Program and Course Search

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.

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.

EACS 160 Classroom Support Strategies I focuses on the development of knowledge, skills and attitudes necessary for paraprofessionals to perform their roles and responsibilities as members of a multidisciplinary team to integrate all children into inclusive school settings.

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.

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.

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.

PSYC 100 Introductory Psychology I is an introduction to the methods, theory and practice of psychology as a science. Among others, topics will include motivation and emotion, learning and memory, biological foundations, sensation and perception. Other topics are added at the discretion of the individual instructor. Class demonstrations and activities are used to illustrate concepts. Teaching methods and resources in the course vary with the instructor.

EACS 157 Challenging Conditions introduces students to the impact of specific challenging conditions on the individual, the family and the service providers' practice. Four foundational questions are addressed for each topic:

a. What is it?

b. What can it look like (describing a continuum)

c. What can we do with what we know? (basic skills)

d. Where can we find out more (critical thinking about resources)

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.

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.

EACS 195 Practicum I provides students with an opportunity to work and observe in an educational or community living setting under the direction of college instructors and on-site staff. The focus of this practicum is to provide students with an opportunity to interact with children or adults with challenging conditions, to develop objective documentation skills and to observe the techniques and procedures used by on-site staff. This is a 17-day practicum beginning with two preparation days.

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.

PSYC 101 Introductory Psychology II covers topics include thinking and other cognitive processes, development of the individual, personality, mental disorders, health and social psychology. Other topics are added at the discretion of the instructor. Class demonstrations and activities are used to illustrate concepts. Teaching methods and resources in the course vary with the instructor.

EACSW 196 Practicum II is an opportunity for students to demonstrate their abilities in field settings. It provides students with opportunities to learn experientially and to apply concepts from the classroom.

Practicum offers students opportunities to self-evaluate and receive feedback about their knowledge, skills, abilities and attitudes in the field of Education Assistant and Community Support Worker. 

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.

GNUR 399 College Orientation. In this course, students will be introduced to the Selkirk College educational experience that will include orientation to academic principles and resources, expectations of the program, and public resources and services to assist with transitioning into life in Canada. This course will also offer an introduction to Canadian indigenous history and the concepts of colonialism, reconciliation, and healing as critical concepts of public health.

GNUR 430 Introduction to Gerontological Nursing. This course will provide students with the opportunity to explore the unique roles, functions, skillset, and theoretical perspectives of the Canadian trained gerontological nurse. Students will explore current and future demographic shifts, social impacts and needs, and current issues facing older adults. Students will also explore the Canadian standards for gerontological care with a keen focus on promoting wellness. Standards will be critically applied to learning activities in preparation for moving into a variety of practice settings in future courses. Students will be introduced to evidence-based practice assessment tools and analyse their usefulness in planning and delivering care to clients in various stages of health and wellness.

GNUR 431 Introduction to Health Care Practice in Canada. In this course students will be introduced to the roles, functions, and practical skillset of the registered Health Care Assistant (HCA) in British Columbia (BC) and the nationally licensed Registered Nurse (RN). Students will explore the role similarities and differences, refine their interprofessional competencies, and develop their caregiving skills through various practical and lab experiences. Throughout this course students will develop the ability to self-reflect and identify self-development needs for competent practice and employment in the healthcare field.

GNUR 443 Delirium, Dementia and Depression in the Elderly will provide learners with the opportunity to explore the neurocognitive conditions of delirium, dementia and depression with a focus on examining theories of etiology, pathophysiology, and presenting signs and symptoms. Clinical assessments and treatment options will be explored as well as interprofessional healthcare interventions and nursing approaches to support functional capacity and minimize negative functional outcomes. This course will also explore the impact of these conditions on the family and professional caregivers.

GNUR 432 Interpersonal Communications. In this course, students will be introduced to strategies to assist in the development of self-awareness, understanding of others, and interpersonal communication skills required for effective interprofessional teamwork. Interpersonal strategies will focus on respect, cultural sensitivity, and client centeredness as critical components of therapeutic relationships with older adults and their families. Students will be encouraged to reflect on the impact of their personal communication patterns and choices and practice strengthening competencies such as active listening, respect, feedback, verbal and non-verbal methods of communication, and initiating critical conversations in the workplace. Students will also have an opportunity to examine and utilize problem-solving and critical-thinking using best practices related to establishing relationships and engaging in conflict resolution.

GNUR 440 Physical Aging and Chronic Disease Management: Part I is a course where learners will explore age-related changes and commonly occurring diseases. Using theories for promoting wellness in older adults, learners will identify cumulative risk factors for onset of disease and/or disability and potential negative functional consequences. Learners will also explore the pharmacological and interprofessional approach to disease management and health promotion.

GNUR 441 Basic Skills and Physical Assessment. In this course, learners will be provided with a structured environment in which to learn and demonstrate Health Care Assistant (HCA) (write out the full term the first time you use it, for RN as well.) and Registered Nurse (RN) level skills related to the provision of personal care and physical assessment. Classes will consist of theory and development of psychomotor skills using simulated clients in the lab setting. Students will receive formative feedback as they are exposed to facets of the Canadian Healthcare System and provincial regulatory standards and competencies for both HCA and RN level work. Skills will be appraised at the end of the course in preparation for clinical learning experiences.

GNUR 442 End of Life Care. In this course, learners will reflect on their personal and cultural understanding of death and dying and explore similarities and differences to how end-of-life is perceived and managed in the Canadian context. The guiding theories and principles, caregiver knowledge, and ways of thinking and responding to the unique needs of clients and their families are examined as central concepts of the palliative care approach. Learners will also gain knowledge related to palliative symptom and emergency situation management, family care, communication, loss and grief, and self-care as they develop an appreciation for the demands of working with people in the end stages of life.

GNUR 444 Clinical Practice in Complex Care. This course provides learners with an opportunity to work with older adults with complex healthcare needs within a complex care setting. Under the supervised direction of a clinical instructor, learners apply their basic and post-basic gerontological Health Care Assistant (HCA) and nursing (RN) (does RN stand for nursing?) knowledge and further consolidate their gerontological care competencies. Students are guided through numerous learning activities within the clinical setting and with various clients experiencing common age and disease related issues. Upon completion of this course, students will have a broader understanding of the Canadian healthcare system and the scope and standards of practice of HCAs and RNs in Canada.

GNUR 530 Physical Aging and Chronic Disease Management: Part II is a course where learners will continue to explore age-related changes and commonly occurring diseases. Using theories for promoting wellness in older adults, learners will identify cumulative risk factors for onset of disease and/or disability and potential negative functional consequences. Learners will also explore the pharmacological and interprofessional approach to disease management and health promotion.

GNUR 532 Professional Nursing in the Canadian Health Care System will introduce international nurses to the structure of the Canadian health care system, and the roles and scope of practice of nurses working within it. Theoretical foundations of professional nursing practice will provide a basis for understanding and examining standards of practice and ethical responsibilities within nursing. The significance of health promotion and holistic health care will underscore how nurses can provide care that strives to help clients gain or retain quality of life and reduce health disparities within diverse populations.

GNUR 533 Introduction to Nursing Leadership provides an opportunity for learners to further develop and refine their leadership skills. Within this course, learners will compare and contrast their individual leadership skill-set against current leadership theories and models and identify application opportunities in their current practice. Learners will develop strong interpersonal and team building skills while exploring their own personal philosophy of leadership. Learners will focus on developing skills to manage conflict in the workplace, build team performance, collaborate effectively with others, problem-solve, and manage change while pursuing personal improvement and development as nurse leaders.

GNUR 535 Nursing Registration Readiness I

Please note that this is not an inclusive Nursing Community Assessment Service (NCAS) preparation course and therefore, does not cover all age groups or health issues covered in the NCAS OSCEs.

Nursing Registration Readiness I provides an opportunity for learners to apply and consolidate nursing knowledge and skills into simulated scenarios. The virtual simulations and hands-on interactive lab setting will assist learners in putting theory into practice in partial preparation for the NCAS objective structured clinical examination (OSCE) and/or completing the Canadian Nurses Association (CNA) gerontological nursing certificate, if desired. Scenarios will be based on the NCAS blueprints related to older adults which are aligned with the Canadian Gerontological Nursing Association (CGNA), BC College of Nurses and Midwives (BCCNM), and Canadian Association Schools of Nursing (CASN) competencies for nurse’s working with this population. Areas of focus include: knowledge-based practice (assessment, planning, provision of care, evaluation); accountability, responsibility and ethical behaviour; collaborative practice; and therapeutic relationships. GNUR 545 will provide further registration readiness support in semester 4.

MHAD 502 Mental Health and Addictions provides learners with an opportunity to critically evaluate their personal perspectives and assumptions related to mental health and addiction issues and introduces the impact of external and internal variables that put certain individuals at risk at different stages of life. Treatment and support strategies are explored through the Trauma Informed Care lens with a focus on psychosocial rehabilitation, resilience-building, maximizing functional capacity and minimizing negative outcomes. There is a special focus on understanding previous and current life experiences on coping in older age and MHAD treatment and management considerations for those over the age of 65.

GNUR 540 Physical Aging and Chronic Disease Management: Part III is a course where learners will continue to explore age-related changes and commonly occurring diseases. Using theories for promoting wellness in older adults, learners will identify cumulative risk factors for onset of disease and/or disability and potential negative functional consequences. Learners will also explore the pharmacological and interprofessional approach to disease management and health promotion.

GNUR 542 Clinical Skills and the Older Adult will facilitate the consolidation and application of nursing concepts, knowledge, and skills introduced throughout the program. Participants will have the opportunity to practice relevant psychomotor and interpersonal skills associated with the care of older adults with complex health challenges. Assessments will focus on skill proficiency, documentation, and relational practice competency.

*(Please note that this is not an inclusive Nursing Community Assessment Service (NCAS) preparation course and therefore, does not cover all age groups or health issues covered in the NCAS OSCEs).

GNUR 545 Nursing Registration Readiness II provides an opportunity for learners to apply and consolidate nursing knowledge and skills into simulated scenarios. The virtual simulations and hands-on interactive lab setting will assist learners in putting theory into practice in partial preparation for the NCAS objective structured clinical examination (OSCE) and/or completing the Canadian Nurses Association (CNA) gerontological nursing certificate, if desired. Scenarios will be based on the NCAS blueprints related to older adults which are aligned with the Canadian Gerontological Nursing Association (CGNA), BC College of Nurses and Midwives (BCCNM), and Canadian Association Schools of Nursing (CASN) competencies for nurse’s working with this population. Areas of focus include: knowledge-based practice (assessment, planning, provision of care, evaluation); accountability, responsibility and ethical behaviour; collaborative practice; and therapeutic relationships. This course builds on GNUR 535 and will provide further registration readiness support in a number of critical gerontological nursing skills and competencies.

GNUR 548 Nursing Practice in Multiple Clinical Settings provides opportunities for learners to experience the various roles and responsibilities of nurses and other allied health professionals working with older adults in a variety of care delivery and community settings. Learners will have the opportunity to explore the mission, vision, values, and roles and responsibilities of community resources serving older adults, work as part of various interdisciplinary teams, collaborate with, and learn from, various service providers, and engage in health education, health promotion, injury prevention, and other evidence-based practice initiatives. Learners will also focus on consolidating basic and gerontological nursing competencies in a clinical setting.

OTEC 100 Online Learner Success (OLS) provides students with a working knowledge of the Moodle online learning platform utilized by all Selkirk College online courses. Students submit assignments, discussion postings, emails, and quizzes to gain experience in working in an online classroom environment. This course is essential for student success in online studies.

OTEC 110 Keyboarding I provides students with the necessary techniques to keyboard accurately at a minimum of 35 net words per minute using the alpha and numeric keyboard. Starting with finger placement, students learn how to type alphabetic keys, numbers, punctuation and symbols quickly, accurately, and without looking at a keyboard. This course or the equivalent skill is essential for those interested in an office career and for subsequent computer courses where keyboarding is required.

OTEC 115 Administrative Computer Applications introduces essential computer skills required in any office career. Students learn terminology and how to use popular computer applications utilizing the Windows operating system. File Explorer, Windows Accessories, web browser basics, web navigation and research, internet security, blogs and social media are covered. Students also learn email etiquette and how to use Microsoft Outlook for composing, sending and receiving email messages, managing contacts, task creation, and calendar scheduling.

OTEC 120 Business Math and Calculators teaches the touch method of calculator use, explains common calculator features, and emphasizes business and personal problem solving. Multiplication, division, the memory function, decimals, fractions, percentages and discounts are all introduced as well as the metric system and conversions. Students use practice drills throughout the course to enhance speed and accuracy.

OTEC 130 Business English for Professionals focuses on correct English usage in a business environment and provides students with a comprehensive study of grammar, punctuation, and style, as well as business spelling and vocabulary development. This course is essential for students seeking successful careers in management, administration, communication, and related areas in which a high level of English language skill is required.

OTEC 135 Business Communications is designed to teach students how to plan, organize, and write accurate and effective reader-friendly business documents appropriate for use in today's global business environment. Design and strategies are covered for various business letters, memos, reports, proposals and electronic messages. A situational focus groups business communications into three categories: daily, persuasive, and negative. Practicing techniques for all three, students learn to communicate and respond effectively and professionally in a variety of workplace situations.

OTEC 140 Administrative Procedures - students will master essential organizational skills and develop efficient office practices in preparation for entry into the contemporary office. Preparing students for the office environment that requires workers to communicate effectively, think critically, apply problem-solving skills, and work effectively with other members of the office team. Students will look at the rapid pace of change in the office of today and understand office workers need the ability to develop new skills and understand new processes as jobs evolve.

OTEC 150 Word Processing I is designed to teach students basic functions of a word processing program as well as how to properly format business documents including letters and memorandums. Business standards in all documents are upheld throughout the course. Microsoft Word software is utilized as the learning platform; however, skills can be transferred to most word processing programs.

OTEC 151 Word Processing II is a continuation of Word Processing I and is designed to progress students beyond the basic functions of a word processing program to further enhance documents. Students are introduced to some of the more advanced features of Word including automating formatting, utilizing special Word features, merging documents, and customizing documents. Business standards in all documents are upheld throughout the course. Microsoft Word software is utilized as the learning platform; however, skills can be transferred to most word processing programs.

OTEC 160 Human Relations concentrates on personal and professional development skills needed by workers in today's workplace. Students will study and practice these skills including self-examination and assessment, self-motivation and goal setting, stress management, time management, effective communication, interpersonal skills, handling conflict, client relations, teamwork, problem solving, and an understanding of business ethics.

OTEC 161 Service Delivery concentrates on development of fundamental customer service skills required by workers in today's office. Students acquire skills including self-assessment, understanding and controlling barriers to customer service, determining customer needs, problem solving, developing opportunities, empowerment, effective communication, self-motivation and goal setting, and the use of technology. Customer-focused companies are profiled to examine how they promote excellence in customer service.

OTEC 162 Employability Skills will help students develop successful job search strategies for today's competitive and changing job market. Topics include self-assessment, workplace skills, creating on online presence, job search strategies and research, using the Internet for job search and career planning, networking, resumes, employment-related communications, application forms, portfolios, and interviews. Students also explore the role of human resources, occupational health & safety, employment standards, and Worksafe BC.

OTEC 170 Bookkeeping I provides students with an introduction to manual accounting. Emphasis is placed on fundamental accounting principles and their application in day-to-day business situations. This course is based on a service business organized as a sole proprietorship. Students cover basic bookkeeping skills including double-entry general journal entries, posting to the general ledger, preparing a trial balance, recording adjustments in a ten-column worksheet, producing period-end financial statements, closing the temporary accounts, maintaining petty cash, and preparing bank reconciliations.