r esquap ramew 510coreh - sppublic.kpu.ca

KwantlenUNIVERSITY COLLEGE

1 Call to order 415

2 Confirmation of Agenda

3 Approval of Minutes Feb 15 2006

4 Post baccalaureate Credentials for information only 425

5 FPP Post Baccalaureate Diplomain R rces Mg esquap

Bement 3

6 ramewk Conity H alth Core510Corehde dot

7 Program Revision Computer Information Systefis Diplomaan Bach Iqr of Technology in Information Technology 530

8 FPP Gradugte Nutce R Program

9 ext Meeting April 19 2006

10 Adjournment

Distribution

Dianne Crisp S ChairDana Cserepes SRobert Fleming RDana Goedbloed SCarol Hansen SBevin Heath Ansley SCasey McConill SJudith McGillivray SKaren Metzger RecorderS

545

etsit46406j Ai

NOTE Agenda only distributed to deans mailing list and to presenters

Degree and Program Assessment Committee DPACWed Mar 22 2006 415 pm

Room G 2110 Surrey Campus

AGENDA

Dana Goedbloed

Dana Goedbloed

Doug Fletcher

Carol Hansen

Andy aw

Lori Shortridge

oGGtA

Joshua Mitchell SSusan Morris RMaxine Mott SElaine Samwald RWendy Royal STakashi Sato Ex OfficioPanteli Tritchew STally Wade N

s

n em

c ncc

r

Mar 06

3

3

7


Attendance

Degree Program Assessment Committee

Date tZOL

NAME PRESENT ABSENT

1 Crisp Dianne Chair R2 Cserepes Dana

3 Fleming Rob or VP Academic rep1

4 Goedbloed Dana e

5 Hansen Carol

6 Heath Ansley Bevin

7 Kearley Kristina ryyaci8 McConill Casey

9 Mitchell Joshua ex officio Assoc Registrar

10 Morris Susan

11 Mott Maxine

12 Royal Wendy

13 Samwald Elaine

14 Sato Takashi ex officio EdCo Chair

15 Tritchew Panteli R16 Wade Tally

v

17

18

19

Guests

I

1 Gi1444

Metzger Karen Recorder


Attendance

Degree Program Assessment Committee

Date tZOL

Regrets

Guests


Present Dianne Crisp ChairDana CserepesRobert FlemingDana Goedbloed

Bevin Heath AnsleyKristine KearleyCasey McConi II

Karen Metzger Recorder

Carol Hansen

Tally Wade

Arthur Coren

Wayne Tebb

Degree and Program Assessment CommitteeDPAC

Wed Feb 15 2006 415 pmRoom G 2110 Surrey Campus

MINUTESJoshua Mitchell

Susan Morris

Maxine Mott

Wendy RoyalElaine SamwaldTakashi Sato

Panteli Tritchew

1 Call to order

The meeting was called to order at420 pm2 Confirmation of Agenda

Moved by Kristina Kearley seconded by and Panteli Tritchew to approve the agenda as presentedItems 4 and 6 will be dealt with in reverse orderMOTION CARRIED

3 Approval of Minutes Jan 18 2006

Moved by Susan Morris seconded by Casey McConill to approve the minutes of the Jan 18 2005minutes as presented

MOTION CARRIED

4 Program Revision School of Business Baccalaureate ProgramsArthur Coren and Wayne Tebb attended to speak to the proposed revisions to School of Business degreeprograms The programs were initially approved using the twoplustwo model to satisfy Ministry requirementsat the time The proposed changes will allow students to enroll directly into the fouryear degree program whilethey still have the option of exiting with a certificate or diploma The change has precipitated the need toincrease the Math entrance requirements from Math I I C to Math I I Principles CStudents who do not meet that standard may still enroll in the diploma programs and may take open accesscourses to allow them to work toward the BBA requirements

The proposed changes will streamline the admission process for students will enhance enrollment managementand will align degree entry points with those of competitors

Moved by Panteli Tritchew seconded by Maxine Mott to approve the change in entrance requirementsfor School of Business baccalaureate programs as presentedMOTION CARRIED

Degree and Proposal Assessment CommitteeMinutes of Meeting Feb 15 2006Page 2

Moved by Wendy Better seconded by Bevin Heath Ansley to approve the change from a twoplustwomodel to a fouryear model with entry points in years 1 and 3 for the BBA Accounting programMOTION CARRIED

Moved by Casey McConill seconded by Maxine Mott to approve the change from a twoplustwo modelto a fouryear model with entry points in years 1 and 3 for the BBA Entrepreneurial Leadershipprogram

MOTION CARRIED

There was discussion about the statistics courses that would satisfy the degree requirements and it wassuggested that additional information could be included when the proposal goes forward to Education Councilfor approval

Moved by Wendy Better seconded by Maxine Mott to approve the change from a twoplustwo model toa fouryear model with entry points in years 1 and 3 for the BBA Financial Services program and toapprove the coop option pending PSIPS reviewMOTION CARRIED

Moved by Kristina Kearley seconded by Maxine Mott to approve that continuation in the BBAHuman Resources Management program be established as follows contingent upon DQAB approvalFor students admitted in year I of the program continuation after achieving 60 credits requires I a programGPA of at least 272 a C or better in accounting and a C or better in statistics and 3 successfulcompletion of the first year English and Applied Communications requirementsMOTION CARRIED

Moved by Kristina Kearley seconded by Elaine Samwald to approve that continuation in the Bachelorof Technology in Information in Information Technology be established as follows

For students admitted to year 1 of the program continuation after achieving 60 credits requires 1 a programGPA of at least 27 and 2 successful completion of the first year English and Applied Communicationsrequirements

MOTION CARRIED

5 Program Revision BA Major and Minor in PsychologyTakashi Sato took the Chair to allow Dianne Crisp to present the proposed program revision to the BA Majorand Minor in Psychology

Dianne explained that the requested change will remove one course from a list of three from which studentscould choose because the remaining two courses are essential prerequisites for upper level required coursesPSYC 2315 and 2385 will be required and PSYC 2375 will be deletedMoved by Dianne Crisp seconded by Panteli Tritchew to recommend approval of the proposed changeto the BA Major and Minor in Psychology as presentedMOTION CARRIED

6 Breadth Liberal Education discussion onlyPanteli Tritchew reported that an Education Council ad hoc committee is investigating how liberal educationrequirements can be better communicated to the institution and to the community and is looking at how toreduce confusion between liberal education and breadth requirements for applied and general BA degrees Thecommittee will present a report in the near future

7 Trades request

Dana Goedbloed requested a variance in the process for approval of curricular change in order to meetdeadlines set by the Industry Training Authority ITA The ITA announced on Dec 6 2005 that entryleveltrades training programs ELTTs must conform to a standardized length for implementation in Sept 2006Program lengths have varied greatly across the province up to now It is necessary for Kwantlen to meet the

Degree and Proposal Assessment CommitteeMinutes of Meeting Feb 15 2006Page 3

ITA requirements to maintain fundingforthe following programs Citations in Automotive Service TechnicianWelding Masonry Carpentry Appliance Service Repair Outdoor Power and Auto TrimIn March 2005 Education Council approved the Trades Program Frameworkfor Programs to Diploma levelCredentials The full program proposals planned for the seven programs affected by the ITA announcement willfollow the approved framework All the programs are currently being offeredThe Office of the Registrar is committed to facilitating the implementation process for the affected programs forFall 2006

Dana said there have been discussions with Counselling to make students aware of the anticipated changesMovie by Susan Morris seconded by Panteli Tritchew to approve the request for a variance in theprocess for approval of curricular change to allow changes required by the ITA to move ahead in atimely manner for Fall 2006 implementation as follows

Course outlines to be approved by the Education Council curriculum sub committee according to establisheddeadlines with full program proposals to follow as soon as possible for citations in Automotive ServiceTechnician Welding Masonry Carpentry Appliance Service Repair Outdoor Power and Auto TrimMOTION CARRIED

8 Next Meeting March 22 2006

9 Adjournment Moved by Dana Cserepes to adjourn the meeting at 506 pm

Name of Institution Kwantlen University College

Title of Program Post Baccalaureate Diploma in Human Resources Management

Credential to be awarded to graduates Post Baccalaureate Diploma in Human ResourcesManagement

Length of Program 30 credit hours

Program Proposal

Post Baccalaureate Diploma inHuman Resources Management

March 2006


Institutional Contact Arthur Coren Title Dean School of Business

Phone 604 5992100 Email artcoren@kwantlenca

Post Baccalaureate Diploma in Human Resources Management

Table of Contents

EXECUTIVE SUMMARY 3

PROGRAM RATIONALE 4

PROGRAM DESCRIPTION 4

Goals and objectives of the Post Baccalaureate Diploma in Human Resources Management 4

Target student audiences 4

Student demand 4

Labour market demand 4

CURRICULUM 5

Skills knowledge or other attributes students will develop from the program 5

Program and course structure 6

PROGRAM CONSULTATIONS AND EVALUATION 8

Provincial post secondary institutions consultations 8

Summary of the nature of all other consultations 8

Program eligibility requirements as outlined at wwwbcsapbcca 9

Safety and other risk management 9

ADMISSIONS AND TRANSFER 9

Admission to the Post Baccalaureate Diplotna in Human Resources Management 9

Students ability to access the program through transfer 9

BIBLIOGRAPHY 11

APPENDIX IINTENDED LEARNING OUTCOMES 12

APPENDIX IICHRP REQUIRED PROFESSIONAL CAPABILITIES 13

APPENDIX IIIPOST BACCALAUREATE DIPLOMA IN HUMAN RESOURCESMANAGEMENT PROGRAM MAP 17

Kwantlen University College Page 2

Executive Summary


The Post Baccalaureate Diploma in Human Resources Management Diploma is a full orparttime intensive program for students wishing to undertake a specialized postdegree programin human resources management

Based on extensive consultations with business leaders and explicit reference to the RequiredProfessional Capabilities of the Certified Human Resources Professional CHRP designationthe Diploma is designed to prepare students to achieve the CHRP designation and prepare for arange of human resources professional roles some of which include

ManagerConsultant

AnalystAdvisor

Coordinator

The Diploma consists of the human resources management core courses a total of 30 creditsfrom the BBA in Human Resources Management Students enter the program after completing arecognized Bachelor degree The degree can be from any discipline but students who do nothave at least a business minor or directly related business experience may be required tocomplete a two course qualification program

Diploma classes will be scheduled for evenings weekends and on line with emphasis on hybridor blended learning to allow students to further their education while maintaining currentemployment

Students acquireGeneral success skills through employability skills studiesTechnical business skills through integrated and specific studies

Some unique features of this program areDirect incorporation of Intended Learning Outcomes based on the Certified HumanResources Professional requirements and industry feedbackPracticum learning partnerships with business applied projects and assignments andongoing work experienceProfessional development for individuals seeking higher level training



Program Rationale

The rationale for the Post Baccalaureate Diploma in Human Resources ManagementDiploma is to provide graduates of Bachelor degree programs with a pathway to acquire the

knowledge skills and abilities for successful employment in the human resources field and toachieve the Certified Human Resources Professional CHRP credential awarded by theCanadian Council of Human Resources Associations through the British Columbia HumanResources Management Association The Diploma will also provide adult learners currentlyworking in human resources management with broader and deeper capabilities that will enablethem to achieve professional status and advance their careers

Program Description

Goals and objectives of the Post Baccalaureate Diploma in Human Resources ManagementThe Diploma has been designed to achieve the set of intended learning outcomes that incorporatethe Required Professional Capabilities of the Certified Human Resources Professional CHRPdesignation and extensive industry feedback The intended learning outcomes are in Appendix I

The Diploma consists of the core third and fourth year courses from the Bachelor of BusinessAdministration in Human Resources Management The focus of the core human resourcemanagement courses in the degree and this program are to build and demonstrate competence ina set of core competencies that are required for professional employment in the field of humanresources management

Target student audiencesThe Diploma targets the following student audiences

recent graduates from general studies and businessoriented Bachelorlevel programswho want to pursue a career in the human resources field andadult learners who hold a Bachelorlevel degree and who are currently employed in thehuman resources field and want to upgrade their knowledge and experience

Student demand

There is sufficient student demand among Bachelorsgraduates from Kwantlen for this programto succeed Additionally BC Human Resources Management Association studies show that thelargest percentage of BCHRMA members who do not hold the CHRP designation is located inthe South Fraser region served by Kwantlen Kwantlen is a logical provider of educationalservices for these individuals Kwantlen also plans to bring the Diploma program on line whichwill add to the reach of the program provincewide

Labour market demand

The Government of Canada provides labour market projection information through the JobFutures web site These projections are products of the Canadian Occupational ProjectionSystem COPS which is based on Human Resources Development Canada HRDC surveys of

From a powcrpoint presentation Segmentation Analysis by Carol Hamm Director of Professional Development for RCHRMA fall 2005



occupations grouped by National Occupation Code NOC other government departmentinformation as well as consultations with industry professional associations and unions

NOC 1121 is the National Occupation Code for Specialists in Human Resources whichrepresents the job class covering the first professional level of Human Resources positions TheBBA in Human Resources Management will prepare students to compete well for jobs in thisclassification The Canadawide job outlook for NOC 1 121 through 2007 was last updated inApril 2003 In this update job prospects for NOC 1121 were compared to the average for alloccupational classes and the results showed

Demand is increasing because organizations are placing greater emphasis on recruitmentretention of goodemployeesHourly wages 2468 Carol above average for all job classifications 1691 the rate of wage growth istwice the averageThe unemployment rate16 is significantly below average for all job classifications 5The number ofjob openings exceeds the number ofjob seekers and few new entrants are recentgraduatesimmigrants

The BC Work Futures projections for NOC 1121 are based on the 13C data sources and the trendsfor BC are similar

Employment ProspectsThe Canadian Occupational Projection System COPS projects employment in this group will grow at

an annual rate of26which is much faster than the average for all occupations According to thisprojection 2880 positions will become available between 2001 and 2011 About half of these openings willresult from the replacement of retired workers and the remainder will result from growth in the number ofnew jobs The high growth in employment anticipated for this occupational group is largely attributed to theincreased volume of human resources related work due to worker turnover retraining and other adjustmentsassociated with a rapidly changing labour market

A comparison was made to the United States labour projections given that employment trends inthe US often mirror or lead those in Canada The outlook for the Human Resources profession inthe US is very similar to the Canadian projections

Job Outlook

The abundant supply of qualified college graduates and experienced workers should create keen competitionfor jobs Overall employment of human resources training and labor relations managers and specialists isexpected to grow faster than the average for all occupations through 2012 In addition to openings due togrowth many job openings will arise from the need to replace workers who transfer to other occupations orleave the labor force

Curriculum

Skills knowledge or other attributes students will develop from the programThe Diploma was designed using program mapping tools developed by Stiehl and LewchukCentral to this design process is the development of Intended Learning Outcomes which focus oncapabilities of students upon graduation The central focus of the Intended Learning Outcomesis asking the question What do students need to do in the real world for which we areresponsible within the program To the greatest extent possible assessment within the program

2 The information on JobFutures projection development was verified September 22 2005 and can he accessed atbnpiwwwiohfuturescaenacknowledeemcntsshtmt

verified September 22 2005agutpwwwiobfuturescainoc1121D3shtml1 verified September 22 2005 at h11nfwwwworkfutures he caomfilednmtilecfnnoc1121 @lanrentksit5 verified September 22 2005 at hup9www blsvuvocoocos02 l hlurnoutlook6 Ruth Stiehl and Les Lewchuk The Mapping Primer The Learning Organization Corvallis Oregon 2005



will indicate the capabilities of students to do what is intended in the learning outcomes Thefocus of assessment will be to determine what the student will be able to actually do

The Intended Learning Outcomes for the Diploma were developed referencing the RequiredProfessional Capabilities RPCs of the Certified Human Resources Professional CHRP whichare included in Appendix II

Program and course structureThe Post Baccalaureate Diploma in Human Resources Management Program Map AppendixIII illustrates the courses in the program which are all drawn from the BBA in HumanResources Management The courses include

HRMT 3115

Human Relations in OrganizationsStudents will apply and use key concepts of human behaviour in organizations with in depthfocus on the phenomena of communication leadership decision making conflict and change atthe individual group and organizational levels They will further their developmentof interpersonal skills that contribute to effective functioning in organizational settings Studentswill assess their human relations strengths and weaknesses and identify opportunities tosubstantively increase individual contribution to the organization and achieve higher levels ofpersonal fulfillment in their career and life

HRMT 3125

Employment LawStudents will research review and apply the applicable statute and common law regulating theemployment relationship Areas to be dealt with include employment agreements the duties ofthe employer and employee and termination of the relationship including the law of wrongfuldismissal Also covered are the statutory schemes which affect the employment relationshipincluding the Employment Standards Act and the Labour Relations Code Attention will also bepaid to Human Rights legislation including the duty to accommodate

HRMT 3135

Recruitment and Selection

Students will utilize to the most uptodate aspects of the current issues and methodologies usedin recruiting and selecting employees for organizations as essential components of strategichuman resources planning with an emphasis on their strategic role in enhancing organizationalperformance at all levels Students will deal with contemporary developments and their practicalapplications related to organization and job analysis competencies andperformance performance management employee recruitment screening and selection testinginterviewing and related decision making

HRMT 3145

Occupational Health and SafetyStudents will work as a member of a team to identify strategic organizational practices foroccupational health and safety consistent with the organizationsstrategy improve occupationalhealth and safety practices through the assessment of education and communication needs and



the provision of appropriate programs and analyze program effectiveness and track accidentreports and health outcomes based on information and data from a Human Resource InformationSystem

HRMT 3255

Total CompensationStudents will evaluate and implement a road map to modern compensation strategy and designThey will utilize the process an HR practitioner follows in order to put together a totally effectivecompensation program according to contemporary standards The focus is on performancebasedapproaches to compensation that will help create state of the art programs that support anorganizationsbroad based strategic needs The most advanced thinking in job analysis jobevaluation compensation surveys contingencybased compensation plans current executivecompensation packages productivity measurement and the use of computers in compensation aresome of the concepts and issues students will utilize

HRMT 3265

Employee Development and CoachingStudents will utilize best professional practices focusing on the wise management of training anddevelopment as a critical investment in an organizationshuman Resources capital Students willdemonstrate processes centered around the roles and responsibilities of HRD professionals themodel of training positioning training importance of needs analysis strategic goal settingprogram design on and offthe job training methodologies transfer of training trainingevaluation and costing diversity of training programs as well as the management developmentprocess They will also model and utilize coaching as a powerful intervention to help createextraordinary individual and organizational results by impacting people and the way they thinkand work together

HRMT 4115

Labour Relations

Students will practise the application of collective agreement language in an organizationalsetting through a series of grievance cases covering all aspects of a collective agreementDecisions on grievances heard throughout the course will be used by students to preparelanguage proposals for negotiations and will confront issues surrounding labour disruptions andthe application of Labour Relations legislation

HRMT 4125 or ENTR 3110Organizational DevelopmentStudents will research review and present key findings to support engaging in best practicedialogues around a variety of key organization development concepts including the process oforganization development human process interventions techno structural interventions Humanresources management interventions strategic interventions and special applications oforganization development including corporate coaching

Kwanilen University College Page 7


HRMT 4500 6 credit hoursStrategic Human Resources ManagementStudents will synthesize developmental leadership and application experiences to analyzefactors internal and external to the organization and provide strategic recommendations based onan organizationshuman capital develop strategic human resource plans in concert with theorganizationsstrategic plan develop and implement plans to address gaps in an organizationscapabilities in order to carry out strategy implement strategic staffing processes to maintainorganizational effectiveness and analyze trends in the organizationsenvironment and developappropriate HR responses A major portion of the course will be a practicum where studentswill work directly with an organization on a significant Human resources management project

National certifications Certified Human Resources Professional CHRPAs stated above the Required Professional Capabilities of the CHRP were incorporated into theIntended Learning Outcomes for the Program Students achieve the CHRP designation bywriting two exams administered by the BC Human Resources Management Association orother provincial human resources association in other provinces The first exam is acomprehensive knowledge exam and the second is a professional practice exam Studentsgraduating from this Program should be able to successfully complete the knowledge examStudents are advised by the provincial association to attempt the professional practice exam afterat least one full year of professional employment in human resources management

Program Consultations and Evaluation

Provincial post secondary institutions consultationsThe recently developed BBA in Human Resources Management is the basis for this programThe BBA in Human Resources Management was posted on the PSIPS web site in November2005 and elicited comment from Okanagan College and Camousun College both of which werepositive

Summary of the nature of all other consultationsThe adoption of the Certified Human Resources Professional as a Canadawide designation forHR professionals was the catalyst for the design of the BBA in Human Resources ManagementSpecifically the Required Professional Capabilities or RPCs were the touchstone for thedevelopment of the Intended Learning Outcomes for this degree

The program development team held a meeting on October 8 2004 with HRM professionalrepresentatives At this meeting we asked for feedback from the industry group on the requiredcapabilities of graduates of a HRM program Their comments in reference to the RPCsbecame the basis for the proposed courses in the BBA in Human Resources Management thecore of which is the basis for this Program as a means of achieving the Intended LearningOutcomes On April 25 2005 the industry group was brought together to see the draft designof the degree for the first time and feedback was requested This feedback was incorporated intothe final degree proposal and is reflected in the design of the Diploma as well

see hItn9wwwcchmccarhcanarvcnsccUOn 3ssilejThe repon from this meeting is available al Minislam kwamleneasitesbusiness myna nsfnaedHHRM InitiativeasCuniculum Report from

October 8 meeting

Kwanilen University College Pagc 8


Program eligibility requirements as outlined at wwwbcsapbccaIt is our understanding that this program meets the requirements for student financial aid as setout at the above Ministry of Advanced Education link

Program EvaluationThe Post Baccalaureate Diploma in Human Resources Management once approved will besubject to an ongoing review process Kwantlen University College has a comprehensiveProgram Review policy in place the introduction to which states

Purpose of Program ReviewsProgram Reviews at Kwantlen University College ensure that Kwantlenseducational offerings thosecourses and programs developed under the jurisdiction of Education Council are reviewed regularly fortheir educational quality and that the university college has a systematic means by which programquality and educational excellence can be continually improved

The courses in the Diploma program are drawn from the BBA in Human ResourcesManagement As per KwantlensCurriculum Development and Change Policy courses arerevised in the Business Management department on a three to fiveyear cycle As with any newcourse we will be paying close attention to monitoring student achievement versus intendedlearning outcomes the quality of materials used and the effectiveness of learning strategiesThis ongoing assessment will utilize Kwantlenscourse and instructor review survey methodsdirect student feedback and instructor observation

Safety and other risk managementThere are no safety or other risk management issues associated with this program that are notcommon to the normal instructional environment at Kwantlen

Admissions and Transfer

Admission to the Post Baccalaureate Diploma in Human Resources ManagementAdmission to the Diploma requires the successful completion of a recognized Bachelors degreeStudents graduating from a Bachelors degree program that does not include at least a minor inBusiness may be required to take two qualifying courses in order to ensure their success in theProgram BUSI 1210 Essentials of Management and ACCT 1 160 Essentials of AccountingStudents who have extensive business experience in human resources management may requestan interview with the program coordinator who may waive the requirement to complete thesetwo courses prior to program entry

see hnnJwww kwantlencanresidenlpoliciaeducalinhr2htm

1 huntwwwkwanilencanoliciesBFducatiosb I lodf See also hitoJola akwanilencahitcsledcouncilnsgnagesCourseOutline where theCourse Outline Manual CO Manualpdf specifies a 35 year rotation for review of course outlines



Students ability to access the program through transferKwantlen University College has comprehensive transfer arrangements which include thefollowing policies Policy descriptions only listed below

Credit For Prior Learning Policy B14

Kwantlen University College will when requested by a student and in accordance with establishedarticulation agreements or appropriate evaluation procedures assess learning that the student has gainedthrough prior course work andor life and work experiences Where that learning can be equated to thelearning outcomes or objectives of a course or program at Kwantlen credit will be granted Credit willnormally be granted through transfer andor prior teaming assessment

Each program will determine the amount of PLA or transfer credits required for graduation that will beacceptable for that program up to a maximum of 75

Transfer of Articulated Courses from other Post Secondary Institutions to Kwantlen

University College Policy BI5

The provision of programs for university transfer has been a major function of public post secondaryinstitutions in British Columbia since the inception of community colleges in the 1960s and 1970sTransfer of courses between colleges has also been a factor With the growth in number of accreditedprivate post secondary institutions it became necessary to incorporate them in the transfer process

Kwantlen University College is a strong supporter of the articulation of transfer of courses andprograms between institutions and supports the following principles

1 The primary purpose for transfer is to increase student accessibility to postsecondary education by facilitating mobility between other institutions andKwantlen

2 In any transfer arrangement the academic integrity of Kwantlenscourses andprogrammes must be protected and preserved

3 Awarding of transfer credit shall be governed by this policy

4 Kwantlen shall not make changes in transfer arrangements without providingadequate notice and lead time to sending institutions

5 If Kwantlen has received assigned credit for one of its courses at another institutionKwantlen will normally grant that institution assigned credit for their equivalentcourse Exceptions will require justification

Transfer out of the proposed program into other programsThis program is designed to be an additional professional qualification Other institutions maygrant students credit towards Masters level programs upon successful completion of the PostBaccalaureate Diploma in Human Resources Management

II Kwantlen University CollegesPolicies are at http wwwkwantlen eapolicies


Bibliography


BC Human Resources Management Association CHRP Designation BCHRMA web sitehttpwwwbchrmaorgcontentchrp

Government of Canada Job Futures National Edition Specialists in Human Resources NOC1121 Job Futures web site http wwwiobfuturescanocl 121p3shtml

Kwantlen University College Bylaws and Policies Manual Kwantlen Univeristy Collegeweb site

httpwwwkwantlencapolicies

Kwantlen University College Calendar 0405 Kwantlen University College web sitehttpwwwkwantlencacalendar

Kwantlen University College Kwantlen Business Management Department Strategic PlanImplementation Kwantlen University College web sitehttp plaza kwantlen casitesbusinessmgmtnsfpagesHRM Initiative

Professional Assessment Resource Centre CHRP Required Professional CapabilitiesRPCs PARC web site http wwwcchra ccarhcaparcensection 3ss33easp

Stiehl Ruth and Lewchuk Les The Mapping Primer The Learning Organization CorvalisOregon 2004S

tiehl Ruth and Lewchuk Les The Outcomes Primer The Learning Organization CorvalisOregon 2002

Work Futures British Columbia Occupational Outlooks Specialists in Human Resources NOC1121 Work Futures web sitehttp wwwworkfuturesbccaprofilesprofilecfmnoc1121 langensite graphic

US Department of Labor Bureau of Labor Statistics Human Resources Training and LaborRelations Managers and Specialists Bureau of Labor Statistics web sitehtipwwwb1sgovocoocos021htmfflop

Kwantlen University College Page 1 I


Appendix IIntended Learning Outcomes

HRM Program Learning Outcomes1 Develop and implement strategically aligned HR programs and policies to facilitate

achievement of organizational goals that are consistent with legal requirements and bestprofessional practices

2 Develop and manage employee acquisition staffing and retention systems to achievebest fit with organizational strategy and culture

3 Diagnose design and implement changes to organizational reward systems andprocesses consistent with the organizational goals strategy culture and the businessenvironment

4 Diagnose design and implement Health Safety and Wellness programs and practices toenhance organizational performance consistent with the regulatory environment

5 Lead and manage the organizationlabour relationship to achieve productive outcomes forall stakeholders consistent with labour law the grievancearbitration process andeffective employee relations practices

6 Develop and utilize reports from a Human Resource Information System to supportplanning effectiveness assessment and changes in Human Resource program delivery

7 Prepare and manage functional HRM projects and programs that meet the needs of keystakeholders using needs assessment costbenefit analyses and post assessment at theindividual group and systemwide level

8 Use situational assessment conflict management and negotiation skills to coachindividuals and groups to build productive relationships

9 Lead organizational effectiveness initiatives including developing administering andanalyzing the results of data collection tools that are consistent with an organizationaldevelopment strategy

10 Demonstrate effective internal consulting and client service skills by utilizing bestprofessional business practices in the areas of accountability responsibility and resultsachievement

1 1 Model and utilize best leadership practices to achieve successful and effective outcomesfor self teams and the organization



Appendix IICHRP Required Professional CapabilitiesRequired Professional Capabilities Entry Level RPCsProfessional Practice in Human Resources

Contributes to an environment that fosters effective working relationshipsGathers analyzes and reports relevant business and industry information including global trendsDevelops budgets monitors expenditures and evaluates activities of contractorsDevelops requests for proposals RFP and reviews submissions by third partiesMonitors expenditures and timelinesEvaluates progress on deliverablesAdvises client on status of dependent and independent contractors and elements of employeestatus

Establishes and maintains the trust and support of ones manager and subordinatesDevelops and administers a departmental or project budgetOperates within organisational guidelines for procurement of equipment and servicesBuilds constructive and supportive relationshipsProvides services to enable employee success while maintaining the well being of theorganizationUnderstands and adheres to the Canadian Council of Human Resources Associationscode of

ethics

Stays current in terms of professional developmentContributes to and promotes the development of the professionOrganizational EffectivenessProvides input into the development of employee feedback systems that support theorganizational directions and cultureGathers and analyzes employee feedback to assist decision makingDevelops and implements programs for employee involvementMaintains an inventory of HR talent for the use of the organizationEncourages interaction between the organization and external stakeholders eg publicgovernment educational institutions community groups that supports the development andimplementation of the HR plan

Staffing

Identifies potential source of qualified candidatesImplements and monitors processes for attracting qualified candidatesEvaluates recruiting effectivenessAnalyses position requirements to establish selection criteriaEstablishes screening and assessment proceduresEstablishes appointment proceduresDevelops orientation policies and procedures for new employeesDevelops deployment procedures eg transfers secondments and reassignmentsImplements deployment procedures ensuring necessary compensation and benefit changes andeducation plans are addressedEmployee Labour RelationsMonitors applications of HR policiesProvides advice to clients on the establishment continuation and termination of bargaining rightsCollects and develops information required for good decision making throughout the bargainingprocess

see hun wwwcchrncrnrhrnnnrcensection Ess33easp



Advises client on matters related to interest arbitration

Interprets the collective agreementAdvises clients of signatories rights including those with respect to grievance proceduresProvides consultation and risk assessment in issues involving arbitrationContributes to communication plan during work disruptions

Total Compensation

Identifies potential sources and the markets in which the organization competes for qualifiedcandidates

Monitors the competitiveness of the compensation program relative to comparable organizationsEnsures compliance with legally required programsPerforms a cost benefit analysis of organizational and employee needs and preferences relative tobenefit plans including taxation considerations and funding requirementsDevelops specifications for the acquisition and daytoday management of employee benefitprograms

Ensures the effectiveness of benefit programs by providing information ensuring accessibility ofthe program and by minimizing the cost of the programManages the transition to new plans including communications employee counseling trainingand discarding redundant practicesEstablishes sound operational practices to ensure confidentiality of employee information andcompliance with regulatory requirementsIntegrates the basic benefits program with disability managementPerforms a cost benefit analysis of organizational and employee needs and preferences includingtaxation considerations legislative requirements and funding requirementsDevelops specifications for the acquisition or redesign of pension plans and their administrationReviews pension proposals submitted by third parties and evaluates the information receivedRecommends pension plan most suited to organizational objectivesManages the transition to a new or revised plans by providing information to plan participantsand providing appropriate training for administrative staffProvides necessary information and counselling to plan participantsAdministering the reporting funding and fiduciary aspects of the planEstablishes payroll guidelines based on relevant legislation tax laws company policy andcontractual pay requirementsEnsures accurate and timely delivery of payEnsures pay records are accurate and completeDetermines appropriateness of releasing confidential pay information

Organizational Learning Development Training

Assesses and reports on the costs and benefits of engaging internal and external suppliers ofdevelopment programs given the organizational constraints and objectivesEnsures the application of appropriate development methods and techniques based upon generallyaccepted principles of adult learningUsing a variety of methods facilitates the delivery of development programs to groups andindividual learners

Documents participant feedback to evaluate effectiveness of program deliveryConducts an evaluation of the programCompiles analyzes and documents evaluation data based on feedbackInterprets results of development programs in terms of contribution to organizational objectivesand does a post development followupProvides the appropriate assessment tools for determining career development options foremployees



Facilitates the implementation of cross functional development work experiences for employeesMonitors documents and reports on career development activities within the organizationEnsures legislated training obligations are met within the organizationConducts training need assessments by identifying individual and corporate learning requirementsRecommends the most appropriate way to meet identified learning needs egcoursessecondments and onthe job activitiesEstablishes priority of responses to needs assessment resultsFacilitates coaching and post training support activities to ensure transfer of learning to theworkplaceDevelops training budgets monitors expenditures and documents activities associated withtrainingIdentifies and accesses extemal sources of training funding available to employeesDevelops requests for proposals RFP and reviews submissions by third partiesRecommends the selection of external training consultants and contractors such as publiceducation institutions

Participates in course design and selectiondelivery of learning materials via various mediaEnsures arrangements are made for training schedules facilities trainers participants andequipment and course materialsEnsures participant and organizational feedback is documented and evaluated

Workplace Health Safety

Implements and evaluates practices in the areas of health safety security and WorkersCompensationEnsures due diligence and strict liability requirements are met eg records are kept and formalprocedures establishedProvides input on matters related to the drafting andorapplication of legislation or regulationsrelated to health safety security and workers compensationContributes to and ensures that policy for required medical testing be in place and falls within thelimits of statute and contract

Contributes to policy on the workplace environment eg smoking workplace violence scentfree communicable diseases and addictionsEnsures internal environmental concerns such as quality of air and water is addressedCreates a strategy for effective liaison with the medical communityEnsures accommodation and graduated return to work programs are in place to meet the needs ofdisabled employeesEnsures that modifications to the work environment are consistent with the nature of worker

disability eg total vs partial and temporary versus permanentDevelops or provides for wellness and employee assistance programs to support organizationaleffectiveness

Provides information to employees and managers on available programsEnsures that mechanisms are in place for responding to crises in the workplace including criticalincident stress managementEstablishes a joint responsibility system as required by law eg worker management HealthSafety committees investigations audits testing and training to ensure employee safetyResponds to any refusals to perform work believed to be unsafeAnalyses risk to the health and safety of employees and determines appropriate preventativemeasures including training provision of required safety equipment and administrative practicesEstablishes effective programs for accident prevention incident investigation inspections fireand emergency response and required trainingEnsures that security programs and policies minimize risks while considering the obligation ofthe employer and the rights of employees union and third parties



Analyzes rale grouping costs early intervention and return to work programs claimsmanagement programs and claims appealsEstablishes and implements strategies to minimize compensation costsEnsures compliance with legislated reporting requirementsCoordinates Workers Compensation benefits with other employee benefits eg sick leavelongterm disability and pension

Human Resources Information Management

Ensures that the organization complies with legislated and contractual requirements forinformation management egrtcord of hours worked and records of exposure to hazardoussubstances

Assesses requests for HR information in light of corporate policy freedom of informationlegislation evidentiary privileges and contractual or other releasesContributes to the development of information security measures


Appendix IIIPost Baccalaureate Diploma in Human ResourcesManagement Program MapPlease see the following page



Program Level MapPost Baccalaureate Diploma In HumanResources Management

ost Graduate 30 credits

ACCT 1160

1 AcmmGnaEssen ab

6U511210i Eisentiab of

r Management

i HRMT 3125Errpbytrent

ry Law

1 tment

mv

HRMT 3135

Rec

5ebN

HHMT 3145

1 DcapatbnalHealth Safety

Student Membership In HRMA Student HRMG Club I Speakers Presentations

HRMT 31151 Hunan

Relatbru in

Organizations

HRMT 3265Employee

DevebpnetCoachingv

HRMT 3255

i Total

r Corpeoatbn

Human Resources

Management Core

Program BBA Programs

College Kwantlen University College

i

HRMT 4115later

Retatbro

1 HRMT 4181 Organizationalt Developmentv

Intended

Roles

Human Resource

Management positionsManagerConsultant

AnalystAdvisor

Coordinator

November2005

EntryRequirements

CompletedBaccalaureate

degree in businessor other discipline

Six credit hour

bridging coursesmay be required fornon business degreestudents

INTENDED LEARNING OUTCOMES

Develop and Implement strategically aligned HR programs andpollees to facilitate achievement of organizational goals that areconsistent with legal requirements and best professional practices

Develop and manage employee acquisition staffing andretention systems to achieve best fit with organizationalstrategy and culture

Diagnose design and Implement changes toorganizational reward systems and processes consistentwith the organizational gods strategy culture and thebusiness environment

Diagnose design end implement Health Safety andWellness programs and practices to enhanceorganizational performance consistent with theregulatory environment

Lead and manage the organlsationlabourrelationship to achieve productive outcomesfor all stakeholders consistent with labourlaw the grievancearbitration process andeffective employee relations practices

Develop and utilize reports from eHuman Resource Information System tosupport planning effectivenessassessment and changes In HumanResource program delivery

Prepare and manage functional HRM projectsand programs that meet the needs of keystakeholder using needs assessmentcostbenefit analyses and post assessment atthe Individual group and systemwale level

Use situational assessment conflict management andnegotiation signs to coach Individuals and groups tobuild productive relationships

Lead organizational effectiveness Initiatives Includingdeveloping administering and analyzing the results of datacollection tools that are consistent with an organizationaldevelopment strategy

Demonstrate effective Internal consulting and client serviceskills by utilizing best professional business practices in theareas of accountability responsibility and results achievement

Model and utilize best leadership practices to achieve successful andeffective outcomes for self teams and the organization

Program and Course Mapping Conventions Toolsend Templates Copyright 0 2004 Stiehl and Lewchuk

To Carol HansenlempkwantlenCa Carolyn RobertsonempkwantlenCaSent by Karen Metzger cc

Subject feedback from DPAC re your CHS initiative03302006 0353 PM

Irv Karen Metzger

Hi Carol and Carolyn

The following is a belated excerpt from the unapproved minutes of the Mar 22 DPAC meeting Feel free toedit the paragraphs as needed It looks to me like you have made all the changes with the exception of the1st bullet below It is possible I misunderstood If you agree that it should be done you could provide areplacement page at EdCo on Monday

Framework Community Health CoreCarolyn Robertson and Carol Hansen presented the Community Health Studies Community Educationand Health Core Common Curriculum Initiative The basic purpose of the proposal is to restructurecurriculum and to create new pathways for the Community Support Worker Horne SupportResident CareAttendant GerontologyBased Therapeutic Recreation and Special Education Teacher Assistant programsto create core common courses for all the programs and to allow students to more easily access multiplecredentials This change supported by the related advisory committees will allow interdisciplinary studyand teaching and will create options for students to pursue related higher credentials Should there besomething in here about efficiencyThis will be followed by full program proposals or revision memos as required for each programMoved by Susan Morris seconded by Dana Cserepes to recommend approval of the CommunityHealth Studies Community Education and Health Core Common Curriculum Initiative pending thefollowing revisions

p 3 move the second bullet under B Purpose to C Rationalep 6 name the programs that share the coursesAdd an appendix showing laddering options for graduatesInclude the letters of support when the paper is presented to Education Council

MOTION CARRIED 1 abstention Carol Hansen

This will go forward to Education CouncilKaren

Karen MetzgerAdministrative Assistant Education CouncilKwantlen University CollegePh 604 5992475 Fax 604 5992235


AGENDA

I Call to order 415

2 Confirmation of Agenda

3 Approval of Minutes Feb 15 2006

4 Post baccalaureate Credentials for information only 425

5 FPP Post Baccalaureate Diplomain Human Resources Management 430

6 Framework Community Health Core 510

7 Program Revision Computer Information Systems Diplomaand Bachelor of Technology in Information Technology 530

8 FPP Graduate Nurse Reentry Program

9 Next Meeting April 19 2006

10 Adjournment

Distribution

Dianne Crisp S ChairDana Cserepes SRobert Fleming RDana Goedbloed 5Carol Hansen SBevin Heath Ansley SCasey McConill SJudith McGillivray SKaren Metzger RecorderS

NOTE Agenda only distributed to deans mailing list and to presunters

Degree and Program Assessment Committee DPACWed Mar 22 2006 415 pm

Room G 2110 Surrey Campus

545

Dana Goedbloed

Dana Goedbloed

Doug Fletcher

Carol Hansen

Andy Law

Lori Shortridge

Joshua Mitchell SSusan Morris RMaxine Mott SElaine Samwald RWendy Royal STakashi Sato Ex OfficioPanteli Tritchew STally Wade N


Faculty of Community Health Studies

Community Education and Health Care Common Curriculum Initiative

A EXECUTIVE SUMMARY

The Faculty of Community and Health Studies proposes to develop educational pathways forCertificates and Diplomas that prepare paraprofessional level practitioners to support childrenand adults in the Community Living Education and Health Care sectors Four programs withinthe Faculty of Community and Health Studies currently address these areas the Diploma inCommunity Support Worker Certificate in GerontologyBased Therapeutic RecreationCertificate in Home SupportResident Care Attendant and Certificate in Special EducationTeacher Assistant While each of these programs addresses specific fieldbased practice theyalso share common principles and concepts that are foundational to the support of others TheFaculty of Community and Health Studies proposes a restructuring of these four programs todevelop a framework that offers core and specialty courses to prepare practitioners for thecomplex work environments they will face This proposal recommends the creation ofeducational pathways which will provide students opportunities to access multiple credentialsand to work across sectors These pathways are designed to support students to pursue furtherstudies at the diploma and degree levels to extend their practice and career pathsas the sectors evolve As well this framework allows students to study in a multidisciplinarycontext that will contribute to the broadening of perspectives on service citizenship and globalunderstanding as per Kwantlen University CollegesVision Mission and Values see AppendixA

At the core of the Community Support Worker GerontologyBased Therapeutic RecreationHome SupportResident Care Attendant and Special Education Teacher Assistant Programs arethe principles of person centred practice Graduates of these programs work across theCommunity Living Education and Health Care sectors and in a variety of settings includingelementary and secondary schools group homes vocational programs longterm care facilitiessenior daycare centres residential care facilities home support agencies and in homes and thecommunity All share a primary purpose in supporting individuals with diverse needs toparticipate in their families communities and society in a variety of valued roles

The Common Curriculum Project Advisory Committee members Appendix B indicated thatemployers want future employees to be flexible and be prepared to work in a variety of settingsto support people with individualized support needs who are of different ages and have a rangeof abilities The development of common courses will prepare graduates from all four programsCCI FRAMEWORK DOCUMENT February 23 2006

in the foundational concepts and principles of supporting others and will facilitate student accessto dual or multiple credentials Graduates will have increased access to employmentopportunities across sectors

While there are a number of common threads throughout the curriculum of the four programsthere are also unique and distinct elements that are critical for practitioners in each sector Theneed to retain specific fieldbased curriculum was strongly supported by the AdvisoryCommittee members who value the quality of Kwantlensgraduates It was recommended thatrestructuring enrich the integrity of the existing programs which are highly respected and fromwhich graduates are highly sought after

To this end a change in employability competencies for each program will not occur ratherlearning outcomes will be reconfigured Students will share some foundational coursesHowever through specialty courses they will also retain the level of expertise required tograduate with credentials within their specialty area

Certificate and Diploma in Community Support Worker CSWCertificate in GerontologyBased Therapeutic Recreation GBTRCertificate in Home SupportResident Care Attendant HSRCACertificate in Special Education Teacher Assistant SETA

Many students are seeking educational pathways that provide them mobility across sectors at aparaprofessional level They are also seeking transferability into related Diploma and DegreePrograms that will allow them to pursue professionallevel careers such as teaching child andyouth care counseling rehabilitation nursing and management Currently all four programshave extemal articulation agreements with postsecondary institutions in BC and Alberta thatallow graduates to complete Diploma and Degree Programs in related careers Restructuringretains current articulation agreements and creates new pathways for graduates to continue theirstudies and complete Diploma and Degree studies both internally and extemally

The key outcomes of this initiative are to

retain the integrity of the current programs that are successfully preparing graduates tomeet the needs of the employers and the individuals they supportretain the existing exit credentials in which students have met the employabilitycompetencies identified by the various sectors and current articulation agreementsrestructure existing curriculum into common courses that will be shared across programsand specialization courses that are field specificprovide educational pathways for students within the four programs to access dual ormultiple credentials

create new educational pathways that provide increased mobility and transferability toDiploma and Degree programs and opportunities for further career development

CCI FRAMEWORK DOCUMENTFebruary 23 2006

provide an opportunity for students to leam in a multidisciplinary context that contributesto the broadening of perspectives and the development of citizenship and globalunderstanding

provide an opportunity for students to develop an understanding of diverse perspectiveson the nature of support principles of caring and person centred practiceprovide an opportunity for students to work with faculty from a variety of disciplinesdesign offerings that will allow flexible delivery including online and mixed modedelivery multiple access points flexibility of scheduling and location andprovide opportunities for faculty to collaborate in the design and delivery of integratedteam developed learning experiences

B PURPOSE

The purpose of this paper is to request approval in principleTo restructure curriculum and pathways for the Community Support Worker HomeSupportResident Care Attendant GerontologyBased Therapeutic Recreation andSpecial Education Teacher Assistant Programs Ensuing credit changes will result in thedevelopment of a Full Program Proposal for the Community Support Worker Diploma

IIIand Program Revision Memos for the remaining three programs GBTR HSRCA andSETA Program

To creat addi nal ed ctgnalpathways that will provide further options for studentsseekin cr entials in rela unity Educatton Hath Care credentials

6 I including GeronntologyPractitionerDiplomaIPracticalNurseEarly Childhood1tf714Educati

i ei t t

C RATIONALE 4 i4L rd

The Community Living Education and Health Care sectors in British Columbia face significantchallenges as the numbers and needs of persons who are aging or disabled increase Governmentof Canada 2005 In order to retain a well prepared work force it is critical to offer credentialsthat ensure that graduates will be competent practitioners prepared to meet the demands of theirfields and educational pathways that provide an opportunity for mobility and future education tomeet evolving demands

C1 Background

In 2001 a curriculum initiative was undertaken to develop a shared course in the Faculty ofCommunity and Health Studies CAHS 1100 Interpersonal Communication Skills25This course was developed with the recognition that graduates of all four of the

CC FRAMEWORK DOCUMENT February 23 2006

Community Education and Health Care programs share a common outcome for theirgraduates effective interpersonal communication This was the beginning of theidentification of common elements amongst the four programs It became clear that a moredeliberate effort could be undertaken to allow for further integration throughout theprograms

To this end a planning process was initiated in the Spring of 2005 to investigate the sharedcommon components of the four programs Two committees were established and

administration faculty and staff met to focus on curriculum analysis and vision pathwaysand structure

In the Fall of 2005 a sub committee with representatives from all four of the programs wasestablished to coordinate and write the required proposals and curriculum This subcommittee consisted of designated faculty and the Acting Associate Dean of the Faculty ofCommunity Health Studies see Appendix C

The Common Curriculum Initiative Advisory Committee consisting of representativesfrom each of the four programsAdvisory Committees met in November of 2005 toreceive preliminary information on the initiative and provide feedback and direction TheAdvisory Committees of three of the four programs had been apprised of the project duringSeptember and October of 2005 The fourth was unable to meet due to labour disruption intheir sector they will be meeting in March of 2006 Initial support for the concept inprinciple was strong from the Common Curriculum Initiative Advisory Committee ThisCommittee met in February of 2006 to receive the Draft Executive Summary of theFramework Document and engaged in detailed discussion about curriculum pathways andemployer needs support was again extended and letters are forthcoming

C2 Labour Market Information

Current labour market information from BC Work Futures indicates that the need forpractitioners in the Community Living Education and Health Care sectors will continue togrow over the next ten years Government of Canada 2005 This growth is related to anumber of factors including the overall growth in population in the South Fraser Regionwhich is projected to increase by as many as 95000 residents in the next ten yearsKwantlen University College BA Framework 2004 While the overall population isgrowing so is the number of people with disabilities and age related needs The populationis aging and as more baby boomers reach late middle age the overall demand for varioushealth care and therapy services is expected to increase Government of Canada 2005p l As well there is an increase in the number of children and youth with disabilitiesreceiving support in schools BC Ministry of Education 2006 Much of this increase can


be attributed to improvements in medical care that enable people with disabilities to leadactive and productive lives within schools and the community

There has and will continue to be a steady demand for paraprofessional practitioners BCWork Futures indicates that more employment opportunities are likely to be found inextended care facilities senior residences and other communitybased rehabilitationcentres Government of Canada 2005 pl as well as in schools and the community

C4 Student Feedback Regarding Credentials Studies at Kwantlen University College

Student feedback regarding their credentials and studies at Kwantlen University Collegehas been extremely positive Data from the Student Outcome Reporting System SORSindicates a high level of satisfaction from the graduates of all four programs Over 90 ofthe graduates from 2003 2005 are employed and the majority are working within their fieldof study Ministry of Advanced Education 2005 This feedback indicates the need toretain the quality of the existing programs to enhance rather than to diminish the integrityof the current educational experience and to maintain the quality of the graduates

SORS data also indicates that between 927 of graduates in the GBTR HSRCA andSETA certificate programs further their educational studies Ministry of AdvancedEducation 2005 In the Community Support Worker program where certificate studentshave an opportunity to directly pursue diploma studies this figure increases to 2345

D CURRICULUM FRAMEWORK

Interprogram curriculum analysis fieldbased standards of practice and competenciesprovincial articulation agreements and fieldbased feedback have informed the beginnings ofcurriculum restructuring for this project The learning outcomes from each program have beencompared through a DACUM analysis Developing a Curriculum and grouped according tocommon themes and field specific learning outcomes Learning outcomes have been identified asshared amongst four programs three programs and two programs and grouped into connectedand cohesive clusters for course development This analysis has focused on the development ofprograms to the certificate and diploma level while maintaining current degree articulationoptions and developing further pathways

D1 Essential Elements

The configuring of each program as a whole with shared and specialty courses willcontain the outcomes identified by each of the employer groups as necessary to

CCI FRAMEWORK DOCUMENT 5 February 23 2006

successfully fulfill the functions and roles of each type of practitioner Within theframework of course development all courses will be analyzed for learning outcomes andcontent that are similar to all four of the programs Core courses will be developedAnalysis will also identify commonalities between three out of the four programs two outof the four programs and learning outcomes that are unique to each specialty area To datereconfiguration has yielded the following possibilities

Core courses shared by all four programsInterpersonal Communication Skills

Essentials to Person Centred Practice ProfessionalismPrinciples of ObservationWritten Communications

cS 5E7 1f l C74Core courses shared by three of the four programsHealth Personal Care Support

Core courses shared by two of the four programsDementia

Wellness

Perspectives on Diversity

Fieldspecific courses courses specific to the credential areaField specific courses to be identified through continued curricular analysis anddevelopment

D2 Admission Requirements

In addition to the general entrance requirements for Kwantlen University College anapplicant must meet the minimum entrance requirements of the specific credential applied 1pfor o

D3 Multiple Entry and Exit Points scoe ect4

The Pathway to Bridging and Laddering see Appendix D provides an overview of entryand exit points

Students will apply specifically to the program they wish to obtain a credential fromand exit at the designated certificate or diploma levelStudents in the CSW Diploma Program may exit at the certificate level


Students graduating with a credential may reenter to complete another credential andreceive dual credit from the core courses receiving to a maximum of 50 credittowards their new credential credential admission requirements must be metStudents receiving an additional credential may ladder to available diploma optionsfrom the second credential

Existing workers who wish to obtain a credential may enter and have access to PriorLearning Assessment credential admission requirements must be metStudents from other colleges or universities may apply for direct transfer creditstowards their program

D4 Program Definitions

Certificate

A program of study that is usually two terms in length and includes a minimum of 30 credithours

Diploma

A program of study that is usually four terms in length and includes a minimum of 60credit hours

D5 Structure of Programs and Models of Delivery

All programs will be delivered on a fixedteen semesterbased model Select courses willbe considered for online and mixed mode delivery

E CONSULTATIONS

E1 External Consultations

An Advisory Committee has been established with representatives from all four of theprogram Advisory Committees faculty from each of the programs Dr Maxine Mott andDr Susan Powell The Committee met in November 2005 to receive an initial outline of theproject and received the Draft Executive Summary of the Framework on February 92006

Consultations have also occurred with representatives from similar programs at DouglasCollege and Camosun College as well as the Bachelor of Child and Youth Care Degree atUniversity College of the Fraser Valley These consultations have provided valuableassistance in both curricular structure and program delivery

CCI FRAMEWORK DOCUMENTeb ary 23 2

i

E2 Internal Consultations September 2005February 2006

Support for the project in principle has been expressed by the followingDr Maxine Mott Dean Community and Health StudiesDr Rob Fleming Acting Vice Pres Leam Provost Associate VP AcademicServices

Jody Gordon Registrar Office of the RegistrarJosh Mitchell Associate Registrar Office of the RegistrarGordon Lee VP Information Development Strategic ServicesDana Goedbloed Associate Dean TradesTakashi Sato Chair Education Council

Dianne Crisp Chair DPAC

Karen Metzger Administrative Assistant Education CouncilLiz McKinlay Vice President Human ResourcE

Peter Chevrier Director Marketing Communication

Alice MacPherson Instructor PDSSPLA Coordinator Professional Dev SupportServices

David Wiens Chair Applied CommunicationsSusan Morris Counsellor CounsellingMoira DaSilva Associate Dean Access ProgramsBarbara Duggan Dean Applied Design Communications

Kirsten Darrach Degree Advisor Educational AdvisingSevin Heath Ansley Coop Development Coordinator Cooperative EducationMurray Speer Director Bookstore

Karen Hearn Director Facilities ManagementPaula Hannas Manager of User Support IET information Educational

TechnologyElaine Samwald Librarian LibrarySharon Andersen Curriculum Coordinator Bachelor of Nursing

F CONCLUSION

CCI FRAMEWORK DOCUMENT 8

The Faculty of Community Health Studies is proposing to restructure current curriculum in theCommunity Support Worker GerontologyBased Therapeutic Recreation HomeSupportResident Care Attendant and Special Education Teacher Assistant programs anddevelop common courses that address common curricular threads and specialty courses whichaddress the unique needs of each of the employment sectors The exit credentials for each ofthese programs will remain the same Educational pathways will be created for students withinthe four programs to enhance their ability to gain multiple credentials and to pursue furtherstudies

February 23 2006

REFERENCES

British Columbia Ministry of Education 2006 Special Programs Branch K12 fundingallocation system httpwwwbcedgovbccak12funding

Government of Canada June 2005 Work futures British Columbia occupational outlooksTherapy and assessment professionals

httpwwwworkfuturesbccaprofilesprofilecfmnoc314tangensite graphic

Kwantlen University College April 2004 Request for approval of the curriculum frameworkfor Kwantlen University College Bachelor of Arts degrees Unpublished manuscript

Kwantlen University College April 2004 Service plan 200506200708http plaza kwantlencasitesinstanalplannsffilesKwantlenServicePlan29Apr05 pdfFI LEKwantlenServicePlan29Apr05pdf

Ministry of Advanced Education 2005 BC College and Institute Student Outcomes Survey

CCI FRAMEWORK DOCUMENT February 23 2006

Appendix A

Kwantlen University CollegeStrategic Direction Vision Mission and Values


KwantlensVision

We are creating a new kind of university that combines leaming quality and community servicein new ways to meet the needs of our students and occur communities

Our strength is teaching and service excellence We have the best teachers supported by the bestservices for students

As an institution we focus on learning quality and community

KwantlensMission

We create an exceptional learning environment committed to preparing learners for leadershipservice and success

KwantlensValues

CCI FRAMEWORK DOCUMENT

Strategic Direction Vision Mission and Values

Performance Values

Diversity We value the diversity ofindividuals and cultures which comprise Kwantlen ourexternal communities and our world We value the diversity ofour programs and thediversity ofstudents we serve

Respect and bust We commit to building relationships based on honesty integrity andcompetence

Participative decisionmaking We consult and involve people affected by decisions wherepossible We strivefor transparent participative decisionmaking

Competitive Values

Community Contribution Individually and as a community we contribute to makeKwantlen our local communities and our global community more habitable and humaneEducation and Service Excellence We are committed to excellence and continuous

improvement in all education and service areas We believe quality is measured inrelation to the needs and expectations of those we serve and to established qualitystandards

Core Values

Learning We value learning as the core ofeverything we do Lifelong learning helps usall students faculty and staffto realize our potentialQuality Our programs courses and services support student learning and graduatesuccess To us graduate success includes community leadership and community serviceCommunity We serve our communities by providing access to a broad range ofexcellentlearning opportunities

I I February 23 2006

Appendix B

Community Education and Health CareCommon Curriculum Initiative

Advisory Committee Members


Gloria Hunter

Nancy Long

Pete Stone

Barbara Valois

Charlene Koop

Carol Sogawa

Cindy Cashin Education Assistant

Richmond School District

Nancy Graham



Advisory Committee Members

Director of Care

Kinsmen Retirement Centre

Family Respite and Supported Living CoordinatorRichmond Society for Community Living

Employee Services Advisor Human ResourcesCommunity Living Society

Manager of Human Resources

Comerstone Care SocietySouth Fraser Home Support

Activity Coordinator

Simpson Hospital

District Recreation Coordinator

Queen Elizabeth AreaVancouver Parks Recreation

Lynda Thomson District Administrator Special ServicesLangley School District

Carol Hansen Coordinator

GerontologyBased Therapeutic Recreation ProgramKwantlen University College

Coordinator

Home SupportResident Care Attendant ProgramKwantlen University College

13 February 23 2006

Judith DeGroot

Carolyn Robertson

Maxine Mott

Ann Moniz

Susan Powell

CC1 FRAMEWORK DOCUMENT

Faculty

Home SupportResident Care Attendant ProgramKwantlen University College

Coordinator

Special Education Teacher Assistant ProgramKwantlen University College

Dean Faculty of Community Health StudiesKwantlen University College

Operations ManagerFaculty of Community Health Studies

Kwantlen University College

Acting Associate Dean

Faculty of Community Health Studies

Kwantlen University College

14 February 23 2006

Appendix C


Sub Committee Members


Framework Committee

Curriculum Committee



Sub Committee Members

Fall 2005Spring 2006

Carol Hansen Gerontology Based Therapeutic Recreation CoordinatorNancy Graham Home SupportResident Care Attendant Program CoordinatorCarolyn Robertson Special Education Teacher Assistant Program CoordinatorDr Susan Powell Faculty of Community Health Studies Acting Associate Dean

Carol Hansen Gerontology Based Therapeutic Recreation CoordinatorNancy Graham Home SupportResident Care Attendant Program CoordinatorJudith DeGroot Home SupportResident Care Attendant Program FacultyAnne MacGregor Community Support Worker Program CoordinatorCarolyn Robertson Special Education Teacher Assistant Program CoordinatorDr Susan Powell Faculty of Community Health Studies Acting Associate Dean

Pathways Structure Vision Committee

Carol Hansen Gerontology Based Therapeutic Recreation CoordinatorAnn Moniz Faculty of Community Health Studies Operations ManagerNancy Graham Home SupportResident Care Attendant Program CoordinatorJudith DeGroot Home SupportResident Care Attendant Program FacultyAnne MacGregor Community Support Worker Program CoordinatorCarolyn Robertson Special Education Teacher Assistant Program CoordinatorDr Susan Powell Faculty of Community Health Studies Acting Associate Dean

16 February 23 2006

Appendix D

Pathways to Bridging and Laddering


Pathways to Bridging and LadderingHome SupportResident Care Attendant HSRCAGerontologyBased Therapeutic Recreation GBTRCommunity Support Worker CSWSpecial Education Teacher Assistant SETA

T

T

Home SupportResident Care

Attendant

GBTR CSW

Diploma exit Diploma exit

T

Program specificcourses

T

Program specific Prograrnspecificcourses courses

R T

GerontologyBasedTherapeuticRecreation

T

Program specificcourses

Certificate exit for HSRCA GBTR CSW and SETAOn graduation with any of the certificates students may bridge into any other certificateprogram with dual credit for core courses up to 50 of a second credential

Programspecific Program specificcourses courses

1

All take 4 core courses plus specially courses

T

CommunitySupport Worker

Core courses forCSW and SETA

T

Special EducationTeacher Assistant

Feb 2006

InterOffice Memo


DATE March 10 2006

TO DPAC and Education Council

FROM Andy Law and Mehdi Talwerdi CSIS and BTECH

RE Revisions of Computer Information Systems Diploma and Bachelor of Technology inInformation Technology program requirements

We are seeking approval for the revisions of Computer Information Systems Diploma CISY andBachelor of Technology in Information Technology BTech IT program requirements

CISY Program RequirementRevision 1

BUSI 1215 Organizational Behavior I will be changed from an optional requirement to a mandatoryrequirementReason

BUSI 1215 is recommended as a mandatory requirement by the Canadian information Processing SocietyCIPS when the CIPS accreditation was renewed in spring 2005

Revision 2

CISY electives ECON 1101 and MRKT 1199 will be changed to ECON one course at any level andMRKT one course at any level respectivelyReason

Although both ECON 1101 and MRKT 1199 are university transferable they may not be considered ascredits towards some programs at other institutions The change will give students flexibility to selectcourses that will meet their future study goals

BTECHITProgram RequirementRevision

A category called Core Elective has been created Students are required to take any two core electivesto fulfill the program requirement

Two existing courses INFO 3220 Multimedia Systems and INFO 4210Human Factors and ComputerInterface Design are removed from the Required Courses list and added to the Core Elective list

Two new courses INFO 4350 Introduction to Wireless Technologies and Programming and INFO 4360Information Systems Security which were approved by Education Council in 2005 will also be added tothe Core Elective list

Reason

Information Technology is a dynamic rapidly changing field The category Core Elective is created togive the department more flexibility to offer courses that are highly demanded by the industry andstudents Without the category some required courses have to be deleted before new courses can beadded Having the category the department can place courses that are sensitive to the industry demandas Core Elective Then the department can selectively offer courses to meet the current demand duringeach year to stay competitive in the field

Graduate Nurse ReEntry Program


Page 1

Non Degree Program Proposal

Name of Institution Kwantlen University College

Title of Program Graduate Nurse ReEntry Program GNUR

Credential to be awarded to graduates Citation

Length of Program 12 months

Institutional Contact Lori Shortridge Title Coordinator

Phone 6045993148 Email Iorishortridge @ kwantlenca

Date March 9 2006

A Executive SummaryAl Summarize the purpose ofthe proposal

The proposed development of the Graduate Nurse ReEntry Program GNUR will meet theneeds of the students while preparing them toreenter the profession of nursing The GNURprogram has been brokered through Grant MacEwan College since it was first offered atKwantlen more than 10 years ago Over the last two years through survey results of the GrantMacEwan model anecdotal reports from students and direct feedback from faculty it hasbecome apparent that the currency and relevancy of the program materials and the requiredrevisions are not adequate for todays standards The work environment is continually changingwhich impacts nurses practice Employers expect graduates to assume the full scope of nursingpractice immediately Development of a new GNUR program is required to continue to meet theneeds of the employers the students and the graduates

The GNUR program needs to be able to meet this challenge and support the students reenteringthe practice of nursing The GNUR graduates will be able to apply their knowledge and skills ina wide variety of both acute and nonacute care settings be eligible to register with the Collegeof Registered Nurses of BC CRNBC be able to apply to the Kwantlen Bachelor of Science inNursing BSN program and have the employability skills ensuring they are prepared to return topractice

Background

The GNUR Program is currently a selfdirected distance based program that may span up toeighteen months to complete the three courses Admission is on a continuous entry withorientations monthly The program is designed to meet the needs of nurses who have graduated

IA2 Outline the key objectives and outcomes of the proposed program in one or two pages

Program Concept Graduate Nurse ReEntry Program

Page 2

from a recognized nursing program in the past but lack sufficient practice hours to meet theregistration requirements of the CRNBC thus they are unable to practice nursing in BC

The focus of the GNUR program is to renew and enhance a nursespreviously acquiredknowledge and skills The programsgoal is to identify and addresses individual needs to helpprepare graduates to meet the professional practice requirements Standards of Nursing Practicein British Columbia Nursing Competencies and Skills Required of a New Graduate and theEducation Requirements for Future Nurses Once registered nurses are prepared to work in avariety of areas within the Canadian health care setting

A comprehensive program review was completed in 2003 Based on the results of the review atthat time it was determined that changes in delivery from a biannual intake were required tocontinue to attract students and meet the needs of the students graduates and employers In 2004the GNUR program changed from biannual admission to continuous admission The theorycourse was split into 2 courses The first course GNUR 1100 focused just on the theoreticalportion of the program The second course consisted of labs and workshops This course wasenhanced and separated from the theory course

However over the last two years there has been increasing concern with the theory courseGNUR 1100 Feedback from the faculty strongly supported the development of an online theorycourse see appendix J Feedback from students and graduates supported changes to the theorycourse See appendix J

Based on the feedback the following changes have been identifiedShorten the programDevelop an online theory courseAdd an online pharmacology courseRevise the labs and workshops course

For detailed information on these changes please see Appendix I

Key ObjectivesThe key objectives and outcomes for the proposed revised program are as follows

Update previously acquired knowledge and skills and identify and address individualneeds to ensure graduates meet the professional practice requirements

Prepare nurses to practise in a wide variety of areas within the health care system


Program Rationale

B Program Description

Page 3

1A3 Provide rationale for the credentialDeveloping an up to date GNUR program will meet the needs of nurses reentering the nursingprofession The total credits students earn will be twenty A citation will be conferred uponsuccessful completion of the program

IBl State the goals and objectives of the new programThe goals of the GNUR program are to prepare nurses to retum to the nursing profession thathave had a hiatus of five years or more in nursing practice The objectives of the GNUR programare to update the studentspreviously acquired knowledge and skills identify individual leamingneeds ensure graduates meet the professional practice requirements and prepare nurses topractise in a wide variety of health care settings

82 Identify the target student audiencesfor this program

The program is designed to meet the needs of nurses who have

1 Previously completed their initial nursing education

2 Require a reentry nursing program to meet the registration requirements of the College ofRegistered Nurses of BC CRNBC

B3 State how the institution satisfied itself that there is not unnecessary duplication in thesystem

The post secondary institutions which offered graduate nurse reentry programs in WesternCanada were identified through the CRNBC website The coordinators of the eight programswere contacted by phone Permission was obtained toemail a program survey On comparingthe various programs it was apparent that although there were other reentry programs in BCKwantlenswas the only one now based in the lower mainland

IB4 Provide evidence of labour market demandCurrently GNUR is offered as a continuous intake program with an orientation each month Theaverage numbers of registrants is twentyfive each year Upon graduation one hundred percent ofthese nurses applying for positions are successful Currently in British Columbia there are over athousand job postings for nurses Kwantlen University College is contacted regularly by theprovincial health regions informing students about employment opportunities

Employment for nurses is forecast to grow at 14 percent per year through to 2011 which issimilar to the average for all occupations in BC Since this is a very large occupational groupthere will still be a large number of employment openings Total openings are projected to beabout 12020 between 2001 and 2011 or almost 1200 per year on average About two thirds ofthese from population growth workfuturesbccaFor further detail please see Appendix H

Components Program Content CrediTheoretical GNUR 1110 Nursing Theory 8

GNEA 1104 Pharmacology 25

GNUR 1180 Labs and Workshops 3

Practical GNUR 1210 Preceptorship 65

Total Credits 20


Page 4

To encourage nurses to return to nursing the BC Ministry of Health through the NursingDirectorate offers educational grants These grants can be applied for once the student hasregistered in a nursing refresher program Students are reimbursed their tuition and costs ofbooks up to3500

C Curriculum

CI Describe the skills knowledge or other attributes students will develop from the program

In order to graduate from the GNUR program students must meet CRNBC standards of nursingpractice and demonstrate entry level competences of a new graduate The students nursingpractice will be evidence based They will be able to determine a patientsstatus and responsesto actual or potential health problems plan and perform interventions and evaluate patientoutcomes They will collaborate with other members of the health care team in providing nursingservices and communicate effectively with patients and their families

IC2 Describe the programcourse structureIn addition to meeting Kwantlens general admission requirements the following programadmission requirements will continue

A letter from the CRNBC

Or

Current practicing or non practicing registered nurse licence

The following are prerequisite for the Clinical Experience courses

Criminal record check

Oath of ConfidentialityCurrent Immunizations

CPR level C

Students are referred to Kwantlen University Collegeswide variety of resources such as theLearning Center Counseling Financial Aid and the Wellness Center as deemed appropriate

The program will be offered over 12months and the students will continue to receive a citationupon completion

Sequence of Learning


Page 5

A comparison of the existing GNUR program and the revised GNUR program can be found inAppendix G

C3 Identify the provincial national andor international certifications and standards achievedin the new program ifapplicable

Students will be eligible to become registered nurses in Canada For those who choose they mayapply for access into the BSN or BPN program

D Program Consultations and Evaluation

DI List the other provincial post secondary institutions consulted about the proposedprogram

Marilyn Chapman Faculty Graduate Nurse ReEntry ProgramMalaspina University College2507533245

2648 VMchapmanm @malabcca

Donna Cooke Faculty Graduate Nurse ReEntry ProgramSIAST Regina campus306 7986652

cookedo@siastskca

Maureen Mallais Coordinator Graduate Nurse ReEntry ProgramCollege of New Caledonia250561 5848

455

mallais@cncbcca

Ida MurrayRed Deer College403 342 3138

idamurray@rdcabca

Staff Graduate Nurse ReEntry Program

Geri Nakonechny Dean Health and Community StudiesGrant McEwan College7804975155

nakonechnyg @ macewanca

Susan Palmer Faculty Graduate Nurse ReEntry ProgramRed Deer College4033438171

palmrosa@telusplanetnet


Page 6

Joanne Poole Faculty Graduate Nurse ReEntry ProgramOkanagan University College250 762 5445 7952jpoole@oucbcca

Sandra Romano

Red River College2046322502

sromano@rccmbca

Coordinator Graduate Nurse ReEntry Program

Freda Bishop Coordinator Graduate Nurse Refresher ProgramsThompson Rivers University604 431 3208

fbishop@truca

The above educational institutions all offer nursing reentry programs in a wide variety of formsKwantlen University College together with these institutions has formed a network that meetsyearly

Provide a list and summary of the nature of all other consultations

A program evaluation was completed in 2003 In 2005 and 2006 students graduatesand faculty were once again surveyed For details of the survey results please see appendix J

D2 State whether or not the program meets the program eligibility requirements as outlined atwwwbcsapbcca

The full time program meets the requirements for financial aid and the students may be eligiblefor student loans

D3 Indicate what policiesprocedures are plannedfor ensuring adequate depth and breadth ofongoing review and evaluation once the program has been implementedKwantlensprocess for program review and course outline revision will be followed

The GNUR program will continue to be evaluated through the use of student graduate andemployer surveys and focus groups

The program is regularly evaluated by the CRNBC for accreditation purposes and in 2002received the highest evaluation resulting in a 5year accreditation period


Page 7

D4 Indicate whether safely and other risk management factors have been addressed whereappropriate

Kwantlen University College has affiliation agreements with all practice sites In the practiceenvironment students are covered by WorksafeBC Kwantlenslab instructors have WHMIStraining

The GNUR program continues to use current policies and procedures to ensure patient andstudent safety Counseling services are available and students are encouraged to utilize these

E Admissions and Transfer

El Indicate how the institution plans to ensure students ability to access the programthrough transfer

No transfer credit opportunity is available as there is no other program equivalent at this time

E2 Describe how students will be able to transfer out of the proposed program into otherprograms within the same institution or at another institution

We have no articulation agreements at this time

E3 Indicate how students will be able to transfer into related degreelevel programs ifapplicable

There is an option to bridge into the KUC BSN program on successful completion

F Other

Fl Include any additional information not addressed in the sections above that may behelpful in better understanding the major components of the proposal


Page 8

Appendix A

Internal Consultations


DEPARTMENT

Admissions Records Graduation

Jody had questions on how the program would decrease in length and if we would continue toadmit students monthly She also had questions about how the students in the old programwould transition and whether we should look into eligibility for government student loansResponse The programsdecrease in hours would occur in the theory course The monthlyintake would continue but there will be no intakes for the month of August and July before thenew intakes begin in September 2006 Currently the students are eligible for governmentfunding the BC ministry of Health but the program is interested in investigating any otherpossible funding available for the students

Bookstore

Page 9

Murray stated a concern with the disposal of the current stock of modules from GrantMacEwan As the program will be disconnecting from Grant MacEwan as of June 2006 wewill decrease the amount of stock we carry now The GNUR program will speak with GrantMacEwan about buying back the old stock We will address Murraysconcern about theavailability of the online course materials by having some of the material printed andavailable at the bookstore

Marketing and Public Relations

CONTACT LOCAL

Jody Gordon 2018

Murray Speer 2130

Peter Chevrier 2286

Peter stated that the changes will impact marketing if the program needed 1 time marketingto make people aware of the changes as they had no money for this We will have to allremember to go in an update brochures website etc

Counseling Susan Morris 2513

After a few emails back and forth for clarification counseling stated that the proposedchanges would not have any substantive impact on their services

Educational Advising Financial Awards Kristy Grimston 2278

1 have not heard back yet from Kristy


Facilities

Karen indicated that there would be no impact on facilities if the delivery did not change toinclude an increase in classroom or lab space

Human Resources

Liz stated that there would be no impact on Human Resources

IET

I have not heard back yet from IET

Library Services

The existing library collection is strong in the nursing materials little further development isrequired The video collection is dated and this would need review and possible updatingHave not heard back from Linda yet

Purchasing Print Services

Have not heard back yet from Scott

Recreational Services

I have not heard back from Cori yet

Testing Services

Page 10

Karen Hearn 2442

Liz McKinlay 2066

Paula Hanas 3399

Linda Rogers 2540

Scott Gowen 2134

Cori Andrichuk 2005

Sandra L Hoffman 2327

If there was no change to the intake placement testing requirements in the new format and noincrease in the number of seats offered then there would be no impact in testing services


Page 11

Appendix B

Employability Skills Objectives


Employability Skills

Page 12

Creative thinking and problem solving skills

Identifying the impact of the aging population on resourcesInterpreting personal and interpersonal conflict and presenting strategies for resolutionArticulating the common symptoms and treatments of disease processes andconstructing activity considerations for eachCritically reflecting on beliefs values and assumptions about health challengesIdentifying and recording interventions strategies and therapeutic modalities thatgenerate outcomes addressing patient identified goals needs and preferences based oncase studies

Identifying and explaining appropriate typesof interventions to meet patientidentified goalsApplying patient focus care assessment to practiceDeconstructing recreation activitiesAnalyzing and interpreting assessment resultsCritically reflecting on self as a cultural beingThinking in a systematic and logical wayReflecting on beliefs values and assumptions about aging

Oral Skills

Conversing in a professional mannerParticipating in team discussionsInterviewing patientsTeaching activitiesParticipating in team discussions conversing in a professional manner

Interpersonal skills

Developing rapport with service providersBuilding consensusCritically reflecting on interpersonal skillsDemonstrating care empathy and understanding towards patientsGiving and receiving feedbackWorking collaboratively with othersPresenting information and issues within time constraints

Coping with challenging relationships and offering appropriate solutions

Teamwork and leadership skills

Organizing and conducting meetingsParticipating in team discussionsLeading the delivery of a program


Page 13

Providing leadership to team when appropriatePreparing and following schedulesPresenting team projects

Personal management and entrepreneurial skills

Using initiative and self motivation to complete assignmentsSetting personal goals and completing tasksTaking responsibility for his or her own actions and decisionsManaging time to complete assignments

Writing skills

Producing written work that is clear accurate and conciseSummarizing articlesCritically reviewing Internet informationProducing program analysisProducing patient assessmentsDeveloping a portfolio

Reading skills

Reviewing articlesCompleting worksheetsSearching for information in resident recordSearching for information in newspapers journals magazines andor government andprofessional standards of practiceResearching cultural supportReading text and supplementary material

Visual literacy

Presenting paper in a student designed visual formatInterpreting diagramsDesigning a poster to display research dataPresenting information in visual formats

Mathematical skills

Recording accounting data accuratelyConducting attendance analysis


Intercultural skills

Page 14

Critically reflecting on self and examining beliefs values and taken for grantedassumptions about aging within a multicultural populationAcknowledging different personal and cultural styles of communicationParticipating with people from diverse backgrounds respecting diversity andindividual differences

Reflecting on own attitudes and values regarding supporting patients with diversebeliefs values and needs

Technological skills

Using information technology in the preparation of written assignmentsSearching the Web for related informationUtilizing Web sites

Citizenship and global perspective

Developing perspective on local and global concems relating to agingReflecting on how different cultural perspective and communication norms mayimpact the delivery of health careAssessing own knowledge and attitudes towards a variety of health challenges in amulti cultural societyDeveloping an awareness of the uniqueness of each individual and consideringmultiple approaches to programmingValuing the diverse perspectives of patients when planning programsDeveloping perspective on local and global concerns relating to agingAssessing standards of practice from multiple perspectivesReflecting on own attitudes and values regarding professionalism and contributing tothe field of practiceExpressing an appreciation and respect for different perspectives on death and dyingRespecting differences in othersAnalyzing the importance of communityReflecting on own knowledge skills and attitudes in relation to philosophies ofpractice


Page 15

Appendix C

Course Description


GNUR Course Descriptions

under review

Page 16

GNUR 1110 Theory Students will explore the concepts of patient focused carecommunication teachinglearning theory health promotion leadership and populationhealth They will apply their knowledge of anatomy and physiology to the principles ofillness and injury Students will apply these principles to medical and surgical healthissues in an adult population They will also explore gerontology and the nurses role incommunity health

GNEA 1204 Pharmacology Students will refresh their knowledge of the fundamentalprinciples of pharmacology by studying relevant legislation drug action routes ofadministration principles of medication administration and calculation of dosages fordrugs used for common health problems The students will become familiar with thegeneric and trade names of drugs prescribed for common health challenges and willexplore the use of pharmacology fundamentals in the nursesrole

GNUR 1180 Labs and Workshops They will have an opportunity to acquire newpsychomotor skills and practice previously teamed psychomotor skills Students willexamine in greater depth ethical legal and professional issues and standards of nursingpractice They will explore and apply the concepts of critical thinking and clinicaldecision making to simulated situations

GNUR 1210 Preceptorship Students will integrate and apply nursing theory andpractice skills necessary for the scope of practice of the registered nurse They willdevelop professional caring relationships with patients and effective working relationshipswith peers and the health care team Students will practice leadership skills


Page 17

Appendix D

Calendar Description


DESCRIPTION

under review

Page 18

This individualized selfpaced Graduate Nurse program is designed to meet the needs ofnurses who wish to refresh their knowledge and skills in preparation for either returning toactive practice or for practicing in an acute or subacute environment

Length of Program up to 12 months on a parttime basis

CAREER OPPORTUNITIES

This program prepares the graduate to practice nursing by meeting the reentry courserequirement for registration with the College of Registered Nurses of BC CRNBC Onceregistered nurses are prepared to work in a variety of areas

ENTRANCE REQUIREMENTS

In addition to the general Kwantlen University College admission requirements applicantsmust meet the following

Current registration with CRNBC or eligible for nurse registration in BC with orwithout a reentry courseEnglish language assessment if initial nursing education program was not in CanadaCELBAN speaking 8 listening 9 reading 8 writing 7 IBT TOEFL total score 79written TOEFL 550 or Computer TOEFL 213 SLEP 61 TSE 50An interview with the program coordinator or designate may be required

A criminal record check is required by the CRNBC prior to registration as a nurse and is apre practice requirement of some of the clinical agencies used during the program Anycosts related to having this check done are the responsibility of the individual student TheCRNBC may refuse to register any person who has been convicted of an indictableoffence Applicants with any criminal convictions should request advice from theAssociate Dean of Community and Health Studies at Kwantlen or from the Registrar ofthe CRNBC before making formal application for admission to the program

ADDITIONAL REQUIREMENTS

Prior to enrolling in GNUR 1210 applicants must meet the following requirements

CPR Certificate Level C CPR certification must remain current throughout thecourse

Immunizations consistent with the requirements of clinical agenciesA criminal record search completed within six months prior to enrolling for GNUR1210


Page 19

A criminal record check is required by the Registered Nurses Association of BritishColumbia prior to registration as a nurse and is a pre practice requirement of some ofthe clinical agencies used during the program Any costs related to having this checkdone are the responsibility of the individual student The Registered NursesAssociation may refuse to register any person who has been convicted of an indictableoffence Applicants with any criminal convictions should request advice from theDeansOffice for Community and Health Studies at Kwantlen or from the Registrarof the Registered Nurses Association before making formal application for admissionto the programSome Clinical agencies may require students to take an Oath of Confidentiality If anypractice experience agencies require proof of current immunizations all costs andresponsibilities associated with these are the responsibility of the individual studentsFailure to have documentation acceptable to the agency at the time of placement maymean denial of the experience which in turn will prevent completion of the programof studies

CONTENT

The program admits students on a monthly basis When studying full time the student cancomplete the Theory component in four to six months and the Preceptorship course in aminimum of 160 hours

The program is organized into 4 courses

GNUR 1110 Theory

CRNBC entrylevel competencies provides the framework for the study materials The topicsof study have been divided into categories patient centered care communicationgerentology human response to health challenges nursing care of patientswith healthchallenges population health health promotion community health and leadership in nursing

GNEA 1104 Pharmacology

Students will review the fundamental principles of pharmacology by studing relevantlegislation drug action routes of administration principles of administration and calculationof drug dosages for drugs used for common health problems They will become familiar withthe generic and trade names of drugs perscribed for common health challenges and willexplore the use of pharmacology fundamentals in the nursesrole

GNUR 1180 Lab Workshop Course

The student attends a series of labs and workshops The labs offer students the opportunity torefresh their knowledge and gain new knowledge and psychomotor skills The workshopsfocus on topics such as professional issues in nursing critical thinking clinical decisionmaking and the preceptorship Preparation for the labs is in the form of a self study moduleand on line learning


GNUR 1210 Preceptorship

Page 20

The preceptorship course is 160 hours minimum and takes place in a nursing practice setting

This self paced distance program is offered on a contiunous basis The program includes online material for home study with online exams nursing skill laboratory sessions and hospitalclinical experience The content provides students with the knowledge and skills necessary toprovide safe nursing care for adults in the health care setting

COSTS

In addition to tuition fees students will spend up to approximately1500 for textbookscourse materials uniforms etc for the entire program Students are also responsible forproviding their own transportation to the clinical experience

GRADUATION

Upon successful completion of this program students are awarded a Citation in GraduateNurse ReEntry Program


Page 21

Appendix E

Letters from Industry


Bock Cathy RH CathyBock@vchca

03082006 0806 AM

To

Lori Shortridge LoriShortridge @kwantlen cacc

SubjectRE GNUR program letter of support another onel

Hi Lori hope you are well

Page 22

The proposed changes sound positive Certainly the online teaming environment is the way to goand as far as being job ready of course Providing access to the the BSN program isimportant As far as the length of the program while I dont know the details assisting the participantsto be job ready sooner will be a benefit for the employer

Hope this suffices As always I am impressed by Kwantlen college and I appreciate your work

Cathy Bock Recruitment CoordinatorVancouver Coastal Health RHS7000 Westminster HwyRichmond BC V6X 1A2phone 604 2789711 4150fax 6042445292

cathybock@vchca


To

Lori Shortridge LoriShortddge@kwantlencacc

SubjectRE GNUR program letter of support another onel

sounds good Lori

03082006 1200 PM

Rhonda Veldhoen RN MA

Manager Health ServicesProject Manager Agency StaffingSuite 100 13450 102Avenue

Surrey V3T 5X3phone 6045855666 ext 69060FAX 6049535138

Page 23

Veldhoen RhondaRhondaVeldhoen@fraserhealthca


Page 24

Appendix F

Advisory Member List


Martha Cloutier ManagerEmergency ServicesSurrey Memorial Hospitalmarthacloutier@fraserhealthca

Shirly SchumanClinical Educator

Surgical UnitsSurrey Memorial Hospitalshi rlyschuman @ fraserhealth ca

Wilma Mendieta

ManagerSurgical UnitsBurnaby Hospitalwilmamendieta@fraserhealthca

Claudia Freiss

ManagerMedical Units

Surrey Memorial Hospitalclaudiafreiss@ fraserhealthca

Lauren Wolfe

Clinical Educator

Surgical UnitsRichmond Hospitallaurenwolfe@vchca

Page 25

Rhonda Veldhoen ManagerSpecialty AreasLangley Memorial Hospitalrhondaveldhoen @ fraserhealthca

Cathy BockPreceptorship CoordinatorRichmond Hospitalcathybock@vchca

Theresa Guscott

ManagerMedical Units

Burnaby Hospitaltheresaguscott@fraserhealthca

Jas Bassi

Clinical Educator

Surgical UnitsRichmond Hospitaljasbassi @vchca

Heidi Cumberworth

Clinical Educator

Peace Arch Hospitalheidicumberworth @vchca


Page 26

Appendix G

Program Comparison

Current GNUR credits Proposed GNUR credits

GNUR 1100 Nursing Theory 160 GNUR 1110 Nursing Theory 80

GNUR1180 Labs and Workshops 30 GNEA 1104 Pharmacology 25

GNUR 1210 Preceptorship 65 GNUR 1180 Labs and Workshops 30GNUR 1210 Preceptorship 65

Total credits 255 Total credits 20


Page 27

Comparison ofcurrent program and New Program Proposal


Page 28

Appendix H

Workplace Demand


400

350

300

number of 250job 200

postings 150

100

50

0

Page 29

Workplace Demand

4

Health Care Regions

Interior

Van Is

Fraser

Van Coast

Provincial

This information is a compilation of RN job postings from the Health Regions WebSites on Nov 13 2005


BC Employment Trends and Projected Demand for RN

Number Employed 1990 1998 2008

22100 29410 33460

Estimated OpeningsGrowth Attrition Total

Net19982008 4050 8830 12880

Annual Growth

19982008

workfuturesbcca

Page 30

This All

occupation occupations13 16


Page 31

Appendix I

Program Changes


Page 32

1 Shorten the ProgramThe new program would be maximum of 12 months in length This will benefit thestudents as the course will be shorter allowing graduates to enter into the workforcemore quickly

2 Develop a new online theory courseThe new theory course developed by Kwantlen faculty will be offered online Thiswill facilitate offering the courses at a distance The students are all nurses who will berenewing and updating their nursing knowledge for reregistration with the CRNBCThroughout the course there will be pretests to evaluate the students previousknowledge and indicate the need for studying the material in that section This willhonour the students current knowledge and help determine their need for studyingExams will be on line throughout the course

3 Revise GNUR 1180 Labs and WorkshopsThe Labs and Workshops course has been offered for the last 2 years With thedevelopment of the theory course the labs and workshops course will need minorrevisions to ensure there is a continued fit with the other courses offered

4 Pharmacology CourseCurrently pharmacology is offered in a modular form The GNUR program will offerthe online pharmacology course that has already been developed for the GNEALprogram


Page 33

Appendix JProgram Review

Survey Results

f


Student Survey March 2006

survey sent out to all students via email response rate 16 or 32

When student were asked the open ended questionWhat would you change or improve in the GNUR courses they replied

Clean up errors Update professional responsibilities to CRNBC Enhance mental health

The theory A needs a lot of thinning Incorporate other learning tools like videos There are alot of ambiguous exam questions they need an overhaul

The bigger modules dealing with biology need to be split up into body areas and havedetailed exams so you know that you know the basics

Exams need to be more applicable to real working situations and info that you actually needto know ie memorizing lab values is not something that we should be doing

Less errors Better content coverage

Page 34

Many of the questions seemed to test obscure detail eg a year a certain document waspublished or quotes from certain theorists

Would like the exams to be more reflective of the materials covered ie more on a p as itrelates to care Less errors

No theory exams

Graduate Survey 2005 graduates


Results from the SORS data 46 response rate

When students were asked if the course was up to date25 said very well up to date

When asked if the nursing standards were covered17 stated only adequately while 50 stated well covered

When students were asked if the course helped them learn to synthesize material44 thought this was only adequate whilel l thought this was poorly done

When asked if the course had encouraged them to thinking new ways25 said adequately while 17 thought this was poorly done

Overall 58 of the students surveyed felt that the workload was very heavy or heavy

Some of the comments made on the long responses were

There should be more emphasis on skills and not only exams

It was okay It wasnt great but prepared me adequately

The program should have more practical There was too much theory

The program needs to include more time that is practical


Page 36

Faculty Focus Group January 2006

There are two faculty that work in the GNUR program and the coordinator A faculty focusgroup was held in January 2006 where program issues and problems were discussed Onehundred percent of the faculty and the coordinator were concerned about the quality of theprogram Problems identified included poor exam questions inconsistency between modulesand exams curriculum that was not up to date and an increased number of student complaintsabout the theory course