HEALTH AND SOCIAL SERVICES HOME CARE AND FAMILY AND SOCIAL ASSISTANCE NOVEMBER 2000

Transcription

1 HEALTH AND SOCIAL SERVICES HOME CARE AND FAMILY AND SOCIAL ASSISTANCE SYNOPTIC TABLE OF EXAMINATIONS PROGRAM ANALYSIS TABLES TABLES OF SPECIFICATIONS INFORMATION ON THE EVALUATION 5545 NOVEMBER 2000

2 TABLE OF CONTENTS INTRODUCTION... 1 PAGE SYNOPTIC TABLE OF EXAMINATIONS FOR THE HOME CARE AND FAMILY AND SOCIAL ASSISTANCE PROGRAM EXPLANATION OF THE SYNOPTIC TABLE Transferable Courses Module Numbers Responsibility for the Examinations Type of Evaluation Maximum Number of Candidates and Duration of Examinations Number of Items Minimum Performance Standard Number of Versions Supplementary Materials Availability of Examinations ADDITIONAL INFORMATION ON THE EXAMINATIONS Duration of Practical Examinations Preparation for the Examination Sessions Administering and Marking Certain Examinations Application of Rules of Hygiene, Safety and Professional Ethics Minimum Performance Standards for Participation Examinations Procedure for Redoing Certain Practical Examinations Work sheets Evaluation Forms EXPLANATIONS REGARDING VERSIONS OF THE EXAMINATIONS FEEDBACK APPENDIX: PROGRAM ANALYSIS TABLES, TABLES OF SPECIFICATIONS, INFORMATION ON THE EVALUATION

3 INTRODUCTION The Evaluation Guide for the Home Care and Family and Social Assistance program is an official publication of the Ministère de l'éducation. It is one in a series of documents needed to implement the approach promoted in the program. The other documents include the program of study, a teaching guide, a planning guide and a general evaluation guide. This guide is intended for those in charge of evaluation in vocational education in the educational institutions, those appointed to oversee evaluation in schools, vocational education coordinators and consultants, school principals and teachers offering the Home Care and Family and Social Assistance program. This guide provides detailed information on the examinations that the Ministère has developed for this program. It also includes a method designed by the Ministère to provide feedback on these examinations. The Appendix contains program analysis tables, tables of specifications and information on the evaluation for each course for which a ministry examination is available. To obtain additional information on the examinations for the Home Care and Family and Social Assistance program, contact the examination coordinator at the Direction des programmes de formation professionnelle et technique. It is hoped that this guide will help educational institutions implement the evaluation approach that has been selected for vocational education and applied to the Home Care and Family and Social Assistance program. 1

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5 SYNOPTIC TABLE OF EXAMINATIONS FOR THE HOME CARE AND FAMILY AND SOCIAL ASSISTANCE PROGRAM Number of courses: 19 Code: 5545 Duration (in hours): 960 Credits: 64 COURSE CODE TRANSFER. COURSES 1 MODULE NO. TITLE CREDITS COURSE DUR. RESP. 2 TYPE OF EVAL. 3 EXAM DUR. 4 MAX. NO. OF CANDID. NO. OF ITEMS PERFORM. STANDARD NO. OF VERSIONS SUPP. MATER. EXAM AVAIL The Occupation and the 2 30 I PE Training Process Human Development 4 60 I PE Communication and Teamwork 5 75 I PE Hygiene and Microbiology 2 30 I T Daily Housekeeping Tasks 2 30 I P Common Diseases and 3 45 I T Disorders Moving Patients Safely 4 60 MEQ P 45 min. 1 to X Basic Hygienic Care and 4 60 MEQ P 1 hr. 1 to X Patient Comfort Professional Ethics 2 30 I PE Occupational Health and Safety 2 30 I PE 1. TRANSFER.COURSES: Courses transferable to the program 2. I : Examination under the responsibility of the educational institution MEQ : Examination under the responsibility of the Ministère de l Éducation 3. T : Theory examination (practical knowledge) P : Practical examination PE : Participation examination 4. EXAM DUR. : Duration of the examination for individual candidates or a group of candidates 3

6 SYNOPTIC TABLE OF EXAMINATIONS FOR THE HOME CARE AND FAMILY AND SOCIAL ASSISTANCE PROGRAM Number of courses: 19 Code: 5545 Duration (in hours): 960 Credits: 64 COURSE CODE TRANSFER. COURSES 1 MODULE NO. TITLE CREDITS COURSE DUR. RESP Tasks Related to Feeding 3 45 I P TYPE OF EVAL. 3 EXAM DUR. 4 MAX. NO. OF CANDID. NO. OF ITEMS PERFORM. STANDARD. NO. OF VERSIONS SUPP. MATER. EXAM. AVAIL Participation in Providing 5 75 I PE Home Care and Services Family Dynamics 3 45 I PE Social Problems and 4 60 MEQ PE All 9/11 1 X Resources Developing a Trusting 5 75 I PE Relationship With a Patient at Home First Aid 2 30 I T P Managing Daily Affairs 3 45 I P Planning a Job Search 1 15 I PE Providing Home Care and Services MEQ PE 11/13 1 X 1. TRANSFER.COURSES: Courses transferable to the program 2. I : Examination under the responsibility of the educational institution MEQ : Examination under the responsibility of the Ministère de l Éducation 3. T : Theory examination (practical knowledge) P : Practical examination PE : Participation examination 4. EXAM DUR. : Duration of the examination for individual candidates or a group of candidates 4

7 1. EXPLANATION OF THE SYNOPTIC TABLE 1.1 Transferable Courses Certain courses are common to several programs. The TRANSFER. COURSES column lists the code numbers of other programs offering such courses. The Home Care and Family and Social Assistance program does not have any courses in common with other programs. 1.2 Module Numbers The numbers listed in the MODULE NO. column do not represent the order in which the modules are taught. Rather, they are the numbers assigned to the different modules in the program. These numbers have no direct bearing on the planning of evaluation for certification. Those in charge of planning this type of evaluation should refer to the suggestions provided in the teaching guide. 1.3 Responsibility for the Examinations The RESP. column indicates who is responsible for developing the examinations for the courses. Responsibility may lie with either the Ministère de l Éducation (MEQ) or the educational institution (I). The information presented in the synoptic table for examinations under the responsibility of the educational institution is based on examinations prepared by the Ministère to assist the educational institutions in carrying out this responsibility. For the Home Care and Family and Social Assistance program, the Ministère is responsible for 4 courses and the educational institution is responsible for 15 courses. 5

8 1.4 Type of Evaluation The kind of evaluation used to evaluate the students performance in each course is indicated in the TYPE OF EVAL. column. This evaluation may be in the form of a practical examination, a theory examination (practical knowledge) or a participation examination. For purposes of certification, the Home Care and Family and Social Assistance program contains: 12 courses in which the students performance is evaluated by a participation examination (PE) 4 courses in which the students performance is evaluated by a practical examination (P) 2 courses in which the students performance is evaluated by a theoretical examination (T) 1 course in which the students performance is evaluated by a theoretical and a practical examination (T and P) 1.5 Maximum Number of Candidates and Duration of Examinations In the case of practical examinations, the synoptic table usually indicates the maximum number of candidates to whom the examinations may be administered at one time. If several examination sessions are required because of this quota, the evaluation time indicated in the EXAM DUR. column must be multiplied by the number of sessions. If no quota has been set (as is the case for theory examinations, for example), the word ALL appears in this column. 1.6 Number of Items The information provided in the NO. OF ITEMS column applies to theory examinations only. 6

9 1.7 Minimum Performance Standard For theory examinations, the information appearing in the PERFORM. STANDARD column represents the number of correct answers required in proportion to the total number of examination items. For practical examinations, this information corresponds to the minimum performance standard found on the performance evaluation form. 1.8 Number of Versions The NO. OF VERSIONS column indicates the number of versions of the examination that are presently available. 1.9 Supplementary Materials An X in the SUPP. MATER. column indicates that the examination includes supplementary materials (e.g. cassette, diskette, plan) Availability of Examinations An X in the EXAM AVAIL. column indicates that the examination is available and will be sent by the Direction de la sanction des études to all educational institutions designated in the Carte des enseignements professionnels. 7

10 2. ADDITIONAL INFORMATION ON THE EXAMINATIONS 2.1 Duration of Practical Examinations The duration indicated for each practical examination includes only the time allotted for students to carry out the examination tasks. The time required to present and explain the examination is not included in the duration indicated. 2.2 Preparation for the Examination Sessions The four MEQ examinations require preparation time. 2.3 Administering and Marking Certain Examinations During the practical examination , Moving Patients Safely, students play the role of the patient. Refer to the information available on this matter. During the practical examination , Basic Hygienic Care and Patient Comfort, the candidates perform tasks during hypothetical situations in which the student plays the role of a patient. Refer to the information available on this matter. During the participation examination , Social Problems and Resources, students are evaluated throughout the course. Refer to the Examiner s Booklet for information on when each phase is evaluated. During the participation examination , Providing Home Care and Services, students are evaluated between the 5th and 15th day of the practicum. The responsibility for evaluating the students participation is shared by the designated assistant, the practicum supervisor from the educational institution and the examiner. Refer to the information available on this matter. 8

11 2.4 Application of Rules of Hygiene, Safety and Professional Ethics The examiner must observe how the rules of hygiene, safety and professional ethics are applied during the following examinations: , Moving Patients Safely , Basic Hygienic Care and Patient Comfort , Providing Home Care and Services It is important to read the information on these aspects in the Examiner s Booklet for each of these examinations. 2.5 Minimum Performance Standards for Participation Examinations For the following examinations, in addition to achieving the minimum performance standard, the candidates must meet the pass/fail conditions set out in the Examiner s Booklet , Social Problems and Resources , Providing Home Care and Services 2.6 Procedure for Redoing Certain Examinations For the following examinations, candidates must redo only the part of the examination which they failed: , Moving Patients Safely , Basic Hygienic Care and Comfort During the examination , Moving Patients Safely, version C must be used for candidates who failed version A, and version D is to be used for candidates who failed version B. This is to maintain the same degree of difficulty in step 2, where the technique involves transferring weight in versions A and C and a counterweight in versions B and D. 9

12 Candidates who fail the following examinations must redo the whole examination, according to the procedure set out by the educational institution: , Social Problems and Resources , Providing Home Care and Services 2.7 Work Sheets Candidates must fill out work sheets for examinations , Social Problems and Resources, and , Providing Home Care and Services. Refer to the Examiner s Booklet for more information on this matter. 2.8 Performance Evaluation Forms The examiner must use the observation forms for examinations , Moving Patients Safely, and , Basic Hygienic Care and Comfort. Refer to the Examiner s Booklet for more information on this matter. 10

13 3. EXPLANATIONS REGARDING VERSIONS OF THE EXAMINATIONS The following practical examination is available in four equivalent versions: , Moving Patients Safely 11

14 4. FEEDBACK To help update the examinations for the Home Care and Family and Social Assistance program, educational institutions using them are asked to provide the Ministère with feedback. The Ministère has prepared a feedback checklist for this purpose (refer to the following pages). After using each version of the Home Care and Family and Social Assistance examinations for the first time, the teacher concerned is asked to complete the feedback checklist. The teacher should then return the completed checklist to the person in charge of evaluation at the educational institution, who should read it and then forward it to the following address: Ministère de l'éducation Direction générale de la formation professionnelle et technique 600, rue Fullum, 9 e étage Montréal (Québec) H2K 4L1 À l'attention de la personne responsable de la rétroaction (feedback coordinator) 12

15 FEEDBACK CHECKLIST PRACTICAL EXAMINATIONS Program: Course Code: Version of the Examination: Teacher s Name: School: School Board: For each of the following statements, check: - Box 1 if you completely agree - Box 2 if you partially agree - Box 3 if you partially disagree - Box 4 if you completely disagree 1. The work that the candidate is required to perform throughout the examination is representative of the expected competency as stated in the objective Remarks:

16 2. The selected work steps are consistent with the data in the table of specifications Remarks: 3. The minimum performance standard is at a level that would indicate that the candidate has developed the expected competency Remarks: 4. Enough time has been allotted to carry out the task Remarks:

17 5. The time set for administering the examination to all the candidates is reasonable, given the duration of the course Remarks: 6. The maximum number of candidates to whom the examination may be administered at the same time is acceptable Remarks: 7. The materials required to administer the examination that are listed in the Examiner s Booklet are appropriate Remarks:

18 8. The tasks that the examiner is required to perform while administering and marking the examination are feasible Remarks: 9. The work that the candidate is required to perform throughout the examination is realistic and feasible Remarks: 10. The information in the Examiner s Booklet is: - unambiguous - clear - complete Remarks:

19 11. The information in the Candidate s Booklet is: - unambiguous - clear - complete Remarks: 12. The Evaluation Form is: - unambiguous - clear - complete - easy to use Remarks:

20 13. (Answer only if applicable.) The companion documents (observation sheets, work sheets, drawings, plans, sketches, etc.) are: - unambiguous - clear - complete - easy to use Remarks: 14. All the information in the Evaluation Form, the Examiner s Booklet and the Candidate s Booklet is consistent Remarks:

21 OTHER REMARKS Signature: Date:

22 APPENDIX

23 HEALTH AND SOCIAL SERVICES HOME CARE AND FAMILY AND SOCIAL ASSISTANCE 5545 PROGRAM ANALYSIS TABLES TABLES OF SPECIFICATIONS INFORMATION ON THE EVALUATION

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25 DEVELOPMENT TEAM Design and Development Special Contribution Jacqueline Frenette-Roy Technical Consultant Denise Beaulac Educational Development Officer Sylvie Gendreau CEC de Montréal Roxanne Guindon Dietician Marie-Claude Grau CEC de Montréal Margot Moisan CLSC de Rosemont Christiane Phélis CS de Sherbrooke Instrument Development Coordination English Version Aline Buron Instrument Development Officer Ghislaine Gaudreau Coordinator of the Health and Social Services Sector Services à la communauté anglophone Direction de la production en langue anglaise

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27 INTRODUCTION This document is intended for those in charge of writing examinations and includes program analysis tables and tables of specifications for each course in the Home Care and Family and Social Assistance program. A table entitled Information on the Evaluation is also included which provides detailed information on the evaluation process for each course. This material must be used to prepare examinations for the certification of studies. Two other documents, the General Evaluation Guide and the Evaluation Guide for the Home Care and Family and Social Assistance program are also required for those responsible for evaluation in the educational institutions. The first document provides general information on evaluation for certification purposes in all vocational education programs. The second document provides specific information on the examinations prepared by the Ministère for the Home Care and Family and Social Assistance program.

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29 PROGRAM: Home Care and Family and Social Assistance CODE: THE OCCUPATION AND THE TRAINING PROCESS PROGRAM ANALYSIS TABLE TABLE OF SPECIFICATIONS INFORMATION ON THE EVALUATION

30 1/3 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 1 THE OCCUPATION AND THE TRAINING PROCESS To determine their suitability for the occupation and the training process LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 1: INFORMATION ON THE OCCUPATION Learning about the main developments in the field of health and social services since the early 1970s, through meetings with resource persons or consultation of documents. - Learning about the current organization of the health and social services system as well as the roles of its main organizations, through meetings with resource persons or consultation of documents. - Learning about the organization of a local community service centre (CLSC) and the services it offers, and home services in particular (organization, multidisciplinary teams, the processing of requests for services), through meetings with resource persons or a visit to the centre; taking notes. - Learning about the evolution of the occupation of family and social assistant and their role with respect to patients at home, through meetings with resource persons or by viewing a video; taking notes. - Learning about the job market in home care and family and social assistance (potential work environments, job prospects, remuneration and hiring criteria), through meetings with resource persons or consultation of documents; taking notes. Show interest in gathering the requested information. Show interest in gathering the requested information. Gather information on most of the topics to be dealt with. Show interest in gathering the requested information. Gather information on most of the topics to be dealt with. Show interest in gathering the requested information. Gather information on most of the topics to be dealt with. Show interest in gathering the requested information. Module 1

31 2/3 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 1 THE OCCUPATION AND THE TRAINING PROCESS To determine their suitability for the occupation and the training process LEARNING CONTEXT - Learning about the nature, conditions and organization of the work (e.g. tasks, type of patients, number of patients assigned daily, schedules, travelling obligations, unreliable or nonexistent equipment, isolation in performing tasks), through meetings with resource persons or by accompanying a family and social assistant in his or her work; taking notes. - Presenting, during a class discussion, the information gathered and discussing their views on the occupation. LRN. EVAL. PARTICIPATION INDICATORS Gather information on most of the topics to be dealt with. Show interest in gathering the requested information. Express their views on the occupation clearly, relating them to the information they have gathered. PHASE 2: INFORMATION ON AND PARTICIPATION IN THE TRAINING PROCESS - During a group meeting, discussing the skills, aptitudes, attitudes and knowledge required to practise the occupation of family and social assistant. - Learning about the training program (e.g. program of study, training process, evaluation methods, certification of studies), through meetings and consultation of documents. - During a group meeting, discussing the training program and how it relates to the work of a family and social assistant Give their opinion on some of the requirements that they will have to meet in order to practise the occupation. Show interest in the training program and process. Express their views on the training program clearly. PHASE 3: EVALUATION OF THEIR CAREER CHOICE Evaluating individually their preferences, aptitudes and interests with respect to the occupation, and comparing these to the requirements of the occupation. Carry out the required analysis seriously. Module 1

32 3/3 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 1 THE OCCUPATION AND THE TRAINING PROCESS To determine their suitability for the occupation and the training process LEARNING CONTEXT - Producing a written report describing their reasons for choosing this training program. - Discussing their report with the teacher and assessing their career choice. LRN. EVAL. PARTICIPATION INDICATORS Write a report stating the reasons for their career choice and how it relates to their preferences, interests, aptitudes and the characteristics of the occupation. Be willing to discuss their career choice with the teacher. Module 1

33 1/1 TABLE OF SPECIFICATIONS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 1 THE OCCUPATION AND THE TRAINING PROCESS To determine their suitability for the occupation and the training process PARTICIPATION INDICATORS WGT. CRITERION COMPONENTS EVAL. PHASE 1: 1. Gather information on most of the topics to be dealt with Provide information on the role of the family and social assistant to individuals receiving home care as well as to the multidisciplinary team. 1.2 Provide information on at least two of the following topics: tasks and intervention, type of patients, travelling obligations, unreliable or nonexistent equipment, isolation in performing tasks. PHASE 2: 2. Give their opinion on some of the requirements that they will have to meet in order to practise the occupation Give their opinion on the importance of at least one skill, aptitude, attitude or of particular knowledge required to practise the occupation. 3. Express their views on the training program clearly Make at least two connections between the program modules and the practise of the occupation. PHASE 3: 4. Write a report stating the reasons for their career choice and how it relates to their preferences, interests, aptitudes and the characteristics of the occupation Briefly describe their preferences, interests and aptitudes with respect to the occupation. 4.2 Specify the main reasons for their career choice. 4.3 Justify their career choice by relating it to their preferences, interests, aptitudes and the characteristics of the occupation Module 1

34 INFORMATION ON THE EVALUATION 1/3 PROGRAM: Home Care and Family and Social Assistance 1 THE OCCUPATION AND THE TRAINING PROCESS CODE: ITEMS COMMENTS Basis for Evaluation Information on Criterion Components PHASE 1: Criterion Components 1.1 and 1.2 Situation Criterion Component 2.1 Situation Evaluation of candidates participation will be based on information gathered at certain times during the learning activities, and this, in accordance with the phases selected for evaluation. The paragraphs below provide explanations regarding the application and interpretation of the criterion components. Individual gathering of information. The examiner will organize the meetings or visits and provide the documentation needed to perform the activities. The following should be specified in the initial instructions: - topics for which information must be obtained - nature of the information to be gathered - requirements with regard to the amount of information to be gathered The information gathered will: - be relevant to the topics covered - be factual and not fictional - correspond to the amount of information required A group discussion on aspects considered as prerequisites to the practise of the occupation. All candidates will express themselves on the topic being dealt with. Module 1

35 INFORMATION ON THE EVALUATION 2/3 PROGRAM: Home Care and Family and Social Assistance 1 THE OCCUPATION AND THE TRAINING PROCESS CODE: ITEMS Assessment Criteria COMMENTS The evaluation should not focus on the accuracy of opinions expressed, but rather on the relevance of the arguments put forward to justify opinions on the importance of skills, aptitudes, attitudes or knowledge required to practise the occupation. Opinions must be concise and personal. Criterion Component 3.1 Situation Assessment Criteria PHASE 3: Criterion Components 4.1, 4.2 and 4.3 Situation Assessment Criteria Group discussion on the content of the program in terms of the job situation in family and social assistance. The examiner will first clearly specify the nature and the number of elements required. All candidates will express themselves on the topic being dealt with. The connections made must be relevant and personal, and must correspond to the number of elements required. Individual writing exercise. The report will consist of a minimum of 20 lines. The initial instructions will specify the required content. The report must contain: - a brief description of preferences, interests and aptitudes with regard to the occupation - the reasons for choosing the occupation - arguments that support the career choice and draw connections between preferences, interests and aptitudes and the various characteristics of the occupation Module 1

36 INFORMATION ON THE EVALUATION 3/3 PROGRAM: Home Care and Family and Social Assistance 1 THE OCCUPATION AND THE TRAINING PROCESS CODE: ITEMS Pass/Fail Conditions COMMENTS To fulfill the requirements for this module, candidates must not fail: - criterion component 1.1 of Phase 1 - criterion components 2.1 and 3.1 of Phase 2 - criterion component 4.3 of Phase 3 Module 1

37 PROGRAM: Home Care and Family and Social Assistance CODE: HUMAN DEVELOPMENT PROGRAM ANALYSIS TABLE TABLE OF SPECIFICATIONS INFORMATION ON THE EVALUATION

38 1/6 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 2 HUMAN DEVELOPMENT To apply concepts related to human development LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 1: BASIC HUMAN NEEDS AND THE 5 -- DIFFERENT STAGES OF HUMAN DEVELOPMENT - Participating in a brainstorming activity to identify human State at least one human need. needs. - Associating in class the previously identified needs with the Relate needs to the stages of human development. various stages of human development. - Attending a short presentation on human needs. Show interest in the information presented. - Participating in small group discussions that will help them Participate actively in the discussions. recognize the living conditions that facilitate progression in the hierarchy of needs. - Discussing in class the findings of the smaller groups and Participate actively in the discussions. taking note of the new aspects mentioned. PHASE 2: FAMILIARIZATION WITH THE STAGES OF CHILD DEVELOPMENT - Learning about all the stages of the physical and sensory development in children by consulting documents and noting the characteristics. - In small-group discussions, learning about the stages of intellectual development in children: language, understanding, reasoning, speed of perception, and so on; writing down the aspects considered pertinent for later discussion Write down the relevant aspects seen. Participate actively in the discussions. Write down the relevant aspects seen. Module 2

39 2/6 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 2 HUMAN DEVELOPMENT To apply concepts related to human development LEARNING CONTEXT - Carefully observing the affective and social behaviour of groups of children of various ages (3 to 5, 6 to 10, 11 to 14) in a film, case study or real-life situation, and noting significant aspects of their reactions, interests and attitudes. - Participating in a class discussion of the different stages of psychosexual and moral development in children. - Participating in a class discussion of the points raised in the preceding activities, and using examples to broaden the discussion to include the factors likely to favour or hinder the physical, intellectual, affective, social, psychosexual and moral development of children. - Bearing in mind the stages of normal child development, discussing the differences that fall within the normal range, and the factors that may account for these differences. - Working individually, completing a hidden-word puzzle including the common terminology used to describe child development and defense mechanisms, and handing in the assignment to the teacher. - Evaluating their own knowledge and understanding of various aspects of child development at different ages; writing down their assessment and discussing it with the teacher. LRN. EVAL. PARTICIPATION INDICATORS Write down the relevant aspects seen. Participate actively in the discussions. Participate actively in the discussions. Participate actively in the discussions. Solve the hidden-word puzzle. Evaluate the extent of their knowledge of child development. Module 2

40 3/6 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 2 HUMAN DEVELOPMENT To apply concepts related to human development LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 3: FAMILIARIZATION WITH THE CHARACTERISTICS OF ADOLESCENCE - In small groups, examining the following topics: the effects of physiological change in adolescence on psychological development, the search for identity, and relationships with parents and peers; writing down the main points for later discussion. - Referring to the points written down, participating in a class discussion of the topics of distancing, differentiation and the search for identity during adolescence; broadening the discussion to include the attitudes to be encouraged during this period. - By viewing a videotape, learning about the sexual practices and behaviours of adolescents; sharing their views with the class. - On the basis of personal experience or through meetings with resource persons, participating in discussions of various problems of adolescence (e.g. drugs, delinquency, running away, dropping out of school) and of the positive attitudes to be developed toward the problems experienced. - Evaluating their understanding of adolescence; writing down their assessment and discussing it with the teacher Write down the key points of their reflection. Participate actively in the discussions. Participate actively in the discussions. Participate actively in the discussions. Evaluate their understanding of the characteristics of adolescence. Module 2

41 4/6 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 2 HUMAN DEVELOPMENT To apply concepts related to human development LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 4: FAMILIARIZATION WITH VARIOUS ASPECTS OF ADULT LIFE - Discussing in small groups the individual, familial and social aspects of adult life and taking notes. - Referring to notes taken during the small-group discussion, participating in a class discussion of the characteristics of adult life and broadening the discussion to include the factors and events likely to influence its course, as well as their effect on the individual, the family and society. - Participating in a discussion of parental responsibilities and the attitudes to adopt when dealing with a child List various characteristics of adult life. Write down the key points of the discussion. Participate actively in the discussions. Participate actively in the discussions. PHASE 5: FAMILIARIZATION WITH THE NORMAL AGING PROCESS - Writing a report on how they perceive the elderly. Make a brief presentation on how they perceive the elderly. - Learning about the physical and physiological changes that Show interest in the different aspects of aging covered in class. occur with age and their impact on a person s behaviour, by consulting documents, viewing a videotape or meeting with resource persons. - Participating in a class discussion of the myths and Show interest in the different aspects of aging covered in class. prejudices concerning aging and their impact on the social involvement and experiences of the elderly. Module 2

42 5/6 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 2 HUMAN DEVELOPMENT To apply concepts related to human development LEARNING CONTEXT - Participating in organized meetings with the elderly in order to obtain their comments on their experiences regarding this stage of life, including the difficulties involved and the positive aspects. - Reflecting on their current perception of the elderly and comparing it with their initial perception, writing down the differences found and discussing them with the teacher. LRN. EVAL. PARTICIPATION INDICATORS Participate in meetings with the elderly and gather data on the selected topics. Show respect for the elderly guest speaker. Share any new insights on the elderly. PHASE 6: THE STAGES OF DEATH AND THE MOURNING PROCESS - On the basis of personal experience, reflecting on the loss of a loved one and noting the emotions felt. - Learning about the stages of death according to Elizabeth Kubler-Ross, during a presentation by a resource person or by consulting documents. - After the preceding activity, participating in discussions in order to understand the difficulties experienced by the dying person and by the person s family during the processes of death and mourning, and the impact of these processes on the behaviour of each person involved Write down the key points of their reflection on the loss of a loved one. Write down the stages of death according to Elizabeth Kubler-Ross. Identify the links between the dying process experienced by a person in the final stages of death and the mourning process experienced by the family. Module 2

43 6/6 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 2 HUMAN DEVELOPMENT To apply concepts related to human development LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 7: EVALUATION OF THEIR OVERALL ABILITY TO UNDERSTAND HUMAN DEVELOPMENT - Working individually, preparing a short report showing by means of examples the link between a person s experience and his or her quality of life with respect to the bio-psychosocial aspects of his or her life. - Discussing the conclusions of their assignment with the teacher Produce a written assignment on the link between a person s experience and his or her quality of life. Be willing to discuss with the teacher the conclusions of their assignments. Module 2

44 TABLE OF SPECIFICATIONS (SITUATIONAL OBJECTIVE) 1/1 PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 2 HUMAN DEVELOPMENT To apply concepts related to human development PARTICIPATION INDICATORS WGT. CRITERION COMPONENTS PHASE 2: 1. Participate actively in the discussions Indicate at least one relevant aspect of a stage of the physical, sensorial, intellectual, affective, social, psychosexual and moral development of children. 1.2 Provide at least two different examples of situations or behaviours likely to favour or hinder the physical, intellectual, social or psychosexual development of children. PHASE 3: 2. Evaluate their understanding of the characteristics of adolescence Write a short text that includes examples of at least three particularities of adolescence. PHASE 4: 3. Participate actively in the discussions Give at least one example of a factor or event that could have an impact on the life of an adult and an effect of this factor or event on the individual, the family and society. PHASE 5: 4. Share any new insights on the elderly Indicate at least two aspects in which their perception of the person has changed and the events that caused this change in perception. PHASE 6: 5. Identify the links between the dying process experienced by a person in the final stages of death and the mourning process experienced by the family Provide an example of the impact of these processes on the behaviour of each person involved. EVAL Module 2

45 1/3 INFORMATION ON THE EVALUATION PROGRAM: Home Care and Family and Social Assistance 2 HUMAN DEVELOPMENT CODE: ITEMS COMMENTS Basis for Evaluation Information on Criterion Components PHASE 2: Criterion Components 1.1 and 1.2 Situation Evaluation of the candidates participation will be based on information gathered at certain times during the learning activities, and this, in accordance with the criterion components and phases selected for evaluation. The paragraphs below provide explanations regarding the application and interpretation of the criterion components. Discussion on aspects identified during the preceding activities with regard to the characteristics of child development at various stages and in terms of various aspects. The following must first be clearly specified: - aspects to be covered - the minimum number of elements or examples required Ensure that all candidates have the opportunity to express themselves on the topic. Assessment Criteria PHASE 3: Criterion Component 2.1 Situation The elements or examples must be relevant in terms of the topics covered and the required number must be provided. Individual work on the particularities of adolescence. The examiner must first clearly indicate the content expected. Module 2

46 2/3 INFORMATION ON THE EVALUATION PROGRAM: Home Care and Family and Social Assistance 2 HUMAN DEVELOPMENT CODE: Assessment Criteria PHASE 4: ITEMS Criterion Component 3.1 Situation COMMENTS The work must include a minimum of three examples of situations or behaviours that are characteristic of adolescence. Discussion on the factors and events likely to affect the development of adult life. The following will first be clearly specified: - the nature of the topics to be covered - the number of elements required Ensure that all candidates have the opportunity to express themselves on the theme selected. Assessment Criteria The examples must be appropriate to the topics covered and the required number must be provided. PHASE 5: Criterion Component 4.1 Situation Assessment Criteria Individual written work on their current perceptions of the elderly compared with their initial perception. The examiner must first clearly specify the content expected. The work must highlight: - at least two aspects in which their perceptions of the elderly have changed as a result of meetings and knowledge acquired - at least one event that explains the change Module 2

47 3/3 INFORMATION ON THE EVALUATION PROGRAM: Home Care and Family and Social Assistance 2 HUMAN DEVELOPMENT CODE: ITEMS PHASE 6: Criterion Component 5.1 Situation COMMENTS Group discussion on the processes of death and mourning and the impact of these processes on the behaviour of each person involved. The following will first be clearly specified: - the nature of the topics to be covered - the number of examples required Ensure that all candidates have the opportunity to express themselves on the topics covered. Assessment Criteria Pass/Fail Conditions The examples must be appropriate to the topics covered and the required number must be provided. To meet the requirements of this module, candidates must not fail: - criterion components 1.2 and more than two of the following criterion components: 1.1, 2.1, 3.1 and 5.1 Module 2

48 PROGRAM: Home Care and Family and Social Assistance CODE: COMMUNICATION AND TEAMWORK PROGRAM ANALYSIS TABLE TABLE OF SPECIFICATIONS INFORMATION ON THE EVALUATION

49 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) 1/7 PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 3 COMMUNICATION AND TEAMWORK To communicate in the workplace and work in a team LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 1: FAMILIARIZATION WITH THE BASIC PRINCIPLES OF COMMUNICATION - Introducing themselves and speaking of a personal experience on video. - Attending the viewing of the video, noting their perceptions of themselves and their fellow students (e.g. position of the body, gestures, tone of voice, language, facial expression) and keeping a written report of their observations for later use. - Participating in a class discussion of their reactions and the observations they noted, and especially their impressions of themselves. - In small groups, playing telephone line (a game in which a message is transmitted from one person to another and at the end, compared with the initial message); participating in a class discussion of the causes of loss of information, the difficulties involved in conveying and receiving a message, the fact that information gets back to the source, and the qualities of communication inherent in the sender and the receiver Take part in the shooting of the video. Write down their impressions. Try to provide relevant information. Participate in the telephone-line game. Attempt to understand the importance of conveying information adequately. Try to provide relevant information. Module 3

50 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) 2/7 PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 3 COMMUNICATION AND TEAMWORK To communicate in the workplace and work in a team LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 2: FAMILIARIZATION WITH THE PRINCIPLES AND TECHNIQUES OF VERBAL AND NONVERBAL COMMUNICATION - Referring to examples, discussing the various forms of communication and attitudes that promote effective communication: active listening, observance of the person s rate of delivery, and so on. - Interpreting the messages conveyed by the various charts used by persons with handicaps. - Participating in a group discussion of obstacles to verbal and nonverbal communication with respect to attitudes, content and coherence. - Participating in small-group discussions of the topics provided by the teacher to voice their opinions and beliefs. - Participating in a class discussion of the feelings experienced and the difficulties encountered during the preceding activity. - Given an idea stated in a few sentences, using their own words to convey the same idea, making sure to retain the same meaning without including personal opinions. - On the basis of formal or informal learning or teaching (as a student or a parent) during their studies or in leisure time, identifying ways of acquiring knowledge Participate actively in the discussions. Attempt to properly interpret the messages in the communication charts. Participate actively in the discussions. Express their opinions and try to provide convincing arguments. Show respect for others opinions. Share their feelings and the difficulties they encountered. Make an effort to rephrase a statement adequately. Participate in recounting personal experiences related to the sharing of knowledge. Module 3

51 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) 3/7 PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 3 COMMUNICATION AND TEAMWORK To communicate in the workplace and work in a team LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 3: FAMILIARIZATION WITH THE WAYS OF APPROACHING THE VARIOUS TYPES OF PATIENTS WHO RECEIVE HOME CARE SERVICES - Participating in a class discussion of behaviours characteristic of patients who commonly receive home health care the elderly, people with physical handicaps and cognitive deficiencies, families in need of assistance, people from a wide range of cultural backgrounds, children, bedridden people, people in the final stages of a disease as well as of the fears and prejudices surrounding some of these people. - Learning (through meetings with resource persons) about ways of approaching people in specific situations such as complete or partial loss of autonomy, isolation, depression, anxiety, suffering, aggressiveness, violence, adjustment difficulties, imminent death; taking notes. - Participating in a class discussion of the information gathered, and of ways of establishing a helping relationship in specific situations Participate actively in the discussions. Show interest in the presentations and take notes. Participate actively in the discussions. Make an effort to link each situation with the appropriate way of approaching the patient. Module 3

52 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) 4/7 PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 3 COMMUNICATION AND TEAMWORK To communicate in the workplace and work in a team LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 4: FAMILIARIZATION WITH TECHNIQUES OF WRITTEN COMMUNICATION - Discussing the main principles of note-taking (e.g. writing down keywords, important facts and precise data, using abbreviations, working quickly), their importance in conveying information in the workplace and the consequences of poor-quality information. - In small groups of three or four, learning about the main documents used in organizations offering home care services: patient file, parallel file, progress notes, schedule sheet, statistics chart; noting the aspects considered relevant or irrelevant to the work of a family and social assistant. - Participating in a discussion of the points raised in small groups and of the specific role of each document. - Attending a short presentation on the content of progress notes and the rules for writing them. - Working individually, reading sample progress notes from various organizations and learning about the different ways in which they are presented; taking notes on the differences. - Working individually, reading a patient-care plan and the related progress notes; identifying on the progress sheet the data that is considered relevant or irrelevant Participate actively in the discussions. Participate seriously in the small-group activity. Participate actively in the discussions. Make an effort to recognize the purpose of each document. Show interest during the presentation. Make an effort to identify the relevant data in the progress notes. Module 3

53 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) 5/7 PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 3 COMMUNICATION AND TEAMWORK To communicate in the workplace and work in a team LEARNING CONTEXT - Participating in a discussion of the points raised concerning the importance of the notes recorded and of the importance of the quality of written communication in the workplace, as well as of the consequences of poor written communication. LRN. EVAL. PARTICIPATION INDICATORS Participate actively in the discussions. PHASE 5: APPLICATION OF THE PRINCIPLES AND TECHNIQUES OF VERBAL, NONVERBAL AND WRITTEN COMMUNICATION - In small groups, taking part in role-play highlighting various problems and enabling them to apply techniques of verbal and nonverbal communication. - Observing the role-play of the other groups; taking notes on the positive and negative aspects of the verbal and nonverbal communication seen. - Participating in a class discussion of the observation noted and making suggestions for improving communication in each group. - Given a scenario describing home care of a particular patient, writing down the data pertinent to the situation presented, writing progress notes for it and handing in the assignment to the teacher Make an effort to use the communication techniques appropriate to the various situations. Share the observations noted and suggestions for improving the quality of communication. Make an effort to produce a realistic and consistent patient-care plan that is written in accordance with the rules. Module 3

54 PROGRAM ANALYSIS (SITUATIONAL OBJECTIVE) 6/7 PROGRAM: Home Care and Family and Social Assistance CODE: EXPECTED OUTCOME: 3 COMMUNICATION AND TEAMWORK To communicate in the workplace and work in a team LEARNING CONTEXT LRN. EVAL. PARTICIPATION INDICATORS PHASE 6: APPLICATION OF THE RULES OF TEAMWORK - Participating in a class discussion of the advantages and disadvantages of teamwork, the role of members, leadership styles, rules for successful teamwork, the factors influencing the dynamics of teamwork and the importance of harmonious work relationships. - Given case studies provided by the teacher, participating in a simulated meeting of a multidisciplinary team and suggesting various solutions in an effort to determine a patient-care plan appropriate to the case in question. - Attending the presentations of the other teams and taking notes. - Participating in a class discussion to sum up the strong and weak points of the request for services in terms of structure, conciseness and clarity, then listing the difficulties encountered during the simulated team meeting (e.g. listening, care provided, ideas, disruptive elements) Participate actively in the discussions. Show interest in the principles and techniques of teamwork. Play an active role in the simulated team meeting. Listen seriously to the presentations made by the other teams. Make comments on the presentations of the other teams, using the notes taken. Make an effort to recognize the strengths and weaknesses of their participation in the team meeting. Module 3