Student
Volunteer
Handbook
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Table of Contents
1- Who Are We……………………………………………………………………....(page 3)
2- Mission, Vision & Values………………………………………………………..(page 4)
3- Outline of SEARCH Shift………………………………………………………..(page 5)
4- Teams and Social Programs………………………………………………….....(page 6)
5- Policies………………………………………………………………………….....(page 7)
6- Code of Ethics: Key Points to Guide our Actions…………………………......(page 12)
7- Professionalism…………………………………………………………………..(page 14)
8- Social Determinants of Health…………………………………………………..(page 15)
9- Cultural and Community Competencies……………………………………….(page 16)
10- Code Of Conduct ……………………………………………………………….(page 20)
11- Confidentiality Policy……………………………………………………………(page 21)
12- Board of Directors & Committee Chairs Structure…………………………...(page 24)
13- SEARCH Executive Board……………………………………………………..(page 24)
14- SEARCH Committees…………………………………………………………..(page 25)
15- Online Scheduling………………………………………………………………(page 27)
16- EHE Registration………………………………………………………………...(page 29)
17- Appendices
a) Student Categories………………………………………………………..(page 30)
b) DAP & SOAP Methods……………………………………………………(page 31)
c) Child Abuse Disclosure…………………………………………………...(page 32)
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Who Are We?
SEARCH is a student run interdisciplinary health care initiative situated in the North
Central Community in Regina. This student run initiative provides access to clinical and
social services in an after-hours clinical setting. Primary health care, social
programming, childcare, and a meal are offered on a drop-in basis each shift. SEARCH
is a non-profit organization and we are supported by the Saskatchewan Ministry of
Health, Regina Qu’Appelle Health Region, Four Directions Community Health Centre,
North Central Community Association, University of Regina, University of
Saskatchewan, First Nations University of Canada, and the Saskatchewan Institute of
Applied Science and Technology.
Students representing many disciplines are involved in SEARCH including Nursing,
Medicine, Social Work, Health Studies, Kinesiology, Education, Dental Hygiene,
Physical Therapy, Arts & Science and others.
Students are currently volunteering in co-operation with faculty members from the
University of Saskatchewan, University of Regina, SIAST, First Nations University of
Canada, their represented colleges, and with various community organizations.
SEARCH and the Four Directions Community Health Centre operate in a seamless
manner; SEARCH acting as an extension of Clinic in-patient care, policies, advocacy
and protocols.
Student volunteers prepare and serve healthy snacks and drinks, provide child care for
clients seeing the doctor or participating in adult programs, and in running the programs
geared towards children and youth. Programming may include physical activity and
nutrition training, anger management, healing from abuse, teenage pregnancy, literacy,
and parenting. SEARCH monitors client feedback to current programs and frequently
surveys their opinion for new programming ideas.
As a student volunteer in this clinical setting you are not allowed to advise a client
without doing so in the context of seeing that individual in an exam room and charting
client information during that consultation. You may visit with clients, but conversations
must be purely social nature - unless you are speaking to them as a clinician.
All SEARCH Students, Staff and Mentors agree to a social contract to treat all clients
equally and fairly; to behave in a non-judgmental way; to approach all clients with
respect and compassion; and to act in a professional and ethical manner.
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Mission, Vision & Values of SEARCH
Our Vision
External Vision: “The North Central Community has achieved improved health and
wellbeing through equitable, accessible programming delivered by an interdisciplinary
collaborative of students and mentors”
Internal Vision: “SEARCH students and mentors are leaders and champions of
collaborative interdisciplinary approaches to professional practice.”
Our Values
SEARCH values are inclusive of the student mentoring process and the community we
serve. They are our philosophical approach which guides all of our interaction and how
we operate.
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Compassion - caring relationships built upon respect, empathy and active
listening in an atmosphere of warmth and belonging.
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Continuous Learning - commitment to quality of life through ongoing
development, improvement and evaluation of ourselves, our team and our
services.
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Holistic view - supporting individuals, families and the community (physical,
spiritual, emotional and mental) through an approach that is accepting, inclusive
and honours the stories of others.
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Collaboration - working as a team in a respectful way where diverse ideas are
shared, varied skills and perspectives are valued, and the contributions of all are
recognized.
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Strength - our positive approach focuses on the strengths and assets of others,
empowering them to make decisions as experts in their own lives.
Our Mission
SEARCH is a student run interdisciplinary primary health care initiative situated in the
North Central Community in Regina. Our goal is to provide access to social and clinical
programs in an after-hours, clinical setting with diverse populations.
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Outline of SEARCH Shift
A SEARCH shift goes from 12:00 pm – 4:00 pm on Saturdays at the Four Directions
Community Health Centre, 3510 5th Avenue, Regina.
Students and mentors arrive prior to the start of a shift around 12:00 pm. Proceed to the
Gathering Room to put away any belongings and begin set-up preparations.
All students will sign in on arrival in order to maintain a record of who is on-site during a
particular shift; as well, please fill out a name tag at the beginning of the shift and wear it
at all times.
Before the clinic opens all of the volunteers will gather for a brief “opening circle”. During
this time everyone introduces themselves, the shift supervisor discusses any plans or
activities for the day, and duties are assigned.
Operational hours are 12:30 pm – 3:30 pm.
At 12:30 pm the doors are unlocked and the clinic is open. The clinical team offers
primary health care. The social team offers lunch and beverages, social programming,
individual counselling, and childcare. Once a month, the regular social programming
offered is replaced by Literacy Day activities.
At 3:30 pm the doors are locked and the clinic is closed. Students tidy the appropriate
areas and put away any supplies used during the shift. Once this is done, all volunteers
and mentors gather for a mandatory “debrief session”. Everyone shares how the shift
went for them. At the end of this session the shift is complete.
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Teams:
Clinical Team – SEARCH offers medical services each Saturday to the clients who
attend the clinic. These services can be for adults or children to see a doctor or a nurse
for prescription refills, health inquiries, and any other needs of a client. Students on this
team assist with the clinical needs of the clients within scope of practice based on level
of schooling under the supervision of mentors.
Social Team – SEARCH offers a variety of social programs and a hot meal. This team
ensures a welcoming environment and provides social programs to clients of all ages.
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Kitchen duty – In charge of preparing and providing the meal and beverages to clients.
Door Greeters – In charge of greeting clients, ensuring sign in, letting clients know what
is on the agenda that day, and taking down stats.
Childcare Room – In charge of engaging children/youth and running appropriate
children’s programming.
Social Programs:
“What’s the Buzz” – A health awareness session that can be directed at children and
adults, depending on the topic. Often a community partner or presenter is brought in to
educate clients on a particular issue. Topics are usually chosen based on the interest of
the clients as well as presenter availability. Examples of past topics covered include
dental care, bullying, bike safety, and heart health.
“Fun with Food” – A cooking program for clients of all ages. Clients can learn to cook
quick, easy and healthy meals. The goal of this program is education on cost
comparisons, healthier eating options, learning basic cooking skills, and health related
concerns such as diabetes.
Literacy Days – Focus on literacy skills through various family-friendly activities and
teachings to promote literacy at the clinic in a way that reflects the cultures and
traditions of the community. Community partners may come in to facilitate literacy
activities. Students engage clients in activities and provide information on the
importance of developing various literacy skills, such as reading, writing, storytelling.
Children’s Programming – Optional activities are provided for various age groups that
focus on development of different skills, such as math, creativity, and literacy.
Women’s Group – A therapy session or talking circle for women led by women. Topics
can be planned in advance or chosen by the clients. This is led by a mentor and
assisted by a student in their final years of study.
Counselling – Individual counselling is provided on a drop-in basis in a private setting.
This is facilitated by a mentor. A student further along in their studies may sit in on the
session if permitted by the client.
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SEARCH Policies
Policy, Mentor, and Physician Manuals are available on the website and all student
volunteers should make themselves familiar with these guidelines. Should you have any
concerns, new ideas or questions please do not hesitate to contact SEARCH.
Shift Supervisor: The shift supervisor or the SEARCH Coordinator is responsible for
assigning responsibilities to the clinical and social teams for the shift; facilitates the
introduction and debrief sessions per shift; handles complaints of clients or personnel
and directs them to the appropriate person; oversees all volunteer students, changes
their assignments as necessary, and tracks vital statistics; and handles building or
safety concerns.
Teaching Policy: In addition to serving clients and ensuring the highest quality of
service delivery, all mentors play the important role of teachers and role models to
student volunteers. The level of student involvement may vary from an observatory role
to complete initial assessment with consultation from the mentor afterwards. This will
depend on the student’s level of training and the comfort level of all three parties
involved - client, mentor and student.
It is also a student’s responsibility to learn as much as possible from the mentors and
staff available to you on any given shift.
Inter-professional Policy: In addition to mentors interacting with students training in
the same discipline, all mentors are expected to engage and teach students from other
disciplines. This inter-disciplinary component is meant to introduce students to activities
of other disciplines, to develop an understanding of teamwork, and for students to be
able to apply this approach to their future practices. Students must be willing to work in
this inter-disciplinary atmosphere and learn from students of various disciplines as well.
Personal Conduct Policy: Everyone working with SEARCH is expected to bring
inappropriate workplace behaviours to the attention of the SEARCH Coordinator or shift
supervisor, a mentor, or SEARCH board member. This includes any verbal and/or nonverbal violations of dignity, respect and self-worth of another; inappropriate mental or
emotional behaviours; actions and/or language that results in humiliation, discomfort,
that elicits fear, and/or takes unfair advantage of another, or creates an adverse or
unacceptable work/social environment.
Dress Code: SEARCH is a business casual workplace. Clothing that is ragged and/or
stained, is revealing (cleavage, back, chest, stomach or underwear), and has words,
terms, or pictures that may be offensive to other volunteers or clients is considered
inappropriate. Also, because of potential fragrance sensitivities, please refrain from
wearing scents. If clothing fails to meet these standards you will be asked to leave.
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Liability Insurance: For insurance purposes you must provide all paperwork, including
proof of registration in the non-credit course (EHE 001), before attending a shift.
Mentors will provide proof of professional license liability insurance. Registration
provides you with malpractice liability insurance; SEARCH’s insurance covers general
liability should something happen to you while working a shift.
Orientation: Each student will attend a mandatory orientation session prior to beginning
a shift – whether it’s during the shift itself or a separate scheduled orientation.
Scheduling: SEARCH is only open on Saturdays (but not a Saturday that falls on a
long weekend). As a volunteer it is your responsibility to schedule yourself, and then
attend the shift you are scheduled for. If you have any problems with using the
scheduling calendar, please email the SEARCH Coordinator.
Volunteer Numbers: In order for SEARCH to operate there needs to be a minimum of
8 volunteers signed up for a shift (this includes students and mentors). If there is less
than that the shift will be cancelled for that week. There is a maximum of 20 volunteers
allowed per shift (16 students and 4 mentors) and is determined on a first come first
serve basis through the online scheduling system.
Cancellation Policy: Students who miss two shifts in a row without letting the
Coordinator know prior to not showing up will be cancelled for all further shifts in the rest
of the semester. This is to make room for other students who would like to sign up.
Safety Policy: For the safety of all SEARCH volunteers, safety protocols should be
observed – When the clinic is not open the doors must remain locked and no one is
allowed in or out of the building without shift supervisor permission; volunteers may
carry their cell phones on their person during the shift (please use the device
responsibly); there must be a minimum of two volunteers greeting clients; while
operating during summer evenings a security guard will also be at the front of the clinic;
leave the building in pairs; no one travels home in anything but a vehicle (if this is not
possible, the shift supervisor or SEARCH Coordinator will make the appropriate
arrangements).
If a volunteer feels unsafe at any time during the shift, inform the shift supervisor or
SEARCH Coordinator.
In the event of an emergency during a shift, call 911 immediately. If the duress alarm
goes off during a shift, any one in a safe place has the responsibility to call 911. If
possible, everyone else should try to get to a safe location.
Feedback Policy: We depend on recommendations and feedback to make SEARCH a
better place for everyone involved. Please direct suggestions regarding our operation to
the SEARCH Coordinator or shift supervisor, a SEARCH executive board member, or
committee chairperson.
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End of Clinic Policy: All students will participate in the mandatory reflection session at
shift’s end. This provides opportunity for student’s to discuss and/or address any difficult
information they have had shared with them during the shift; a time to discuss
opportunities for improvement to a shift’s program(s); and reflect on the positives of the
shift. This opportunity is facilitated by the shift supervisor or SEARCH Coordinator.
Client Exam Room Policy: Except when changing into gowns, patients should not be
left alone in an exam room for more than a few minutes. When this is necessary (when
a student leaves the room to present to a mentor) the exam room door should be left
open. Female clients may not be accompanied by a male in the exam room unless
deemed appropriate by clinical team mentors.
Private exams should be done with 2 people in the room (in addition to the client). A
female must accompany the examining physician for pelvic exams. When pelvic exams
are done, please make sure the proper samples are obtained and the appropriate
measures for patient privacy are taken. All requisitions/forms should be filled out
appropriately and be ready to be sent out.
Charting Policy: With the patient’s first visit to SEARCH, we must inform a client of
how SEARCH is operated and that they will be seen by students. If they do not wish to
be a part of the educational experience, we respect that right.
When a mentor and/or student see a client for any reason, the encounter will be
documented on the client’s chart – including treatment plans, lab work ordered, referrals
made, and follow-up appointments. It is important students learn how to make
appropriate client referrals. Documenting patient encounters in the medical record is an
integral part of practice workflow. It is mandatory for all notes made in a client’s chart to
be signed by the mentor and their discipline and by the student/s and their discipline.
The mentor must also ensure that the chart is signed by the student/s that saw the
client. It is both the student and mentor’s responsibilities to ensure that all charts are
signed properly.
All charts are the property of the Four Directions Community Health Centre, thus we
adhere to the charting format used by the Clinic. The following DAP and SOAP formats
are recommended. See appendix.
Seeing a Client Alone Vs. With Another Person: In situations where a partner wants
to be in the clinical room with the patient, the protocol is that we will first see the patient
on their own. Together, in consult with the patient, clinical team, physician or mentor
and shift supervisor, the decision will be made as to whether the partner should join the
client. In the event the client is being abused by the other person, seeing them together
would not allow for either an accurate or truthful account of why they are seeking help
nor disclosure to the clinical team about the abuse which would preclude the offer of
help.
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Prescription Policy: No new psychiatric drugs will be prescribed. Narcotics,
benzodiazepines/ tranquilizers are not prescribed unless they are restricted to short
term use for acute illness or acute pain management, and/or long term use such as
Palliative Care. If the physician believes that a patient requires a narcotic immediately,
SEARCH will pay for the transportation of that individual to Emergency where they will
receive their narcotic.
As there are a number of places in the vicinity where illegal drugs are sold; for safety
reasons, no narcotics are kept on the premises of Four Directions Community Health
Center.
Distribution of Condoms Policy: Clients may request free condoms which are in the
exam rooms as well as under the front desk. Anyone may distribute them. Please ask a
mentor, physician, or a shift supervisor if you have questions about how to give
information about this topic to clients.
Reproductive Policy: SEARCH supports a woman’s choice to have an abortion and is
in favour of full accessibility and completely funded abortion services. All SEARCH staff
will aid women fully in their reproductive choices including abortion. SEARCH
recognizes that unplanned pregnancy is a delicate and controversial subject, so for the
protection of both clients and students it is the SEARCH policy that no student will enter
into discussion of this matter with clients without supervision and client permission. Any
client who presents with a possible unplanned pregnancy will be referred to the
physician.
Chest Pain, Difficulty Breathing, and Heavy Bleeding: These situations, or any other
extreme health issues, are very serious. The patient is to see the physician immediately.
Women’s Group Policy: In order for women’s group to operate a mentor must be
present. Under no circumstances may a student run this program alone due to the
heavy nature of the topics that may arise.
Parent Responsibility: Parents or guardians must sign themselves and their children
in when entering the SEARCH clinic and sign them out when leaving. The parent or
guardian that signed the child in MUST be the person the child leaves with. Guardians
must stay on the premises while the child is at SEARCH – they cannot drop their child
off and leave.
Children Under the Age of 12: Because of liability issues, children under the age of 12
cannot stay at the SEARCH clinic without a parent or guardian. If a child comes without
a guardian and you are unsure how old they might be, ask how old they are. If they say
11 or under, we must unfortunately turn them away. If you are uncomfortable asking a
child his or her age please talk to the shift supervisor and they will handle the situation.
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People Under the Influence: If someone under the influence enters SEARCH, they will
not be asked to leave unless they cause a disturbance. If this happens, the shift
supervisor or SEARCH Coordinator will ask the client to leave or call the police as
needed [(9)911].
Suicide Ideation: If suicide is mentioned at all during a shift the patient goes directly to
the physician. This needs immediate attention and the client is in need of further
assessment. This is also a liability issue for the physician and potentially SEARCH,
therefore, it is imperative that the physician be involved in making an assessment. If a
physician is not present contact the shift supervisor immediately.
Child Abuse Disclosure: If a child discloses any type of abuse at any time it is your
responsibility BY LAW to ensure it is reported to Mobile Crisis or the Ministry of Social
Services. Within the realm of SEARCH, you will need to listen to the child, DO NOT
ASK QUESTIONS, reassure the child and believe him/her. Do not over react. Without
being alarming, get immediate assistance from a mentor or physician. Do not let the
child leave the clinic until the physician has been made aware of the situation.
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Code of Ethics
Key Points to Guide our Actions
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Create a positive environment with respect to attitude.
Protect and enhance your own health and wellbeing by identifying those stress
factors in your professional and personal lives that can be managed by developing
and practicing appropriate coping strategies.
Treat your colleagues with dignity and as persons worthy of respect.
Recognize your limitations and recommend additional opinions and services to be
sought if needed.
Recognize the profession's responsibility to society in matters relating to public
health, health education, environmental protection, legislation affecting the health or
well-being of the community and the need for testimony at judicial proceedings.
Seek help from colleagues and appropriately qualified professionals for personal
problems that might adversely affect your service to patients, society or the
profession.
At the center of our actions we should take a holistic approach to the patient’s wellbeing.
Treat all patients with respect; do not discriminate against any patient on such
grounds as age, gender, marital status, medical condition, national or ethnic origin,
physical or mental disability, political affiliation, race, religion, sexual orientation, or
socioeconomic status.
Make every reasonable effort to communicate with your patients in such a way that
information exchanged is understood.
Recognize, disclose and resolve conflicts of interest in the best interest of patients;
Do not exploit patients for personal advantage.
Take all reasonable steps to prevent harm to patients; should harm occur, disclose
this information to the patient.
Promote equitable access to health care resources.
Use health care resources prudently.
Provide the appropriate care of patient to include physical, psychosocial, and
spiritual aspects, recognizing that community, society and the environment are
important factors in the health of individual patients.
Provide your patients with the information they need to make informed decisions
about their medical care, and answer their questions to the best of your ability.
Respect patient autonomy by respecting the right of a competent patient to accept or
reject any medical care recommended.
Provide whatever appropriate assistance you can to any person with an urgent need
for medical care.
Recommend only those diagnostic and therapeutic services that you consider to be
beneficial to your patient or to others.
Protect the personal health information of your patients. Disclose your patients'
personal health information to third parties only with their consent, or as provided for
by law, such as when the maintenance of confidentiality would result in a significant
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risk of substantial harm to others or, in the case of incompetent patients, to the
patients themselves. In such cases take all reasonable steps to inform the patients
that the usual requirements for confidentiality will be breached.
Avoid public discussions or comments about patients that could reasonably be seen
as revealing confidential or identifying information.
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Professionalism
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Improve the quality of care by continuously learning and collaborating with
colleagues to address where downfalls are occurring.
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Improve access to care and justly distribute finite resources by maintaining a state of
equality and having no tolerance for discriminative attitudes in making health care
decisions.
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Ensure honesty with patients and with SEARCH Board/Staff. Patients deserve the
information needed for making informed, autonomous decisions. It is also our
responsibility to acknowledge any medical errors that could occur in health care. Be
honest about our own limits and recognize when it is necessary to seek outside help
and/or guidance.
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Acquire informed consent from a patient before implementing a treatment. Keep in
mind the capacity of your patient and maintain an environment that allows for one to
volunteer for treatment, not be forced into one.
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Maintain patient confidentiality.
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Maintain appropriate relationship with patients; one must not exploit a relationship
for sexual or emotional purposes, financial gain, or any other self-serving reason.
Create and uphold well-defined firm boundaries.
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Social Determinants of Health
A health care system – even the best health care system in the world –
will be only one of the ingredients that determine whether your life will be long or short,
healthy or sick, full of fulfillment, or empty with despair.
-The Honourable Roy Romanow, 2004
The primary factors in shaping the health of Canadians are the social determinants of
health – the living conditions that one experiences. General socioeconomic, cultural and
environmental conditions, social and community networks, as well as individual lifestyle
factors all have an immense impact on our wellbeing.
Canadians are largely unaware that our health is shaped by how income and wealth is
distributed, whether or not we are employed, and if so, the working conditions we
experience. Furthermore, our wellbeing is also determined by the health and social
services we receive, and our ability to obtain quality education, food and housing,
among other factors. And contrary to the assumption that Canadians have personal
control over these factors, in most cases these living conditions are – for better or worse
– imposed upon us by the quality of the communities, housing situations, our work
settings, health and social service agencies, and educational institutions with which we
interact.
Research is also finding that the quality of these health-shaping living conditions is
strongly determined by decisions that governments make in a range of different public
policy domains.
The 14 social determinants of health include:
Aboriginal Status
Disability
Early Life
Education
Race
Food Security
Health Services
Gender
Housing
Income and Income Distribution
Social Exclusion
Employment and Working Conditions
Social Safety Net
Unemployment and Job Security
More information can be found at www.thecanadianfacts.org.
REFERENCES
Mikkonen, J., & Raphael D. Social determinants of health: The Canadian facts. University of Toronto:
York School of Health Policy and Management. 2010.
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Cultural and Community Competencies
Where does SEARCH fit into the community context?
Sensitivity Issues
Within the core neighbourhoods of Regina, there are many different health issues faced
by different people coming from different economic and cultural backgrounds. As a
volunteer it is important that you are aware of these differences and that you use this
awareness to act appropriately with the people you will be serving.
Economic Status
Some members of the core communities have very low annual incomes and as such
may be sensitive about certain issues and may be more prone to certain health
conditions. For example, people with low incomes may not want to make appointments
to see another doctor because they may not be able to pay for the medications or they
may not have a Health Card because they do not have a permanent address.
Un- or under- employed people are more likely to suffer from deprivation in particular
areas of health determinants – food security, housing or social and are therefore more
prone to deprivation related health concerns (Stronks et. al., 1998). Deprivation related
health concerns could include but not be limited to poor nutrition, psychological stress,
disease and/or substance use. It is important to understand the client’s situation so that
you can offer realistic treatments and recommendations.
Cultural Sensitivity
The population of Canada is truly multicultural as immigrant populations continue to rise
(Shah and Zakus, 2004). People from different cultures may have circumstances that
make them more prone to certain health conditions. In some instances there may be a
language barrier during the assessment which may require a translator and may cause
stress for the patient. It is possible that with this third individual present the patient will
not speak frankly about their condition.
Brochures and written information, including health campaigns, may not be well
understood by all people (Shah and Zakus, 2004). A language barrier can result in
miscommunication and your language may need to be graded or you may need to
speak more slowly. It is possible that alternative medical practices are part of a
patient’s culture and should be respected.
The roles and status of people within a family/kin group may be different from those with
which you are familiar and may impact the health status of the patient (Shah and Zakus,
2004). For example, an older family member may be the primary caregiver of the
children and so may spend their days running after small children. The patient may
have religious or cultural beliefs, which you will need to take into consideration when
making recommendations for treatment.
Some ethnic groups are more prone to certain health conditions. For example, many
people become lactose intolerant in adulthood and genetic diseases can be more
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common in one group than another (ex: cystic fibrosis or sickle cell anemia). Also newly
arrived immigrants may not come with medical records or have a regular doctor (Talbot
et al, 2001). Once again the situation of the patient must be understood so that you can
offer realistic treatments and recommendations.
Aboriginal Culture
According to the 2001 Census, Regina has one of the highest Aboriginal populations of
any major Canadian city. The five primary First Nations groups in Saskatchewan are
Cree, Dene, Saulteaux, Assiniboine and Dakota and each has its own distinct beliefs,
systems and language.
First Nations people have a culture that is based on respect. There is a strong belief in
spirituality, traditions, and ceremonies. Many ceremonies are practiced regularly (i.e. a
pipe or sweet grass ceremony) and spirituality plays a role in the everyday life of many
Aboriginal people. Elders within the community are people who are actively involved in
their culture and who have knowledge of their culture and traditions. Elders act as
advisers in the community and offer wisdom and act respectfully to others. Kin groups
are very large which means that there is often very close contact between members of
an extended family i.e. cousins may be treated more as siblings.
According to the Medical Services Act some medical services are applicable to the
different terminology listed below.
 Aboriginal People refers to Indian, Metis and Inuit peoples of Canada.
 Treaty Indian is a person who has an ancestor who signed a treaty.
 Status or Registered Indian is someone registered as an Indian with the federal
government’s Indian Register.
 Native is a term used for an Indian person.
 First Nations is a term used to identify an Indian person and most preferred by
Indian people themselves.
 Métis is a person of Native and European decent.
What is cultural competence?
Cultural competence is defined as the "provision of health care that responds effectively
to the needs of patients and their families, recognizing the racial, cultural, linguistic,
educational and socio-economic backgrounds within the community." (Masi, 2000) It is
“a set of congruent behaviors, attitudes, and policies that come together in a system,
agency, or among professionals and enables that system, agency, or those
professionals to work effectively in cross-cultural situations.” (Cross, Bazron, Dennis, &
Isaacs, 1989) It can be operationally defined as “the integration and transformation of
knowledge about individuals and groups of people into specific standards, policies,
practices, and attitudes used in appropriate cultural settings to increase the quality of
health care; thereby producing better health outcomes.” (Davis, 1997, as cited in Cross,
Bazron, Dennis, & Isaacs, 1989)
Cultural Competence refers to the relationship between the “helper” and the person
being “helped” in a cross-cultural context. It focuses on the capacity of the health worker
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to improve health status by integrating culture into the clinical context and acts as a
vehicle for increasing access to quality care for all patient populations, by tailoring
health care delivery to meet patients’ social, cultural, and linguistic needs (King, Sims
and Osher).
What is Cultural Safety?
Cultural Safety focuses on the experience of the patient - it is based on the experience
of the recipient of care, rather than from the perspective of the medical practitioner. It
accepts the legitimacy of difference and diversity in human behavior and social
structure.
Cultural Safety, in practice, involves the effective care of a person or family from
another culture by a medical practitioner who has undergone a process of reflection on
their own cultural identity and recognizes the impact their culture has on their own
medical practice. It recognizes that the attitudes and beliefs, policies and practices of
medical practitioners can act as barriers to service access, and is concerned with
quality improvement in service delivery and consumer rights
Why exercise Cultural competency?
 to maximize gains from a health intervention where the parties are from different
cultures (Mason, 2001);
 to increase access to quality care for all patient populations, by tailoring delivery
to meet patients’ social, cultural, and linguistic needs (King, Sims and Osher);
 to increase the closeness between practitioner and patient in terms of
understanding and mutual respect so as to increase the client's access to the
best possible care, and
 to bridge the gap between practitioner and clients.
How does one become a culturally competent individual?
 One has to know oneself to be culturally competent: an individual must undergo a
process of reflection on their own cultural identity and recognize the impact their
culture has on their own medical practice;
 One must understand the term culture and its place in a health care setting;
 One must be sensitive to the cultural issues of each individual client, and
 One must comprehend and have the capacity to utilize specific methods to deal
with cultural issues (American Association of Medical Colleges, 2000).
Why is communication essential in to the exercise of cultural competence?
Cultural competence is an important aspect of communication, and communication a
crucial element in achieving the delivery of high quality, appropriate health care. When
information has been successfully communicated by the client and understood by the
health care provider, there is greater likelihood that the client will be able to access and
receive the appropriate care.
18
How can SEARCH members be culturally competent in their interactions with the
community they serve?
When interacting with community members it is crucial to realize that culture can
influence communication in many ways - from language used and emotional responses,
to eye contact and touching.
We must understand that:
 Culture encompasses many elements such as beliefs, attitudes, values, verbal
communication and non-verbal communication.
 Culture may be influenced by a number of factors such as location, race,
ethnicity, religion and socio-economic status.
 Equally important influencers of culture are factors such as disability or sexual
orientation:
o For instance, the hearing impaired have a unique culture, in that they
possess their own language with non-verbal cues, which are specific to
that group
o Gay, lesbian, bi-sexual and two-spirit individuals are another example of a
population that must be treated with cultural competence.
REFERENCES
Cross T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Towards a culturally competent system of care,
volume I. Washington, D.C.: Georgetown University Child Development Center, CASSP
Technical Assistance Center.
Durie, M., (2001). Cultural competence and medical practice in New Zealand. Australian and New
Zealand
Boards and Council Conference. Wellington, New Zealand.
Health Canada (2001). Certain circumstances: equity in and responsiveness of the health care system to
the needs of minority and marginalized people. Retrieved from http://www.hc-sc.gc.ca/hcssss/alt_formats/hpb-dgps/pdf/pubs/2001-certain-equit-acces/2001-certain-equit-acces-eng.pdf.
Isaacs, M., Benjamin, M. (1991). Towards a culturally competent system of care, volume II, programs
which utilize culturally competent principles. Washington, D.C.: Georgetown University Child
Development Center, CASSP Technical Assistance Center.
King, M. A., Sims, A., & Osher, D. (2001). How is cultural competence integrated in education. Centre for
Effective Collaboration and Practice. American Institutes for Research.
Shah, A., Zakus, D. (2004). The future of healthcare in canada: diagnosing the needs of immigrants.
University of Toronto Medical Journal. 82 (1).
Stronks, K., van de Mheen, H. D., Mackenbach, J. P. (1998). A higher prevalence of health problems in
low income groups: does it reflect relative deprivation? Journal of Epidemiology and Community
Health, 52, 548-557.
Talbot, Y., Fuller-Thomson, E., Tudiver, F., Habib, Y., McIsaac, W. J. (2001). Canadians without regular
medical doctors: who are they?. Can Fam Physician, 47, 58-64.
19
Code of Conduct
(as a Student Volunteer of SEARCH)
I will adhere to the principles of democracy; I will be honest about my motives and not
subscribe to hidden agendas.
I will air my concerns and opinions openly in the appropriate forum. I will not act upon
personal grudges.
I will consider the issues, not the personalities. I will evaluate someone’s opinion based
on merit, not who proposes it.
I will accept diversity. I will understand of others’ concerns and priorities, even if they
are not my own.
I will be appreciative of volunteer effort. I will be tolerant of volunteer mistakes and won’t
hold volunteers to standards they cannot be expected to meet. I will use available
continuing education to help volunteers and others improve their understanding of a cooperative’s functioning.
I will avoid factionalism. I will support consensus making and the resulting decisions.
I will make its resolution a priority when a conflict arises. I will ask the help of trained,
experienced people when necessary.
I will participate not just because SEARCH needs me but because I need to feel a part
of it in order to be an effective member.
I will talk about the propositions contained within this Code when appropriate as it
promotes the ideals of a co-operative to do so.
20
Policy on Confidentiality of Patient/Client Information
All health information and all matters relating to the care of clients and patients will be
private and confidential. Personal health information is defined according to the
Saskatchewan Health Information Protection Act (HIPA)
1. Definitions:
1.1 “Personal health information” means, with respect to an individual, whether
living or deceased:
1.1.1information with respect to the physical or mental health of the individual;
1.1.2information with respect to any health service provided to the individual;
1.1.3information with respect to any body part or bodily substance of the individual
including those donated by the individual;
1.1.4information collected in the course of, or incidentally to, providing health
services to the individual;
1.1.5registration information.
1.2 “Record” means a record of personal health information in any form and
includes information that is written, photographed, recorded, digitized or stored
in any manner.
1.3 “Trustee” is defined as SEARCH INC. in the context of this policy. SEARCH
Inc. is the trustee of all personal health information collected in the course of, or
incidental to, providing health services to an individual.
2. Overall Principles
2.1 SEARCH Inc. shall respect the privacy of each patient/client and shall ensure
that all his/her personal health information is treated confidentially.
2.2 This policy applies to all students, mentors, employees, and all others involved
with the operation of SEARCH Inc.
2.3 SEARCH Inc. shall treat personal health information in accordance with all
applicable legislation.
3. Duty to Preserve Confidentiality
3.1 Personal health information shall be used or disclosed only for the purpose
which it was collected; or for a reason consistent with that purpose; or in
accordance with HIPA.
3.2 Personal health information shall be available only to those persons who need
the information in order to provide care to the patient/client, with the provision
that the information will be used for the benefit of the individual.
3.3 Any person who has legitimate access to personal health information shall
preserve the confidentiality of the information and shall be accountable for its
preservation.
3.4 Any person who inadvertently has access to personal health information in the
course of their duties in SEARCH Inc. shall preserve the confidentiality of the
information and shall be accountable for its preservation.
3.5 Breach of confidentiality or this Policy may result in disciplinary action.
4. Ownership of the Record
21
4.1 The record in which the personal health information is stored is owned by Four
Directions Community Health Centre.
4.2 SEARCH Inc. has an obligation to the individual patient/client to preserve the
confidentiality of the personal health information contained in the record.
4.3 SEARCH Inc. has an obligation to take reasonable steps to ensure that all
records are accurate and complete.
4.4 SEARCH Inc. has an obligation to protect the integrity and accuracy of the
record from any unauthorized access, use, disclosure, or alteration. SEARCH
Inc. has further obligation to maintain the integrity of the records it holds in
accordance with legislation.
5. Consent Requirements (SEARCH will provide clients with patient consent form
before any assessment or treatment)
5.1 The patient/client is entitled to all relevant information needed to give consent
to the collection, use or disclosure of his/her personal health information.
5.2 Consent shall be voluntary and informed.
5.3 Consent may be either written or verbal. A permanent record of verbal consent
is advised.
5.4 Consent may be implied if it is reasonable to suppose that:
5.4.1By his/her actions, the individual has agreed to the collection and use of his/her
personal health information.
5.4.2The individual would consent to the disclosure of the personal health
information in order to receive necessary health services.
5.4.3No barriers exist to the disclosure of personal health information to immediate
family members or other persons with whom the individual has a special
relationship.
6. Collection, Use and Disclosure
6.1 Collection
6.1.1The individual shall be informed of the purpose for which the personal health
information is being collected.
6.1.2The individual shall have the right to withhold information unless withholding the
information contravenes a statutory obligation to provide it.
6.2 Use
6.2.1Personal health information shall be used only for the purpose for which it was
collected.
6.2.2Explicit consent of the individual must be obtained if any other use of the
personal health information is proposed.
6.2.3De-identified personal health information may be used without explicit consent
for statistical or demographic purposes, planning or evaluating the provision of
health services and/or approved research.
6.2.4As required by law, personal health information may be used to protect public
safety in terms of infectious disease reporting or abuse of children.
6.3 Disclosure
6.3.1Disclosure of personal health information to a third party requires consent,
unless excepted by HIPA. Only authorized and informed personnel can
disclose personal health information to a third party.
22
6.3.2Care-providers involved in the planning or provision of care services may have
access to the health information of a patient/client on a “need to know” basis for
the purposes of on-going care or for the evaluation of the health services
provided. Identification and authorization will be required.
7. Failure to Comply
7.1 Failure to comply with this policy or failure to preserve the confidentiality of
personal health information in accordance with relevant legislation shall be a
matter of investigation.
7.2 Penalties imposed for failure to comply with the policy shall be determined on a
case by case basis by the Executive Council Members of SEARCH Inc.
Sources:
1.1 Health Information Protection Act (HIPA) 2m
1.2 HIPA 2p
1.3 HIPA 2t
2
District Health Policies & Procedures Confidentiality–Health Information (731175-003) 1.2
3
HIPA IV 23 – excluding Section 3.5 – is Section 3.5 needed or is this covered
by Section 7
4.1 Needs to be changed/removed
4.2 HIPA III 16
4.3 HIPA III19
4.4 HIPA III16
5
Sections 5.1-5.4 – HIPA II 6 subsection 1-5
5.4 All Subsections of section 5.4 are from SDH Policy (above) 1.5.4.1-3
6.1 HIPA IV
6.2 HIPA IV 26, 27
6.3 HIPA IV 27
7. SDH policy (above) 1.7
23
SEARCH Board of Directors Structure
SEARCH Executive Board Positions
Chair – Directs board meetings, sends out agendas before each board meeting, is
designated to be the executive member to work with Coordinator in regards to and
questions, grievances. Can vote on motions.
Co-Chair – Chairs board meetings in the absence of Chairperson. Able to make
executive decisions in absence of the Chairperson.
Past Chair – Assists the chairperson, and supports the new chair as they learn their
new role. Ensures continuity to the organization through his or her recent experience as
Chair.
Treasurer – Reviews budget in conjunction with accountant/coordinator and gives
financial reports at board meetings. Can vote on motions.
Secretary – Take minutes at Executive meetings and sends minutes to coordinator to
be sent to members before each board meeting. Can vote on motions.
24
SEARCH Committees
Community Liason/Public Relations
The Public Relations Committee shall consist of a student as Chairperson and those
Members interested in increasing public awareness of SEARCH. This Committee shall
be responsible to create and/or order all SEARCH advertising and promotional material;
distribute advertising material with the aid of the appropriate SEARCH Council
members. The Public Relations Committee shall meet at least once per month.





Create and facilitates visibility and awareness in the community.
Organize media strategies.
Assist with maintenance and make recommendations for the SEARCH website.
Create/make recommendations for the marketing and communications of all
SEARCH activities.
This Committee shall be responsible for attending meetings of various
community groups and organizing joint initiatives with community groups.
Programming
Programming Committee shall consist of a student as Chairperson and those Members
interested in developing programming for the clinic. This Committee shall be
empowered to make decisions regarding clinic programs and shall be responsible to
SEARCH Council. Members of this committee will be interested in corresponding with
community members. The Programming Committee shall meet at least once per month.


Plan, facilitate and attend any community/promotional events.
Plan social and health related programs for the clinic and community for
SEARCH.
Policy
The Policy Committee shall consist of a student as Chairperson and those Members
interested in contributing to the functioning of SEARCH. This Committee shall deal with
the legal and organizational structure of SEARCH, including but not limited to: policy,
bylaws, and amendments. The Policy Committee shall meet at least once per month.




Develop policies for SEARCH as required and an ongoing basis as the
organization evolves.
Develop and revise scopes of practice for the existing colleges represented, and
future colleges.
Develop and make amendments to the bylaws and constitution of SEARCH.
Will work in close relations with Regina Qu'Appelle Health Region/Four
Directions ensuring specific protocols are adhered to.
25
Volunteer Retention/Faculty Liason
The Faculty Committee shall consist of a Student as Chairperson and those Members
interested in developing programming for the clinic. Faculty representatives from each
college/university shall be invited to attend all Faculty Committee meetings and upon
request, as necessary. Faculty representatives shall attend at least two General
Meetings per year. This committee shall formalize correspondence between SEARCH
Council and faculty representatives regarding the workings of SEARCH as they relate to
each college/university. The Faculty Committee shall meet at least once per month.
This committee shall also be responsible for the recruitment and retention of all student
and mentor volunteers. This is potentially through volunteer/career fairs, faculty liason,
etc.
Fundraising & Grants
The Grants Committee shall consist of a student as Chairperson and those Members
interested in submitting grants and proposals for the SEARCH. This Committee shall be
responsible for writing grant proposals, lobbying the government and the university
administration, and creating materials to support funding proposals. The
Fundraising/Grants Committee shall meet at least once per month.

To complete applications and presentations to potential donors, provincial and
federal governments, granting agencies and foundations.
 To plan events to raise money for SEARCH.
 To develop an annual fundraising strategy, including goals, timelines, donor
recognition and the image the SEARCH presents to potential donors. To identify
contacts who might be potential supporters.
26
The “How-to” for Online Self-scheduling
1) Link to online website:
http://www.supersaas.com/schedule/reginastudentclinic/Shift_Schedule
2) Log-in using the following information:
a. Account Name: SEARCH
Password: REGINA
3) You will sign up on the Shift Schedule calendar for the shift you are available to
attend.
4) On the screen you will see a calendar in the upper right hand corner. You can
scroll through the different months using the arrows next to the month title. The
dates that have an event scheduled will be highlighted in colour.
5) To schedule yourself for a shift:
a. Click on the desired date on the calendar in the upper right hand
corner. Below the calendar in the upper right hand corner, highlighted in
blue, you will see an agenda for the shift for the date that you have
chosen.
b. Click on the highlighted blue section of the daily agenda found just
below the calendar in the upper right hand corner. A white window will
show up. In this window you will see the names and category/discipline of
those who have signed up for the event/shift thus far. Below the names of
those who have signed up, you will find two options to choose from:
i. New Booking – choose this option if you would like to sign up
for the event/shift on that date
ii. Close – choose this option if you are on the wrong date and would
like to close out of this window.
c. After clicking on the New Booking option, another white window will
appear. Please provide us with the following information:
i. Full Name
ii. Email address
iii. Phone number
iv. Category/Mentor and Discipline
1. e.g. category A, education student
2. e.g. mentor, social work
v. Social/Clinical team
1. e.g. social team
2. e.g. clinical team
d. After filling in the above information, you will have the option of signing
yourself up for additional events/shifts that you already know you would
like to volunteer for. Next to the word Repeat, there is a button that you
can hit “…” After hitting this button, all dates in which events/shifts are
currently scheduled for will show up. You can then proceed to check off
any of those dates that you would like to volunteer for. By choosing
this option, you will not be required to fill out the above information (i.e. full
name, email, etc) multiple times.
27
6)
7)
8)
9)
e. Hit “Create Booking” button at bottom of the window to sign yourself
up.
You will then be able to click on the highlighted blue agenda for that date and see
that you have signed up for that event/shift.
You will receive an email shortly confirming that you have signed yourself up for
the event/shift. Two days prior to the event/shift, you will also receive a reminder
email.
If you have to cancel an event/shift that you have signed up for you must
email the coordinator to cancel at reginastudentclinic@gmail.com.
If you have any issues signing up please contact the coordinator at the
above email address.
28
Registering for EHE 001
U of S students: Obtain a letter of recommendation and drop it off at The Regina
General Hospital Family Medicine Unit. After your faculty advisor enrols you, please
wait a few days then visit PAWS and print off proof that you are enrolled in SWIT 400.0.
University of Regina Students: As a result of SEARCH being a student run
organization students are required to provide SEARCH with proof of registration into
EHE 001 for liability purposes. A print-out indicating your enrolment in classes will not
be accepted without registration into this course selection. The process to register into
this course is as follows:
1. Log in to UR self-service
2. Click “Student Services”
3. Click “Registration”
4. Then “Search for Classes”
5. Choose the proper semester
6. Under “Subject” click on “EHE Health Education”
7. Under “Course Number” enter “001”
8. Then click on “Class Search” and register for the course
EHE 001 is a non-credit course, and is for SEARCH insurance purposes only. It is also
beneficial because it appears on your transcript indicating that you have volunteered at
SEARCH.
Note: If registration has closed for the semester email Darci McDonald at
darci.mcdonald@uregina.ca with your name and student number.
Once you have registered this information must be submitted to the shift coordinator.
This can be done by printing the document off or emailing it to
reginstudentclinic@gmail.com.
Lastly, SEARCH encourages volunteers to continue volunteering for up to one year
once they have completed their post-secondary education. Again, proof of enrolment in
EHE 001 is still a requirement. This does not mean that you have to be enrolled in other
courses and there is no charge to remain as an active student.
29
Appendix – A
Student Categories
Categories
Clinical Psych (grad
students only)
Physical Therapy
Nursing
Dental Hygiene
Pharmacy
Nutrition
Kinesiology
Arts & Science
Education
Medicine
Social Work
Category A
1st year: Medicine
1st & 2nd year:
Physical Therapy
Dental Hygiene
Nursing
Clinical Psych
Kinesiology
Pharmacy
Nutrition
1st to 4th year:
Education
Level One: Social Work
1st year
A
2nd year
A
A
A
A
A
A
A
A
A
Phase A
A
Level 1
A
B
B
B
B
B
B
A
A
Phase B
C
Level 2
B
Category B
2nd year: Dental
Hygiene
2nd to 4th year:
Clinical Psych
Kinesiology
Pharmacy
Nutrition
2nd year: Nursing
Level Two: Social Work
30
Category C
2nd - 4th year:
Medicine
3rd & 4th year:
Nursing
3rd & 4th year:
Physical
Therapy
3rd year
A
4th year
A
C
C
C
C
N/A
N/A
B
B
B
B
B
B
A
A
A
A
Phase C
C
Level 3
B or D
Category D
Level Three:
Social Work
3rd & 4th year:
Clinical
Psychology
(under review)
Appendix – B
DAP & SOAP
DAP
D – DATA
Subjective and objective data about the client.
Subjective – what the client can say or feel.
Objective – observable/behavioural.
A – ASSESSMENT
What’s going on?
Hypothesis, brief assessment of client’s current condition.
P- PLAN
Response or revision.
What are you going to do?
SOAP
S- Subjective
O- Objective
A-Assessment
P- Plan
The SOAP method - subjective, objective, assessment, and plan) is a method of
documentation employed by health care providers to write out notes in a patient's
chart, along with other common formats, such as the admission note.
31
Appendix – C
Child Abuse Disclosure
WHAT TO DO IF A CHILD DISCLOSES ABUSE: When a child tells you they have
been abused, the child may be feeling scared, guilty, ashamed, angry and powerless.
You, in turn, may feel a sense of outrage, disgust, sadness, anger and sometimes
disbelief. It is important for you to remain calm and in control of your feelings in order to
reassure the child something will be done to keep him/her safe. The child's feelings
about themselves may be influenced by your initial reaction to the abuse.
You can show your care and concern for the child by:
 Listening to the child.
 Controlling expressions of panic and/or shock
 Expressing your belief that the child is telling the truth.
 Use the child's language or vocabulary.
 Tell the child this has happened to other children (that they are not the only one).
 Reassure the child that disclosing was the right thing to do.
 Emphasizing that whatever happened was not the child's fault (that the child is
not bad).
 Tell the child you know some adults do wrong things.
 Acknowledge that it is difficult to talk about such things.
 Let the child know you will report this information to the appropriate authorities so
they can help stop the abuse.
 Tell the child you are pleased they told you.
 Tell the child you will do your best to support and protect them.
If you suspect abuse but the child has not disclosed, be aware of the emotional distress
he/she may be experiencing and broach the matter in a caring, sensitive manner,
assuring him/her you are willing to listen and to help if there is a problem.
You will not be helping the child if you:
 Make promises you cannot keep (such as promising that you will not tell anyone).
 Push the child into giving details of the abuse (your role is to listen and not to
conduct an investigation; asking direct questions of the child may interfere with a
subsequent investigation).
 Indiscriminately discuss circumstances of the child with others not directly
involved in helping him/her.
The child may get angry and displace his/her anger on you by shouting, swearing, or
attempting to strike you. Don't take this personally, he/she needs someone to vent
anger on, and because you're there and you're safe, he/she chose you. Continue to
treat the child with caring, understanding and kindness.
32
Don't berate the child for his/her situation; don't dwell on things that are beyond his/her
control (you shouldn't have let him do it, you should have told me (earlier), you shouldn't
have been playing there anyway) as you may make the child feel guilty and responsible
for the assault. Children are not powerful enough to prevent adults from abusing them
(kids are expected to do what adults tell them to do); and the child can't change what's
already happened – and maybe couldn't change the circumstances anyway.
Don't dwell on the sexual aspects of the assault; offer unconditional, non-judgmental
support. Acceptance will help the child overcome feelings of loneliness, of being dirty or
of being unworthy of being cared for. Let the child decide when or if he/she wants to talk
about his/her feelings about the assault. Reinforce his/her feelings, help him/her to
know it is okay to feel that way, and emphasize he/she is in no way responsible for what
happened. Just listen and REMEMBER YOU ARE NOT IN THIS ALONE!
Mobile Crisis: 757-0127 or 569-2724
Ministry of Social Services, Child Protection emergency: 787-3760
Family Services: 787-3800
Kids Help Phone: 1-800-668-6868
REFERENCES
South Eastern CASA. (2011). What to do if a child discloses to you. Retrieved from
http://www.secasa.com.au/articles/tag/child-sexual-abuse.
Victims of Violence (2008). Retrieved from http://www.victimsofviolence.on.ca/rev2/.
33
Appendix – D
Emergency Procedures
For Building Emergencies: Call Pasqua Security 306-766-2900, tell them your name,
that you work for SEARCH at the Four Directions Community Health Center on
Saturday/Monday. Let them know what you are requesting.
Duress Buttons: Duress buttons are located in each room at Four Directions. These
only sound within the building, they do not automatically dial anyone. If one is triggered,
make sure everyone is safe. Call 911 or Pasqua Security if necessary. Disarm in the
mail room, behind front desk. Duress buttons are turned off by entering the building
security alarm code.
Fire Escape Plan:
1. Anyone discovering a fire is to sound the alarm by calling “Code Red”.
2. Receptionist is to call the fire department by calling 9-9-1-1
3. Receptionist to take staff list and begin orderly evacuation through main entrance
The following areas will evacuate through the main entrance:
-Childcare room
-CHC rooms
-Public washrooms
-Sage room
-Front waiting rooms
-Front desk reception area
-Gathering room
-Addictions Services office
-Counselling room
-CLW Office
-SLP office
The following areas will evacuate through the staff entrance (east side of
building):
-Staff room
-Caretaker room
-Resource room off Gathering room
-Staff washrooms
-Staff work area
-Supervisors office
The following areas will evacuate through the rear entrance:
-Vaccine room
34
-Primary Care reception
-Primary Care exam rooms
-Primary Care Practitioner office
-CCNE office
-Rear washrooms
4. If the hazard is located near one of the entrances/exits, all personnel will
evacuate through a clear remaining exit.
NOTE: ALL CLIENTS ARE TO BE EVACUATED WITH STAFF
5. THE MARSHALLING AREA FOR ALL STAFF IS THE STAFF PARKING LOT
ON THE SOUTH SIDE OF THE BUILDING OR CONEXUS
6. At the marshalling area the Fire Marshall will begin roll call for all staff
7. Upon arrival of the Responding Agency, the Fire Marshall is responsible for
informing them:
-If all employees are accounted for
-If any personnel remain in the building, the location and the problem
-The exact location of the hazard, if known
Safety Policy: For the safety of all SEARCH volunteers, safety protocols should be
observed – When the clinic is not open the doors must remain locked and no one is
allowed in or out of the building without shift supervisor permission; volunteers may
carry their cell phones on their person during the shift (please use the device
responsibly); there must be a minimum of two volunteers greeting clients; while
operating during summer evenings a security guard will also be at the front of the clinic;
leave the building in pairs; no one travels home in anything but a vehicle (if this is not
possible, the shift supervisor or SEARCH Coordinator will make the appropriate
arrangements).
If a volunteer feels unsafe at any time during the shift, inform the shift supervisor or
SEARCH Coordinator.
In the event of an emergency during a shift, call 911 immediately. If the duress alarm
goes off during a shift, any one in a safe place has the responsibility to call 911. If
possible, everyone else should try to get to a safe location.
WHMIS: Use the WHMIS binder in the med storage room located on wall beside door
(in clinic) or beside janitor room (in back of gathering room). Evacuate the building and
call Fire Department/911.
35
First Aid Kits: See the clinic for needed supplies in the event a first aid kit is needed.
See physician on duty to assess the situation. If other medical assistance is required,
call 911.
Prohibited/Restricted Areas: No clients are allowed in the back offices of Four
Directions Community Health Center. This includes all areas behind the breastfeeding
room.
Alarm Issues: If the alarm is set off throughout the shift, first try to disarm it with the
code. If this does not work, call Pasqua Security, 306-766-2900.
36