Health Care Assistant - Diploma
Overview
This two-year diploma program for international students is a comprehensive program designed to equip individuals with the essential skills and knowledge required to excel in the field of health care and community support.
Tailored to meet the unique needs of international students, this program combines theoretical learning with practical, hands-on experiences to foster a holistic understanding of health care practices and community engagement. Participants will gain expertise in providing assistance to individuals in various health care settings, including long-term care facilities and community organizations.
The curriculum emphasizes cultural competence and an understanding of diverse health care systems, preparing students to thrive in multicultural environments. Graduates of this program emerge with the necessary qualifications and confidence to contribute positively to health care and community support services.
*This program may be eligible for the post-graduation work permit (PGWP).
English Language Requirements
Applicants for whom English is a second language are required to demonstrate proficiency in English as outlined by the BC Care Aide and Community Health Worker Registry, including standardized proficiency assessments and required scores in all four language skills areas: speaking, listening, reading and writing.
Minimum Program Entry Requirements
Special Costs and Travel
Students are required to have uniforms and footwear that comply with WorkSafeBC standards. This can be purchased after arrival in Canada. In addition, students must be prepared to travel to clinical practice agencies. Access to a reliable vehicle is necessary. Students are required to possess a valid BC driver’s license by the start of HCA 107.
Clinical and practicum placements are arranged on the basis of student learning needs and available learning experiences. It is not possible to comply with the personal and travel requirements of individual students.
Program Outcomes
Upon successful completion of this program, students will be able to:
1. Provide person‐centred care and assistance that recognizes and respects the uniqueness of each individual client.
2. Use an informed problem‐solving approach to provide care and assistance that promotes the physical, psychological, cognitive, social, and spiritual health and well‐being of clients and families.
3. Provide person‐centred care and assistance for clients experiencing complex health challenges.
4. Provide person‐centred care and assistance for clients experiencing cognitive and/or mental health challenges.
5. Interact with other members of the health care team in ways that contribute to effective working relationships and the achievement of goals.
6. Communicate clearly, accurately, and sensitively with clients and families in a variety of community and facility contexts.
7. Provide personal care and assistance in a safe, competent, and organized manner.
8. Recognize and respond to own self‐development, learning, and health enhancement needs.
9. Perform the care provider role in a reflective, responsible, accountable, and professional manner.
Admission Requirements
In addition to meeting the general admission requirements to Selkirk College, the applicant must meet the following Health Care Assistant Program requirements to be considered qualified for conditional acceptance and receive a seat offer:
a) Proof of Grade 12 completion
b) Proof of meeting HCA Program Entry English Language Competency Requirements
(i) For applicants with proof of three years of full-time instruction in English* they must also provide proof of one of the following:
(a) English Studies 12 or English First Peoples 12 with 60% or higher or acceptable equivalent high school course.
(b) Completion of college courses determined to be equivalent to English 12 at 60% or higher.
(ii) For applicants with less than three years of full-time instruction in English*: Standardized English language proficiency test score as described below:
Applicants who cannot provide evidence of three years of full-time instruction in English are required to provide proof of one of the following standardized proficiency tests from an authorized assessment agency.
a) Canadian Language Benchmarks Placement Test (CLBPT) or CLBPT Remote. 8 Test in the last year. Listening 7, Speaking 7, Reading 6 and Writing 6.
b) Canadian English Language Proficiency Index Program (CELPIP General or CELPIP Online). Test in the last two years. Listening 7, Speaking 7, Reading 6 and Writing 6.
c) International English Language Testing System (IELTS Academic, IELTS General or IELTS Academic Online). Test in the last two years. Overall score of 6 with a minimum of 6 in Speaking and Listening and no score lower than 5.5 in Reading and Writing.
d) Canadian Academic English Language Assessment (CAEL or CAEL Online). Test in the last two years. Overall Score of 60, with no section less than 50.
e) The Test of English as a Foreign Language (TOEFL iBT or TOEFL iBT Home Edition). Test in the last two years. Overall score of 76 with no score lower than 20 in Speaking and Listening and no score lower than 18 in Reading and Writing.
*Defined as three (3) years of full-time secondary and/or post-secondary education at a recognized institution on the list of Approved English-Speaking Countries. Secondary education will be considered starting from grade 8. English as a Second Language (ESL) courses will not be considered.
All applicants must submit:
- Completed HCA program application form
- Completed computer knowledge self-assessment form. To be successful in coursework and support job readiness, students need to possess basic computer skills including navigation of the internet, file management, accessing online information, email, and word processing.
- Official transcripts of all secondary and post-secondary education; an interim transcript statement is acceptable if the applicant is currently taking a prerequisite.
- Domestic students must submit a Criminal Record Check (CRC) clearance letter by the Criminal Record Check from the Criminal Records Review Program, including clearance to work with vulnerable adults.
- International students must submit a clear police certificate from the country of origin prior to acceptance given that HCA students provide care to vulnerable clients within the practice education portion of the program. To avoid potential hardship for students arriving from another country, the police certificate is an admission requirement. For further information, see information provided at: https://www.canada.ca/en/immigration-refugees-citizenship/services/application/medical-police/policecertificates/how.html
A. PRE-PRACTICE REQUIREMENTS
Evidence of completion of the following must be submitted to the Admissions office or program designate prior to the first practice education experience. All Evidence must be current and valid.
a) First Aid Certification
b) CPR Level "C" Certification or "Basic Life Support (BLS)" Certification
c) Foodsafe Level 1 Certification (or a certificate course deemed equivalent
d) Completion of the Student Practice Education Core Orientation (SPECO) checklist including Provincial Violence E Modules, WHMIS, HCA Practice in BC and Recognizing and Responding to Adult Abuse Course
e) Completion of the Selkirk College Health & Human Services immunization form
f) Completion of the HCA Practice in BC and Recognizing and Responding to Adult Abuse Learning Hub modules/courses
PROMOTION
- Promotion to Semester 2 requires satisfactory completion of all courses in Semester 1. Semester 3 requires satisfactory completion of all courses in Semester 2, Semester 4 requires satisfactory completion of all courses in Semester 3.
Courses
EASL066 - College Preparation - Research Writing
EASL 066 College Preparation - Research Writing is an advanced writing course that focuses on various forms of writing that can be found in the academic and the work world. In addition to formal academic research techniques, this course will also explore practical technical writing skills needed for clear, timely, concise and accurate communication. The writer must focus on the purpose and audience as well as the form, style and organization. In this class, students will produce a variety of practical and academic forms of writing, including correspondence, summaries, instructions, proposals, reports etc.
ENGL110 - College Composition
ENGL 110 introduces students to the world of scholarly writing -- reading it, thinking about it, and producing it as academic researchers. Students will explore how professional and/or academic writers across disciplines communicate to a variety of audiences. Students will practice active reading, writing and critical thinking skills by conducting scholarly research on a topic. This course aims to equip students with the skills and knowledge they need to write effectively within academic contexts.
HCA100 - Program Foundations
HCA 100 Program Foundations introduces learners to the Health Care Assistant Program structure and how to navigate the learning management system and other pieces of technology utilized in the program. An overview of the curriculum, teaching and learning approaches and strategies are introduced and discussed. Students are introduced to the function of the BC Care Aid and Community Support Worker Registry and supported by instructors in learning threshold concepts to prepare them for the course requirements.
HCA101 - Concepts for Practice
HCA 101 Concepts for Practice provides students with the opportunity to develop a theoretical framework for practice. Students will be introduced to the philosophical values and theoretical understandings that provide a foundation for competent practice as an HCA. The course focuses on concepts of caring and person-centred care; basic human needs and human development; and family, culture, and diversity as they relate to health and healing. Students will also be introduced to a problem-solving model that will be critical to their practice.
HCA102 - Introduction to Practice
HCA 102 Introduction to Practice provides an introduction to the role of the HCA within the British Columbia health care system. Students will be introduced to the health care team and the roles and functions of HCAs within the team. Students will also have opportunities to develop self-reflective skills required for competent practice and will be introduced to effective job-finding approaches.
HCA103 - Interpersonal Communications
HCA 103 Interpersonal Communication focuses on the development of self-awareness, increased understanding of others, and development of effective interpersonal communication skills that can be used in a variety of caregiving contexts. Students will be encouraged to become more aware of the impact of their own communication choices and patterns. They will have opportunities to develop and use communication techniques that demonstrate personal awareness, respect, and active listening skills.
HCA104 - Lifestyle and Choices
HCA 104 Lifestyles and Choices introduces students to a holistic concept of health and the components of a health- enhancing lifestyle. Students will be invited to reflect on their own experience of health, recognizing challenges and resources that can impact lifestyle choices. Students will be introduced to a model that can be applied in other courses to understand the multi-faceted aspects of health and healing.
EACS155 - Foundations Of Practice
EACS 155 Foundations of Practice introduces students to the theory and philosophical perspectives necessary for working with individuals who are challenged by a disabling condition. Values regarding service delivery are explored through an historical review of the disability movement and an examination of new initiatives and trends. This course also examines the role of unions, advocacy and policy and procedures in support services and introduces students to professionals from various professional infrastructure sectors including licensing and ministry personnel. Through personal reflection and research, the roots of person centered support will be explored and students will develop their own personal and professional philosophy of support work.
HCA105 - Common Health Challenges
HCA 105 Common Health Challenges introduces students to the normal structure and function of the human body and normal bodily changes associated with aging. Students will explore common challenges to health and healing in relation to each body system. Students will also be encouraged to explore person- centred practice as it relates to the common challenges to health and, in particular, to end-of-life care.
HCA106 - Cognitive and/or Mental Health Challenges
HCA 106 Cognitive and/or Mental Health Challenges builds on content from other courses to assist students to explore concepts and caregiving approaches that will allow them to work effectively with individuals experiencing cognitive and/or mental health challenges. The emphasis in this course is on supporting clients with dementia, recognizing responsive behaviours, and identifying person-centred intervention strategies.
EACS170 - Augmentative Communication
EACS 170 Augmentative Communication explores the alternative forms of communications for people with little or no speech. Non-speech communication programming is examined through review of normal and disordered language and the strengths and weaknesses of various augmentative communication systems. Communication systems studied include sign language and other manual systems, pictogram/ideogram communication and electronic systems.
HCA107 - Personal Care and Assistance
HCA 107 Personal Care and Assistance is a practical course that offers students the opportunity to acquire personal care and assistance skills within the parameters of the HCA role. The course comprises class and supervised laboratory experiences, which assist the student to integrate theory from other courses to develop caregiver skills that maintain and promote the comfort, safety, and independence of clients in community and facility contexts.
HCA108 - Practice Experience in Home Support, Assisted Living, and/or Group Home Setting
HCA 108 Practice Experience in Home Support, Assisted Living, and/or Group Home Setting is a practice course that provides students with an opportunity to apply knowledge and skills from all other courses with individuals and families in a community setting. Opportunity will be provided for students to become more familiar with the role of the HCA within a home support agency, assisted living facility, or a group home to gain abilities that will prepare graduates for employment in these settings. It is important that students understand the philosophy of community care settings and the importance of client choice and independence.
HCA109 - Practice Experience in Multi-Level and/or Complex Care
HCA 109 Practice Experience in Multi-Level and/or Complex Care is a supervised practice experience provides students with an opportunity to apply knowledge and skills from all other courses in the program with individuals in a multi-level or complex care setting. A portion of this clinical experience will be devoted to working with individuals with dementia. Opportunity will be provided for students to gain expertise and confidence with the role of the HCA within a complex care facility.
EACS156 - Support Strategies
EACS 156 Support Strategies focuses on support strategies used with individuals who have disabilities. The analysis and understanding of behaviour as a means of communication is explored. Strategies are learned and practiced in context to support individuals with the development of pro-social skills, life, vocational, and academic skills. An awareness of issues related to healthy sexuality and the ethics of touch are explored. Emphasis is placed on the ethics of support work and effective implementation of strategies to support individuals with disabilities to be as independent as possible.
EACS161 - Person-Centred Planning
EACS 161 Person-Centered Planning focuses on the need for planning, advantages and disadvantages of planning and the key elements of the planning process. The course examines how to identify and obtain information relevant to planning, formulation of long and short-term objectives, prioritization of objectives, and translation of objectives into action. Emphasis is placed on viewing, planning as a dynamic process, and analysis of human interaction as part of the planning process. Models for structuring positive interaction of all planning team members are reviewed.
EACS165 - Health and Wellness
EACS 165 Health and Wellness is designed to introduce the essential concepts of health and wellness with emphasis on six dimensions of wellness including: emotional, intellectual, spiritual, occupational, social and physical. Students will examine health and wellness from two perspectives. The first includes the examination of wellness in the students' lives with emphasis on developing strategies to increase resiliency and well being in the work place. The second dimension will focus on ways in which the wellness of others can be enhanced in a respectful, person-centred way that values personal choice and preferences. The course will emphasize the importance of lifestyle changes being self-directed and on understanding ways in which we can support change in others and ourselves. Lecture, interactive exercises and group discussions will be used to explore a variety of topics including: stress management, diet and nutrition, ageing, intimacy and relationships, immunity, safety, lifestyle, developing relationships and quality of life. The importance of professional accountability and authenticity in supporting the wellness of others will be emphasized.
FAM180 - Family Dynamics
FAM 180 Family Dynamics is designed to provide students with a variety of theoretical perspectives to understanding families. It considers the diversity of families through the lenses of the life course perspective and political policies. Family formation, parenting, separation and divorce and aging are all examined. Family issues are also considered, including marriage and death rituals, work and poverty, same sex relationships, disabilities and immigrants. Policies that affect families are explored through an examination of violence in the family and political trends. The course is intended to be a foundation for further study of families.
HSER174 - Interpersonal Communications
HSER 174 Interpersonal Communications provides the student with an opportunity to examine personal goals, values and attitudes; develop and practice listening and responding skills, and become more aware of personal strengths and limitations. This course is designed to help students gain self-understanding in order to be more effective in working with people.
Tuition & Fees
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