supporting email documentation as appropriate

Student Code of Conduct

Incident Reports

Letters/emails of significant concern and replies

Appeals

As above

As above

4. Students may review the contents of your Academic file by:

Requesting this in writing to the Program Coordinator

Reviewing the file in the presence of the Coordinator

5. At the end of one year, the contents of your file will be destroyed through the college’s process for purging confidential documents.


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6. Field Placement Experiences

Practicum Health Requirements Mandatory practicum health and safety requirements must be completed by students prior to student field/clinical placements. Successful placement completion is required for students to progress to program completion. To qualify for field/clinical placement learning experiences, students must present the following at the start of the program in accordance with pre-admission information provided by the College:

A complete immunization record including MMR, Tdap, Varicella, and Hepatitis B. Seasonal flu vaccination is required during flu season (October – March).

TB Testing: Evidence of current 2-step or previous 2-step + current 1-step if more than one year has passed since 2-step testing.

Standard First Aid and CPR – HCP level

An annual Police Check for Vulnerable Sector Screening (VSS). Police Checks must be clear of any unpardoned criminal offences. An unclear criminal record may result in the inability to participate in field placement/clinical which will jeopardize progress in the program. Acceptance for placement is at the discretion of the agency; some agencies may request students to provide a VSS completed within six months of placement start date. Students with criminal records are advised to meet with the program chair for academic counselling to determine program suitability.

Practicum health and/or safety requirements must be completed in order for you to attend The Village of Riverside Glen or University Gates for your practicum experience. Orientation is mandatory to attend the placement and will not be repeated for individual students. This placement is mandatory for the completion of your program. If you do not attend field/clinical placement, you will not be promoted to the next semester and it will ultimately result in non-completion of the program.

Criminal Screening

To be eligible for attendance at the Villages of Riverside Glen or University Gates and practicum placements, you must not have been convicted of any criminal offence for which you have not been pardoned. An unpardoned criminal record may result in the inability to participate in field/clinical placement and will jeopardize your progress in the program. Your acceptance for placement is at the discretion of the agency; some agencies may request you to provide a VSS completed within six months of placement start date. Students with criminal records are advised to meet with the Program Chair for academic counseling to determine program suitability. Offences under the Criminal Code and the Controlled Drugs and Substances Act of Canada

http://laws-lois.justice.gc.ca/eng/acts/C-46/

http://laws-lois.justice.gc.ca/eng/acts/C-38.8/


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Safety in the Workplace Course

All students who participate in unpaid work placements during the course of their program will be required to successfully complete the mandatory Safety in the Workplace course prior to going out on placement. The course will provide students with an introduction to workplace hazards and general safety awareness. Students will receive a Record of Completion to provide evidence of this training to placement sites and will consent to their workplace insurance coverage.

Student Consent Forms Students are required to complete program specific consent forms. To access the forms, students should complete the OHS1320 course and follow the instructions for posting.

WSIB Prior to your first placement, you must sign a Declaration of Understanding of WSIB Coverage related to Unpaid Clinical Placements indicating you understand that WSIB coverage will be provided through the Ministry of Training, Colleges, and Universities while you are on training placements. This declaration will be placed in your student file. It is your responsibility to ensure that the Declaration of Understanding for WSIB Coverage has been electronically signed, in the Safety in the Workplace Course - OHS1320, and visible on your HSTrax home page to be eligible to attend your field experience .

Additional Requirements for Clinical

Accessibility for Ontarians with Disabilities Act (AODA) The purpose of the Accessibility for Ontarians with Disabilities Act, 2005 (AODA) is to ensure that all Ontarians have fair and equitable access to programs and services and to improve opportunities for persons with disabilities. All students must complete AODA training in the first semester.

Basic Safety Training Conestoga College is committed to establishing and maintaining a healthy and safe work and study environment.

General safety consideration will be provided in the Orientation in the lab areas at the Villages of Riverside Glen or University Gates. Throughout your course of study your teacher will guide you through the use of safe work practices. Safety considerations and the safe handling and use of equipment in the labs are incorporated within the leaning outcomes of your program. All students must achieve 100% on Fire and WHMIS test in first semester It is the student's responsibility to follow guidelines for safety once they have been taught, and to ensure that they have had training on the use of any equipment prior to its use.


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Any person who fails to comply with Health and Safety regulations, or handles equipment in an unsafe or abusive manner, will be asked to leave the labs at the Villages of Riverside Glen or University Gates or the clinical agency.

The Nurse Technologists and Clinical Simulation Educator have the authority to ask any person who fails to comply with Health and Safety regulations or handles equipment in an unsafe or abusive manner to leave the lab.

Concerns regarding the Safety of the Work Environment: And Quality of Care or Service of the Residents/Clients

Field placement experiences provide the opportunity to demonstrate and enhance your learning in the practice environment. These practicums have been organized by your Program in partnership with the organization where you have been placed. The following procedures have been developed to make it easier to identify and address any concerns or issues regarding your safety or the safety and care of clients that may come up during the practicum in a way that supports both a solid learning experience and a constructive partnership with the practicum site.

Communication of General Concerns regarding Your Safety or The Safety and Care/Service for Clients

1. Students will be provided with an Orientation to their placement site on the first day of their placement. The Orientation may include details of the placement site’s policies and procedures related to communication about the safety of the work environment and /or the safety and care of patients/residents/clients.

2. If a student has any concerns about the safety of the work environment and/or the safe/appropriate care/service for clients: a. The student must immediately report these concerns to the college individual associated

with the practicum (Clinical Instructor, Program team members responsible for your practicum, Field Placement Supervisor).

b. The Responsible Program team members will discuss this concern with Site Management. c. For concerns of a serious nature (e.g. concerns impacting a total student group; a serious

care/service situation), the Responsible Program team members will discuss the situation with the Program Coordinator and, potentially, the Department Chair. The Coordinator or Chair will immediately contact practicum site management to determine next steps.

d. Should facility policies require that practicum students report safety or care/service concerns immediately to practicum site management, the student should report to the Responsible Program team members immediately afterward.

Reporting of Incidents of Student Injury during a Practicum Experience Should students experience personal injury of any kind, this must be reported immediately to the Placement Employer and Responsible Program team members. The Placement Employer will provide first-aid that may be necessary, including arranging for transportation to emergency medical services if required.


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The Responsible Program team member notify the Program Coordinator and Chair and complete an Unpaid Work/Education Placement Accident Report (UWEP-04) and will send this to the college’s Occupational Health & Safety Office. Where necessary, the Occupational Health & Safety Office will complete a WSIB 7 form, a MTCU Letter of Authorization to Represent Placement Employer, and a MTCU Work/Education Placement Agreement Form.

Reporting of Student Involvement in Situations of Possible Injury: To Clients during a Practicum Experience, or Student Damage to Facility Property 1. Should students be involved in care/service situation where their care/service results in a potential

concern/injury to patients, residents, or clients of the placement site, this must be immediately reported to the Practicum Site in order that care can be given. This situation must also be reported immediately to the Responsible Program team member. The Program Team Member will discuss this immediately with the placement site and ensure that an incident report is completed. The Program Team Member must also inform the Program Coordinator and the Department Chair for a discussion of program expectations and implications. It is the responsibility of the Chair to ensure that all documentation is obtained regarding the incident and to inform college officials accordingly.

2. Should students be involved in situations where there is alleged damage to resources or physical property at the Practicum site, this concern must be reported immediately to the Practicum Site and to the Responsible Program team member. The program team member will inform the Program Coordinator and Department Chair for a discussion of program expectations and implications. It is the responsibility of the Responsible Program team members to complete an incident report with the Chair accountable to ensure all documentation is obtained and to inform college officials accordingly.

Clinical Placements Standards In the Personal Support Worker Program we believe that learning is based on an integrated balance of theory and practice. The clinical placement experiences provide learning opportunities to apply theory to practice. Prior to clinical placements students will receive written guidelines outlining specific procedures to be followed during placements. These guidelines cover punctuality, absences, illnesses, dress codes, insurance coverage while at the clinical sites, and the reporting of accidents or incidents which may impact on the health and safety of students or residents/clients at the placement site(s). Students are expected to adhere closely to these guidelines. Students who are absent for the orientation to the agency may not proceed in the placement and will be deemed unsatisfactory in the course. Conestoga students are guests at the placement sites and should behave accordingly. Placement sites are entitled to ask for a student’s placement to be discontinued, and such a request may result in a student being unable to complete the clinical placement, and hence the whole program.

As a Personal Support Worker student, it is important to present in a professional manner, particularly when in a clinical setting (community or institution). A professional demeanor and appearance are important in establishing effective working relationships with clients and nursing colleagues. As a guest in any agency providing clinical experience, it is important to always act and dress appropriately. (See Section 3 of this Handbook for information on dress/uniforms requirements for Clinical placements.)

The Personal Support Worker Program is committed to applying the following standards when evaluating students during their clinical practicum experiences.


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STANDARD #1: The practice evaluation will ensure, within each practicum course that the evaluation approach taken by all program team members consistently allows for individual learning and evaluation time by:

1. Assessing student performance.

2. Allowing for individual learning/performance strengths and deficits.

3. Facilitating mutual goal setting.

4. Offering a variety of practice settings from which evaluative data can be gathered.

5. Communicating evaluative data verbally and through established written documents.

STANDARD #2: The practice evaluation will ensure that the achievement and measurement of clinical practicum learning outcomes is facilitated by:

1. Clearly identifying performance outcomes for each practicum course.

2. Communicating clearly to the students at the beginning of each practicum course, the

expected behavioural changes.

3. Providing practice experiences in which practice outcomes can be met.

4. Assessing the student's current level of performance against the course

outcomes, utilizing multiple sources of evaluative data. STANDARD #3: The practice evaluation will ensure that all students receive due process as they progress through the Personal Support Worker program by:

1. Making program expectations known, clear, and realistic.

2. Basing assessments and judgments of practice performance on accurate, significant,

and relevant sources of data.

3. Informing students as soon as performance deficits are identified.

4. Respecting students' self-evaluation as they develop self-assessment skills.

5. Counselling students on corrective actions so that program success can be achieved.

6. Facilitating access to appropriate program/college support services and resources.

7. Making the consequences of choices known to the student.


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STANDARD #4: The practice evaluation will ensure that the evaluation of students within the Personal Support Worker program consistently follows ethical and legal standards by:

1. Offering due process for all students.

2. Insisting upon confidentiality in all verbal and written communication with students.

3. Respecting the student's interests and values.

4. Facilitating and respecting the student's informed choices related to program performance.

5. Supporting any student who withdraws from the program.

Transportation It is the responsibility of the student to arrange for transportation to scheduled practice experiences. All students will be placed in a variety of agencies. These placements are predetermined and not a personal choice of the student. Car-pooling is recommended.

Parking Fees Students are responsible for making their own arrangements for parking while on clinical placement.


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Additional Information for Students

Change of Name, Address, and Telephone Number Change of name, home/temporary residence address, and telephone numbers must be reported immediately in writing to the to the Registrar's office. Forms for reporting changes are available from the Registrar's office. Failure to report these changes could seriously hamper relevant communication between the college and the student.

Guidelines and Expenses Incurred Relating to Clinical Practice Students will assume responsibility for expenses incurred while assigned to affiliating agencies, such as meals, lockers, keys, parking, travel expenses, and uniforms. Students in the PSW Program at the Riverside Glen and University Gates campuses are exempt from paying ancillary fees associated with the Recreation Centre at the Doon Campus.

Part-Time Work While students are enrolled in the Personal Support Worker Program:

1. Student priority needs to be safe competent care in their role as a student. Students who attend clinical sleep deprived from working at outside employment will be asked to leave the clinical agency.

2. Assigned functions and responsibilities within any clinical agency in which they are employed will not be recognized by the college in any form.

3. The college does not assume responsibility for student performance while they work part-time in a clinical agency.

4. Students are not to wear the crest or name bar showing Conestoga College logo or the Conestoga College student uniform.

5. Students should realize that, historically, students who work a lot of part-time hours are less successful in the program.

6. If a highly contagious outbreak occurs and a student is employed in a health care agency, their employment hours and/or clinical placement hours may be directly affected dependent on the agency’s Infection Control Policy.

Reference Letter from Program Team Members Reference letters are to be negotiated with appropriate program team members on an individual basis. Students should discuss the appropriateness of a telephone reference check or formal letters with program team members prior to giving the potential employer their contact information.


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7. Student Awards Conestoga has more than 400 awards, bursaries, scholarships and academic grants available to Conestoga students. These funds are made available to our students through the partnerships we have established with local business and industry leaders. To be considered for an award, complete the General Application available through your Student Portal. Notifications and instructions to complete the application are sent to all full-time students’ email accounts in the fall semester (Deadline: First Friday in October) and winter semester (Deadline: First Friday in February). Visit the Student Financial Services on Conestoga’s website.

Awards Available for Personal Support Worker Students 2016-17 The following awards* are available to the students of PSW. Students who have questions about any of these awards should speak with their Program Coordinator. Please watch your college email for information from the Financial Aid office concerning application deadlines, processes and eligibility. You may obtain information about other school wide awards and scholarships from Financial Aid. You can find the General Awards Application by clicking here. * Note: All awards correct at time of print, but are subject to change.

Award Name Est.

Amount Year or Level

# of awards

Criteria Selection Process

Presented At:

Ainsworth Family Fund

Continuation $500

end of

Year 1

1

65% +, full time, demonstrate commitment, understanding and passion for quality of care - letter from program team member, intention of continuing PSW program, demonstrate financial need

Apply Financial

Aid

Ainsworth Family Fund

Entrance $500

registered

1

letter of request as to why applying, steps taken to prepare for the program and why being a PSW is important to them, demonstrate financial need

Apply Financial

Aid

H.L.O. Health Services Inc.

$250 Level

1 1

full time, demonstrate financial need

Apply Financial

Aid

http://www.conestogac.on.ca/financial-services/

http://www.conestogac.on.ca/financial-services/awards/index.jsp


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Program Sponsored – Organized through your program

Award Name

Estimated Amount

Year of Level # of

awards Criteria

Selection Process

Presented At:

Chair's Award certificat

e graduating

up to 3

demonstrates academic excellence and leadership in

supportive care

Nominated

Pinning ceremony (Doon

and Guelph)

Clinical Practice

Achievement Award

certificate

graduating 1

each

the recipient that program team member feels excels in clinical

practice

Nominated


and Guelph)

Collaborative Practices

Enhancing Person

Centered Care

certificate

graduating 1

each

demonstrates the philosophy of holistic person centered care

within a living classroom setting

Nominated

Pinning ceremon

y (Guelph)

Program team

member Award

certificate

graduating 1

each demonstrates exception

professional development Nominate

d


and Guelph)

Quality Award

$250 graduating 1

each

Embodies a resident centered care approach and proficiency in pressure ulcer prevention.

Nominated

Pinning Ceremony (Doon)

Margaret Grace

Memorial Award

$250. graduating 1

each

Awarded to the student who: Demonstrates a genuine love of caring for elderly clients

Nominated

Pinning Ceremony (Doon)


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School Sponsored – Awarded annually Award Name

Est. Amount

Year or Level

# of awards

Criteria Selection Process

Presented At:

Partners Enhancing

Practice - TD Awards

$125 graduating 1/intake Inquisitive nature and curiosity about other professions & understand the

roles of others. Thinks carefully about the plan of care and engages

other disciplines in that care, accountability for her/his actions and

communicates information and action accordingly. Demonstrates professionalism and safe patient

practice. Demonstrates leadership and engagement in school wide inter-professional initiatives and

demonstrates financial need

Nominated School Awards

CIBC Community of Caring Awards

500 Graduating 8 Proficency in Resident Care (3 Awards)

Leadership in Caring Award (1 Award)

PSW Entrance Award (4 Awards)

Students must be studying at Living Classroom, and apply through the

general application

Apply School Awards

Schlegel Scholarship

$1000 Graduating 4 Apply through general application. Must achieve an overall average of 75% and be an outstanding leader.

Apply School Awards


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Program Revision Log

Last Revised By Whom

June 25th, 2015 Jillian Grant

June 28, 2016 Nicole Dorscht

July 6, 2016 Lynn voelzing