Program and Course Search

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.

ECCE 186 Child Health and Safety is on personal wellness and the planning, establishment and maintenance of a safe and healthy environment in programs for children from birth to school age. Topics include: food preparation and handling; planning nutritious snacks and meals; universal precautions; diapering and toileting; accident prevention and hazard identification; medication; illness management, assessment and reporting; modelling healthy practices and utilizing community health resources.

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.

ECCE 178 Professional Practice I provides an overview of the field of early childhood education from a theoretical perspective influenced by both historical and current contexts. Learners will have the opportunity to engage with a variety of program models and structural components such as the BC Childcare Licensing Regulation, the Early Learning Framework of BC and the Occupational Standards for Early Childhood Educators. Using these guiding frameworks and theories learners will demonstrate an understanding of standards of practice and childcare administration.  

ECCE 168 Observing and Reflecting Practicum I is an experiential course with field placements and lectures integrating theories and practices in the early years. Through engagement with early childhood educators in practicum learners will participate in professional practice; plan and evaluate a developmentally appropriate program that meets the observed needs of children. Learners will explore how pedagogical narrations inform practice through observing, collecting traces, collaborating and reflecting. Utilizing a ‘common world’s’ framework, including indigenous world views, learners will have opportunities to explore the interrelationship of living and non-living things.

ECCE 179 Professional Practice II examines early childhood care and education in a historic and current cultural context. Using a variety of theories, including the bioecological approach learners will reflect on the impact of their personal values and attitudes on their professional practice.

The principles of inclusive practice when working with young children and families will be examined, and the importance of play in learning will be identified through exploring the theory and its benefits. By the end of the course learners will have gained a sense of professionalism and will be able to advocate for the profession of early childhood care and education. Current frameworks and theories will be used to develop positive, compassionate and ethical professional values.

ECCE 188 Planning with Young Children I provides opportunities to learn about warm, caring, responsive relationships and emotionally safe, child-centered environments. The course focuses on application of theories, planning experiences and environments to support children’s development. Students explore the areas of art, music, movement, literature, and drama within the conceptual frameworks of developmentally appropriate practice, the competent child, diversity, child-centred environments, sensory motor exploration, emergent curriculum and creativity.

ECCE 193 Child Centered Partnership I, learners reflect on values, beliefs and attitudes toward building warm relationships with children. Understanding of self within the guiding relationship is developed. With the use of problem-solving techniques, students learn the skills of guiding and caring for children and creating emotionally safe, respectful environments that are empowering and that enhance friendships, responsibility, self-discipline, self-worth, and maximize potential.

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 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.

ECCE 169 Observing and Reflecting Practicum II is designed to integrate theories and practices in the ECCE field. Students will observe and participate in regional early childhood programs off campus. The clinical practicum provides opportunities to practice observing and recording children's individual abilities and interests over time, and, reflective practice and professional conduct.

ECCE 189 Planning with Young Children II builds on the concepts and theories of ECCE 188 with an emphasis on play theory, social relationships and skills, and creative and cognitive processes in children ages three to six years. Learners examine the interface of adults and children in a child-centred environment. Learners study ways of supporting and extending the interests, understandings and problem-solving abilities of young children in the areas of mathematics, science and social studies. The focus will extend to the programming context with a holistic approach to the practitioner as planner and adult within the play environment and address variations in development, abilities, issues, and risk factors.

ECCE195 Practicum I provides the learner with practical experience in an early childhood centre. Students integrate learning and demonstrate skills in interpersonal communication, observing and recording children's responses and abilities, program planning, guiding and caring and growing professional awareness. Seminars are scheduled for reflective discussion of practicum learning.

ECCE 293 Child-Centred Partnerships II, concepts and skills of ECCE 193 are further developed and enhanced; for example, understanding of self within the guidance relationship, creating emotionally safe and respectful environments and enhancing autonomy. Students examine guiding relationships and apply principles and skills to complex situations. Students will also have the opportunity to learn about the various community partners and their role in supporting young children.

PSYC 240 Child Development is an introduction to normal child development; this course explores selected aspects of the physical, cognitive, emotional, and moral development of children from birth to middle childhood; and examines the major theories of child development.

ECCE 294 Practicum II, students synthesize learning with practical application. The focus is on collaboration with families and community in the creation of inclusive, responsive, culturally-sensitive child-centered environments for young children. Learners continue to engage in the process of self-reflection and individual goal setting regarding exemplary professional practice. Seminars are scheduled for reflective discussion of practicum learning.

ECCE 200 Infant Growth and Development. This course will explore child development from theoretical perspectives and will examine ways of enhancing young children's development. Conceptual themes to be addressed include: developmentally appropriate practice, the competent child, diversity, responsive caring, relationships, child centered environments, emotional safety, and creativity.

ECCE 260 Health Care in Infant and Toddler Programs includes the planning, establishment and maintenance of a safe and healthy environment regarding: food preparation and handling, planning nutritious snacks and meals, diapering/toileting, accident prevention and hazard identification, medication, illness management and assessment, modelling healthy practices and utilizing community health resources.

ECCE 285 Practices with Infants and Toddlers. This culmination course is designed to prepare the student to work as an Early Childhood Educator with children under three years. Emphasis will be on professional decision making; designing and implementing a safe nurturing inclusive program. This course builds on and expands knowledge from the basic ECCE program regarding early childhood theory, philosophies, historical approaches and high quality care.

ECCE 282 Infant/Toddler Observation Practicum provides the student with opportunities for supervised practical experience and directed observation of individual infants and toddlers as well as group settings designed for infants and toddlers. Ten hours of individual child observations may be done in homes, family day care, or other informal settings. The forty hours of Infant-Toddler Centre observations will be arranged in a variety of locations.

ECCE 286 Infant Toddler Practicum experience is designed to provide the student, under supervision, with opportunities to apply and consolidate knowledge and skills in working with infants and toddlers in group settings. Five weeks in length, this block practicum places each student in an early childhood setting for children under age three.

HSER 267 Leadership in Human Services provides a basic introduction to leadership concepts. Students self-reflect as they explore the concepts of emotional intelligence, leadership style, and the qualities and attributes of an effective leader. Students create a plan for developing personal leadership skills and have opportunities to improve their leadership performance in managing conflict, overcoming obstacles, and establishing a constructive climate.

PGFS 101 HTML and CSS introduces students to Hypertext Markup Language (HTML), Cascading Style Sheets (CSS), web standards and web accessibility. Students will use best practices and follow web standards set by the World Wide Web Consortium (W3C) to create content that looks appropriate and functions correctly on all devices. Using the mobile first method, students will apply the skills learned to design and build a standards compliant website from conception through completion.

PGFS 102 Programming Fundamentals with JavaScript introduces students to techniques commonly used in programming web pages with interactive content to enhance user experience. Students will explore fundamental programming concepts through various aspects of JavaScript programming language, including variables, functions, objects, events, data types, operators and conditional logic. Hands-on in-class tasks support students to apply these programming concepts and build upon their existing front-end development experience to create simple dynamic website applications.

PGFS 103 Introduction to Front End Application Development provides an in-depth introduction to the fundamentals and concepts of app development including DOM manipulation, event handling, front-end frameworks and browser-based technologies. Students will create responsive and interactive web apps using HTML, CSS, JavaScript and learn how to test and troubleshoot using popular debugging techniques.

PGFS 104 Internet Communication and Infrastructure provides students with an overview of internet protocols and operations. It covers the key principles and practices of internet communication, including the underlying infrastructure and protocols that enable internet connectivity, data transmission, and network security. The course also covers the basics of internet governance and the role of internet service providers.

PGFS 105 Application Infrastructure and Architecture introduces students to the underlying framework and structural design that support the development, deployment, and management of software applications. The course covers the hardware and software components necessary to run applications effectively including server architecture, database management, network protocols, and security measures. Students will design, deploy, and maintain a robust and scalable web application.

PGFS 106 Development Environment provides students with the current industry context, standards and fundamental tools required to dive into back-end web developing. Students will be introduced to the back-end environment by setting up a web server, setting up a virtual host, running an https and creating sandboxes. Best practice in version control will be emphasized as students utilize open source distributed version control systems and incorporate thorough testing and debugging practices into their development projects.

PGFS 107 Database Fundamentals and Design introduces the core principles of database systems, guiding student through the intricacies of different database types, data modeling, and normalization techniques.

The course focuses on key SQL skills, including query writing, data manipulation, and database structuring. Students will design and implement a database, from initial planning to final deployment.

PGFS 108 Web Application Development challenges students to showcase their acquired skills and knowledge by designing and developing a fully functional web application. The course emphasizes the application of modern programming languages and frameworks, integrating front-end, back-end, and database technologies to create comprehensive web solutions.

PGFS 201 Web Application Frameworks and Technologies introduces the libraries, tools, and conventions that provide the foundation for developing web applications. Students will design, develop, test, and deploy web applications using a wide range of popular server-side and client-side frameworks.

PGFS 202 Application Architecture and Security further explores the different layers of application architecture, including front-end, back-end, and database layers and the security vulnerabilities inherent in each layer. Students will critically assess these vulnerabilities and apply advanced security measures to mitigate risks effectively.

PGFS 203 Design and User Experience (UX) introduces students to the process of designing products with a focus on usability, accessibility, and enjoyable interactions for the end-users. Students will explore the fundamentals of design, as well as the importance of user research, information architecture, and usability testing. Through hands-on projects, students will gain practical experience with design and UX tools and techniques and learn how to apply these skills to create effective, accessible, and user-centred web experiences.

PGFS 204 Object-Oriented Programming introduces the concept of writing programs that organize software design around data, or objects, rather than functions and logic. Students will learn how to design, develop and deploy object-oriented programs using industry-standard tools and trending programming languages. The course covers object-oriented principles such as inheritance, encapsulation, polymorphism, and abstraction. Students also learn how to work with collections, exceptions, and file input/output.

PGFS 205 API Development introduces the concept of creating useful connections between different software platforms using industry-standard tools and technologies. Students learn how to design, develop, and deploy Application Programming Interfaces and work with current web data formats, authenticate and authorize API users, and use API testing tools to ensure the quality of their APIs.

PGFS 206 Project Management and Entrepreneurship introduces students to the skills necessary to effectively manage and execute projects using agile principles. The course covers project planning, team building, risk management, and essential agile project management concepts. Students will explore the unique challenges and opportunities associated with entrepreneurship and develop tools to evaluate business ideas based on emerging trends.

PGFS 207 AI System Fundamentals & Architecture offers an in-depth look at the mechanisms behind intelligent machine behavior including its historical development, core applications, and evolving trends. The course examines the main elements of AI architecture, such as data processing, algorithms, and computing infrastructure. Students will apply their skills and understanding to real-world scenarios.

PGFS 208 Full Stack Developer Capstone Project provides students with the opportunity to employ their cumulative skills and talents to develop a full-stack web application. Each student must choose an area of focus and plan and complete a series of scheduled tasks to create a unique and custom portfolio-ready web application product.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 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.

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.

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.