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HSS3010 Professional Standards & Ethics

Advanced · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students examine the roles and responsibilities of government, organizations and consumers in the Canadian health care system. Students investigate various roles and responsibilities related to the development and administration of professional standards and ethics in health care and recreation settings. Students gain knowledge and understanding regarding how to manage legal and ethical responsibilities when working in helping relationships.
Prerequisite
HSS1010: Health Services Foundations

Outcomes The student will:

  • 1 demonstrate an understanding of how health and wellness involves shared roles, rights and responsibilities of governments, organizations and consumers

    • 1.1 summarize the roles and responsibilities of the World Health Organization as related to the health of Canadians, including:

      • 1.1.1 history

      • 1.1.2 governance and administration

      • 1.1.3 functions

      • 1.1.4 the impact of official statements, definitions and guidelines

      • 1.1.5 current programs and projects

    • 1.2 explain the principles of health care outlined in the Canada Health Act and their effect on individual health and wellness, including:

      • 1.2.1 public administration (partnership with the provinces)

      • 1.2.2 comprehensiveness

      • 1.2.3 universality

      • 1.2.4 portability

      • 1.2.5 accessibility

    • 1.3 identify important historical developments that led to the establishment of the Canada Health Act

    • 1.4 compare the roles of the federal and provincial governments in the administration of health care services

    • 1.5 outline current statistical trends related to use of health care services in Canada based on:

      • 1.5.1 age

      • 1.5.2 gender

      • 1.5.3 occupation

      • 1.5.4 lifestyles

      • 1.5.5 environments

      • 1.5.6 disability

      • 1.5.7 palliative care

    • 1.6 outline current statistical trends related to the number of professionals working to provide health care in Canada, including professionals in public, private and community-based care, such as:

      • 1.6.1 physicians

      • 1.6.2 nurses

      • 1.6.3 allied health professionals

      • 1.6.4 support workers

    • 1.7 outline current statistical trends related to proportionate health care costs in Canada, including:

      • 1.7.1 institutional costs

      • 1.7.2 drug costs

      • 1.7.3 costs to pay medical professionals

      • 1.7.4 costs for preventative and integrative health treatments

    • 1.8 describe how each of these trends affects current issues regarding the allocation of resources to fund health care programs, including educational, preventative, integrative and medical treatments and initiatives, and:

      • 1.8.1 outline current initiatives of Alberta Health and Wellness

      • 1.8.2 predict future initiatives based on trends

      • 1.8.3 predict the future roles for health care providers based on trends

    • 1.9 explain how standards for quality care are established, including:

      • 1.9.1 governance of physicians

      • 1.9.2 governance of nurses

      • 1.9.3 governance of other health care professionals

      • 1.9.4 role of Canadian Council on Health Services Accreditation, including indicators of performance in the system such as access, performance outcomes and cost effectiveness

      • 1.9.5 the processes of quality improvement and accreditation in health care facilities

    • 1.10 differentiate between a passive and active consumer of health care services and the personal and social consequences of the decision to be active or passive

    • 1.11 summarize the present and future roles of the community, private industry and family in the provision of health services

    • 1.12 compare cultural perspectives on shared roles in providing health care

  • 2 describe legal obligations for people providing services in health care, community support, volunteer and recreation settings

    • 2.1 summarize the current provincial legislation governing professional protocols when providing care to adults and children in a variety of settings

    • 2.2 outline the purpose and provisions of the:

      • 2.2.1 Child, Youth and Family Enhancement Act

      • 2.2.2 Dependent Adults Act

      • 2.2.3 Protection for Persons in Care Act

      • 2.2.4 Occupational Health and Safety Code (specifically Part 28 “Working Alone”)

    • 2.3 describe the importance of maintaining patient and client confidentiality

    • 2.4 identify situations in which sharing client information is necessary

    • 2.5 recommend appropriate measures for preventing accusations of impropriety, especially when working with and caring for children and members of the opposite gender

    • 2.6 compare the protocols and reporting requirements for reporting suspicions of abuse as outlined in the Child, Youth and Family Enhancement Act, the Abuse Prevention and Response Protocol, and the Protection for Persons in Care Act

  • 3 apply principles and legal obligations related to effective written communication for health and support care workers, volunteers and recreation leaders

    • 3.1 describe the purpose and function of the Freedom of Information and Protection of Privacy Act (FOIPP)

    • 3.2 describe the purpose and function of the Personal Information Protection Act (PIPA)

    • 3.3 describe protocols related to electronic consents

    • 3.4 describe the role and significance of various forms used in health care, community support, volunteer and recreation settings, including:

      • 3.4.1 medical release forms

      • 3.4.2 parental permission forms

      • 3.4.3 incident reports

      • 3.4.4 consent to release information forms

    • 3.5 differentiate between subjective and objective content in written communication

    • 3.6 prepare written reports, demonstrating principles of professional documentation for a variety of forms (medical release forms, parental permission forms, incident reports and consents), including:

      • 3.6.1 identifying examples of factual information that may be legally required for routine documentation

      • 3.6.2 writing documentation in ink

      • 3.6.3 correcting errors using standard procedures for legal documentation

      • 3.6.4 reporting events in chronological order

      • 3.6.5 ensuring accuracy of information by using direct quotes and concrete information (in plain language)

      • 3.6.6 reporting in a timely manner to aid accuracy

      • 3.6.7 following the protocol of institutions, including never charting for another professional or caregiver

    • 3.7 explain the practice of reviewing documentation before completion

  • 4 evaluate principles related to ethical practice in health care, community support, volunteer and/or recreation settings

    • 4.1 describe at least one code of ethics for a profession or practice related to heath care, community support or recreation settings

    • 4.2 explain the importance of cultural competence in human services related to health, community support and recreation, including:

      • 4.2.1 developing an awareness of cultural diversity, cultural worldview and the potential impact on the provision of care

      • 4.2.2 developing communication skills to effectively interact with people across cultures

    • 4.3 differentiate between personal ethics and professional ethics

    • 4.4 define ethics, values and ethical issues

    • 4.5 differentiate between law and ethics

    • 4.6 identify situations with legal implications from health care, community support, volunteer, and/or sport and recreation settings, including:

      • 4.6.1 actions that are criminal or quasi criminal

      • 4.6.2 actions that breach a legal contract

      • 4.6.3 actions or information indicating there are reasonable grounds to believe that a child is in need of protection

      • 4.6.4 actions that are discriminatory

      • 4.6.5 actions that constitute harassment

      • 4.6.6 actions that could constitute negligence

    • 4.7 identify ethical issues that could arise in health care, volunteer, community support and/or recreation settings

    • 4.8 demonstrate the steps in ethical decision making when faced with an ethical issue in health care, volunteer, community support and/or sport and recreation settings, including:

      • 4.8.1 establishing the facts of the situation

      • 4.8.2 determining whether the situation involves legal or ethical issues

      • 4.8.3 taking appropriate action, if legal implications are indicated

      • 4.8.4 identifying options and possible consequences related to internal influences on decision making, such as previous experience and personal values and circumstances, if the issue is ethical

      • 4.8.5 identifying options and possible consequences related to external influences on decision making, such as economic and political aspects, gravity and/or urgency of decision and organizational, institutional and/or social implications, if the issue is ethical

      • 4.8.6 justifying a decision to act or not act

    • 4.9 examine and present on an emerging ethical issue related to working in health care, volunteer, community support and/or sport or recreation settings, such as:

      • 4.9.1 use of personal directives

      • 4.9.2 pain management

      • 4.9.3 drug use and performance enhancement in sport

  • 5 describe the consequences of violating professional legal standards and ethics

    • 5.1 compare professional misconduct, negligence and malpractice as they relate to health care and recreation providers

    • 5.2 outline the professional and legal consequences and penalties for violating professional standards and ethics in health care, community support, volunteer and/or recreation settings

  • 6 demonstrate basic competencies

    • 6.1 demonstrate fundamental skills to:

      • 6.1.1 communicate

      • 6.1.2 manage information

      • 6.1.3 use numbers

      • 6.1.4 think and solve problems

    • 6.2 demonstrate personal management skills to:

      • 6.2.1 demonstrate positive attitudes and behaviours

      • 6.2.2 be responsible

      • 6.2.3 be adaptable

      • 6.2.4 learn continuously

      • 6.2.5 work safely

    • 6.3 demonstrate teamwork skills to:

      • 6.3.1 work with others

      • 6.3.2 participate in projects and tasks

  • 7 create a transitional strategy to accommodate personal changes and build personal values

    • 7.1 identify short-term and long-term goals

    • 7.2 identify steps to achieve goals

Program of Studies 2010. Source document, © Alberta Education.