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Workshop Manual Instructor Guide

InstructorGuide

RESOURCES ................................................................................5

INTRODUCTION .................................................................... 10

1 HOME HEALTH CARE IN ONTARIO............................. 13

2 HOME HEALTH CARE WORKPLACE............................ 18

3 HOME HEALTH CARE OCCUPATIONS........................ 23

4 WORKPLACE LAW IN ONTARIO ................................... 27

5 TRAINING AND UPGRADING ........................................ 32

6 OCCUPATION-SPECIFIC TERMINOLOGY ................... 38

7 COMMUNICATION ............................................................ 45

8 CLIENT CARE....................................................................... 50

9 HEALTH & SAFETY............................................................. 54

10 WHERE WILL YOU GO FROM HERE?.......................... 58

H o m e H e a l t h C a r e W o r k s h o p

4 � I n s t r u c t o r G u i d e


I n s t r u c t o r G u i d e ➲ 5

��RESOURCES

PRACTICAL RESOURCES

A good collection of real and relevant materials is essential to the success of this workshop. Hereis a limited list of items that the instructor should collect before the workshop. The instructormay find many more useful resources.

REALIANewspaper articles on the home health care sector.

Advertising fliers and brochures from local home health care providers.

Catalogues from home health care/medical supply companies. Look in the Yellow Pages under“Home Health Care Supplies”. Even some local pharmacies have catalogues that could be usefulfor vocabulary building.

Job ads from local newspapers or other sources for home health care help.

Telephone books (Yellow pages.)

Continuing education calendars from the local board of education, community colleges,universities and private vocational schools.

Pamphlets and fliers advertising ESL courses, job search programs, workshops on self-employment, etc.

Free health newsletters from your local pharmacy. (For example: The Caregiver fromPharmaplus.)

Free health pamphlets from your local pharmacy on special care. (For example: Foot care,Healthy tips for diabetics, etc.)

Free pamphlets from your local drugstore on home health care supplies. (For example:Doncaster/Shoppers Drug Mart have a pamphlet titled Home Health Care: Medical Supplies andEquipment.)

BROCHURES, FACT SHEETS AND FLIERSBrochures from the local Community Care Access Centre. Brochures in different languages areavailable.

Brochure: Assessment Card for Lifts and Transfers from the Ontario Hospital Association, tel.(416) 205-1300. There is a fee.

Flier: Academic Credentials Assessment from the Ministry of Citizenship, Culture and Recreation,Access to Professions and Trades Unit. Contact Nadine Gilmour at (416) 326-9714, or by e-mailat [email protected]



Brochure: Human Rights in Ontario from the Ontario Human Rights Commission. Check in theblue pages for the telephone number in your area.

Workbooks: Home Care in Ontario from the Canadian Home Care Association. (Order from theirWeb site)

Pamphlets, fliers and workbooks on workplace law from Community Legal Education Ontario(CLEO). Call for an order form: CLEO – Community Legal Education Ontario, Tel: (416) 408-4420,Fax: (416) 408-4424. These pamphlets are useful for this workshop:

OHIP and Immigration Status Public Coverage in OntarioGetting Legal Help: Community Legal Clinics in …Settlement ServicesEducational EquivalencyYour Rights at WorkHow to Make a Claim

SPEAKERSAn instructor from the local community college who could talk about the ESL or Personal SupportWorker program.

A counsellor from a community legal clinic to answer questions about labour law.

A home care employer.

FIELD TRIPSA local long term health care facility.

A local HRDC Employment Training Centre.

A local community college that offers training and upgrading courses.

A local pharmacy.

VIDEOSCheck the local library for self-help videos for caregivers. These kinds of videos may also be usefulfor vocabulary building.

The Community Care Education Society (604-590-1505) has several videos that you can order fora fee. Topics include: personal assistance/ infection control/ food preparation/ homemanagement/ working with the elderly/ working with persons with aids/ etc.



USEFUL INTERNET SITES

Internet sites are always changing. If you can’t find these sites on your computer, use some of thewords as key words and look for the information on a Web browser, such as Yahoo orWebcrawler.

HOME HEALTH CARE ASSOCIATIONS

Ontario Home Health Care Providers’ Association

http://www.thecareguide.com/OHHCPA.html

The Ontario Community Support Association

http://www.ocsa.on.ca

Canadian Home Health Care Association

http://www.travel-net.com/~chca

EMPLOYMENT

Human Resources Development Canada, Ontario Region — Ontario Job Futures:

http://www.on.hrdc-drhc.gc.ca/english/lmi/eaid/occ.info/ojf/jobf_e.html

FOR EMPLOYMENT INFORMATION, SEE ALSO

Statistics Canada:

http://www.statcan.ca/start.html

NEWSPAPERSNewspaper web sites have search engines that can help you find articles on specific topics.

Toronto Star:

http://www.thestar.com/



The Globe and Mail

http://www.globeandmail.com/

TERMINOLOGY

Glossaries of Home Health Care Terms

http://www.lindesmith.org

http://www.midland-memorial.com/glossary.html

http://www.braincenter.org

http://www.thecareguide.com

A Glossary of Common Abbreviations Used in Client Charts

http://www.albany.edu/pdp/lit/abbrev.html

OCCUPATIONAL HEALTH AND SAFETY

Ontario Ministry of Labour, Occupational Health and Safety Division:

http://www.gov.on.ca/LAB/ohs/ohse.htm

Health Care Health and Safety Association of Ontario

http://www.hcsao.on.ca

STARTING A BUSINESS

Starting a Small Business in Ontario:

http://www.cbsc.org/ontario/starting/main.html

GOVERNMENT OFFICES

Ontario Ministry of Health

http://www.gov.on.ca/health

Ontario Ministry of Labour:

http://www.gov.on.ca/LAB



Ontario Ministry of Labour, Occupational Health and Safety Division:

http://www.gov.on.ca/LAB/ohs/ohse.htm

Ontario Human Rights Commission:

http://www.ohrc.on.ca

Workplace Safety and Insurance Board:

http://www.wsib.on.ca

GENERAL HEALTH CARE

Sargent Online Services: Health and Rehab Links (Boston University)

American information, but an excellent annotated list of health related Web sites.

http: //www.bu.edu/sargent/SOS/links.html


1 0 � I n s t r u c t o r G u i d e

��INTRODUCTION

SUMMARY OF PERFORMANCE TASKS FOR THE WORKSHOP

SPEAKING/LISTENING

1. Describe howand why the home health care sector is growing in Ontario.

2. Practise howto ask for assistance, report a problem, describe an unsafe situation, get specific informationrelated to your occupation, talk to colleagues at work, describe a problem, give and receive instructions.

3. Describe basic health and safety precautions in home health care.

4. Ask and answer basic questions about the laws that protect workers in Ontario.

5. Expand vocabulary with home health care technical terms and words for client care.

READING

6. Get information about wages, duties, working conditions, future and training in the home health caresector from written sources.

7. Understand job titles, duties and responsibilities of different jobs in the home health care sector.

8. Understand written instructions.

WRITING

9. Spell technical terms.

10. Fill out forms (either pay sheets, client care plan, or accident report).

SOCIO-CULTURAL

�� What labour market information is and where to get information on Ontario’s labour market.

�� Understand the Ontario home health care system.

�� Understand who home health care employers are, and howthey hire.

�� Be able to identify basic health and safety issues in home health care.

�� Understand basic rights workers have and the recourse that they can take.

�� Understand where to go to get help and more information on each topic.


I n s t r u c t o r G u i d e ➲ 1 1

Introduction to the Workshop

Materials�� Copy of workbooks for all participants

�� Copies of learner interviews (see next page)

Warm Up�� Instructor introduces him/herself.

�� Elicit ideas from the learners about what the different steps to employment in Ontario are. Talk aboutwhat steps they have already taken, and what results they have achieved.

Learning Tasks1. Learners interviewone another using the interviewsheet.

2. Introductions: This can be done either having learners introduce one another or introduce themselves.

3. Hand out workbooks.

4. Refer to the Steps toE mployment inOntariopage in workbooks. These are the steps that this workshop willaddress.

5. Go over Inthis workshop youwill… in the workbooks. These are the objectives of the workshop. Emphasisethat this is essentially a language training workshop with an employment focus. The learning tasks aredesigned to help learners expand their vocabulary and improve their communicative competence (theirability to effectively communicate what they mean.)

6. Go over the table of contents. This is the outline of the workshop. The goal is to cover a unit each day.



STEPS TO EMPLOYMENT WORKSHOPINTRODUCTION INTERVIEW

Interview your partner.Ask him or her the following questions. Write down their answers in complete sentences. Beprepared to tell the rest of the class about your partner.

What is your name?

Where are you from?

How long have you been in Canada?

What is your education?

What is your occupation?

What do you know about home health care?

What do you know about home health care inOntario?

Why are you taking this workshop?

What do are your hopes for this workshop?



HOME HEALTH CARE IN ONTARIO

PERFORMANCE TASKS FOR THIS UNIT

Describe home health care in Ontario:

�� who receives home health care in Ontario

�� howthey receive home health care

�� current trends

�� future trends

Name different jobs in home health care, and describe:

�� what the wages are

�� future trends



Overview

Materials�� Workbooks

�� OHIP cards

�� CLEO Fact Sheet OHIP andImmigrationStatus Publicmedical coverageinOntario.

�� Pamphlets from Community Care Access Centres

�� Flowchart of home care management (see next page)

�� Prepare flash cards with client profiles described on them (For example: Mrs. Lin is 86 years old and uses acane. She nowhas trouble with her vision and needs help with some chores at home. Is she eligible forhome health care?)

Warm UpAsk everyone to take out his or her OHIP cards. Talk about whom is responsible for health care in Ontario.Who is eligible for OHIP? What services does OHIP cover (seeOHIP andImmigrationStatus PublicCoverageinOntario, CL E O, August 1998)Ask about the health care system in their countries of origin. Get a vocabulary liston the board. Take up newvocabulary.

Learning Tasks1. Vocabulary: eligible, long-term health facility, cover (pay for), access, provide (give), services, care,

recovering, chronically ill, physically or mentally disabled, accessible.

2. Ask about home health care in their countries of origin. Who goes to the patients’ homes (occupations)?What kind of treatment do they receive? Who pays for it?

3. Use the Real Storyas a springboard for comprehension.

4. Do exercises from workbooks.

5. Using the chart, give a final overviewof home health care in Ontario. (doctor, friend, family to CCAC tohome health care service provider)

6. Distribute CCAC pamphlet. Take up vocabulary. Ask the following questions: What is the CCACT? Whatservices do they offer? Who do you think works there? Who do they serve?

7. Distribute cards describing different people (age, health status, etc…). Each participant reads descriptionof person and decides if they need HHC. Choose a case manager to decide on these cases, readdescriptions aloud and agree on their needs. Describe this process as being assessment.

8. Distribute flyer from a not-for profit agency and a private agency. Compare. Take up vocabulary.

AssessmentDescribe what home health care is, who funds it, who provides it, and who is eligible.



How People Get Home Care

Friends, Family, or Doctor

Refer (send) the client to a …

�

Community Care Access Centre

Here they do an assessment to see if the client is eligible, and to find outwhat kind of care they need. They also develop a care plan. Then, they refer

the client to a…

�

Home Care Provider

They send a home health care worker to the client’s home.

�

Home Care Worker

Has a schedule for home visits.



Recent Trends


Warm UpAsk what this will mean for the future of home health care. Elicit other reasons for the growth in the homehealth care industry.

Learning Tasks1. Read: Recent Trends inHomeHealthCare in workbooks.

2. Use the Trueor Falseexercise as a reading comprehension.

3. Vocabulary: Match the opposite words. Do it orally first. Add other words that came up during previousdiscussion.

4. Learners brainstorm the pros and cons of home care versus hospital care in groups. Each group sharestheir results with the class.

AssessmentList three reasons home care is growing in Ontario



The Future of Home Health Care Occupations

Material�� Workbooks

Warm UpDiscuss the following What is Labour Market Information? Where can you get it? (Government, businesses,schools, professional associations) What kind of information might you get from these organisations? Why isthis information important? Howcan this information help you?

ANSWERS Labour market information will help you to get

�� a realistic picture of the labour market;

�� understanding of problems such as unemployment, underemployment and job security;

�� knowledge that you need before you decide on a training program;

�� knowledge about wages for the positions that you apply for;

�� understanding entry-level criteria;

�� knowing howa particular sector hires workers.

Learning Tasks1. Prepare an information gap exercise using the chart on occupations, wages, duties, and future prospects.

Give each learner all the information for a different occupation. Have learner’s circulate, request theinformation, fill in the blanks. Go over what the appropriate questions

2. Information questions

�� Howmuch does a _________ make?

�� What are the main duties of a ________?

�� What are the job opportunities for the future?

3. If you have access to computers, try using the web to get labour market information for Ontario. A goodsite to try is: www.toronto-hrdc.sto.org, or search for “Labour Market Information for Ontario”

AssessmentWrite three questions that you would ask someone who works in home health care.



HOME HEALTH CARE WORKPLACE


Describe:

�� home health care employers, howthey hire and what they are looking for in employees

�� unions, howthey help workers and what are the home health care unions

�� co-workers, who they are and the concept of team work

�� home health care clients



Workplace / Employers


�� YellowPages of the telephone book

�� Brochures and fliers from local home health care providers (same as previous unit)

Warm Up�� Define “workplace”. Ask the question: where is the home health care workplace? Where is the

administration? Discuss the home care “office”. Where is it? Who works there? Is it government orprivate?

�� Discuss differences in each of our homes as a way to establish different life styles. Note that home healthcare patients are as diverse. Illustrating that their homes are a place of work for home health care workers,so their workplace is very diverse.

Learning Tasks1. Vocabulary: tidy. messy, cluttered, environment, observe, dangerous, safe, safety, hazard, valuables,

personal valuables, property, personal property.

2. Read HomeHealthCareWorkplace.

3. Read E mployers. Discuss.

4. Using the YellowPages, find home health care employers. Take up vocabulary.

5. Language Focus: E mployer Research.

6. If you have access to the Internet, visit the site of a home health care provider to see examples of servicesprovided.

Assessment�� Describe the home health care workplace.

�� Give examples of for-profit and not-for-profit home health care employers in your city.



Clients / Co-workers



�� Brochures and fliers from local home health care providers (same as previous unit)

Warm UpUsing the YellowPages or the fliers/brochures encourage the learners to generate a list of clients.

Learning Tasks1. Vocabulary for different health conditions (clients) and occupations. (see text box in workbook)

2. Read Clients.

3. Discuss “client” versus “patient”. Patient is the term used for someone who is in a hospital. In homehealth care the preferred term, or the term that employers use, is “client”.

4. Discuss who home health care clients might be. Develop a vocabulary list with learners. Take up any newwords.

5. Matching exercise for vocabulary reinforcement.

6. Reviewnames of occupations from previous units by defining the term “multidisciplinary team”, andeliciting who the members of such a team may be.

7. Read Co-workers.

8. Language note: Use this exercise to help learners talk about their previous experience and personallikes/dislikes.

Assessment�� Describe three kinds of patients you might work with as a home care worker.

�� Reviewnames of occupations from previous units.

�� Describe a multidisciplinary home health care team.



Self Employment


�� Local newspapers with advertisements of self-employed home care help.

�� Fliers of private home care agencies in your city

Warm Up�� Have you ever had your own business? Discuss the meaning of self-employment and read the chart.

Highlight the fact that occupational therapists and speech-language therapists probably have their ownpractice.

Learning Tasks1. Vocabulary: self-employment, private, privately, word-of-mouth, negotiate, community legal aid clinics,

practice.

2. Read Self-employment.

3. Look at the newspaper ads and the fliers. Discuss a large agency versus self-employed individuals.

4. Language Focus: in groups, design an ad for the local newspaper.

AssessmentDoes the advertisement that learner wrote showthat they have understood the concept of self-employment?



Unions


�� Speaker: A union representative or legal aid worker (optional)

Warm Up�� What is a union? Have you ever belonged to a union?

�� Read and discuss Real Stories.

Learning Tasks1. Vocabulary: support, relief, communicate, strike, rights, grievance, respite, terminally ill, chronically ill,

caregiver, team

2. Prepare a chart on the board with three columns: self-employment, unionised workplace, non-unionisedworkplace.

3. Read Unions. Put any relevant information in the chart.

4. Use the cart to compare and contrast the benefits of each. For example:

Home support worker jobs…

Type of workplace Example Wages Job security Benefits Job available?

Unionised Non-profit,V.O.N.

Stable and good Higher than most Good Not many

Self-employment Private practice,small business

Negotiable Depends on client None Word-of-mouth

Non-unionised Private agencies Market driven On-call Maybe Many, but on-call

Assessment�� Describe what a union is and two things that a union does for workers.

�� Name a union in home health care.



HOME HEALTH CARE OCCUPATIONS

PERFORMANCE OBJECTIVES FOR THIS UNIT

Describe:

�� different jobs in home health care

�� duties and responsibilities of home health care workers

�� working conditions for different occupations

Practise:

�� howto ask for assistance

�� howto get specific information related to your occupation



Duties and Responsibilities


�� Job descriptions or simply descriptions of duties and responsibilities for different health care occupations.If you have computer access, there are clear descriptions for these occupations in OntarioJob Futures(www.on.hrdc-drhc.gc.ca) or in the HRDC Essential Skills profile Database (www.hrdc-drhc.gc.ca/hrib/hrp-prh) You can also obtain these job descriptions from any local HRDC EmploymentResource Centre.

Warm UpWrite on the board: Duties / Responsibilities / Entry level Qualifications. Give some examples. A duty: helpthe patient with fluid intake A responsibility: ensure that the patient drinks 50 ml. of prune juice a day. Anentry-level qualification: previous experience. Elicit others from the participants.

Learning Tasks1. Vocabulary: duties, responsibilities, training, experience. knowledge, qualifications, entry-level, job

description, ambulation, regulated, non-regulated, entrance examination

2. Read: Duties andResponsibilities.

3. Use exercise Occupations to help with newvocabulary. (Main differences: level of training, responsibility —can and must make decisions about care, regulated vs. non-regulated)

4. Help learners to describe the duties and responsibilities of their last job. Make a list of the main verbs thatmay be needed and the correct past tense (i.e. care, look after, treat, help, etc…)

AssessmentDescribe the main duties and responsibilities of two home health care occupations.



Training and Experience Required


�� Newspaper clippings of job ads for home care positions.

Warm UpBefore opening the workbooks, elicit a list of training and experience required for the different home healthcare occupations.

Learning Tasks1. After learners read TrainingandE xperienceRequired, review the notes made during the warm up. Do they

match up?

2. Language Focus: Newspaper Hunt.

3. Bring in current newspapers and look for information similar to that in the workbooks.

AssessmentAnswer question: To work in your occupation in Ontario, what training and experience do you need to have?



Working Conditions

MaterialsWorkbooks

Warm UpRead the story E mployers Refuses toPayand discuss the questions

Learning Tasks1. Vocabulary: full-time, part-time, casual part-time, on-call, shift-work, salary, wage, benefits, job security,

insurance, job description

2. Read WorkingConditions and discuss vocabulary.

3. Use discussion questions to practise newvocabulary.

4. Do the group activities. What Kindof aJob doYouWant?

5. Expressing preference: Teach different ways of expressing preference, noting the register of each, andpractise using the activity What’s Important inaJob?

I want to…

I would like to …

No, I would prefer to…

No, I would rather…

…work for an agency that has…

…daycare service…flexible working hours…overtime work…a good boss.…job security.…casual part-time work.…a union.…good benefits.…group insurance.…on-the-job training…permanent full-time work.

Assessment�� Talk about what you would like in a job. Use I would like to work… I prefer to… I want to….



WORKPLACE LAW IN ONTARIO


Name the four laws described in this unit

Briefly describe each of the four laws presented in this unit by using one-word or short phrases



Employment Standards


�� Employment Standards Act poster which can be obtained from the Ministry of Labour (optional)

�� CLEO Fact Sheet: Your Rights at Work (optional)

�� A real pay slip

Warm Up�� Do the Q& A’s at the beginning of the unit. First, ask learners not to look in their books, to listen to each

question, and try to answer. After that, all can get the information from the reading.

�� Name each law.

Learning Tasks1. Take up any newvocabulary.

2. Use the quiz as a pre-reading exercise.

3. Read E mployment Standards. Do L anguageFocus exercises.

4. Learners interviewone another using the table WorkplaceL awaroundtheworld. Take it up as a whole group.

AssessmentRe-do quiz.

Language FOCUSOvertime

ANSWERS1. NO

2. NO

3. YES, 16 hours overtime. If the regular wage is $11.00, then the overtime pay would be 11.00+ 5.50 = 15.50. The regular full-time pay for this worker is $440.00. Overtime pay would be$264.00 (16 hours @ 16.50).



Human Rights


�� Brochure: HumanRights inOntario(optional)

Warm Up�� Discuss vocabulary.

�� Define discrimination and harassment.

Learning Tasks1. Read HumanRights. Discuss.

2. Using the language focus exercise, get learners to listen and decide if each case is harassment ordiscrimination.

3. After, learners work individually on the matching exercise.

Assessment�� List five ways in which you cannot be discriminated against according to the law. (religious belief/creed;

sex/gender, sexual orientation, marital status, financial status, etc.)

Language FOCUSANSWERS

Match the Situation1. d (discrimination)

2. c (harassment)

3. b (discrimination)

4. e (harassment)

5. f (discrimination)

6. a (harassment)



Health and Safety


�� Photos of different rooms in a house (or refer to the Health and Safety Terminology unit for a picture)

Warm Up�� Brainstorm some health and safety issues for a home health care worker (heavy patients, contagious

infections and unsafe workplaces/homes). Make a list on the board.

Learning Tasks1. Discuss the meaning of occupational health and safety, why it’s important. Explain that Ontario has a law

that governs occupational health and safety.

2. Read: HealthandSafety.

3. Discuss the list from the warm up exercise. Howdoes the Act affect these home health care issues? (Forexample: if the client is too heavy to be lifted and he or she is not ambulatory, it will be necessary to havelifting equipment or a partner.)

AssessmentState three ways to prevent an accident at your workplace.



Workers’ Compensation


�� CLEO fact sheets: Workers’ Compensation(optional)

Warm UpWhat is worker’s compensation? What kind of accidents do you think that this compensation covers? Whatwould be an example in home health care? What would worker’s compensation pay for?

Learning Tasks1. Read: Workers Compensation.

2. Use these examples to help learners make full sentence statements about the information in the reading:

Pattern:

If you _________________, you must ____________________________.

If you _________________, your employer must ___________________.

If you are eligible, the WISB will ________________________________.

Examples:

1. If you get injured on the job you must report the injury.

2. If you get injured on the job, your employer must report the injury.

3. If you are eligible for workers’ compensation, the WSIB will pay for your pain and suffering.

4. If you have an accident on the job you should see a doctor right away.

5. If you are eligible, the WISB will pay for therapy.

AssessmentUse a sentence to describe Worker’s Compensation.



TRAINING AND UPGRADING


Describe:

�� training and upgrading in Ontario

�� their skills and knowledge

�� their training and experience

Do a self-assessment of personal training and experience

Find appropriate training and upgrading programs



Entry Level Qualifications


�� Newspaper ads for home health care workers

Warm UpGet newspaper ads for home health care workers from your local newspaper. Paste them on a page and thenenlarge it. Make copies. Using the newspaper ads, ask learners to give you the entry-level qualifications for thejobs.

Learning Tasks1. Vocabulary: education, training, asset, entry-level qualifications, skills, duties, responsibilities, job

description, regulated, non-regulated, entrance examination, registration

2. Language Focus: Fill in the chart E ntryL evel Qualifications. Refer back to unit 3 for some of the information.

As a group activity: Form groups of four. Assign two occupations to each learner. Once they have foundthe information for their assigned occupations, they work as a group to develop WH- questions for eachcategory: (For example: What training and education is required for a job as a ________? What languagelevel must I have to work as a ______?) Take the questions up in class. Return to groups and learners canuse the questions to ask each other about different occupations (information gap).

As an individual activity: Learners scan the reading for the information.

3. Using current newspapers, compare entry level qualifications in the workbook to those required in thenewspaper ads.

AssessmentAnswer questions on entry level requirements for different occupations.



Fanny and Joseph / Foreign Training


�� Flier: AcademicCredentials Assessment from the Ministry of Citizenship, Culture and Recreation, Access toProfessions and Trades Unit. Contact the unit at (416) 326-9714, or by e-mail atnadine.gilmour@ mczcr.gov.on.ca

Warm UpRead FannyandJosephand discuss questions.

Learning Tasks1. Answer questions about the story in the workbook.

2. Language Focus: Read the examples and reviewphrases to describe ability and knowledge.

I knowhowto …+ verb

I have 10 years experience …+ in + noun or gerund

I have training in …+ noun + gerund

I knowa lot about … + noun or gerund

I have studied … + noun or gerund

I’m familiar with …+ noun or gerund

3. Learners complete the sentences in the exercise Your Skills, E xperienceandTraining.

4. Learners share their answers with the rest of the group. Help them correct their errors.

5. Read the information on foreign-trained workers and ESL.

6. The chart What is your experienceandtraining? gives learners a chance to make an inventory of some of theirown skills related to home health care.

7. Group work: Use the discussion: What wouldyoudo? to give learners a chance to consider their options.

AssessmentCan the learners describe their skills and knowledge? (Talk about at least five things that he or she can do, havedone, or knowabout.)



Canadian Experience


�� Volunteers wanted ads from newspapers

�� Pamphlets from local volunteer centres, if available

Warm Up�� What does “Canadian Experience” mean?

�� You may tell this story. It’s true, and it illustrates that newcomers aren’t the only ones that have to dealwith this problem.

L loydwas bornandraisedinCanada. Hegraduatedfromuniversity inCanada, thenwent toBrazil whereheworkedfor twentyyears. Hethengot his PhD intheUnitedStates. A fter beingawayfromCanadafor twenty-fiveyears, hereturned, confident thathis experienceandeducationwouldhelp himget agoodjob here. For four years, hewas turneddownbecausehedidnot have“CanadianE xperience”. Hefinallygot ajob workingincontract assignments overseas, inBrazil!

Learning Tasks1. Discuss the meaning of “Canadian experience”. Employers feel that newcomers may not understand the

workplace culture, or the “Canadian” work ethics. They may feel that workers won’t relate well tocustomers/clients, etc.

2. Read: CanadianE xperience

3. After discussing what employers mean by “Canadian experience”; discuss howeach suggestion on howtodeal with the “Canadian experience” problem responds to those concerns.

4. Role-play: AnsweringDifficult Questions.

5. Using the sample volunteer want ads, discuss “transferable” skills.

6. A good followup activity would be to have learners check in the local newspapers for volunteeropportunities. Be sure to discuss howto get out of “dead end” volunteer jobs. Learners must be clearabout howthis volunteer work can help them!

AssessmentMake a list of possible ways in which you can get “Canadian experience”.



Self-employment


�� Advertising from various home health care providers, including small practices, alternative medicine andindividuals


Warm upDistribute the advertising for home health care services, or use the YellowPages. Ask learners to choose theplace they would go to for home health care. Ask them why? Ask them if they would like to have their ownbusiness.

Learning Tasks1. Summarise the reading. The details are good for individual learners who may be interested, but may not

interest all.

2. Quiz. Some of the qualities are transferable to describing one’s likes and dislikes.

3. Group work: Describe your services. Divide the group into small groups. You may want to group learnersaccording to their occupations, so that they have common goals, or mix them up so that they consider howimportant it is to offer a variety of services in the same office. Emphasise that if they are consideringstarting their own business, there are special workshops, given by professionals, to help them make abusiness plan.



Training and Upgrading

Materials�� Continuing education, upgrading and adult learning calendars (board of education, community colleges,

private schools)

�� Yellowpages

�� Pamphlets from vocational colleges

�� Job search/ESL pamphlets

�� Internet

�� Newspapers

�� Community phone numbers (For example: The Ministry of Education and Training’s Training andUpgrading Hotline: 1-800-387-5656)

�� Discuss resources available at the library

Warm UpDiscuss: What ESL level are you? Are you taking an ESL class? Howdid you find an ESL class? Are you readyto look for a job? Why not? What do you need? What upgrading do you need? Where can you get it?

Learning Tasks1. Using this activity, showhoweducational calendars are organised. Have enough of the same calendar

available for all learners. Ask everyone to open to the table of Contents (or index). Ask them to find theESL classes. Ask them to all go to that page. Ask them what page they are looking at. If many are not onthe correct page, do a lesson on using table of contents or indexes.

2. Have a collection of up-to-date calendars from various institutions. Learners work in groups (so that theycan share the resources and assist one another) and fill in the chart in their workbooks. This way, learnerscan look for what they personally need.

3. If you have computer access, search a community college web site for training programs of interest

Assessment�� Is the chart complete?

�� Are learners ready to call and order calendars or ask for more information? Have them write down thequestions they would ask, correct them and help with pronunciation.



OCCUPATION-SPECIFIC TERMINOLOGY


Name:

�� parts of the human anatomy

�� equipment used in home health care

�� different health conditions

�� special diets



Human Anatomy


�� Poster of the human body (optional)

Warm upBy nowyou knowyour group well enough to be able to use language games. Any one of these is possible:

�� Say the name of a body part and have learners point at it. (For example: This is a chin.)

�� Alternatively, learners can drawa picture of the human body and label as many body parts andorgan as they can in a given amount of time.

�� Another possibility is to go around the group and try to name as many body parts as possible foreach letter of the alphabet.

Learning Tasks1. Language Focus: Matching vocabulary to the pictures helps to reviewhuman anatomy terms. Add many

more with help from learners.

2. Name a part of the human anatomy and elicit a possible health problem

AssessmentCan learners name at least one part of human anatomy for each letter of the alphabet?

ANSWER KEY:

External Body Parts Internal Organs1. face

2. mouth

3. chin

4. neck

5. shoulder

6. back

7. upper arm

8. elbow

9. forearm

10. chest

11. abdomen

12. buttocks

13. genitals

14. leg

15. hip

16. thigh

17. knee

18. calf

1. brain

2. spinal chord

3. oesophagus

4. trachea

5. lungs

6. heart

7. pancreas

8. stomach

9. intestines

10. artery and vein

11. kidney

12. liver

13. bladder



Different Kinds of Care


�� Brochures and fliers from local home health care providers (optional)

�� YellowPages (optional)

Warm UpReturn to the page on “Home Health Care Clients”. Discuss: What are their health conditions? What are theirneeds?

Learning Tasks1. Using brochures and fliers, or the YellowPages, reviewdifferent kinds of patients and find the names of

different kinds of care.

2. Match the different kinds of care with the definition.

3. Practise using subordinate clauses to define types of care. Make sentences. For example Palliativecareis thekindof carethat yougiveapatient whois dying.

4. Exercise: Fill intheBlanks.

5. If you have access to the Internet, visit TheCaregideand St. E lizabethHealthCentreWeb sites. They offer alot of descriptions of home care services.

Assessment�� Oral quiz: What is _______________? (request definition of different kinds of care)

�� Do the opposite. Describe the kind of care and have learners name it.



Mobility Aids


�� Copies of picture and name cards (see next page)

�� Pamphlets showing real pictures of home health care supplies and equipment

Warm UpPrepare pictures of mobility aids and names and have learners play a matching game. What words were themost difficult to guess? What mobility aids were unknown to the learners? What other mobility aids are there?

Learning Tasks1. Matching vocabulary to pictures.

2. Fill in the blanks (copying).

3. Reviewclients by matching client needs with mobility aids.

4. Listen and repeat: pronunciation practice.

AssessmentDo a flashcard reviewof mobility equipment names.



Language FOCUSFlash Cards

hospital bed quad cane

wheelchair crutches

geriatric chair canes

walker scooter

wheeled walker





Special Diets


�� Bring in snacks for the class (see notes for warm up)

Warm UpAsk learners to bring in different snacks. Tell each one that they have to bring in a snack for __________ (aspecial diet). If they need examples, explain: apple juice for clear diet, pudding for soft diet, a nutritionalsupplement for high calorie diet, etc. Today, as a warm up, ask learners to explain what they brought and whythey brought it.

Learning Tasks1. Vocabulary: lowcalorie, lowfat, lowcholesterol, diabetic, clear fluid, liquid, soft. (Learners will knowof

many other diets. For example: high fibre, lowsodium, gluten-free, lactose-free, etc.)

2. Language focus exercise on food categories: in groups, put the food names in the appropriate category.Share results with the class.

3. Reviewhowto give advice.

4. Practise dialogues.

AssessmentName three kinds of special diets and an example of an appropriate food for each one.



COMMUNICATION


Practise phrases for:

�� talking with supervisors

�� talking with co-workers

�� talking with clients



Communicating with Supervisors

MaterialsWorkbooks

Warm Up�� Talk about eye contact.

�� Talk about supervisor’s expectation of honesty and being straightforward.

Learning Tasks1. Read CommunicatingwithSupervisors. Discuss

2. Showhowthe substitution drill works by doing an example with a volunteer.

3. Role play: learners practise with each other.

AssessmentResponds appropriately to the question: “Why were you late this morning?”(May use cues.)



Communicating with Clients

MaterialsWorkbooks

Warm UpElicit principles of good communication with clients.

Learning Tasks4. Read: CommunicatingwithClients. Highlight main points: listen carefully, be patient and wait for a response,

use the proper salutation, keep all information confidential, don’t go on about your personal life, besupportive and encouraging.

5. Discuss Words withDignity

6. In pairs, practise dialogues on OfferingHelp.

7. Go over Words of E ncouragement andSupport.

8. In pairs, practise and role play dialogues on RespondingtoaRequest.

9. In small groups, write a skit and present it to the whole group. Each skit must use at least parts of thedialogues that were presented in this unit, at least one word with dignity, and at least one word ofencouragement and support. Give sample situations to kick start the activity (a depressed client, a difficultclient, a lazy client, an extremely independent client, etc.)

AssessmentDid the skit showevidence that the learners have an understanding of the concepts of this topic?



Communicating with Families


�� Copies of confidentiality activity (see next page)

Warm UpDiscuss: Howmight families be feeling at this time? Highlight sensitivity towards family members andconfidentiality.

Learning Tasks1. Read: CommunicatingwithFamilies. Discuss

2. In pairs, practise and role play dialogues on ReportingaClient’s Condition.

3. (Optional) In small groups, do extra activity on confidentiality.

AssessmentDid the skit showevidence that the learners have an understanding of the concepts of this topic?



Many agencies will ask you to sign a “Confidentiality Statement” like this one:

CONFIDENTIALITY STATEMENTI, __________________________, the undersigned, do willingly promise to hold in confidence all mattersthat come to my attention in the line of duty at this home care agency, including material from and aboutclients, and matters regarding colleagues. I will respect the privacy of the people with whom I serve andconfer appropriately with those designated as my supervisors and/or administrators. Further, I will use in aresponsible manner information gained in the course of my service at this agency.

Signed ____________________ Witness: ____________________________

Dated _____________________ Name of Supervisor: __________________

Language FOCUSConfidentiality

Match these statements with their meanings1. “hold in confidence all matters about clients”

2. “hold in confidence all matters regarding colleagues”

3. “respect the privacy of the people with whom I serve”

4. “confer appropriately with those designated as my supervisor”

5. “use in responsible manner information gained in the course of my service at this agency.”

a) Do not talk about sensitive or private work issues outside of work.

b) Respect my clients’ privacy and not repeat any secrets they tell me.

c) Follow my supervisor’s instructions.

d) Do not talk about clients’ behaviour and attitudes (unless they affect my work or theirhealth).

e) Do not repeat any private information that my co-workers tell me, personal or work-related.



CLIENT CARE


Recognise abbreviations and health conditions that may appear in client charts

Describe own skills using verbs and nouns presented in this unit



Client Charts

MaterialsWorkbooks

Warm Up�� Define abbreviations. Use TLC (Tender Loving Care) as an example. For your own reference, or for

advanced learners, a very thorough list of abbreviations used for long term patients can be found atwww.albany.edu/pdp/lit/abbrev.html or search for “Glossary of Common Abbreviations and Terms Usedin Residential Care”

Learning Tasks�� Complete matching exercise, helping learners with words that are unknown. Encourage them to make

“educated guesses”.

AssessmentRecognise key abbreviations: A (assist), amb. (ambulatory), BM (bowel movement)



Observing and Reporting Client’s Needs and Health


�� Video (optional)

Warm UpUse mime to pretend that you have a cold. Ask learners to describe your symptoms. Write a list of symptomson the board and label “symptoms”. Ask for some suggestions about what to take. List these medication nameson the board and label this list “medication”. Fein side effects (drowsiness, nausea) make a list and label it “sideeffects”.

Learning Tasks1. Read chart on medication and side effects.

2. Take up newvocabulary.

3. Matching exercise: ObservingClient’s Health

4. Go over the client chart and the meaning of the different activities. This chart is an authentic chart used bya homemaking agency. It has been only slightly modified.

5. Listening exercise: Clients Chart. Read the short narrative (see below) and give learners time to check off theactivities on the chart. Encourage them to use any abbreviations that may be applicable.

Assessment�� Writing practice: Learners write sentences about the completed client chart.

�� Use a mime game where learners act out a condition and other guess what it is. Have cards ready.

NARRATIVE

Joseph Smith is 78. He lives in apartment 302 on St. George Street. He still lives alone, and he likes hisindependence. His is ambulatory, and usually he only needs the help off a cane to walk, but he recently had atotal hip replacement.

During his recovery, Joseph’s family comes to stay with him each weekend. They do all the heavy cleaning ofhis apartment. They mop the floors, take out the garbage, clean the kitchen and clean the bathroom. Joseph’sgranddaughter goes grocery shopping for him once a week, and helps him with his bills.

Because Joseph’s hip is still healing, he needs help each day with his acts of daily living. He was eligible forassistance from a home support worker. The home support worker helps him with his take a bath, put on hisclothes, get on and off the toilet, and reminds him to take his medication each day. The home support workeralso prepares meals for each day.

A nurse comes once a week to check on his progress, fill up his docette (medication box) and change thedressing on his hip.

One other thing that the family has requested that the home support worker do each day is to read parts thenewspaper for Joseph, since his sight is really weak.



Home Support Services / Professional Services


�� Video (optional)

�� Catalogues showing different kinds of home health care supplies and equipment

Warm Up�� Reviewsupport versus professional services.

�� Write on the board: “I can…” “I knowhowto…” I can help or assist the client with…” Ask learners tokeep their books closed, and try to finish the sentences, For variety, do this by occupation. “I am a__________. Followed by the other sentences.

Learning Tasks1. Describe your abilities using the newvocabulary.

2. Learners write several sentences describing what services they can provide to clients.

3. Use pictures of supplies and equipment from the catalogues as cues. Ask the learners to respond by statingI can use a ___________ to _______________. (For example: Showa picture of a Hoyer lift and learnermay say: I can use a Hoyer lift to lift and transfer the client. Showa picture of a blood pressure monitorand learner may say: I knowhowto take blood pressure using a blood pressure monitor.)

4. If you have a video, play it with the sound off and have learners describe each scene.

AssessmentHave a picture showing a home health care scene and ask learners to write a description. Give key words ifnecessary. This is the kind of task that a personal support worker program would require of its registrants.



HEALTH & SAFETY


Describe:

�� the basic health and safety issues in home health care

�� what you can do to stay safe at work and ensure the safety of your clients

�� an unsafe situation

Ask for assistance and report a problem



Accident Prevention


�� Catalogues with safety equipment for home care (stair glides, bathtub safety rails, etc.)

Warm UpAsk the class who has a first aid certificate. Ask them to describe emergency situations they have been inbefore. Compare experience.

Learning Tasks1. Read about accident prevention.

2. Add other health and safety precautions to the list.

3. Language Focus: using pamphlets, find pictures of the safety equipment listed. Add others to the list.

AssessmentName two health and safety precautions for home care workers.



Lifts and Transfers


�� Cards: Assessment Cardfor L ifts andTransfers from the Ontario hospital association

�� Cards: Transfer Cards from the Ontario Hospital Association (optional)

Warm UpReview the Assessment Cards. Discuss vocabulary.

Learning TasksUsing each situation in the discussion section, decide which lift or transfer to use for each patient. Alloweachlearner to decide on his/her own. Then, in small groups they discuss their answers. Take up as a whole group.

AssessmentDefine lift versus transfer (a transfer can be done when the client can bear weight, a lift must be used when theclient cannot bear weight).



Health and Safety Forms

MaterialsWorkbooks

Warm Up�� Discuss the vocabulary on the checklist. Teach related words (trip, slip, slippery, fall, hold on to, etc.)

�� Learners may want to use this checklist to check howwell a person using a quad cane would do in theirhomes.

Learning Tasks1. Language Focus: ReportinganUnsafeCondition. The numbers on the picture represent the problems. (1.

Umbrella may cause someone to trip; 2. Mice are unsanitary; 3. Scattered rugs may cause someone to trip;water on the bathroom floor may be slippery; 5. Leaky faucets cause wet areas and potential dangers.)

2. Learners write the report explaining the situations listed above.

3. Dialogue practice.

AssessmentState three hazardous conditions that are possible in a client’s home.



WHERE WILL YOU GO FROM HERE?


Evaluate learning outcomes of the workshop

Develop a “to do” list for the near future



Self-Assessment / A Personal Plan


�� Copies of the quiz

Warm UpReviewobjectives of the workshop. (See front of workbooks.)

Learning Tasks1. Quiz: What haveyouleaned?

2. Answer the questions and fill in the table.

3. A field trip to an HRDC training centre.

AssessmentIs the table complete? What dose the to do list look like? What further information do they need? Can you getit for them?



Final QUIZHome Health Care in Ontario

Home Health Care in OntarioAre these statements true of false?

T F 1. Home health care in Ontario is a growing industry.

T F 2. The number of hospitals is increasing in Ontario.

T F 3. The number of seniors over the age of seventy-five is increasing in Ontario.

T F 4. The government runs all home health care agencies in Ontario.

T F 5. Physiotherapists who want to open their own private practice have goodpossibilities for the future

T F 6. There is a labour union for every health care occupation in Ontario.

T F 7. In the future, there will be more jobs with private home health care agencies.

T F 8. Support services include physiotherapy and nursing.

T F 9. In the future it will be easy for registered practical nurses to get permanentfull-time jobs.

T F 10. There are some ESL classes especially for health care workers.

Labour Law in OntarioMatch these phrases with the correct law:

1. EmploymentStandards Act

_____ a) Pays for health care costs in case or a work-relatedinjury or illness.

2. Health and SafetyAct

_____ b) Says that the employer can’t ask you about yourreligious beliefs.

3. Ontario HumanRights Code

_____ c) Says that safety equipment must be available forworkers.

4. WorkersCompensation

_____ d) Says that an employer cannot discriminate againstyou because you are divorced.

_____ e) Sets the normal hours of work in Ontario.

_____ f) Protects workers against dangerous work.

_____ g) Sets public holidays in Ontario.

_____ h) Sets the minimum wage in Ontario.

_____ i) Forbids racial jokes in the workplace.

_____ j) Forbids discrimination on the basis of marital status.



Home Health Care Terminology1. Equipment _____ a) patient lift

2. Special diets _____ b) diabetic

3. Support services _____ c) housekeeping

4. Professional services _____ d) bed rails

5. Employers _____ e) adjusts the flow rate of oxygen

6. Clients _____ f) persons with acquired brain injury

_____ g) walkers

_____ h) home health care providers

_____ i) persons with diabetes

_____ j) hospital bed

_____ k) assistance with activities of daily living

_____ l) gives intravenous medications

_____ m) the elderly

_____ n) liquid

_____ o) home health care agency

Describe your skills and knowledge

Answer these questions about your occupation:

What is your occupation? ______________________________________________________________

What entry-level qualifications are required for you to get a job in Ontario ? ______________

What kind of job would you like? ______________________________________________________

What home care equipment can you use?

1. __________________________________

2. __________________________________

3. _____________________________________

Name three of your main duties:

1. __________________________________

2. __________________________________

3. __________________________________



Final QUIZHome Health Care in Ontario

ANSWERSHome Health Care in Ontario Labour Law in Ontario Home Health Care Terminology

1. T

2. F

3. T

4. F

5. T

6. F

7. T

8. F

9. F

10. T

a) 4

b) 3

c) 2

d) 3

e) 1

f) 2

g) 1

h) 1

i) 3

j) 3

a) 1

b) 2

c) 3

d) 1

e) 4

f) 6

g) 1

h) 5

i) 6

j) 1

k) 3

l) 4

m) 6

n) 2

o) 5

Documents

Workshop Manual - · PDF file1 HOME HEALTH CARE IN ONTARIO..... 13 2 HOME HEALTH CARE WORKPLACE..... 18 3 HOME HEALTH CARE OCCUPATIONS ... Thegoal is tocover aunit eachday. Home Health