Program Handbook
Personal Support Worker Program - 1165
Living Classroom - Riverside Glen / University Gates
School of Health & Life Sciences and Community Services
Conestoga College
Academic Year 2015/2016
This is a companion document to the current Conestoga Student Guide
This document can be found on the program shell of eConestoga and the program specific page online.
Revised on – June 25, 2015
Personal Support Worker- Living Classroom Program Handbook 2015-2016
Table of Contents
Program Handbook ............................................................................................................................... i
Program Handbook Guidelines............................................................................................................ vi
Welcome............................................................................................................................................ vii
1. Use My Conestoga to Connect To: .................................................................................................... viii
2. Know Your Academic Schedule and Plan with It—With Your Family Too ......................................... viii
3. Be the Professional You Wish To Become - From Day One ................................................................. ix
4. Attend To Enhance Success ................................................................................................................. ix
5. Take Responsibility for Your Academic Status ..................................................................................... ix
Five Top Resources for You .................................................................................................................. x
1. Your Teaching Team.............................................................................................................................. x
2. Counselling and Services for Personal Needs ....................................................................................... x
3. Accessibility Services ............................................................................................................................ xi
4. Student Study Spaces and General Supports ...................................................................................... xi
5. Services for Students .......................................................................................................................... xii
Letter to Students ............................................................................................................................. xiii
1. Program Overview ........................................................................................................................... 1
Program Description ................................................................................................................................. 1
Program Philosophy .................................................................................................................................. 1
Our Beliefs about Those Receiving Supportive Care............................................................................. 1
Our Beliefs about Those Who Care For Individuals Requiring Supportive Care ................................... 1
Our Beliefs Applied To the Personal Support Worker Program ........................................................... 2
Our Beliefs about the Experiential Learning Experience ...................................................................... 2
Program Summary Map ........................................................................................................................... 3
Program Outcomes ................................................................................................................................... 3
Program Design for Your Cohort ........................................................................................................... 5
Pathways and Further Post-secondary Education Opportunities......................................................... 5
Employment Opportunities................................................................................................................... 6
2. Relationships.................................................................................................................................... 7
Communication and Contact Information ................................................................................................ 7
Riverside Glen Living Classroom Faculty and Staff Contact Information .............................................. 7
University Gates Living Classroom Faculty and Staff Contact Information .......................................... 7
Contacting Program team members ..................................................................................................... 8
Student Email ........................................................................................................................................ 8
Program Team Members Availability .................................................................................................... 8
Procedures for Meeting with Program Team Members ....................................................................... 8
Student Engagement ................................................................................................................................ 9
Student Concerns/Issues ....................................................................................................................... 9
PAC (Program Advisory Committee) ..................................................................................................... 9
WIHSC (Waterloo Inter-professional Health & Community Student Collaborative) ............................ 9
Student Feedback ...................................................................................................................................11
Key Performance Indicators ................................................................................................................11
Student Appraisal of Teaching ............................................................................................................11
Class Cancellations ..................................................................................................................................12
Class Cancellation due to Faculty/Staff Absence ................................................................................12
Class Cancellations due to Inclement Weather ..................................................................................12
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Personal Support Worker- Living Classroom Program Handbook 2015-2016
Personal notifications of class cancellations .......................................................................................12
3. Standards of Conduct and Professional Practice ............................................................................. 13
Guidelines for Student Use of Classrooms, Labs and Shared Spaces .....................................................13
Program Standards for Professional Practice .........................................................................................13
Preamble .............................................................................................................................................13
Safety and Security at the Village of Riverside Glen and the Village of University Gates ......................14
In The Event of a Fire Alarm/Emergency ............................................................................................14
Parking .................................................................................................................................................15
Security Code ......................................................................................................................................15
Identification .......................................................................................................................................15
Remedial Use of the Clinical Learning Centre and “Make-Up Labs” ......................................................15
Uniforms, Grooming and other Professional Standards ........................................................................17
Dress Requirements for Labs and Clinical Placements .......................................................................17
Dress Code for Agencies not requiring Uniforms ...............................................................................17
Transportation of Uniform to and from Clinical Settings ...................................................................18
Footwear .............................................................................................................................................18
Identification .......................................................................................................................................18
Jewelry.................................................................................................................................................18
Hygiene ................................................................................................................................................18
Hair ......................................................................................................................................................19
Fingernails ...........................................................................................................................................19
Fragrances ...........................................................................................................................................19
Smoking ...............................................................................................................................................19
Chewing Gum ......................................................................................................................................19
Food and Beverages ............................................................................................................................19
Cellphones/Smartphones ....................................................................................................................19
Academic Integrity and Plagiarism .........................................................................................................20
Copyright – What Students Need to Know .............................................................................................21
Cumulative Copying ............................................................................................................................21
Safe Practice ............................................................................................................................................21
Professional Conduct - Use of Social Media and Cell Phones.................................................................22
Social Media Policy ..............................................................................................................................22
Cell Phone Policy .................................................................................................................................23
Student Protection Acknowledgement ..................................................................................................24
4. Attendance and Student Success Strategies ................................................................................... 25
Characteristics of Successful Students....................................................................................................25
Attendance..............................................................................................................................................25
Attendance for Evaluations .................................................................................................................26
Notification for Absence from Evaluations .............................................................................................27
Follow-up after Reporting Your Absence from an Evaluation ............................................................27
Religious Holidays ..................................................................................................................................27
Documentation to Substantiate Your Reported Absence.......................................................................28
Evaluations worth less than 20%.........................................................................................................28
Evaluations worth 20% or more ..........................................................................................................28
Acceptable reasons for Absence .........................................................................................................28
Assignment and Testing Policies .............................................................................................................29
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Personal Support Worker- Living Classroom Program Handbook 2015-2016
Importance of Test and Presentation Dates .......................................................................................29
Test Procedures ...................................................................................................................................29
Submitting Assignments ......................................................................................................................30
Working Together On Group Assignments: ........................................................................................30
Faculty Returning Tests and Assignments...........................................................................................31
Methods of Evaluation ............................................................................................................................31
Types of Evaluation .................................................................................................................................31
Formative ............................................................................................................................................31
Summative...........................................................................................................................................31
Tracking Forms ........................................................................................................................................32
Summative Evaluation ........................................................................................................................32
Evaluation of Clinical/Lab Skills ...............................................................................................................32
Criteria for Tracking Clinical/Lab Skills.................................................................................................33
Late Submissions of Practice Written Work .........................................................................................33
Clinical Remediation Process ...............................................................................................................34
5. Academic Progress through the Program ....................................................................................... 35
Academic Standing and Promotion ........................................................................................................35
Achievement .......................................................................................................................................35
Promotion Process ..............................................................................................................................35
Requirements for Taking the Clinical Practicum Courses....................................................................35
Reasons for Students Progress Being Reviewed By Promotion Committee .......................................36
Supplemental Work and Program Standards .....................................................................................36
Process for Readmission to the Program ............................................................................................37
Withdrawal ..........................................................................................................................................37
Appeal .................................................................................................................................................37
Clearance of Academic Deficiency ......................................................................................................37
Special Timetables/Adding Dropped or Failed Courses ......................................................................37
Re-entry to the program .....................................................................................................................38
Graduation ..........................................................................................................................................38
Process for Resolution of Student Concerns ..........................................................................................38
Maintaining Student Files .......................................................................................................................39
6. Clinical Experiences ........................................................................................................................ 41
Practicum Health Requirements .............................................................................................................41
Criminal Screening ...............................................................................................................................41
Safety in the Workplace Course..............................................................................................................42
Student Consent Forms ..........................................................................................................................42
WSIB ........................................................................................................................................................42
Additional Requirements for Clinical ......................................................................................................42
Accessibility for Ontarians with Disabilities Act (AODA) .....................................................................42
Basic Safety Training ...........................................................................................................................42
Concerns regarding the Safety of the Work Environment: .................................................................43
Communication of General Concerns regarding Your Safety or The Safety and Care/Service for
Clients ..................................................................................................................................................43
Reporting of Incidents of Student Injury during a Practicum Experience ...........................................43
Reporting of Student Involvement in Situations of Possible Injury: ...................................................44
Clinical Placements Standards ................................................................................................................44
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Personal Support Worker- Living Classroom Program Handbook 2015-2016
Transportation.....................................................................................................................................46
Parking Fees.........................................................................................................................................46
Additional Information for Students ..........................................................................................................47
Change of Name, Address, and Telephone Number ...........................................................................47
Guidelines and Expenses Incurred Relating to Clinical Practice ..........................................................47
Part-Time Work ...................................................................................................................................47
Reference Letter from Program Team Members................................................................................47
7. Student Awards.............................................................................................................................. 48
Awards Available for Personal Support Worker Students 2015-16 .......................................................48
Program Revision Log ......................................................................................................................... 51
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Personal Support Worker- Living Classroom Program Handbook 2015-2016
Program Handbook Guidelines
The purpose of this handbook is to provide students with program specific details and other
important information. The material in this handbook is accurate at the date of posting, and is
applicable for the current academic year. Students will be informed of handbook changes that
occur, if any, through college email. Program handbooks are updated yearly and students must
check their program handbook for the current edition.
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Personal Support Worker- Living Classroom Program Handbook 2015-2016
Welcome
To the School of Health & Life Sciences and Community Services
Your Bridge to Practice
What Can This Mean For You?
The opportunity to begin, today, to become the professional you aspire to be.
The opportunity to learn in real-life settings and with real-life scenarios, rehearsing for the
day when you will be in these real-life situations.
A unique inter-professional opportunity, given the number of different disciplines in the
school. You will learn with, about and from your future colleagues.
An opportunity to take advantage of the unique learning opportunity of the “LIVING
CLASSROOM” at the Villages of Riverside Glen or University Gates.
Your goal of being viewed by employers as a “preferred graduate” is up to you; your
professors, technologists, administrative staff and college services look forward to supporting
you as you journey from day one to your Graduation.
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Personal Support Worker- Living Classroom Program Handbook 2015-2016
Five Top Expectations of You
1. Use My Conestoga to Connect To:
Your Conestoga Email: (e.g. John Smith, Student Number 1234567, jsmith4567@conestogac.on.ca)
• This is the official communication vehicle regarding your academic requirements. Check it regularly
and respond as requested.
eConestoga: (Desire to Learn)
• This is your resource for all course-based program information and course-based communication with
your faculty.
• Make eConestoga your partner in learning; this is your guide to all course activity.
Student Portal:
• Find your grade information, college tuition invoices, class schedules and absence reporting.
Practicum Health Requirements: (Go to “Services” and find “Practicum Services Link”)
Keep track of your requirements; know that they are complete to allow you to go on your
practicum.
2. Know Your Academic Schedule and Plan with It—With Your
Family Too
Course Schedule:
• Your schedule has been planned with many people and multiple considerations in mind.
• Classes can be scheduled from 8am to 6pm (note, times for practicums follow work place schedules).
• Changes may be considered but only for extenuating reasons (Please discuss with your Program
Coordinator).
The Academic Year has critical dates: Please plan around these dates to ensure you are here when you need
to be--including the potential need to be present for the two weeks after the semester ends if you might need
to complete supplemental work to allow you to continue to the next semester. Program start and end dates,
holidays and deadlines for course add/drop and withdrawal, are located in the Student Guide. Course changes
(add/dropping) may also be made through the Student Portal under the “My Courses” tab.
Fall 2015
Dates
Winter 2016
Dates
Fall Orientation Week
Aug 31 – Sept 4
Winter Orientation
January 4
Fall Semester Classes Start
September 8
Winter Semester Classes Start
January 5
Study Week
February 15-19
Last Week of Semester
December 14-18
Last Week of Semester
April 18-April 22
Intersession (no classes)
Dec. 21-Jan 1/16
Intersession (no classes)
April 25 – May 6
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Five Top Expectations of You
3. Be the Professional You Wish To Become - From Day One
Civility, respect and professional behaviors will be key in the quality of your learning experience—
and a future employer's first and lasting impression.
Professional Dress & Conduct: See section three of the Handbook for professionalism expectations
for your program. The college’s Student Guide sets out Student Code of Conduct for our community
at Conestoga.
Pre-practicum Health Requirements Complete as required; without these, you will not be able to
progress to your practicum and your program completion will be in jeopardy (per your information
in the Student Portal)
Social Media: Use responsibly –don’t blow your future on ill-advised communication with the e-tools
that we use so freely (see section three of the Handbook)
4. Attend To Enhance Success
Please Review Attendance Expectations in Section four of the Handbook: Attendance for class, labs
and practicum underpins student learning and your experience as a future professional.
Absence from Evaluations: Must be reported in the Student Portal before your absence to be eligible
for a repeated evaluation.
Request for Accommodation for Religious Holidays: Must be requested to your Program
Coordinator in the first three weeks of each semester.
5. Take Responsibility for Your Academic Status
Student Records if you have questions about your student record, academic status and or program
withdrawals, go to the Registrar’s Office and speak to your Program Coordinator.
Fee Payments: Payment is required to attend classes. Check your Student Portal for invoices.
Credit Transfer/Exemptions: Conestoga supports the transferability of academic credits between
programs and educational institutions through recognized transfer pathways, articulation
agreements and course-to-course equivalences. Please refer to the Student Guide for more
information.
Student Forms: To access forms go to the Student Forms page.
Academic Policies & Procedures: May be found under Policies and Procedures.
Student Affairs Polices & Procedures: May be found at the Student Affairs page.
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1165 Living Classroom PSW Program Handbook 2015/2016
Five Top Resources for You
1. Your Teaching Team
Contact Information: Is posted in eConestoga and in your Program Handbook (Section two in the
Handbook)
Appointments: Making appointments (in person, by phone, email) helps to ensure your desired
resource is available.
Email Inquiries: will be answered within two business days.
Urgent Need for Help: Program Assistants are available to help you reach one of the Teaching Team
(contact information in Section two of the Handbook)
2. Counselling and Services for Personal Needs
College Counselling: Professionally-trained counsellors can help you achieve your educational
goals—for such common support as stress management, anxiety, depression, transition issues,
family issues, etc. Counselling is free, voluntary and confidential. Arrange to see a Counsellor quickly
if academic or personal problems stand in the way of your college success. To make an appointment,
visit or call Doon--Room 1A101, 519-748-5220, Ext 3360, Monday to Friday, 8:30 to 4:30
or call Guelph – Welcome Centre 519-824-9390 Ext. 6156. Check the counselling services website for
more information.
Good2Talk: Confidential 24 hour phone line for stresses big and small 1-866-925-5454
Conestoga Security: Provides a safe and secure work and learning environment. 519-748-5220 ext.
3357. Refer to the Student Guide for Conestoga’s Safety and Security Services and procedures.
Student Financial Services: Student Financial Services can help you by providing you with options to
finance your post-secondary education.
CSI Food Bank: The CSI Food Bank is an emergency food relief program for current Conestoga
students.
Health Services: Your family doctor on campus. Check out the services that they offer on their
website or call 519-748-5220 ext. 3679. Services available Monday to Friday, 8:30 to 4:30. Some
same day appointments may be available by walk-in. A full-time health nurse is on site.
Facility Information: Refer to the Student Guide for information on after-hours parking, classroom
and computer labs.
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Personal Support Worker- Living Classroom Program Handbook 2015-2016
Five Top Resources for You
3. Accessibility Services
Students with Documented Disabilities are encouraged to book an appointment with Accessibility
Services to access accommodations –EARLY in your program. Disability-related documentation will
be required to book an appointment. Go to the Accessibility Services webpage for more information.
Adaptive Technology Aids and Special Facilities:
Adaptive Aids are arranged through Accessibility Services; handicapped –accessible washrooms are
located throughout the campus. Contact the Adaptive Technology Lab for more information on
adaptive technology aids.
4. Student Study Spaces and General Supports
Lockers—are available with your tuition; important to store your extra clothes and books, etc. so
that you can be at your professional best in the lab. To learn how to obtain a locker, please click
here.
Information Technology-- New ITS HELP DESK—1st Floor Ewing (provides supports & general
assistance with college-related needs such as Email, Network accounts, connectivity & wireless
printing. Go to the Web IT Service Desk for more information.
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Personal Support Worker- Living Classroom Program Handbook 2015-2016
Five Top Resources for You
5. Services for Students
International Education Office: Check out the International Education Office for services available to
you.
Student Life: Get involved and shape your experience. Visit the Student Life page or Connect to
myConestoga for your Co-Curricular Record.
Student Financial Services: Your one-stop resource to apply for student awards and bursaries apply
early to increase your chances.
Bookstore: Your location to buy books (check out their options including used books), clothing for
your program and general supplies. Find it at the Doon Campus, in the A wing, just inside Door 1.
Co-op and Career Advising: Your resource for Co-op Placements (if you are in a degree); your source
of help to look for summer jobs or future careers and gain help preparing your resume. Check out
the Co-op and Career Services site for more information.
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1165 Living Classroom PSW Program Handbook 2015/2016
Letter to Students
Welcome to the Living Classroom at Riverside Glen or University Gates
In 2006, Conestoga College and Schlegel Villages developed a Living Classroom program in LongTerm Care (LTC). This innovative and collaborative program consists of classroom and clinical
teaching for Practical Nursing (PN) and Personal Support Worker (PSW) students, all in a real LTC
and Retirement Home environment.
By participating in the Living Classroom program:
•
•
You have all the benefits of Conestoga College’s PSW and PN curriculum and credentials, and
You have the additional benefits of learning at the Schlegel Villages of Riverside Glen or
University Gates.
The Living Classroom program embraces intentional interactions among you (students), the LTC and
retirement living team, residents, and families. The program provides you with formal and active
learning experiences in LTC and retirement living environments. The Living Classroom program
includes:
1) a specifically focused collaborative gerontological curriculum;
2) intentional exposure to, and mastery of, knowledge, skills, and behaviours; and,
3) the fostering of a formal and informal learning in a mentoring environment.
In addition to teaching and providing support for you as a student, Conestoga College PSW
Program team members in the Living Classroom work together with the Schlegel Village team to
integrate your learning with the activities in the facility, and create opportunities for your
involvement. You are encouraged to take advantage of being in the Village by spending time with the
residents and their families. The LTC and retirement Village also facilitates volunteering opportunities
for you to assist residents and families. Furthermore, Schlegel Village teams receive special training on
how to mentor and support you when you are in the Village.
The outcomes of the integration between learning and caregiving are mutually beneficial:
•
•
•
•
•
as a student, you gain more comfort and confidence in working with residents and families;
the team actively participates in your training;
residents are provided with care as well as social interaction;
you feel respected and valued as a member of the team;
the team and residents also feel valued as they are actively assist you with the learning and
training process by sharing their own skills and experiences.
Schlegel Village of Riverside Glen Welcome
Dear Student,
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1165 Living Classroom PSW Program Handbook 2015/2016
I would like to welcome you to The Village of Riverside Glen. As the General Manager, it is my
privilege to work with a strong team, ‘that includes you’, to provide the best possible quality of life
for our residents living in Retirement and Long Term Care.
I have been helping seniors in various capacities for the past 15+ years and love to see them find
purpose and well-being in everything that they do.
Our village is designed to foster a sense of community and we welcome you to become a
stakeholder in our community; helping us to develop a best in class integrated health care team to
provide best in class care and services to our residents.
We offer students a unique opportunity to be trained in a living classroom environment, where
enhanced learning can happen in both academic and social ways.
We are looking forward to having you join us and trust that this experience will be the start of a
fulfilling career in senior care.
Warmest regards,
Bryce McBain
General Manager
Schlegel Village of University Gates Welcome
Dear Conestoga College Student,
On behalf of the Team of The Village at University Gates we would like to extend a warm welcome
to you. Our Village is a place where Residents, Family Members, Team Members, Students,
Researchers, and our Community Partners are all valued.
In the Village Neighbourhoods we can all have the opportunity to learn from each other and grow
together. We trust you will enjoy your time learning in this unique living classroom environment.
We wish you all the best as you begin this very rewarding career as a caregiver.
Warmest Regards,
Chris-Anne Preston
General Manager
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1165 Living Classroom PSW Program Handbook 2015/2016
Letter to students
Dear Personal Support Worker Student,
Welcome to the Personal Support Worker (PSW) Certificate Program. You have worked hard to be
accepted into the PSW Program at Conestoga College and we commend you on your success.
This handbook has been prepared to provide further information about academic standards,
guidelines and processes specific to the PSW Program at the Riverside Glen Schlegel Village in
Guelph and the University Gates Schlegel Village in Waterloo. Reading, understanding, and
following the information in this handbook, is an important first step in your continued success in
this program and your chosen profession. The handbook has been compiled with careful
consideration for your personal and professional growth during your time at the college. If you do
not understand any of the information in this handbook, please ask any of our Program Team
members or the Chair of Nursing for an explanation.
Use the Table of Contents in this handbook as your guide and the contents as your continuous
reference as you proceed through the program. The PSW program team will refer to the
handbook often, but the responsibility for knowing the program standards is ultimately yours.
In addition to the PSW Program Standards and Procedures Handbook, the Conestoga College
Student Guide 2015-2016 outlines important policies and procedures for you to follow. The PSW
Program Standards and Procedures Handbook is a supplement to, but not a replacement for, the
Conestoga College Student Guide.
We are here to help you have a successful journey. Should you experience difficultly or need
assistance in any area of your studies, please talk to your program team members, Program
Coordinator, or come to my office to seek direction to ensure your success in the program.
All the very best to you in your studies.
Sincerely,
Marlene Raasok (Executive Dean, Health & Life Sciences and Community Services),
Lynn Voelzing (Chair, Nursing) & PSW Program Team
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1. Program Overview
Program Description
Conestoga’s Personal Support Worker 30 week Program offers an integrated plan of learning in
which the knowledge, skills, attitudes and values critical to your goal of becoming a Personal
Support Worker are presented in a logical sequence which builds on itself and provides the
opportunity to integrate increasing knowledge with opportunities to apply theory to practice in
more complex ways.
Program Philosophy
The philosophy of personal supportive care is based on the belief that the individual client and
his/her family are unique individuals with unique experiences. Each individual and family have
basic needs and the potential to meet their basic needs, however at times, assistance may be
required because of age, environmental and health related factors.
Values/Beliefs that Guide the Personal Support Worker Program Curriculum
Our Beliefs about Those Receiving Supportive Care
We believe that:
• The Personal Support Worker provides quality supportive care for individual clients
and/or families throughout the lifespan and at various levels of health and wellness,
utilizing a holistic approach.
• The Personal Support Worker recognizes the interrelatedness of the physical,
emotional, social, and spiritual well-being of the individual and stressing optimum
functional restoration.
• The individual client’s right to respect, dignity, confidentiality, cultural integrity,
independence, well- being, choice, and self-determination are supported and promoted
by the Personal Support Worker to enhance quality of life throughout the life cycle.
Our Beliefs about Those Who Care For Individuals Requiring Supportive Care
We believe that:
 The Personal Support Worker is a valued contributing member of the inter-professional
health care team and works under the direction of registered and or designated personnel,
and in partnership with clients and/or their families, in institutional and/or home care
environments. An atmosphere of mutual respect between all individuals is promoted.
 The Personal Support Worker learns in an environment that enhances personal and
educational growth. Principles of adult education guide the teaching-learning process.
Students accept responsibility for their learning, and the program team facilitates mastery
of the student's learning needs.
 Legal, moral and ethical guidelines govern the practice of the Personal Support Worker.
 The Personal Support Worker recognizes that he/she will function in a continually
changing society and health care system, which reflects an increasingly aging and multicultural population.
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1165 Living Classroom PSW Program Handbook 2015/2016
Our Beliefs Applied To the Personal Support Worker Program
We believe that Conestoga College’s PSW Program incorporates the above philosophy into our
program by:
 Accommodating, to the best of our ability, individual situations, as appropriate for
emerging adult learners.
 Encouraging and expecting students to develop behaviors necessary in the workforce
and in the PSW profession, including: self-reflection, responsibility for self and own
actions, honesty, integrity, and punctuality.
 Designing courses and experiences to support students in constructing knowledge about
supportive care in meaningful ways.
 Modeling a variety of teaching styles, providing a variety of learning and practice
experiences, and by using a variety of evaluation methods.
 Modeling communication and problem-solving skills as well as professional behaviours and
attitudes required of personal support workers.
 Supporting the integration of theory and practice by providing students with opportunities
to connect theory and its application in combination with practical experience.
 Facilitating students’ understanding to enable them to “make sense” of their
practical experiences in view of theory.
 Engaging students actively in their learning process.
 Recognizing and appreciating the different styles and approaches to learning that an
emerging adult learner may use/exhibit (multiple intelligences).
 Building on previous successes in order to enhance confidence of the student as a learner.
 Supporting students as they develop their professional philosophy.
 Mentoring students as they proceed through their journey of becoming a personal
support worker in both the classroom, lab and through their clinical placement
experiences.
 Offering general knowledge and generic skills, in addition to specific vocational skills.
 Endeavoring to support the PSW field and the local community, believing that learning is
life-long, and that personal support workers play a vital role in our society.
Our Beliefs about the Experiential Learning Experience
Experiential learning experiences provide:
 students with opportunities to develop skills to apply in a clinical environment;
 an environment of practice for students that supports a reflective, intentionally responsive
philosophy;
 students with the opportunity to work with a team who support, evaluate, and mentor
them as they work to acquire the skills and attitudes necessary of a Personal Support
Worker;
 an environment where the teaching/learning team and students work together to
implement and evaluate new skills necessary to work in the health care field as a
Personal Support Worker.
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1165 Living Classroom PSW Program Handbook 2015/2016
Program Summary Map
Program Map describes your learning journey with three important components:
1. All courses focus on you demonstrating development towards the program outcomes and capabilities through your program journey.
2. There are themes for your learning that will inform you on the courses you will take to develop program capabilities.
3. Each semester has a theme that creates milestones for your learning within a semester and your journey from one semester to the next
semester and ultimately to your readiness to graduate.
Phase
LEVEL 1
Week 1-7
Week 8-15
Novice
Advanced
Engagement
Engagement
Week 16-19
Emerging Professional
LEVEL 2
Week 20-25
Entry to Practice Prepared Professional
Professional Practice 1
Communication Course
Safety in the Workplace
Achieving Success in Your HC
Career Professional Practice II
Community and LTC (orientation)
Professional Practice
II Community and LTC
(continued)
Resident
Centred Care
Resident Centred Care I
Structure and Function of the
Body for RCC
Resident Centred Care 2 Palliative
Care
Resident Centred Care
2 Palliative Care
Supportive
Care Practices
Supportive Care Theory 1
Supportive Care Lab 1
Supportive Care Theory 2
Supportive Care Lab 2
Professional
and IP Practice
Week 26-30
Pre-graduate
Consolidation
Professional Practice
II (continued)
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1165 Living Classroom PSW Program Handbook 2015/2016
Program Outcomes
Upon completion of the program, the graduate will:
1. Work within the PSW role in a variety of care settings including: long-term, community and/or
hospital care settings in accordance with applicable legislation and employer’s role and job
description, policies, procedures and guidelines.
2. Practice professional work ethics and demonstrate professional behaviours in interactions with
clients, families, care partners, supervisors, and inter-professional team members in a variety of
care settings.
3. Act responsibly and be accountable for one’s own actions while recognizing the boundaries of
knowledge and skills within the PSW role that necessitates using problem solving, time
management, stress management and critical thinking skills and strategies and requires
collaboration with the client, family, care partners, supervisor and/or other members.
4. Participate as a member of the inter-professional care team and maintain collaborative working
relationships, accept and integrate constructive feedback, and use effective and appropriate
communication and relationship skills to provide supportive client-centred care in a variety of care
settings.
5. Provide client-centred and client-directed care that promotes independence and is based on
ethical principles, sensitive to diverse client and family values, beliefs and needs and which follows
the direction of the inter-professional care team.
6. Assist clients across the lifespan with routine activities of daily living supporting clients’ rights and
preferences and applying knowledge and skills of growth and development, evidence informed
practice, common alterations in functioning, health and wellness promotion or maintenance, risk
prevention and reduction, rehabilitation and restorative care.
7. Assist clients with medication and treatments in keeping with the plan of care/service plan and
under the direction and/or monitoring of a regulated health professional or most accountable
person and in accordance with relevant legislation and employer policy.
8. Assist with household management tasks and instrumental activities of daily living in accordance
with the plan of care/service plan and considering the preferences, comfort and safety of the
client, family and care partners as well as the safety of the PSW and the safe use of household
equipment.
9. Assist family and care partners who are caring for dependent individuals, considering clients’ and
family choices, the direction of the plan of care/service plan, and the PSW’s professional
boundaries.
10. Assist in the provision of client-centred, culturally relevant, palliative and end of life care to clients,
their families and care partners including observing, reporting, documenting and transferring
accountability in accordance with the plan of care/service plan.
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11. Observe report and document relevant client information using the appropriate mode of verbal or
written communication and written or electronic documentation in a timely manner and in
accordance with the required employer policies and procedures and applicable legislation.
12. Understand how to establish and maintain helping and professional relationships with clients, their
families and care partners and support systems which reflect open communication, advocacy,
professional boundaries, employer’s policies and adherence to confidentiality and privacy
legislation.
13. Promote and maintain a safe and comfortable environment for clients, their families, and care
partners, self and others including recognition of environmental and personal safety risks, the
implementation of infection prevention and control measures, and emergency first aid procedures
that are in keeping with the plan of care/service plan and employers’ policies and procedures.
14. Identify and report situations of neglect and potential, alleged or witnessed/actual incidents of
abuse of clients, family, care partners, and/or PSWs and respond in accordance with all applicable
legislation and employer policies and procedures.
15. Use identified approaches and evidence-informed practices while providing client centred care to
support clients experiencing mental health illness, cognitive impairment and/or responsive
behaviours.
16. Apply knowledge of and commitment to continuous quality improvement and change initiatives,
including the responsibility of ongoing and continuing professional development.
Program Design for Your Cohort
Students can find their program design on the student Portal by following the steps below:
1. Log in to Student Portal
2. Click on ‘My Courses’ tab
3. Select ‘View Progress Report’ button
Courses are listed by level/semester. Students can also view courses for the most current program
design for this academic year on the Conestoga College website. To find these courses, students need
to scroll down the page to the ‘Program Courses’.
Pathways and Further Post-secondary Education Opportunities
Conestoga pathways enable students to build on their academic achievements in order to earn a
degree or additional credential. Pathways are formed through agreements between Conestoga
programs or partner institutions. View the transfer agreement opportunities for this program.
There are a number of different opportunities available to students who want to continue studying at
Conestoga. Whether you wish to transfer to another program or apply to a new program after
graduation, Conestoga has established pathways to help you meet your goals. Conestoga Pathways
information is available on Conestoga’s website.
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Employment Opportunities
Personal support workers contribute to the quality of life of individuals by promoting their
independence and dignity; social, emotional and physical needs; mobility; personal appearance;
comfort and safety. Graduates understand the roles, responsibilities and limitations of the personal
support worker and work as a member of the health-care team, communicating effectively, and
observing and reporting changes in clients' conditions.
For more details on related occupations, job market information and career opportunities, see the
Government of Canada website.
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2. Relationships
Communication and Contact Information
Riverside Glen Living Classroom Faculty and Staff Contact Information
Coordinator: Amy Stiles
astiles@conestogac.on.ca
Practice Application Specialist: Coby Vanderkooy
cvanderkooy@conestogac.on.ca
Program Administration Contact Information
Chair of Nursing: Lynn Voelzing
Lvoelzing@conestogac.on.ca
518-748-5200 Ext. 3434
Program Assistant: Wendy Dunbar
wdunbar@conestogac.on.ca
519-748-5220 Ext. 3437
University Gates Living Classroom Faculty and Staff Contact Information
Coordinator: Sharon Clarke
sclarke@conestogac.on.ca
Faculty : Sarah Pottier
spottier@conestogac.on.ca
Practice Application Specialist: Marilyn Arsenault
marsenault@conestogac.on.ca
Program Administration Contact Information
Chair of Nursing: Lynn Voelzing
Lvoelzing@conestogac.on.ca
518-748-5200 Ext. 3434
Program Assistant: Wendy Dunbar
wdunbar@conestogac.on.ca
519-748-5220 Ext. 3437
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Contacting Program team members
When contacting program staff outside of class time, please use Conestoga College e-mail or
telephone. Your message should include the following information:
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First and last name,
Course and level,
Brief description of reason for contact,
Telephone number where you can be reached.
Student Email
All students are supplied with a Conestoga e-mail address. Communications from program team
members will be via your Conestoga e-mail address or posted on Conestoga’s on-line Learning
Management System – eConestoga. Official Conestoga communication via e-mail will use only your
Conestoga e-mail address. Use only your Conestoga e-mail address or eConestoga when
communicating with program team members. Students are expected to check their Conestoga email regularly.
If you are having problems accessing your Conestoga e-mail contact the Information Technology (IT)
department at 519-748-5220 ext. 3444 as soon as possible.
Program Team Members Availability
Program team members are located in the program team office in the Conestoga area at Riverside
Glen, on the lower level of the long term care building and in the Renard building (RIA), lower level
at University Gates. Students are welcome to see individual program team members to discuss
course work, assignments, or other matters related to their success at Conestoga. During the first
days of the semester program team members will explain how you can contact them outside of class
time. As program team members have diverse schedules, it is best to make an appointment to
ensure they are available.
Procedures for Meeting with Program Team Members
Most program team members share space in an open office arrangement. In the interest of
respecting the work environment for everyone in this area we ask students to confirm by phone that
the program team members member they wish to see is at his/her desk before entering the
program team members workspace area. We thank you for your cooperation in adhering to this
procedure. Students are not permitted to enter a program team member’s office or cubicle unless
the program team member is present.
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Student Engagement
Student Concerns/Issues
We appreciate that concerns/issues may arise during the learning experience. Our goal is to
collaborate – students with faculty and staff —to resolve situations of concerns quickly and to learn
and improve from these situations.
To achieve this goal, we need an effective problem-solving environment. This means:
a. When a situation of concern arises, it needs to be raised immediately and discussed by the
individuals involved. This is the most important area for effective problem solving.
**Problem-solving closest to the individual associated with the learning is the place to start.
b. Please see the “Student Concerns/Issues” section in the Student Rights and Responsibilities
chapter of the college Student Guide for further details to be followed for the informal and
formal procedures for the resolution of concerns and issues.
c. Please note that issues and concerns related to a placement site, its operation or its employees
should first be brought to the attention of the Conestoga Field Placement Supervisor, subject to
the additional procedures outlined in the following Sections on “Professionalism” and “Concerns
Regarding Safety or Care/Service for Clients during a Practicum/Field Placement”.
Student Representation
CSI and Conestoga agree that a student has the right to invite a member of CSI to a student/faculty
meeting, provided that 24 hours advance notice is given to faculty. This advance notice will ensure
that all parties will have an opportunity to adequately prepare for the meeting.
PAC (Program Advisory Committee)
Each program at Conestoga has a Program Advisory Committee (PAC), which is made up of industry
and academic representatives, as well as current students. They meet several times a year to discuss
the direction in which that industry is heading and any improvements that can be made to keep the
program current. This helps to ensure that students are learning material that is relevant to their
industry.
At the beginning of each year, the coordinator of the program will ask for student volunteers. The
coordinator will decide which students will represent years one and two. The student
representatives are expected to attend the meetings. Students must prepare and submit a report
based on guidelines provided by the Program Chair/Coordinator which will be presented at the
meeting. Students are expected to be professional, dress in business attire and engage in
discussions.
WIHSC (Waterloo Inter-professional Health & Community Student Collaborative)
Conestoga College offers many unique and exciting opportunities for personal and professional
growth. One of the things that contribute to the excellence of this college is the host of exciting
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extra-curricular opportunities that add to the culture of this fine institution. WIHSC (Waterloo
Interprofessional Health & Community Student Collaborative) is one such club whose members
strive to ‘learn with, from, and about’ each other.
Membership of this active group is comprised of students enrolled in health, community, and social
sciences programs at the Doon campus. Some of the most popular initiatives that this group
regularly engages in are interactive simulation exercises, peer-mentoring, guest speakers, paper case
studies and monthly meetings. To find out more about this exciting opportunity, please visit the
WIHSC website. The website includes information on past events (pictures and videos) as well as
how to get involved. Get involved, have fun, and learn more about the team members you will work
with upon graduation! For more information, please contact your Program Coordinator.
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Student Feedback
Student feedback is an essential component of our continuous improvement process. Our
opportunities for student feedback include:
Key Performance Indicators
All college programs in the province are evaluated using Key Performance Indicators (KPIs) through
the Ministry of Training, Colleges and Universities. This survey is conducted each academic year.
Strategic goals to improve the programs are developed from these results. This data and other data
specific to the campus and the program/school are collected so that Conestoga College can
continually improve quality.
Student Appraisal of Teaching
The Student Appraisal of Teaching (SAT) allows direct feedback from students on teaching for a
particular course. Completion of the SAT form gives teachers and academic managers valuable
information, to use for improving teaching at Conestoga.
The SAT process occurs at semester-end. One quarter of the faculty is appraised per term, and each
has two courses selected by their academic managers for appraisal. All teachers have a SAT review at
least once every two years. Students complete either an electronic or paper copy of the SAT. A
summary of results is prepared by Institutional Research.
The report is sent to the Academic Manager who shares the report with the faculty member AFTER
all marks for the semester have been collected. Continuing Education students may have an
opportunity to complete a SAT form at the conclusion of each Continuing Education course.
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Class Cancellations
Class Cancellation due to Faculty/Staff Absence
All class cancellations due to faculty/staff absences will be posted in the Student Portal on the left
hand side of first page which a student sees after logging in. These notices in the Student Portal will
be the only general notifications of class cancellations due to faculty absences. Faculty/staff who will
be absent will not be informing students of class cancellations through the eConestoga, Learning
Management System.
Class Cancellations due to Inclement Weather
College closure due to inclement weather will be announced on local radio stations (92.9; 88.3;
1460; 96.7, 105.3, and 1240). It is up to Associate Faculty and students to listen for campus closures.
If the college is closed a message will be left on the campus switchboard after office hours. A notice
will also be placed on the college website.
Personal notifications of class cancellations
Students have the option of receiving special emails or SMS text messages notifying them of class
cancellations due to faculty absences. To receive such personal notifications students must subscribe
to this special service.
To subscribe:
- Log in to the Student Portal
- Select Notifications under the Profile tab
- Select the method by which you would like to be notified
- Click Update.
Note: To change the email address to which these notifications will be sent, select My Addresses
under the Profile Tab, and change the default email address.
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3. Standards of Conduct and Professional Practice
Guidelines for Student Use of Classrooms, Labs and Shared Spaces
Classrooms, Labs and the Village spaces all make up the formal learning environment. For this reason
it is expected that these spaces be considered an extension of the professional world you are aspiring
to enter. In keeping with this, when using classrooms, labs, and shared spaces:
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Be mindful of your language and your attire; both choice of words and tone.
Discussions of an unprofessional nature or of unrelated topics should not take place, and will be
actively discouraged by Conestoga program team members and the team at Schlegel Villages.
Be considerate of other students, residents, families and the team when walking through the
halls or neighbourhoods by avoiding unnecessary noise.
No food and only bottled water (with a cap) in classrooms.
No food or drink in clinical lab areas, or in computer lab areas, or in shared spaces at Schlegel
Villages.
The materials and equipment from the lab must remain in the lab unless specific permission has
been given to use them elsewhere and they have been “signed out”.
Show respect for the learning environment, equipment, and shared spaces at Schlegel Villages.
Come prepared for lab and to review the related theory prior to coming to lab.
Leave rooms clean after each class.
Permission must be given by program team members before using any of the
materials or equipment in labs or classrooms.
Please remember that the labs and neighbourhoods are clinical settings. The
requirement for proper hand hygiene is always in effect.
Note: It is expected that students will take the opportunity to practice lab skills between lab classes.
Past experiences have shown that students who practice are more likely to be successful.
Program Standards for Professional Practice
Preamble
You are now embarking on a career that will provide you with many personal and professional
rewards, and challenges, and brings with it a great deal of responsibility. As a Personal Support Worker
you will be delivering care to members of our society who are often the least able to care for
themselves, and who are the most in need of the kind of care you will be able to provide. The type of
care and support you provide will make a huge difference in the lives of those you care for, their
families, and their friends.
Conestoga College School of Health & Life Sciences and Community Services has been given the
mandate to prepare Personal Support Workers. The Province of Ontario expects the college to
graduate Personal Support Workers who meet the standards that have been established for the
profession.
Personal Support Workers function in a dependent and interdependent environment. The majority of
the time, the practitioner's involvement in the care at the recipient's side is of an independent nature,
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when direct supervision of an action is not always possible. There is an implicit trust by the client that
the Personal Support Worker is an ethical, moral, and competent person. It is the responsibility of the
School of Health & Life Sciences and Community Services to ensure that every graduate is capable of
functioning in accordance with the professional standards expected of all health sciences disciplines. As
students preparing to become professionals, it is imperative that behaviours and attitudes reflect
standards that are endorsed by Conestoga College and your chosen profession.
As a student of Conestoga College, you are a member of the college community and as such you have
received a Conestoga Student Guide that includes Student Rights, Student Responsibilities, and the
Student Code of Conduct. The Student Responsibilities section includes detailed information regarding
plagiarism, cheating, and academic dishonesty. It is essential that you review this section and
familiarize yourself with these responsibilities. It is expected that your conduct as a student will be
reflective of the responsibilities listed. If you have any questions regarding any of them, please contact
your Program Coordinator.
In addition to all Student Responsibilities found in the Conestoga Student Guide, PSW students
have the following obligations:
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Complete the learning objectives, tests, assignments and all other forms of student work, with
honesty and professional integrity;
Attend class, lab and clinical placement as scheduled;
Actively engage in classroom, lab, and clinical learning processes;
Demonstrate ethical and professional behaviour while attending class, lab, the Villages of
Riverside Glen and University Gates and clinical placement; protect the integrity of the
Program and the college;
Maintain the confidentiality of all classroom, lab, and clinical placement experiences, including
use of any form of social media, and;
Seek clarification from program team members/administration when unsure of any of these
standards.
Safety and Security at the Village of Riverside Glen and the Village of
University Gates
In The Event of a Fire Alarm/Emergency
1. Conestoga program team members and students will stop and listen to the announcement.
2. If the emergency is in the Retirement side of the building (will be in the announcement)
remain in the classrooms and continue to listen for any further instructions.
3. If you feel more comfortable leaving the building you must exit via the Fire Exit door and
designated fire route as mentioned below.
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4. If the emergency is in Long Term Care building:
o The page will tell you where the emergency is.
o You will then exit by the “Fire Exit” door.
o There are emergency exit arrows on the walls to direct you to the “Fire Exit” door and
a “Fire Exit” sign is at the Fire Exit door.
Parking
Parking is provided at no charge for Conestoga College students at the Village of Riverside Glen. At the
Village of University Gates, a parking pass needs to be purchased.
All students are to park in a designated area only. These areas will be identified during the first week
of the program.
If all parking spots are taken, students must park in designated alternate areas. These areas will be
identified during the first week of the program.
Under no circumstance are students to park in other parking areas other than designated areas. These
areas are for residents and family and many are owned and paid for by the residents.
Security Code
Access to Conestoga College Areas at the Village of Riverside Glen
Conestoga College areas at Riverside Glen are for Conestoga College Students only.
The back door from student parking area is secured and entry can only be accessed by using the
security code number. You will be notified of this security code the first week of class. Under no
circumstance is this code to be shared with any other person who is not a student in your program.
Identification
All Conestoga College students must wear their college picture identification badge while in the Villages
of Riverside Glen and University Gates. Students must also have an available copy of their completed
health passport and a clear VSS.
Remedial Use of the Clinical Learning Centre and “Make-Up Labs”
Make-Up Labs
If, for any reason, a scheduled lab is missed, it is the responsibility of the student to make
arrangements for make-up experience. Students are accountable for the learning outcomes of
psychomotor and experiential components of the lab
All make-up labs must be completed within two weeks of the student’s missed lab and/or before
clinical placements.
Psychomotor Component
Contact your Practice Application Specialist (PAS) to demonstrate psychomotor skills during the one hour
time posted for this purpose. (Refer to PAS for schedule).
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Experiential Component
An essential element of PSW1030 and PSW1630 is the experiential learning. Students are guided through
six key program requirements and concepts to be integrated within the psychomotor skills in the
lab. Small group and large group experiences are applied. The Plan and the Student Practice
Application Tracker (SPAT) will assist the student to track the psychomotor skills achieved, as well
as experiential learning related to the six key elements. The student is afforded an opportunity to
submit an essay to demonstrate achievement of outcomes related to the experiential component
of the clinical learning lab. Demonstration of learning regarding application of the six essential
elements for the psychomotor skills addressed in the missed clinical learning lab is mandatory.
PROCEDURE
Missed Clinical lab:
We realize there may be unforeseen circumstances necessitating a missed clinical lab learning
opportunity. This procedure is designed to provide the student with an opportunity to catch up, and
meet the outcomes. It is not designed as a replacement for the clinical lab learning.
1. Ensure the absence is reported on the student portal.
2. Review the Plan on eConestoga for expectations and activities associated with the missed clinical lab
learning.
3. Review the posted material on eConestoga (including the SPAT, Plan, rubrics, scenario’s, checklists) for
expectations and activities associated with the missed clinical lab learning.
4. Review the required reading and video and other resources associated with the missed clinical lab.
5. Meet with a classmate who attended the missed clinical lab for a review of the material in the open
access lab as per instructions in the PSW handbook.
6. Demonstrate psychomotor skill during the predetermined make up demonstration time. Please note the
PAS does not re-teach during the makeup demonstration time. Once you have successfully demonstrated
the missed skill(s) the PAS will provide a green check on the PAT. (This must be achieved within two
weeks of the missed lab).
7. To provide evidence of successful achievement of the experiential component, submit evidence in essay
format via the drop box associated with the missed clinical lab within two weeks. One attempt will be
granted.
a. The Plan must be used as a basis for required evidence. For example, if the plan included role
playing the student must provide evidence of role playing to meet the outcome.
b. The evidence must reflect the learning achieved in the clinical learning environment based on
the plan activities.
c. The essay must have a title page including course (PSW1030) skill clinical lab learning missed, skill
week missed, skill date missed, name of student, student number.
d. Each of the 6 critical elements will be a headline. All of the outcomes reflected in the plan and
SPAT must be included for each of the critical elements. There may be between 1-3 outcomes for
each element to be demonstrated.
e. The essay will be graded on the rubric below. A grade of 65% on the essay will be considered
successful demonstration of achievement of outcomes for the experiential component of the
missed clinical lab learning experience.
f. Successful achievement of the outcome will result in a green check on the PAT.
g. If outcomes are not successfully demonstrated the check on the PAT will remain red
demonstrating a failure to meet the outcome.
h. Failure to meet course outcomes may result in the students file being brought to promotions as
per the PSW handbook.
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User Responsibility Regarding Clinical Learning Centre Maintenance
All users are responsible for ensuring that the Clinical Learning Centre/Lab is maintained as
safe and tidy environment. In particular:
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All equipment is to be returned in the condition in which it was received;
All beds are to be left in low position, neatly made, with furniture positioned appropriately;
Manikins are to be handled carefully (and not placed on the floor); and
Chairs are to be stacked safely in designated areas when not in use.
All materials borrowed by Instructors and students for use outside the Clinical Learning Centre must
be signed for and returned to the Centre in good condition within the specified time.
Students are responsible for the replacement of damaged or lost equipment in the Clinical Learning
Centre, or community agencies. (E.g. Student drops and breaks IVAC thermometer.)
Uniforms, Grooming and other Professional Standards
Uniform Regulations
 Full uniform must be worn in clinical areas and college simulation labs.
 Bottom of the pant hemline must be sewn above the sole of the shoe.
 Warm-up jackets or sweaters that coordinate with the uniform are acceptable, but must
not be worn during direct care.
 Head coverings must be neutral.
 If ¾ length shirts or t-shirts are to be worn under the designated Personal Support Worker
uniform they must be black, grey or spruce green.
Dress Requirements for Labs and Clinical Placements
In order to maintain these as safe, professional spaces, appropriate dress must be worn. The purpose
of this dress code is to insure the safety of the student, program team members, and staff, and also to
prepare them for the clinical environment. The dress code is designed to comply with infection
control procedures, workplace health and safety considerations, and professional safety. All lab areas
are covered by this policy for all programs in the School of Health & Life Sciences and Community
Services. Program team members and PAS reserve the right to ask students who do not conform to
the uniform policy to leave the clinical, community, or lab setting. Time missed must then be made up
by the student.
Dress Code for Agencies not requiring Uniforms
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Conestoga identification (name tags) must be worn and visible at all times in all clinical settings.
Identification must include first and last name and designation. Institutional Photo ID may also
be required, at the discretion of the institution.
Wear comfortable, low-heeled shoes with closed toes and heels.Street clothing should reflect a
professional appearance.
The following are not appropriate for these settings: jeans, tights and leggings, sweat pants,
tracksuits, warm-up suits, collarless t-shirts, ankle socks with skirts, revealing necklines or
short skirts.
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Requests for accommodations of this regulation (e.g. for religious or disability reasons) will be
considered within the framework of the Conestoga College Policy for Human Rights.
Program team members reserve the right to ask students who do not conform to the uniform
policy to leave the clinical community or lab setting.
Transportation of Uniform to and from Clinical Settings
• It is important that your uniform be clean when arriving on the unit or neighbourhood. It is
equally important that a soiled uniform (that is, one that has been worn for client care) not be
worn in a public place. Uniform shoes are NOT to be worn outside of Riverside Glen or
University Gates.
•
In the clinical setting that allows uniforms to be worn to and from work, the student must
ensure that the uniform is covered when outside of the clinical setting (ex. With a knee-length
coat) and that the student is traveling directly between the clinical setting and home.
•
In the clinical settings that require the student to change at the agency, the student will wear
street clothes in to the setting and when returning home. The uniform is to be kept in a
protective covering during transit.
It is the responsibility of the student to review the particular agency policy regarding wearing the
uniform to and from the agency setting.
Footwear
Uniform shoes must be clean, and black or white in colour, slip resistant with closed toes and heels.
Shoes worn with the uniform are not to be worn outside of the agency.
Clogs (wooden or other), boots, and “crocs” do not meet the definition of acceptable footwear.
Identification
Conestoga identification (name tags) must be worn and visible at all times in all clinical settings.
Identification must include first and last name, and designation (e.g. PSW Student). Institutional Photo
ID may also be required, at the discretion of the institution.
Jewelry
Jewelry can be a source of bacteria and injury to students and clients. For these reasons the
following restrictions related to Jewelry are necessary:
• NO rings, other than a plain wedding band;
• NO chains , necklaces or bracelets;
• NO facial or oral Jewelry.
• Watches may be worn on the wrist or uniform, except when giving direct care. Watches
worn on the wrist must first be removed.
• One (1) pair of studs with no dangles only, may be worn in the ears.
Hygiene
Maintain a regular schedule of personal hygiene to control body odour, foot odour, and bad breath.
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Hair
During care it is important that hair not fall forward potentially contaminating clean/sterile areas. For
this reason, hair should be neat, clean, and kept out of the eyes. If hair is long, it should be tied back
and secured with small, plain clips. Long pony tails should be secured up on the head, and not allowed
to dangle onto a patient field of care. Hair colour must be of a natural shade (i.e. no green, blue, pink,
etc.). Students must be clean shaven or have neatly trimmed beards and/or moustaches.
Fingernails
 Nails should be kept short, not past the fingertip, and clean.
 Nail polish, nail jewelry, acrylic or artificial nails, are easily dislodged or chipped and thus
harbour microorganisms. For this reason these items are not permitted in the clinical
environment.
Fragrances
Personal fragrances (perfume, colognes) and scented hair products should not be worn as
fragrances can cause problems for those with allergies.
Smoking
Smoking in the agency setting at the Villages of Riverside Glen and University Gates is against the
law and violators may be subject to a fine. As health care workers you need to model a healthy
lifestyle. Smoke in designated areas only.
Chewing Gum
Chewing gum is not allowed in the clinic, lab and placement or in the shared space of the Villages of
Riverside Glen or University Gates.
Food and Beverages
Food and beverages are allowed in designated areas only. (E.g. Staff lounge areas, café, etc.)
Cellphones/Smartphones
Cellphones and/or smartphones for personal use are not permitted at the Riverside Glen or
University Gates’ classrooms orin the lab.
Please Note:
Purses, coats, knapsacks, and extra books are to be left in a student locker and are not
permitted in labs.
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Academic Integrity and Plagiarism
Academic honesty is expected and required of all Conestoga students. In order to maximize your
success as a student, it is critical that you familiarize yourself with the Academic Integrity Policy found
in the Conestoga Student Guide. This guide has been provided to you during orientation and is available
on the college website. The Academic Integrity Policy provides a detailed description of the following:
• Scope of academic integrity,
• What academic integrity means,
• What types of behaviours constitute a breach of academic integrity,
• The penalties associated with breaching academic integrity.
After reading this information, if you do not fully understand what is meant by academic integrity, and
what is required of you to maintain academic integrity, please speak with a faculty member or your
program coordinator. Please note that maintaining academic integrity is very serious, and that it is your
responsibility as a Conestoga student to know the Academic Integrity Policy and to initiate help if you
do not fully understand it.
Below are a few hints to help you avoid breaching academic integrity.
Make sure that you recognize information that requires referencing.
Example
Milk is good for you.
“According to Health Canada milk beverages provide the
nutrients needed for healthy bones and optimal health”.
Health Canada. (2008). Canada’s food guide: Milk and
alternatives. Retrieved May 17, 2011 from
http://www.hc-sc.gc.ca/fn-an/food-guidealiment/choose-choix/milk-lait/index-eng.php
Consuming milk every day provides the nutrients that you
need for healthy bones and optimal health.
Health Canada. (2008). Canada’s food guide: Milk and
alternatives. Retrieved May 17, 2011 from
http://www.hc-sc.gc.ca/fn-an/food-guidealiment/choose-choix/milk-lait/index-eng.php
Required Referencing
General information in the public domain. Does
not require referencing.
Direct quote right from a published source.
Requires a reference.
Information that has been put into your own
words, but offers information outside of public
domain related with specialized knowledge.
Requires a reference.
•
Whenever you refer to material from another source, whether book, journal article, video,
newspaper, or electronic publications, you must acknowledge your source using proper citations
and references. The APA style is the format most often used in the health and social sciences.
Please visit the Conestoga Learning Commons for assistance with the APA format, or visit their
website for help.
•
If you work collaboratively with others on an assignment, including in class assignments that
expect independent submission, make sure that you do not copy words or ideas from others
intentionally or by accident.
•
Make sure that you read the Academic Integrity Policy located in the Conestoga Student Guide,
and that you fully understand it. The policy describes additional behaviours that represent a
breach of academic integrity.
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1165 Living Classroom PSW Program Handbook 2015/2016
Copyright – What Students Need to Know
Photocopying and scanning at Conestoga are governed by the Copyright Act, an agreement with Access
Copyright, and the Association of Canadian Community Colleges’ Fair Dealing Policy.
Under the terms of our Access Copyright license which gives the broadest permission:
You can photocopy or scan the following:
• Up to 10% of most published works
• One chapter that is greater than 10%, but no more than 20% of the book
• One article, short story, play, poem or essay from a book, magazine or journal issue containing
other works
• One newspaper article or page
• One entry from an encyclopedia, dictionary, annotated bibliography or similar reference work
• One drawing, sculpture, painting, print, architectural work of art or work of artistic
craftsmanship from a larger volume containing other works.
Cumulative Copying
If you copy 10% of a book today, 10% next week, 10% the week after that, and so on, this is called
cumulative copying and it is not allowed. The copy limits apply to an entire academic year, so once you
reach the limit for an item, you can’t copy more until the next academic year.
You cannot copy or scan the following:
• Workbooks or study guides that are intended for one-time use
• Instruction manuals
• Sheet music and original artistic works including photographs or prints
• Advertisements
• Business cases
• Any of the items on the Access Copyright Exclusions list
You can find all of this information and more on the Copyright for Students web page.
If you have any questions about copyright or the limits of copying on campus, contact Tessa Dueck,
Copyright Technician, at tdueck@conestogac.on.ca or 519-748-5220 ext. 3604.
Safe Practice
Safe practice is part of professional practice. It is an expectation of everyone who is or wants to be a
professional.
There are a number of policies and procedures associated with practical training in your program that
have been developed to ensure your safety and the safety (physical and emotional) of those around
you. These will be reviewed with you during your program.
The following basic procedures are outlined for your attention and follow-through:
1. Your personal safety begins with the use of professional attire and foot wear and with your
attention to the health and safety expectations that may be identified throughout the College.
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1165 Living Classroom PSW Program Handbook 2015/2016
2. Help us have a safe and pleasant environment by wiping up spills, by ensuring lap top cords do
not snake across walking areas and by reporting equipment or facility problems when you see
them. Concerns such as these may be reported to the Program coordinator.
3. Specific dress codes, personal protective equipment and specific codes of behavioural conduct
may apply to certain programs; failure to follow these may result in your inability to participate
in a lab, class or experiential learning activity.
4. Safe work practices are to be followed during all training; follow the direction of your Team
Members. If you have a practicum, your faculty/staff will ensure that you are aware of safe
practices and safety precautions and procedures. This includes problem-solving by the
Responsible Faculty, Staff and Program Coordinator with the College’s Occupational Health &
Safety Department as required. For example, should outside temperatures during the summer
become unusually hot, very high temperatures may occur in some workplaces; this could
require that specific steps be taken to ensure a safe working environment.
5. All safety-related accidents, incidents, and near misses must be reported to the Conestoga
College Responsible Person-in-Charge immediately. This is an opportunity to problem-solve
about how to avoid these areas of concern for the future.
Professional Conduct - Use of Social Media and Cell Phones
To ensure a quality and respectful learning environment both in the classroom and in field placement,
the use of cell phones and laptop computers for social networking can only be used during break times,
before/after class and outside of children’s play areas (indoors/outdoors) in field placement.
Laptops and other forms of technology can be used in the classroom when the use pertains to the
content and processes of learning facilitated by the Team Member. Faculty/staff reserve the right to
remove and hold any technology device that is a disruption to the class until the end of class.
Social Media Policy
• Social media has many advantages for a professional. It can be used to network, to resource
information and keep current
• As a student and future professional, it is essential to maintain professional boundaries in all
communication, including social media.
BE AWARE:
• “Electronic messages are not anonymous. They can be tracked, misdirected, manipulated and
live forever on the internet. Social media sites create and archive copies of every piece of
content posted, even when deleted from online profiles. Once information is digitalized, the
author relinquishes all control.”
“Online identities and actions are visible to the public and can result in serious repercussions or
embarrassment. As the Office of the Privacy Commissioner of Ontario notes, users may intend
to share their online existence solely within their own network, but in theory anyone can access
the user’s musings, photos and information. Further, the words can be altered, forwarded and
misquoted. 1
1
Professional Advisory. 2011. Use of Electronic Communication and Social Media. The Council of the Ontario College of Teachers.
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Ensure that your posts reflect you as the professional you are and wish to become – if a potential
employer were to see your posts.
1. Many types of social media encourage instantaneous, casual dialogue. It is important to
remember that even an innocent comment may be easily misunderstood
2. Assume that information you post or send can be accessed or altered by anyone.
3. Consider whether any posting may reflect poorly on you, your school, or your profession.
4. Avoid online criticism about other students, colleagues, professors or field placements.
5. Avoid impulsive, inappropriate or heated comments.
6. Pictures should not be taken, posted to social media sites or shared without the express
permission of all individuals involved.
7. Remember that online sites you visit are not anonymous.
8. Make sure your online name and email reflect professionalism.
9. Ensure that your postings will not be considered harassment or defamation of a peer, colleague,
faculty or others.
Maintain privacy of all care and service activities when in practical work experiences:
1. Do not take or post any pictures while on placement or involved in lab activities
2. Maintain client-provider relationships and boundaries. The addition of a client to a ”friendship”
status online is unacceptable.
Please respect the fact that your faculty and staff will not invite you to their personal web pages
when you are a current student (Keep faculty and staff as resources to connect with after you have
graduated or after you have left the college)
Cell Phone Policy
Students should respect their professors, staff and other instructors by following program policy and
not use their cell phones for personal use during class time. This is representative of the professional
manner in which you are expected to act as you prepare to enter the workforce.
Students should refrain from bringing their cell phone into a test or examination. Phones should be left
in your locker or left in your bag at the front of the classroom. In the event of an urgent need to keep
your cell phone with you during a test (parents with young children, students experiencing a family
emergency, etc.) please speak to your professor/Team Member as soon as you enter the examination
room. Those who have been permitted to bring a phone into the classroom will likely be asked to either
leave the phone with the professor, or they may be permitted to leave their phone out on their desk
where it is visible to the professor and proctors. In any case, students are not permitted to touch or
answer the phone without raising their hand to ask for the professor/proctor’s permission. If you are
found to have a cell phone in your possession during an examination that has not been declared, you
will be asked to leave the examination room, and will be given a zero on the assessment.
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Student Protection Acknowledgement
A Student Protection Acknowledge confirmation pop-up will appear once an applicant/student logs into
the Student Portal. A PDF directs students to policies and procedures relevant to their academic
responsibilities. Policies and procedures are searchable on Conestoga’s website. Students are advised
to review and comply with all policies and procedures including the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Academic Dispute and Resolution Policy/Procedure
Academic Integrity Policy
Academic Recognition Policy
Academic Credential Procedure
Clearance of Academic Deficiency Policy/Procedure
Co-operative Education Policy
Discontinuance Policy/Procedure
Eligibility to Participate in Co-op Work Terms Policy/Procedure
Evaluation of Student Learning Policy/Procedure
Grading Procedure
Graduation Requirements and Convocation Procedure
Honours Policy/Procedure
Program/Course (Cohort) Withdrawal Procedure
Student Concerns and Issues/Procedure
Student Fees Policy
Student Feedback Policy
Violation of Academic Integrity Procedure
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1165 Living Classroom PSW Program Handbook 2015/2016
4. Attendance and Student Success Strategies
Characteristics of Successful Students
In order to assist students with their transition from previous endeavours to their studies in the
Personal Support Worker program, and prepare students for professional success in their chosen
fields of study, the following characteristics of a successful student have been identified as
follows:
1. They attend class regularly and they are on time. If they miss a session, they feel obligated
to let the instructor know why, and their excuses are legitimate and reasonable. They make
sure they get all assignments they missed, and make sure they understand specifically what
was covered in class.
2. Successful students speak in class, even if they feel personally reluctant to so. They often
ask the questions that many others in the class are bound to have.
3. They see the instructor before or after class about grades, comments made on their papers, and
upcoming tests. Sometimes they just want to ask a question or make a comment relative to the
class discussion.
4. Successful students turn in assignments that look neat and well presented. Their assignments
are a reflection of a caring attitude and pride in their work.
5. They are attentive and polite in class.
6. All work and assignments are turned in on time. Successful students complete all work.
7. Check college email, eConestoga and student portal on a regular basis.
Adapted from: Innovation Abstracts, Vol. X, No. 1
Attendance
Health Sciences Programs are based on a competency-based curriculum with defined learning
outcomes, which place a great deal of emphasis on students attaining the theoretical and practical
skills required to enter the profession. Success in a program depends on students being able to
demonstrate that they have met these learning outcomes.
Students who are absent from class, lab, clinical, and community experiences place themselves in
academic jeopardy of not meeting the competency-based learning outcomes of the Program. Students
are therefore expected to attend all classes, lab, clinical, community practice, and field placement
experiences as scheduled by the program.
Students who do not meet this obligation are required to discuss with the specific program team
member how the learning outcomes are to be met for the particular classes, lab, clinical, and/or
community experiences missed. Failure to do so will jeopardize the student’s eligibility to continue in
the program.
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Attendance for Evaluations
An evaluation is defined as a test, exam, presentation, or any other formal assessment that requires
your presence in a class or lab. Evaluations are critical components of each course and overall success
for you in your Program.
The School’s approach to requirements for attendance at evaluations reflects the expectation that, as
emerging professionals, students must demonstrate a professional attitude and attention to
evaluations in the same manner that will be expected of them in their future work as a professional;
similar to requirements of workplace procedures. Consequences for missed evaluations are balanced
against reasonable support where it is warranted.
In order to support student success:
•
•
Evaluation and presentation dates are scheduled and communicated at the beginning of each
semester.
Unplanned extenuating circumstances involving the college, the program, or the program
team members, that may require changes to the course schedule, will be communicated
to students.
In support of the development of professionalism, students are required to take all evaluations at the
scheduled times.
•
•
•
•
Students who make personal commitments that conflict with the evaluation dates or
assignment deadlines do so at their own risk.
There will be no special arrangements made for students with personal conflicts (e.g.
work, family commitments or vacation plans).
Students who wish to reschedule an evaluation or a presentation due to a religious holiday are
required to discuss the situation with program team members within the first two weeks of the
semester.
Academic accommodations are provided to students with documented disabilities through the
Accessibility Office.
The following procedure sets out expectations and implications should you miss an
evaluation:
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Notification for Absence from Evaluations
Students are required to notify the program of absence from any evaluation for any reason.
•
•
Notification must be received prior to the start of the evaluation.
Failure to do so will result in a mark of zero being assigned.
Notification procedure
Log into the student portal and click on the Absence tab and indicate that you will be absent from
class on a day that has an Evaluation. You will receive a confirmation email that you have recorded
your absence for that day.
Note:
• Your professor will be aware of your absence from an evaluation by your lack of
attendance and because you have entered your absence using the online Absence
Recording System on the Student Portal.
• The Absence Recording System shows you as being absent for the day, starting from the time
that you record your absence. (For example if you record your absence for that day at 11.00
AM the system will show you as being absent for all classes starting after 11.00 AM that day.)
If you are then going to be present for a later class on the same day, you will need to inform
your Instructor of your presence in that class.
• The earliest that you may record your absence for a particular day is after 8 PM on the
preceding day.
Follow-up after Reporting Your Absence from an Evaluation
•
•
•
•
•
•
You must make contact immediately with program team members to explain the reasons for
your absence and to arrange a meeting.
If there is a concerning pattern of absences, you will be asked to meet with the program
coordinator. This may result in the need for you to provide documentation verifying the
reason for your absence, in accordance with the requirements specified in sections below
titled “Evaluations worth 20% or more” and “Evaluations worth less than 20%”.
Program team members will then make alternative evaluation arrangements as appropriate
and you will complete any necessary forms.
Students are required to complete the alternative evaluation as scheduled.
If the evaluation is to be conducted in the testing center, you will be asked to show your
student card before you are permitted to write the test.
Tests will be made up in the college Testing Centre in the following week, or by individual
arrangements with program team members.
Religious Holidays
Students are permitted by Conestoga policy to be absent from class to observe a recognized religious
holiday. Any student who is unable to attend classes or participate in an examination, study, or work
requirement on some particular day or days because of religious beliefs will be given the opportunity to
make up the work that was missed or do alternate work/examinations subject to timely notification.
Conestoga recognizes all religious holidays as defined by the College Employer Council
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1165 Living Classroom PSW Program Handbook 2015/2016
It is the responsibility of the student to:
a. Plan ahead and be aware of the dates of all examinations and other course obligations;
b. Advise the program team member that he/she will be seeking accommodation to observe a
recognized religious holiday and make a request in writing to your Program Coordinator within
the first 3 weeks of the semester and prior to the dare of assessment that falls on the religious
holiday. Exceptions based on extenuating circumstances must be approved by the Chair.
Documentation to Substantiate Your Reported Absence
Evaluations worth less than 20%
Missed evaluations worth less than 20% of the student’s final grade will be rescheduled once per
program semester, subject to the proper communication as described above.
Note:
• Once per program semester means that only one absence for an evaluation will be accepted
across all courses in a program, for a semester. Implications of major illnesses or personal
circumstances impacting several course evaluations at one time, will require discussion with
the program coordinator prior to arranging alternative evaluations.
•
If an evaluation cannot be rescheduled (for example an experiential activity or
participation in a group presentation) reallocation of marks will be determined by program
team members. This will be documented on an interview record and signed off by both
faculty and student.
•
If more than one evaluation that is worth less than 20% is missed, documentation
requirements for evaluations worth 20% or more apply.
Evaluations worth 20% or more
Any student who misses an evaluation worth 20% or more will receive a mark of zero unless the
reason for missing the evaluation, and the accompanying documentation verifying the reason for the
absence, are deemed acceptable by the program. Examples of reasons deemed acceptable include
incapacitating illness, death of a close family member, and a required court appearance
Note:
• If an evaluation is missed due to illness, the health care professional attesting to the illness
must have firsthand knowledge of the situation and direct involvement with the
treatment/management of the condition. For example, a note from a clinic provided by a
physician seeing the student for the first time, after the illness has resolved, is unlikely to
meet the program standard for documentation.
Acceptable reasons for Absence
1) Illness: Students experiencing health concerns that prevent attendance should notify their
professor/staff of their absence in advance and be prepared to present a certificate from a
physician in the event of missing any form of assessment.
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2) Compassionate Leave: Requests for a Leave of Absence to attend to family illness, death or family
problems are granted. These requests will be submitted to the Professor who will consult with
the Program Co-ordinator and/or Chair if necessary. A Leave that impacts clinical experiences may
affect success in the semester.
3) Jury Duty: Any student who receives a summons for Jury Duty should bring the document to the
Chair to assess if it can be arranged to have the student excused if such duty interferes with the
progress in the program.
Note: Scheduled vacation and work commitments are not acceptable reasons for missing or
rescheduling a test/examination or any other type of evaluation.
Assignment and Testing Policies
The expectation of Health Professionals is that they complete assigned work competently and in the
allocated time, or that they anticipate any difficulty in meeting deadlines and notify the appropriate
person(s).
The following policies regarding assignments reflect this belief and are designed to ensure that
graduates of the programs meet these expectations.
Importance of Test and Presentation Dates
Test and assignment dates are scheduled at the beginning of each semester. Unplanned extenuating
circumstances involving the college, the program, or the faculty may require changes to the course
schedule. If this occurs, students will be notified.
Test Procedures
In view of the large number of students enrolled in Health Sciences Programs, it is necessary for
security purposes to establish and to maintain an academic security system for students who are
writing examinations.
1. The following identification is acceptable for student entry into examinations:
a. College Photo I.D. (most preferred)
b. Age of Majority Photo I.D.
c. Driver’s License Photo I.D.
2. The identification will be a composite of the student’s photograph and/or signature. The
identification will be shown to assigned proctors before entry into the examination.
3. No personal belongings other than what is needed for the test will be permitted in the
examination room. For example, books, binders, pencil cases, purses, bags, coats, etc. must be
left at the front of or outside of the test/examination room.
4. Students will need to have HB lead pencils (sharpened) an eraser, (and highlighter if desired), –
no other materials including pencil cases, cell phones, etc. will be in the room. Students will not
be allowed to share materials. (I.e. eraser, pencils and calculators.
5. Electronic devices, such as, iPod, text messaging, cell phones, translators, will not be permitted.
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1165 Living Classroom PSW Program Handbook 2015/2016
6.
7.
8.
9.
Each examinee must sign-in.
No talking during the test/examination is allowed.
Do not begin or open packages until instructed to do this.
Before leaving, submit examination materials, including examination booklet, Parscore sheets
and spoiled Parscore sheets and pencils.
10. When returning these materials, only one examinee at a time can be checked out; please be
patient while waiting.
11. If an examination review is requested after marks are posted, contact your Instructor.
Examination/test marks are usually posted within two weeks from the date of writing.
12. The final examination results will be posted prior to the two-week period. It is each student's
personal responsibility to obtain his/her own mark through the Student Portal.
13. Students arriving late to write tests will NOT be granted an extended time for writing. The
test must be completed within the scheduled timeframe.
14. Requests for review of test papers may be arranged with individual Instructors within two
weeks of writing the test and not immediately prior to supplemental work.
15. Be sure to follow the directions accurately for completion of the Parscore Answer Sheet.
Students will be responsible for their own errors and if using Parscore the Answer Sheet will
NOT be hand-marked.
16. You are requested to mark your correct answer directly on the Parscore answer sheet. You
may write on the test paper but you may not write your name on it.
17. Accommodations in the examination procedure are made by Accessibility Services for
students, as prescribed by the Accessibility Services Department.
18. A test may only be reviewed before the next scheduled test. Faculty will not review all
semester tests with a student immediately prior to final exams. Final exams may only
be reviewed after all supplementals are written.
Note: Any cheating during the course of an examination/test will be addressed according to
procedures found in Conestoga Student Guide.
Submitting Assignments




Students are expected to submit all written assignments on or before the date and time
specified.
Students should anticipate problems that will necessitate an extension of time.
If an extension of time is required, students will make this request to the appropriate instructor
before the due date. Extensions will not be given if the request is made on the date it is due.
Any student requiring more than two extensions will be required to meet with the coordinator.
Assignments that are late and do not meet the above criteria will lose 10% of the value of the
assignment each day that it is late (not counting weekends). For example if the assignment is
worth 15% of the total grade and it is one day late, 1.5 marks will be deducted for lateness.
Working Together On Group Assignments:
Students will often work with their fellow peers on various assignments/projects throughout the
program. Each group member is responsible for ensuring that he/she has an equal role in the group. All
students in the group should review the completed work before it is submitted/presented. When
issues/concerns arise during the group process that cannot be resolved by the members of the group, it
is the responsibility of group members to contact the course professor for assistance prior to due date.
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Faculty Returning Tests and Assignments
In order to support student success, students will be given continual feedback on their progress
throughout the semester. Individual program team members will inform students, in class, how/when
tests and assignments, and/or marks on them, will be returned. Students who have questions about
tests/assignments/grades should follow the process outlined below:


Within 5 days, send an email to the program team members, indicating the area(s) of
clarification required, or;
Initiate a meeting with the program team members to discuss and bring pertinent information
(assignment, mark sheet, etc.) to the meeting.
Methods of Evaluation
Methodology for evaluation includes:
•
•
•
•
Presentations– enhances group work and clear, concise spoken communication.
Written assignments
Observation of clinical and lab performance
Preparation and participation
Types of Evaluation
Two types of feedback are used to evaluate the student's care practice performance.
Formative
Formative evaluation is an ongoing process whereby the instructor and student collect data during the
learning phase of the student's practice. Students will submit weekly reflection/feedback forms. A
midterm formative evaluation may be completed as well. The instructor monitors the student's progress
toward achievement of the semester/program outcomes, and provides on-going feedback to the
student on a regular basis.
Summative
This is the final evaluation at the end of the practice experience. Summative evaluation is the
documentation of the behaviour the student has mastered and the behaviour that the student must
improve or change. This evaluation should contain all the information that has been shared with the
student during the period of learning which has been documented during the course of the semester.
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Tracking Forms
Several forms are utilized to document a student's progress. Formative and summative evaluations for
practice experience are kept in the School of Health and Life Sciences & Community Services in the
student’s file.
The forms and their purpose are as follows:
1. Tracking Form
This is initiated by the student and completed in collaboration with the PAS as the process for
documenting formative evaluation data/analysis of each of the student's practice experiences.
2. Interview Record
This document will be completed at the discretion of the program team members, coordinators, PAS
or Program Chair when a student's practice and/or classroom performance or behaviour is:
a. Of Concern
b. Unacceptable
c. Unsatisfactory
Clearly identified goals will indicate what action must be taken if he/she is to be successful in the
semester. After viewing and signing of this form, a copy will be:
a. Given to the student
b. Kept in the student’s file
Summative Evaluation
This document is completed by both the student and the PAS at the completion of the experience as
the process for documenting summative evaluation data/analysis of the student's practice experiences
over the semester.
Evaluation of Clinical/Lab Skills
a) Definitions Independent Practice: Student practices on own time without supervision.
b) Supervised Practice: Student practices a skill under direct PAS supervision allowing for input from
PAS either by questions or demonstration.
c) Return: Student performs the skill unassisted in the Clinical Lab setting. The PAS r is present to
observe and may provide minimal input while the student is doing the procedure. Student
performance will be tracked.
d) Practicum/Scenario: Student demonstrates performance competency in a realistic, yet controlled
laboratory setting.
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Criteria for Tracking Clinical/Lab Skills
In order to be considered satisfactory in the performance of clinical/lab skills, students must
meet certain criteria. Some criteria are appropriate for all skills, and some are more specific to a
particular skill.
The following are criteria for all clinical skills:
a. Be prepared to discuss the principles for any of the actions performed.
b. Appropriate observations and assessments of the patient/ client must be made.
c. Any break in previously learned principles i.e. asepsis, body mechanics, etc. if not recognized and
corrected by the student, is considered unsatisfactory.
d. , logical sequence and accomplish the goal in a reasonable amount of time. The procedure must
be carried out in a reasonable amount of time.
e. The student must evaluate the client's response to the procedure when appropriate.
f. Principles relating to the comfort and safety of the client must be followed.
g. The student must demonstrate appropriate professional behaviour and communication skills
during all clinical/lab experiences.
h. Tracking of clinical/lab skills occurs in all lab courses. Students must be deemed successful in
performing all practice skills to achieve an overall pass in the lab course. Students may be offered
the opportunity to repeat a lab course at a regularly scheduled time in a subsequent semester.
Students who fail a lab course may not be permitted to attend supervised clinical experiences at
clinical placement sites.
Satisfactory Criteria
The student demonstrates a consistent pattern of performance, which indicates knowledgeable, safe,
competent, care for clients and families within the identified learning outcomes.
Unsatisfactory Criteria
The student does not consistently demonstrate performance that indicates knowledgeable, safe, and
competent care for clients and families in one or more of the stated learning outcomes.
If the student’s behavior and/or conduct interfere with the learning process or in any way jeopardize
the safe environment of the clinical setting, the student will be required to leave the clinical area.
Inappropriate behavior or unsafe practices may result in withdrawal of the student from the clinical
setting prior to the end of the course. Consequently, the student will receive an unsatisfactory grade
for the course.
Late Submissions of Practice Written Work
Circumstances that result in late submission of practice work will be evaluated as
follows:
1. A first late submission will be noted on the formative/feedback evaluation.
2. A second late submission will result in completion of an interview record.
3. A third late submission will result in an unsatisfactory grade in practice
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1165 Living Classroom PSW Program Handbook 2015/2016
Clinical Remediation Process
Practice Application Specialists are committed to provide students with clinical experiences that
enhance learning as well as to ensure the safety of clients in the clinical setting. The program is
designed to ensure that students are equipped with optimal theoretical and practical knowledge in
order to provide safe care to clients. Students who are deemed by their PAS as not meeting safety
and/or clinical outcomes may be removed from the clinical area.
To facilitate student success, a student may be entitled to remediation, with the goal of returning to
the clinical setting and completing the course. While this process is meant to support student success,
it does not guarantee a pass in the course.
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5. Academic Progress through the Program
Academic Standing and Promotion
The Conestoga Student Guide is your first source for information concerning academic regulations,
policies and procedures. The Conestoga Student Guide is available on the college website and by
visiting the “Student Guide” tab in your Student Portal.
Achievement


Students must attain the minimum passing grade stated on each Course Outline (65% in all the
core PSW courses; usually 55% in other General Education courses)
Students who have met all course requirements at each level will be promoted to the
following level or graduation.
Promotion Process
The courses in the Personal Support Worker Program are designed to be taken in a certain order,
since the content of a number of the courses builds on the content in some of the preceding courses.
A student who fails certain courses may not be permitted to go on to some of the subsequent
courses before achieving a Passing grade in the course they have failed. This may mean that such
student will have to drop to “part-time” status, or even be suspended from the Program, and resume
their full-tine studies with the next group of students entering the Program.
Part-time students must discuss the order in which they are taking courses with the Part-time PSW
Program Coordinator before enrolling in courses.
Requirements for Taking the Clinical Practicum Courses
All the lab and theory courses must be completed successfully each semester before a student can
take the preceptored Pre-graduate Consolidation at the end of semester two.
Promotion is the advancement from one semester of the program to the next, after a process of
evaluation which ensures that specific program objectives have been met. Promotion is based on
academic achievement, satisfactory clinical performance, and professionalism.
If there are concerns about whether a student has met the requirements to advance to the next
semester in the program, the question of promotion is referred to a Promotion Committee comprising
of all the full-time and part-time program team members in the program, as well as the Program
Coordinator, and the Program Chair.
Note: The nature of the work of Personal Support Workers requires that they be in good mental and
physical health in order to provide the necessary care for others. Students who are not in good
physical and mental health may not be able to meet the Learning Outcomes of the program.
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1165 Living Classroom PSW Program Handbook 2015/2016
Reasons for Students Progress Being Reviewed By Promotion Committee
The Program Team members and student will discuss the recommendations prior to the
Promotion Committee meeting. Reasons for a student to be presented at the Promotion
Committee include:
1. Failure of a theory course and/or practice course.
2. Excessive accumulated Program total of absent hours from class, lab, or practice, which
affect meeting the program outcomes and may result in an extended program.
3. Failure to follow through on previous Promotion Committee recommendations.
4. Unprofessional behaviour.
The Promotion Committee’s recommendations may include any one or a combination of the
following:
•
•
•
•
•
•
•
•
Complete make-up work for all missed skill lab experiences. (Please note that all missed
skill lab learning experiences must be made up to receive a satisfactory grade.)
Probationary Status for next practicum course or for the remainder of the practicum courses.
Probationary Status requirements must then be met for the student to continue in the Program.
Incomplete or In Progress grade for the course, with specific requirements to be met for a final
grade to be assigned.
Repeat the course at the earliest opportunity.
Follow through with counseling (academic and/or personal).
Follow through with health measures as recommended.
Eligible to continue in the program.
Discontinue from the program. Note. Any Student who has been asked to leave a clinical
placement is in jeopardy of being discontinued.
Failure to successfully complete recommendations of the Promotion Committee will result in
discontinuance from the program.
Supplemental Work and Program Standards
Criteria for Eligibility to Write Supplemental Examinations
1. Students who achieve a grade of 50% or more in a course like Gen Ed. where the Pass mark is
55% will be granted a Supplemental Exam in that course.
2. Students who achieve a grade of not more than 10% below the Pass mark in any course
requiring a Passing grade of 60% or more will be granted a Supplemental Exam in that course.
(For example, in a course where the Pass mark is 65%, as is the case in almost all courses in the
Personal Support Worker program, students must achieve at least 55% to be granted a
Supplemental exam.)
3. Students must have passed at least one text/exam in the courses.
4. No more than one Supplemental exam per course will be granted.
5. No more than two Supplemental exams will be granted in a two-semester program such as the
Personal Support Worker program.
6. A student who is unsuccessful in two (2) courses in the same semester will not be offered a
supplemental in either course.
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1165 Living Classroom PSW Program Handbook 2015/2016
7. If the student is successful in completing the supplemental work for the course, the failing
course grade will be upgraded to the minimal passing grade.
8. Failure to pass the supplemental will result in repeating the course (if eligible) or discontinuance
from the program.
For additional information about Supplemental Exam procedures, see the Conestoga Student Guide.
Process for Readmission to the Program
Students who have been discontinued from the Program will not be considered for re-entry to the
program for a minimum of one (1) year and until they have worked with the program
coordinator/Chair to develop a written learning contract to support their academic and non-academic
success.
Withdrawal
Voluntary withdrawals from the Program are supported from an academic perspective. Students assess
their own capabilities in meeting the academic requirements of a program and decide to withdraw.
Extended personal leave of absence could result in a student's withdrawal from the program due to the
loss of study time. Financial constraints may be a further reason for program withdrawal. For these and
other reasons, voluntary withdrawals are approved and supported with the option of re-applying for
admission.
Requests for voluntary withdrawals from the program will be approved by the Program Chair. The
student will initiate the withdrawal by informing the Program Chair/ Program Coordinator of his/her
intention to withdraw from the program.
Students who voluntarily withdraw may not assume automatic re-admission to the program. Readmission will depend upon the availability of space in the program at the time of application.
Appeal
Students have the right to appeal any academic decisions as set out in the Conestoga Student Guide.
Clearance of Academic Deficiency
Please refer to Conestoga Student Guide for the procedure and criteria regarding Clearance of
Academic Deficiency. Contact with any student eligible to write a supplemental will be made either by
phone or email. A specific date, time and room number will be given to each student. If a student does
not respond to this contact, the student forfeits the opportunity to write a supplemental test. The
maximum number of supplemental opportunities during the program is two per student.
Special Timetables/Adding Dropped or Failed Courses
Please note that when students are not taking the program in the prescribed sequence, they will be on
“special timetables”. Prior to the beginning of the semester, students should attempt to add missed
courses from a previous semester by logging in to the student portal and following the instructions to
register for courses. If students are not able to add courses on their own (because of a timetable
conflict or full course section) they must seek assistance from their Program Coordinator during the
“Special Timetable Registration” initiated by the college. Dates, times, and locations of Special
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1165 Living Classroom PSW Program Handbook 2015/2016
Timetable Registration periods are posted in the student portal in advance of the beginning of each
semester. Students must attend this meeting where they will receive further guidance regarding this
academic status from their Program Coordinator.
Re-entry to the program
To re-enter the program, the student must apply through the Registrar’s office. The Program Chair must
authorize the re-entry.
A student who has been out of the program for 12 months or more MUST successfully complete:
1. The final theoretical exam(s) from the semester below the one they are applying to.
2. A skills challenge on skills from the semesters below the one they are applying to.
If the student fails either of the above challenges or has been out of the program two years or longer,
the student must repeat the core courses from the previous semester.
Re-entry to the program is based on previous performance and seat availability in the desired semester.
Graduation
Students are expected to respond to their invitation through their Student Portal. Convocation
ceremonies are held in the spring and fall of each academic year. Students, who take longer than the
advertised program length, are responsible for completing any new or additional courses due to a
program design change. Students who complete their program after the scheduled completion date are
required to fill out an Application to Graduate form and submit it with payment to the registrar’s office.
Students who are discontinued or have withdrawn and then return to the college will be placed in the
current program design and must meet all requirements to graduate.
Process for Resolution of Student Concerns
In order to resolve any concerns which may arise during a course, field placement or relating to the
program overall, students are encouraged to resolve issues or concerns informally at the program level
prior to proceeding to a formal appeal.
If attempts have been made, and a successful resolution has not been reached, students are
encouraged to refer to their Conestoga Student Guide, and to follow the procedures outlined under the
“Academic Dispute Resolution and Appeal Procedure” section.
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1165 Living Classroom PSW Program Handbook 2015/2016
Maintaining Student Files
1. Official records of each student’s education are maintained electronically by the Registrar.
Academic records are also maintained by the college regarding Course Outlines to support the
level of achievement in a particular course.
2. Administrative records related to your experience in the Program are maintained to
demonstrate compliance with external and college requirements. This information is as follows:
Student Information
Pre-Practicum Health
Requirements
• per copies of information
received from students
Acknowledgement of WSIB
Understanding
• signed by each student prior
to the first practicum
placements
File Location and Student Access
Retention
In H.S Trax by individual student
access
**accessed through My Conestoga
•
Each student has his/her own
information on the Health
Passport for provision to
practicum agencies as required.
• For the duration of
a student’s time in
the Program
• By the Program, by the Program
Assistant responsible for
Placements
• For the duration of
a student’s time in
the Program
• In Program File with Program
Assistant
• For the duration of
a student’s time in
the Program.
Student Consents Signed on
Admission (per Student
Handbook)
• Student Consent for Release
of Information
• Student Understanding of
Professional Standards
• Student Understanding of
Safety Requirements
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1165 Living Classroom PSW Program Handbook 2015/2016
3. Academic Files are set up as required for a student to document important matters relevant to a
student’s progress or to document and monitor resolution of concerns.
Student Information
A. Documents related to academic
progress
• Correspondence regarding
course equivalencies
• Correspondence re
supplementary examinations
• Learning Contracts
• Disabilities Information & plans
File Location and Student
Access
• In Student File,
maintained by the
Program Coordinator,
initially, and then filed
for safe-keeping during
the student’s time in
the Program –
maintained by the
Program Assistant
Retention
For one year following
graduation
B. Records of Competency
Attainment
As above
As above
C. Documents related to areas of
Concern
• Interview Records, with
supporting email
documentation as appropriate
• Student Code of Conduct
• Incident Reports
• Letters/emails of significant
concern and replies
• Appeals
As above
As above
4. Students may review the contents of your Academic file by:
•
•
Requesting this in writing to the Program Coordinator
Reviewing the file in the presence of the Coordinator
5. At the end of one year, the contents of your file will be destroyed through the college’s process
for purging confidential documents.
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1165 Living Classroom PSW Program Handbook 2015/2016
6. Clinical Experiences
Practicum Health Requirements
Mandatory practicum health and safety requirements must be completed by students prior to student
field/clinical placements. Successful placement completion is required for students to progress to
program completion. To qualify for field/clinical placement learning experiences, students must
present the following at the start of the program in accordance with pre-admission information
provided by the College:
• A complete immunization record including MMR, Tdap, Varicella, and Hepatitis B. Seasonal flu
vaccination is required during flu season (October – March).
• TB Testing: Evidence of current 2-step or previous 2-step + current 1-step if more than one year
has passed since 2-step testing.
• Standard First Aid and CPR – HCP level
• Mask fit Testing
• An annual Police Check for Vulnerable Sector Screening (VSS). Police Checks must be clear of
any unpardoned criminal offences. An unclear criminal record may result in the inability to
participate in field placement/clinical which will jeopardize progress in the program. Acceptance
for placement is at the discretion of the agency; some agencies may request students to provide
a VSS completed within six months of placement start date. Students with criminal records are
advised to meet with the program chair for academic counselling to determine program
suitability.
Practicum health and/or safety requirements must be completed in order for you to attend The Village
of Riverside Glen or University Gates for your practicum experience. Orientation is mandatory to
attend the placement and will not be repeated for individual students. This placement is mandatory
for the completion of your program. If you do not attend field/clinical placement, you will not be
promoted to the next semester and it will ultimately result in non-completion of the program.
Criminal Screening
To be eligible for attendance at the Villages of Riverside Glen or University Gates and practicum
placements, you must not have been convicted of any criminal offence for which you have not been
pardoned. An unpardoned criminal record may result in the inability to participate in field/clinical
placement and will jeopardize your progress in the program. Your acceptance for placement is at the
discretion of the agency; some agencies may request you to provide a VSS completed within six
months of placement start date. Students with criminal records are advised to meet with the
Program Chair for academic counseling to determine program suitability.
Offences under the Criminal Code and the Controlled Drugs and Substances Act of Canada
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1165 Living Classroom PSW Program Handbook 2015/2016
Safety in the Workplace Course
All students who participate in unpaid work placements during the course of their program will be
required to successfully complete the mandatory Safety in the Workplace course prior to going out on
placement. The course will provide students with an introduction to workplace hazards and general
safety awareness. Students will receive a Record of Completion to provide evidence of this training to
placement sites and will consent to their workplace insurance coverage.
Student Consent Forms
Students are required to complete program specific consent forms. To access the forms, students
should go to the Practicum Services Community on myConestoga and open the Consent Forms
tab. Students can then electronically sign-off all applicable consent forms after reading each document.
WSIB
Prior to your first placement, you must sign a Declaration of Understanding of WSIB Coverage related
to Unpaid Clinical Placements indicating you understand that WSIB coverage will be provided through
the Ministry of Training, Colleges, and Universities while you are on training placements. This
declaration will be placed in your student file. It is your responsibility to ensure that the Declaration
of Understanding for WSIB Coverage is signed and returned or you will not be allowed to attend your
field experience.
Additional Requirements for Clinical
Accessibility for Ontarians with Disabilities Act (AODA)
The purpose of the Accessibility for Ontarians with Disabilities Act, 2005 (AODA) is to ensure that all
Ontarians have fair and equitable access to programs and services and to improve opportunities for
persons with disabilities.
All students must complete AODA training in the first semester.
Basic Safety Training
Conestoga College is committed to establishing and maintaining a healthy and safe work and study
environment.
General safety consideration will be provided in the Orientation in the lab areas at the Villages of
Riverside Glen or University Gates. Throughout your course of study your teacher will guide you
through the use of safe work practices. Safety considerations and the safe handling and use of
equipment in the labs are incorporated within the leaning outcomes of your program.
All students must achieve 100% on Fire and WHMIS test in first semester
It is the student's responsibility to follow guidelines for safety once they have been taught, and to
ensure that they have had training on the use of any equipment prior to its use.
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1165 Living Classroom PSW Program Handbook 2015/2016
Any person who fails to comply with Health and Safety regulations, or handles equipment in an
unsafe or abusive manner, will be asked to leave the labs at the Villages of Riverside Glen or
University Gates or the clinical agency.
The Nurse Technologists and Clinical Simulation Educator have the authority to ask any person who
fails to comply with Health and Safety regulations or handles equipment in an unsafe or abusive
manner to leave the lab.
Concerns regarding the Safety of the Work Environment:
And Quality of Care or Service of the Residents/Clients
Field placement experiences provide the opportunity to demonstrate and enhance your learning in
the practice environment. These practicums have been organized by your Program in partnership with
the organization where you have been placed.
The following procedures have been developed to make it easier to identify and address any concerns
or issues regarding your safety or the safety and care of clients that may come up during the
practicum in a way that supports both a solid learning experience and a constructive partnership with
the practicum site.
Communication of General Concerns regarding Your Safety or The Safety and Care/Service for Clients
1. Students will be provided with an Orientation to their placement site on the first day of their
placement. The Orientation may include details of the placement site’s policies and procedures
related to communication about the safety of the work environment and /or the safety and care
of patients/residents/clients.
2. If a student has any concerns about the safety of the work environment and/or the
safe/appropriate care/service for clients:
a. The student must immediately report these concerns to the college individual associated
with the practicum (Clinical Instructor, Program team members responsible for your
practicum, Field Placement Supervisor).
b. The Responsible Program team members will discuss this concern with Site Management.
c. For concerns of a serious nature (e.g. concerns impacting a total student group; a serious
care/service situation), the Responsible Program team members will discuss the situation
with the Program Coordinator and, potentially, the Department Chair. The Coordinator or
Chair will immediately contact practicum site management to determine next steps.
d. Should facility policies require that practicum students report safety or care/service
concerns immediately to practicum site management, the student should report to the
Responsible Program team members immediately afterward.
Reporting of Incidents of Student Injury during a Practicum Experience
Should students experience personal injury of any kind, this must be reported immediately to the
Placement Employer and Responsible Program team members. The Placement Employer will provide
first-aid that may be necessary, including arranging for transportation to emergency medical services
if required.
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1165 Living Classroom PSW Program Handbook 2015/2016
The Responsible Program team member notifies the Program Coordinator and Chair and complete an
Unpaid Work/Education Placement Accident Report (UWEP-04) and will send this to the college’s
Occupational Health & Safety Office. Where necessary, the Occupational Health & Safety Office will
complete a WSIB 7 form, a MTCU Letter of Authorization to Represent Placement Employer, and a
MTCU Work/Education Placement Agreement Form.
Reporting of Student Involvement in Situations of Possible Injury:
To Clients during a Practicum Experience, or Student Damage to Facility Property
1. Should students be involved in care/service situation where their care/service results in a potential
concern/injury to patients, residents, or clients of the placement site, this must be immediately
reported to the Practicum Site in order that care can be given. This situation must also be reported
immediately to the Responsible Program team member. The Program Team Member will discuss
this immediately with the placement site and ensure that an incident report is completed. The
Program Team Member must also inform the Program Coordinator and the Department Chair for a
discussion of program expectations and implications. It is the responsibility of the Chair to ensure
that all documentation is obtained regarding the incident and to inform college officials accordingly.
2. Should students be involved in situations where there is alleged damage to resources or physical
property at the Practicum site, this concern must be reported immediately to the Practicum Site
and to the Responsible Program team member. The program team member will inform the
Program Coordinator and Department Chair for a discussion of program expectations and
implications. It is the responsibility of the Responsible Program team members to complete an
incident report with the Chair accountable to ensure all documentation is obtained and to
inform college officials accordingly.
Clinical Placements Standards
In the Personal Support Worker Program we believe that learning is based on an integrated balance of
theory and practice. The clinical placement experiences provide learning opportunities to apply theory
to practice.
Prior to clinical placements students will receive written guidelines outlining specific procedures to be
followed during placements. These guidelines cover punctuality, absences, illnesses, dress codes,
insurance coverage while at the clinical sites, and the reporting of accidents or incidents which may
impact on the health and safety of students or residents/clients at the placement site(s). Students are
expected to adhere closely to these guidelines. Students who are absent for the orientation to the
agency may not proceed in the placement and will be deemed unsatisfactory in the course.
Conestoga students are guests at the placement sites and should behave accordingly. Placement
sites are entitled to ask for a student’s placement to be discontinued, and such a request may result
in a student being unable to complete the clinical placement, and hence the whole program.
As a Personal Support Worker student, it is important to present in a professional manner, particularly
when in a clinical setting (community or institution). A professional demeanor and appearance are
important in establishing effective working relationships with clients and nursing colleagues. As a guest
in any agency providing clinical experience, it is important to always act and dress appropriately. (See
Section 3 of this Handbook for information on dress/uniforms requirements for Clinical placements.)
The Personal Support Worker Program is committed to applying the following standards when
evaluating students during their clinical practicum experiences.
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1165 Living Classroom PSW Program Handbook 2015/2016
STANDARD #1:
The practice evaluation will ensure, within each practicum course that the evaluation approach taken
by all program team members consistently allows for individual learning and evaluation time by:
1. Assessing student performance.
2. Allowing for individual learning/performance strengths and deficits.
3. Facilitating mutual goal setting.
4. Offering a variety of practice settings from which evaluative data can be gathered.
5. Communicating evaluative data verbally and through established written documents.
STANDARD #2:
The practice evaluation will ensure that the achievement and measurement of clinical practicum
learning outcomes is facilitated by:
1. Clearly identifying performance outcomes for each practicum course.
2. Communicating clearly to the students at the beginning of each practicum course, the
expected behavioural changes.
3. Providing practice experiences in which practice outcomes can be met.
4. Assessing the student's current level of performance against the course
outcomes, utilizing multiple sources of evaluative data.
STANDARD #3:
The practice evaluation will ensure that all students receive due process as they progress through
the Personal Support Worker program by:
1. Making program expectations known, clear, and realistic.
2. Basing assessments and judgments of practice performance on accurate, significant,
and relevant sources of data.
3. Informing students as soon as performance deficits are identified.
4. Respecting students' self-evaluation as they develop self-assessment skills.
5. Counselling students on corrective actions so that program success can be achieved.
6. Facilitating access to appropriate program/college support services and resources.
7. Making the consequences of choices known to the student.
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1165 Living Classroom PSW Program Handbook 2015/2016
STANDARD #4:
The practice evaluation will ensure that the evaluation of students within the Personal Support
Worker program consistently follows ethical and legal standards by:
1. Offering due process for all students.
2. Insisting upon confidentiality in all verbal and written communication with students.
3. Respecting the student's interests and values.
4. Facilitating and respecting the student's informed choices related to program performance.
5. Supporting any student who withdraws from the program.
Transportation
It is the responsibility of the student to arrange for transportation to scheduled practice experiences. All
students will be placed in a variety of agencies. These placements are predetermined and not a personal
choice of the student. Car-pooling is recommended.
Parking Fees
Students are responsible for making their own arrangements for parking while on clinical placement.
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1165 Living Classroom PSW Program Handbook 2015/2016
Additional Information for Students
Change of Name, Address, and Telephone Number
Change of name, home/temporary residence address, and telephone numbers must be reported
immediately in writing to the to the Registrar's office. Forms for reporting changes are available from
the Registrar's office. Failure to report these changes could seriously hamper relevant communication
between the college and the student.
Guidelines and Expenses Incurred Relating to Clinical Practice
Students will assume responsibility for expenses incurred while assigned to affiliating agencies, such
as meals, lockers, keys, parking, travel expenses, and uniforms.
Students in the PSW Program at the Riverside Glen and University Gates campuses are exempt
from paying ancillary fees associated with the Recreation Centre at the Doon Campus.
Part-Time Work
While students are enrolled in the Personal Support Worker Program:
1. Student priority needs to be safe competent care in their role as a student. Students who attend
clinical sleep deprived from working at outside employment will be asked to leave the clinical
agency.
2. Assigned functions and responsibilities within any clinical agency in which they are employed
will not be recognized by the college in any form.
3. The college does not assume responsibility for student performance while they work parttime in a clinical agency.
4. Students are not to wear the crest or name bar showing Conestoga College logo or the
Conestoga College student uniform.
5. Students should realize that, historically, students who work a lot of part-time hours are less
successful in the program.
6. If a highly contagious outbreak occurs and a student is employed in a health care agency, their
employment hours and/or clinical placement hours may be directly affected dependent on the
agency’s Infection Control Policy.
Reference Letter from Program Team Members
Reference letters are to be negotiated with appropriate program team members on an individual basis.
Students should discuss the appropriateness of a telephone reference check or formal letters with
program team members prior to giving the potential employer their contact information.
47
7. Student Awards
Conestoga has more than 400 awards, bursaries, scholarships and academic grants available to
Conestoga students. These funds are made available to our students through the partnerships we
have established with local business and industry leaders. To be considered for an award, complete
the General Application available through your Student Portal. Notifications and instructions to
complete the application are sent to all full-time students’ email accounts in the fall semester
(Deadline: First Friday in October) and winter semester (Deadline: First Friday in February). Visit the
Student Financial Services on Conestoga’s website.
Awards Available for Personal Support Worker Students 2015-16
The following awards* are available to the students of PSW. Students who have questions about any
of these awards should speak with their Program Coordinator. Please watch your college email for
information from the Financial Aid office concerning application deadlines, processes and eligibility.
You may obtain information about other school wide awards and scholarships from Financial Aid. You
can find the General Awards Application by clicking here.
* Note: All awards correct at time of print, but are subject to change.
Award Name
Est.
Amount
Year or
Level
# of
awards
$500
end
of
Year
1
1
Ainsworth
Family Fund
Entrance
$500
regist
ered
1
H.L.O. Health
Services Inc.
$250
Level
1
1
Ainsworth
Family Fund
Continuation
Criteria
65% +, full time, demonstrate
commitment, understanding
and passion for quality of
care - letter from program
team member, intention of
continuing PSW program,
demonstrate financial need
letter of request as to why
applying, steps taken to
prepare for the program and
why being a PSW is
important to them,
demonstrate financial need
full time, demonstrate
financial need
Selection
Process
Presented At:
Apply
Financial
Aid
Apply
Financial
Aid
Apply
Financial
Aid
48
Program Sponsored – Organized through your program
Award
Name
Estimated
Amount
Year of
Level
# of
awards
Criteria
Selection
Process
Presented
At:
Pinning
ceremony
(Doon
and
Guelph)
Pinning
ceremony
(Doon
and
Guelph)
Chair's Award
certificat
e
graduating
up to
3
demonstrates academic
excellence and leadership in
supportive care
Clinical
Practice
Achievemen
t Award
certificat
e
graduating
1
each
the recipient that program team
member feels excels in clinical
practice
Nominated
Collaborative
Practices
Enhancing
Person
Centered Care
certificat
e
graduating
1
each
demonstrates the philosophy of
holistic person centered care
within a living classroom setting
Nominated
Pinning
ceremony
(Guelph)
Nominated
Pinning
ceremony
(Doon
and
Guelph)
Nominated
Pinning
Ceremon
y (Doon)
Nominated
Pinning
Ceremon
y (Doon)
Program
team
member
Award
certificat
e
graduating
1
each
Embodies a resident centered care
approach and proficiency in
pressure ulcer prevention.
Awarded to the student who:
Demonstrates a genuine love of caring
for elderly clients
Quality
Award
$250
graduating
1
each
Margaret
Grace
Memorial
Award
$250.
graduating
1
each
demonstrates exception
professional development
Nominated
49
School Sponsored – Awarded annually
Award
Name
Partners
Enhancing
Practice - TD
Awards
Est.
Amount
$125
Year or
Level
graduating
# of
awards
1/intake
Criteria
Inquisitive nature and curiosity about
other professions & understand the
roles of others. Thinks carefully
about the plan of care and engages
other disciplines in that care,
accountability for her/his actions and
communicates information and action
accordingly. Demonstrates
professionalism and safe patient
practice. Demonstrates leadership and
engagement in school wide interprofessional initiatives and
demonstrates financial need
Selection
Process
Nominated
Presented
At:
Partners
Enhancing
Practice
Ceremony
50
Program Revision Log
Last Revised
June 25th, 2015
June 25th
By Whom
Jillian Grant
Lynn Voelzing
51