faculty council agenda - draft · 11/23/2017 · regrets amy moen* andrew hollenberg anita carroll...

DAHHS Z:\Committees\HHS\Faculty Council\2017-11-23\2017-11-23 Faculty Council Agenda.docx

Faculty Council Agenda - DRAFT Thursday, November 23, 2017

4:30-6:30pm

Nanaimo Campus: Building 180, Room 138

Cowichan Campus: Teleconference Only

Powell River Campus: Room 108

Teleconference: 1.877.385.4099 access code 2410222#

Call to Order / Introductions

Approval of Agenda

Approval of Minutes

Faculty Minutes – September 28, 2017 – for receipt

Faculty Council Minutes – March 22, 2017 – for approval

Business

1. Interim Dean’s Update Smilski

2. Interim Associate Dean’s Update Grieve

3. Request for Program Change (BSW) Stern/Friskie

4. Senate Committee Report Sundby

5. Aboriginal Research Chair Report Alphonse

Any Other Business

1. HHS Policy- Fitness to Practice Wagner

2. Council for Learning & Teaching Excellence / Graduate Attributes Schnare

3. BSN Graduate Attributes Tilley

Adjournment

Faculty Meeting Minutes – DRAFT P a g e | 1

September 28, 2017

Z:\Committees\HHS\Faculty\2017.09.28\Faculty Meeting Minutes (2017-09-28) DRAFT.docx

Faculty Meeting Minutes - DRAFT September 28, 2017

Present Alison Taplay, EACS

Andrea Smilski, Interim Dean (Chair)

Andrew Hollenberg, DENH

Antje Bitterberg, ECEC

Barbara Metcalf, BSN

Bonnie Buffie, CYC

Carla Tilley, BSN

Deborah Denhoff, HCA

Elizabeth Cavin, DENH

Geri McPherson, DENA

Jeanette Schmidt - BSW

Laureen Style, BSN – left at 1710

Leif Rasmussen, SCSW- left at 1710

Linka Van As, CYC

Marianne Roden, Chair-DENA

Manjeet Uppal, Chair-CYC

Rosemary Holley, DENA

Sarah Whiteley, PN

Sheila Grieve – (Interim Associate Dean)

Stephen Javorski, CYC

Student Reps

GuestsIan Whitehouse,

English Professor,

Tasha Brooks, Education Navigator Office

of Aboriginal Education, Cowichan Campus

Regrets Amy Moen*

Andrew Hollenberg

Anita Carroll

Ann Holroyd

Ashleigh Martinflatt (on

leave)

Brenda Lane

Ciara Mitenko*

Colleen Price

Deirdre Godwin *

Eileen Harapnuk

Elaine Pederson

Erica Holling

Geraldine Manson, Elder

Heather Sanrud

Holly Bradley

Jamie Covey *

Julie Bishop

Julie Gibler

Kathryn Oldham, (on

leave)

Laurie Friskie*

Leanne Rose *

Leigh Blaney

Leslie Sundby, BSN*

Linda Shea, BSN

Lisa Sworts

Liz Eccles*

Loreen Sahara

Lorna McCrae

Louise Stern, SOCW*

Lynn Brimacombe*

Lynn Rollison

Malena Acosta

Margaret Huml

Marti Harder

Mary Anne Moloney

Maureen Makepeace-

Dore

Maureen O'Connor

Monica Soth (on leave)

Noella Rickaby

Nona Brack (on Leave)

Paula Schnare

Piera Jung

Rossanne Sutherland*

Sandy Alexander*

Shannon Dames

Shona Panek

Stephanie Crocker

Teresa Hannesson

Teri Derksen*

Terri Spronk*

Tina Perez Rolls

Wendy Wagner *

Students Robyn Stephen

Jen Chicorelli *

Jennifer Cockwell

Josi Zimmerman

AJ MacLeod

Christina Heinrich *

Emma Anderson

Megan Edgeley

Kyla Pronk

Mark Edwards

Robyn Stevens

* Indicates regrets received prior to meeting

Faculty of Health and Human Services


September 28, 2017


Call to Order / Introductions The dean called the meeting to order at 4:30pm. Quorum was not met.

Presentations

Interdisciplinary Bachelor of Indigenous Leadership & Development (BILD)

Ian Whitehouse and Tasha Brooks explained how the interdisciplinary initiative developed and evolved

into BILD which has been progressing over the past 5 years. Ian acknowledged the individuals who

have been working hard on this initiative (Pat Konkin, Danielle Alphonse, and Gord Hillier). They are

now at Step 5 of the new development process which includes consultation with and eventually

approval by relevant faculty councils and other relevant departments such as Aboriginal Education.

Initial research which involved interviews with students, community members, businesses and local first

nation bands, has concluded there is a demand for strong leadership, administrative positions, and

flexibility in course programming. BILD would allow students to enter in at 3rd year with 60 credits and

have students take advantage of Special Topic courses.

Ian spoke to the larger context of BILD and discussed the proposed course schedule (see attached).

Requested feedback and questions from all faculty and group members.

Ian and Tasha answered questions such as which campus would offer BILD. It was clarified that the

program would start in Cowichan but could be delivered to students in Nanaimo as well. Practicum

requirements and placements were discussed along with relationships with other institutions on the

mainland such as Nicola Valley School of Technology. Students have the possibility to graduate with a

certificate as well as degree, and co-teaching opportunities have already been initiated with some

faculty members in Cowichan.

Ian and Tasha invited all response, feedback and concerns. Members may contact either of them up

directly at: [email protected] and [email protected]

Elections

The dean invited all members to sit on the committee and will send out nominations via email. There is

an opening for the position of Vice Chair for this committee as well as open positions on Faculty

Council. Both committees also require student representatives and reminded faculty to ask their

students. Faculty Council requires:

Faculty at large – 5 positions

Student Representatives – 5 positions

Support Staff – 1 Position

Action: LV to send out request for nominations via email before October 12th.

mailto:[email protected]

mailto:[email protected]



September 28, 2017


Approval of Agenda

Approval of Minutes Faculty Meeting Minutes

Motion to approve January 18, 2017 Faculty Meeting minutes

Roden/Grieve

March 22, 2017 Faculty Council Meeting

Approval tabled to be accepted at HHS Faculty Council Meeting on October 26, 2017.

Business

Interim Dean’s Update

Busy time in the dean’s office with the many transitions and leaves currently taking place. The HHS

2018/2019 budget has been submitted and there will be no further or extra incoming funds. Finance

assistant and dean have been working on forecasts.

Some funds from the PD&T budget will be put towards a new .5 FTE position, Professional Practice

Liaison Technician, in order to facilitate the increased demand in required tasks, certificates and access

tracking from Island Health for all practicum students in a VIHA setting.

The Dean’s office is in the process of recruiting for a PD&T coordinator to replace Linda Young. This

should be wrapped up in the next couple of weeks.

New Health Science building completion date is currently on target for April/May 2018. There was

concern by members on a split faculty.

Action: Add item to agenda for Faculty Council: suggestions on how to keep faculty connected, and

location of administration staff/admin support staff.

AURORA group has recently had their first meeting. They are working on the logistics and planning of

implementing the Finance and HR modules. The committee is looking for people to be involved in the

coordination and implementation of modules. Many employees have been seconded therefore leaving

their positions to be backfilled. Marianne Roden, who is a member of the Aurora project, gave the

group a brief update on the timelines.

Action: Andrea to forward information on Aurora project to faculty when she receives it.

HHS Dean Recruitment interviews will be held at the end of October or beginning of November. Dean

encouraged everyone to attend.

Interim Associate Dean’s Update

Sheila has been working on the Aboriginal Service Plan. The plan still needs to be evaluated. She will

inform faculty as soon as an update us available.



September 28, 2017


HHS current budget includes funds to support the Elder role. Geraldine Manson will be continuing on

as the Faculty Elder. There are also Inter-professional funds available for programs to access. Sheila

encouraged faculty to be creative amongst each other and with different programs in order to access

this.

The Student Engagement Fund committee will be meeting October 15th to review applications.

Sheila reminded the group if there are any Dual-Credit program applications to let the Deans Office

know.

Special Order Items

Course Change Request – ECEC 221

Sheila explained the perquisites and course size are listed incorrectly in the course calendar. Motion to

revise prerequisite requirements and class size on ECEC calendar page.

Vote occurred: Grieve/Bitterberg

Approved as presented.

Program and Course Change Requests – CYC

Manjeet spoke to a number of changes the CYC would like to implement in order to be in line with

other institutions. Program is currently not providing enough practicum hours in Child Protection, also

the goal is to apply for accreditation, therefore the language and prerequisites must be adjusted, clear

and consistent. There has also been a discovery of course size errors in SAWS reporting. This will be

changed. The request is still in draft form and program will submit to Faculty Council once complete.

Calendar Language and Perquisites - GERONTOLOGY

Andrea led a discussion on the developments and changes for the new Gerontology program. The

faculties of Management, International Education and Marketing have teamed up to promote courses

to international students. The intent is to start a closed cohort in September 2018. Wording in the

calendar needs approval by the group. Group accepted changes as presented.

Consent Items

Course Change Requests – BSN

Motion to approve new course change request for NURS 390 and NURS 490

Styles/Rasmussen

Approved via email on October 3, 2017

Program Change Requests – DENA

Marianne explained the changes. DENA will now attach credits to courses. Adjusted course hours.

Motion to approve submitted program change request in DENA

Roden/Holley

Approved via email on October 23, 2017



September 28, 2017


Updates from Affiliates

Aboriginal Early Childhood Development Chair

Danielle Alphonse was absent

Centre for Outreach and Community Care

The Outreach Centre Coordinator, Ashleigh Martinflatt, is currently on educational leave. Teri Derksen

is now handling most coordinator duties. CYC Instructor Stephen Javorski was in attendance and gave

a brief update on the students and projects for the 2017/2018 year. There are 15 projects for 15

students. A celebrated success for the centre was recently recognized BC premier Horgan expanded

the VIU tuition waiver in an announcement at VIU on September 6th. The Tuition Waiver was a project

started in the outreach centre with student Ruby Barclay.

https://www.viu.ca/news/premier-horgan-expands-tuition-waiver-former-youth-care

Senate Report

Carla Tilley, a member of Senate, reported that the provost’s office highlighted several programs that

are slow to integrate the recommendations coming from the SPA – Summative Program Assessment

process. Planning & Priorities committee is looking at ways to adopt a stronger approach to address

non-compliant programs. This could lead to some programs being suspended.

Adjournment – 6:37 pm Motion to adjourn:

Roden/McPherson

https://www.viu.ca/news/premier-horgan-expands-tuition-waiver-former-youth-care

W:\Committees\HHS\Minutes\Faculty Meeting Minutes (March 22, 2017) -

DRAFT.docx

Faculty Council Meeting Minutes March 22, 2017

Present Andrea Smilski, Interim Dean (Chair)

Allison Taplay, SCSW/DIDS

Barbara Metcalf, BSN

Deborah Denhoff, HCA Elder

Denise Anderson

Laureen Styles, BSN

Leif Rasmussen, SCSW- left at 1700

Lynda Ladret, Support Staff Rep

Marianne Roden, Chair-DENA

Sheila Grieve – ECEC

Wendy Wagner, Chair-HCA/PN

Cyndi Jarvis – Recorder

Regrets Amy Moen

Andrew Hollenberg

Anita Carroll

Ann Holroyd

Ashleigh Martinflatt

Bonnie-Jean Buffie

Brenda Lane

Carla Tilley

Carmen Lavoie

Ciara Mitenko

Colleen Price

Danielle Alphonse

Deirdre Godwin

Eileen Harapnuk Elaine Pederson

Elizabeth Cavin

Students Robyn Stephen

Jen Chicorelli *

Jennifer Cockwell

Erica Holling

Geraldine Manson

Geri McPherson

Heather Sanrud *

Holly Bradley

Jamie Covey *

Janice Stewart

Joanne Noble

Julie Bishop *

Julie Gibler

Karen Sylte *

Kathryn Oldham

Laurie Friskie

Leanne Rose *

Leigh Blaney

Leslie Sundby

Linda Shea

Josi Zimmerman

AJ MacLeod

Christina Heinrich *

Linda Young

Linka Van As

Lisa Sworts

Liz Eccles

Loreen Styles

Lorna McCrae

Louise Stern

Lynn Brimacombe

Lynn Rollison

Malena Acosta

Manjeet Upal

Margaret Huml

Marti Harder

Mary-Anne Moloney

Maureen Makepeace-

Dore

Maureen O'Connor *

Emma Anderson

Megan Edgeley

Kyla Pronk

Monica Soth*

Nona Brack

Pat Konkin

Paula Schnare

Piera Jung

Rosemary Holley

Rossanne Sutherland

Sandy Alexander

Sarah Whiteley

Shannon Dames

Shona Panek

Stephanie Crocker

Stephen Javorski

Teresa Hannesson

Teri Derksen

Terri Spronk

Tina Pereza Rolls

Mark Edwards

Robyn Stevens

* Indicates regrets received prior to meeting


March 22, 2017


Faculty Meeting Minutes -

March 22, 2017

W:\Committees\HHS\Minutes\Faculty Meeting Minutes (2017-03-22).docx

P a g e | 2

Call to Order / Introductions The interim dean called the meeting to order at 4:32 pm. Quorum was met.

Approval of Agenda

Approval of Minutes

Faculty Council Minutes – November 24, 2016 – for approval

Motion to approve November 24, 2016 Faculty Council minutes.

Styles/Ladret

Faculty Minutes – January 18, 2017 – for receipt

Change noted - L. Ladret should appear as Support Staff Rep

Business

1. Interim Dean’s Update

All new degree programs are now required to undergo approval internally (VIU curriculum

and senate) and externally (Ministry of AVED). The process is typically quite lengthy, i.e., 2

years plus and not all internally approved programs are approved externally.

The Ministry of Health’s Purkis Report which examined the state of nursing education and

practice in BC, has been vetted across various stakeholders including Post-Secondary

Educational Institutions (Dean’s, Vice President Academic). At a meeting held for education

partners on March 8th, 2017 in Vancouver, David Byres (Chief Nursing Advisor, Ministry of

Health, Province of BC,) identified several top priorities for the province. These include: Role

of Nurses in Primary Care; Scope of Practice; Surgical Model; Nursing Representation;

Quality; Education; Health Human Resources; Union and Collective Agreement;

Documentation; Nursing Expert Access and Advice; Leadership; Rural And Remote Practice.

Each of the key areas had several recommendations. Some of the priorities and

recommendations were more controversial than others. Written feedback was requested

by August, 2017. One of the recommendations was a call for education to better aligned

with specific areas of specialty nursing in practice and for improved transition models from

education/graduation to the workplace The question remains whether preparation for level

entry to nursing practice ought to be the same as “work ready”. At the Deans and Directors

meeting in February, 2017 the general theme was the challenge of striving to provide

excellence in education, be socially responsible within our communities, and to provide

strategic leadership in the education industry while under severe fiscal restraint. On May 8th

the interim dean will be attending the Canadian Deans Conference in Niagara on the Lake,

Ontario. It is anticipated that most institutions will be is struggling with the same issues.

Post-secondary institutions will need to become entrepreneurial while producing well-

rounded global citizens.HR has agreed to allow job postings to include three semesters, for

example if a program hires a sessional in the fall semester and they are a good fit, the

program can place them in the spring and intersession semesters as well.



March 22, 2017


P a g e | 3

Project AURORA is progressing well. The Committee will be awarding a contract soon to

one of the three vendors.

The new Health Science Centre has broken ground. The completion date is currently on

schedule for Spring/Summer 2018 with an anticipated move in date of August 2018.

Institute goals added for VIU this upcoming year include an Indigenous Commitment and

Reconciliation as well as employee and student health and well-being.

Fiscal Year End is approaching quickly. Andrea reminded Program Chairs/faculty to

reconcile and submit expenses as soon as possible.

Some interesting joint meetings between VIU’s Office of Scholarship, Research and Creative

Activity and VIHA. The AVP has a lot of initiatives coming up.

The Dental Hygiene Degree proposal is being revised. The preferred model is 21 to 28

students at a 1 – 7 (faculty:student) ratio. A Dental Clinic renovation would be required if

numbers increased. A proposal would then go out to the VIU foundation to seek donors

for the renovation funds.

HHS Projects – Keith Chicquen is working on an agreement with SD79 (Cowichan) to deliver

a dual credit EACSA certificate program. No contracts have been signed yet but once that

is in place HHS will have to recruit employees to deliver the offering. The Associate Dean,

Alison Taplay and Leif Rasmussen are currently working on a budget proposal and

operational requirements.

2. Interim Associate Dean’s Update

Pat Konkin, Interim Associate Dean is absent.

3. Request for Program Change Taplay/Rasmussen

Disabilities Studies- As part of the program review a new title “Leadership in Disability Studies” was

proposed. The second year of studies builds on the foundational first year courses. We are asking

for changes to the admission process, sequence of courses, electives, and calendar copy. The goal

is to have stronger enrollment that allows for entry of working practitioners. A 2nd year matrix was

briefly discussed.

The question of residency was raised, i.e., will the requirements apply to this course. Alison advised

that based on VIU’s policy residency status would be 50% of the 30 credits (total credits). Residency

is to do with credentials. 100% residency would have to be achieved in the 2nd year. Electives

would be part of the 30 Credits and required to be VIU’s. Full 30 credits at 2nd year completion.

The vision is to offer this during intersession and fall semesters. A 1 week intensive residency is

difficult in June therefore it is best positioned in the Fall. It was noted that 220 and 230 are not

new courses, however, the language and descriptions require clarity and condensing. For example,



March 22, 2017


P a g e | 4

“a blend of methods, philosophy and methodology” to be retained whereas “collaborative” should

not be explicitly listed here. A caution is required when levelling of content/concepts in a diploma

program. For example, 220 includes introductory Methods and Ethics and uses a social methods

text. A committee developed the course by following the principles of action research which is

upheld as an exemplar of social research methods. It links with 230 which implements, evaluates

and provides recommendations for an action research plan that is developed 220. However, the

question is whether the focus is too narrow and therefore limiting, i.e., introduce social research in

a more broad way. More exploration of options is needed before implementation. It was suggested

that Learning Outcomes be removed from the Faculty discussion to keep it more generic. These

are not new courses, they are renamed and renumbered. The curriculum committee requires a

sample course outline. If courses are the same and only the name and number has changed then

it is classified as a course change, not a new program. If this is the case, then tuitions cannot be

adjusted. It was suggested that the faculty working on the LDS in its reconceptualization check

with Leslie Sundby who can provide input from a curriculum perspective. The VIU Curriculum

committee prefers Faculties to do the required work on course/program changes before it comes

to them.

Action: LL to look into the specific requirements re: course number, name, etc.

When revising course outlines be mindful of learning outcomes and make sure assignments are

aligned to one or more outcomes so this is clearer for students. This developmental work largely

comes after the program is approved. A generic outline is created first for the curriculum approval

phase.

Approved Ladret/Grieve

4. New Non-Credit Program Proposal: Medical Device Reprocessing Technician Young

This is proposed as a “new program” – same name as old Medical Device Reprocessing Technician,

non-credit. The program will be 4.5 months full time compared to the old program at 3 month’s

full time. The new version was purchased from VCC. VCC redid the curriculum and increased

enrollment. There has historically been disparity with time, duration and cost of programs. Over

the last two years many advisory meetings took place and we are now ready to bring this in line

with what exists on the mainland. It is our own delivery model with revised hours. Tuition will be

a slightly less at VIU. BCC is over $9,000 and our program will be $8,695. The new program has

140 hours of theory, 56 hours in clinical skills basics (lab), and 344 hours of clinical/practicum.

Upon graduation the student is eligible for certification. Canadian Standards Association (CSA) is

the national certification body and requires 400 hours of hands on experience (lab and practice).

Alberta and Ontario require this also, so we will get attention from across the nation. The proposed

program is 100% cost recovery since we are able to increase tuitions if it is poised as a new

program. We are working with VIHA’s professional practice office, specifically the Student

Placeman Education office (SPECO), for student training. In addition we hope to have placements



March 22, 2017


P a g e | 5

outside of VIHA. In 2005 the Provincial Health Authority required this training. AVED has

reinvigorated interest in recognizing this training. It is similar to an apprenticeship model and tied

to the needs of employers. It has been a challenge to be creative and one attempt is to ladder

sterilization with the program. Both parts are incorporated in the delivery.

Motion: approval of new program

Anderson/Metcalf

5. New Course Proposals – HHSB 010 and 020 – ratification of motion

Vote occurred – approved by email

6. Proposed 2017/2018 Meeting Schedule

Meeting Schedule was circulated for general information. Faculty asked to provide feedback.

Committee Reports

7. Educational Standards Committee Report Grieve

Educational standards is going to a 2-day study break in the fall as well as the spring semester.

Programs do not have to take a fall break if too difficult to complete practicum hours. Other

variants may be doable, i.e.,

1 day for non-academic

2 days for academic

This is going into the official VIU calendar. You don’t have to take it if time is sensitive for the

program. It is up to the discretion of programs. In the next three years this will be tied to

Thanksgiving and the committee will revisit it next fall after feedback is provided. It is anticipated

that it will be approved at the next Senate meeting in April (2017).

Adjournment – 5:30 pm Motion to adjourn.

Ladret/Wagner

of 4 HHSALL:ADMIN-Dean’s Office-Committees-Advisory Committees-Fitness to Practice Policy

Revision Number: 1

Approval Status: Not Approved

Approved by: N/A

Date Approved: N/A

Effective Date: N/A

1 Purpose

The Fitness to Practice Policy is designed to increase awareness of the behaviours and attitudes that are required within professional programs. These behaviours and attitudes are expected to be demonstrated in the classroom, within assignments, with individual and/or group presentations, within the lab setting, and in practicum placements. They are also consistently demonstrated between students, between students and faculty and staff, and between students and practicum personnel.

2 Scope

This policy applies to theory/practicum/practice experience/lab/field education courses in programs in the Faculty of Health & Human Services.

3 Definitions

Client The recipients of service. Depending upon context, the Client may be an individual, a family, a community, or a population.

Faculty Member VIU Faculty Member responsible for assigning the course grade. May also be the Onsite Supervisor.

Onsite Supervisor An individual who has onsite supervisory responsibility for the Student in the Placement setting. This may be an employee of the Placement agency/organization and/or the Faculty Member.

Placement An experiential education opportunity required as part of a program of study, in which the Student works in a practice setting under supervision. This includes Clinical / Practicum / Practice Experience / Field Education courses. The Placement provides an opportunity for the Student to apply, develop, integrate, and demonstrate skills and knowledge in practical settings.

POLICY: Student Fitness to Practice in Theory/ Clinical / Practicum / Practice Experience / Lab/ Field Education Education Courses

Faculty of Health and Human Services Policy

Student Progress

2 | P a g e

Scope of Practice The range of responsibilities (e.g. types of Clients, activities, tasks/duties, procedures) and boundaries within which the Student is authorized to practice under supervision. Scope of Practice is set by legislated regulation, professional association and/or established occupational competencies. The student's Scope of Practice will also be determined by the development of their learning and competencies as they progress through the Program.

Student Progress The progression of the Student toward achieving course learning outcomes.

Unsafe Practice Behaviour or incident that places the Client in jeopardy and/or at an unacceptable level of risk for physical, psychosocial, or emotional harm. This may include a behaviour which constitutes practice outside the Student’s current Scope of Practice (i.e. not currently authorized or educated to perform at the time).

Refer to Faculty of Health and Human Services Policy: Client Safety and Clinical/Practicum/Practice Experience/Field Education Courses.

Also refer to VIU’s Student Conduct Code (Policy 32.05) regarding Unsafe Practice situations involving violation of the Student Conduct Code (e.g. endangering the safety of any individual, violence or threats of violence, personal harassment, disruption of the learning/working environment, alcohol or drug related offences).

Unsatisfactory progress Student performance that does not meet the expected learning outcomes for the course for a Student at that level of the course at that point in time.

4 Principles

4.1 Students are expected to conduct themselves in an ethical, responsible, and

professional manner. As an element of students’ academic performance, student

conduct is evaluated through the Fitness to Practice (FTP) policy.

4.2 Faculty will exemplify and teach a professional way of being. This will include elements such as honesty, integrity, responsibility, accountability, self-awareness and reflection. The professional presentation will align with the professional body expectations of a newly graduated practitioner of any Health and Human Service Profession.

4.3 Fitness to Practice expectations will align with course objectives and course outlines of any Health and Human Service Program.

4.4 The professional competencies will be built upon and expanded as the program moves on to completion. At completion the student will exemplify the expectations of the professional body they are graduating into.

4.5 When gaps in professional development appear, students will be given the opportunity for reflection, remediation, and revision within the specific course outlines and objectives.

4.6 Student progress that is challenged will follow the HHS procedure for student progress: Student Progress in Clinical/Practicum/Practice Experience/Field Education Courses Client Safety and Clinical / Practicum / Practice Experience / Field Education Courses

4.7 In order to support sound decision making, the Faculty Member may benefit from consultation or advice regarding Student Progress issues. Such consultation will follow principles of anonymity of the student, confidentiality, and professional judgement. Identification of the individual student requires the student’s permission.

4.8 The student is responsible for his/her own learning and responsiveness to feedback.


Student Progress

3 | P a g e

5 Policy Statement

5.1 Fitness to Practice is a guideline for students and instructors to clearly recognize what expected levels of behaviors are to be demonstrated in professional programs. This is in addition to requisite skills and abilities of Professional Practice groups. And it is in alignment with VIU Vision and Values. This guideline has been developed to prepare students adequately for professional roles:

• mentally

• physically

• emotionally.

6 Related Policies & References

VIU policies and procedures regarding student conduct and performance:

o Policy 32.05 and Procedure 32.05.001:Student Conduct Code o Policy 32.06 and Procedure 32.06.001: Student Conduct Appeals o Policy 96.01 and Procedure 96.01.001: Student Academic Code of Conduct o Policy 96.02 and Procedure 96.02.001: Academic Appeals o Policy 96.03 and Procedure 96.03.001: Academic Probation

Faculty of Health and Human Services policies and procedures:

o Procedure: Student Progress in Clinical/Practicum/Practice Experience/Field Education Courses

o Policy: Client Safety in Clinical/Practicum/Practice Experience/Field Education Courses

Student Handbooks for specific programs, which provide program-specific information about clinical/practicum/practice experience/field education courses, expectations of professional conduct, learning outcomes, and student performance.

Practice education guidelines as outlined by the BC Academic Health Council, the Ministry of Health, BC health authorities, and provincial licensing bodies.

VIU’s Early Alert System: http://www2.viu.ca/facultyhelp/AcademicAlert.asp

7 Fitness to Practice Evaluation Process

When behaviors and attitudes do not align with Professional Standards, and/or University Student Conduct Codes, in spite of support, guidance and remediation, Fitness to Practice within the Profession must be considered. Student competence is evaluated using the Fitness to Practice (FTP) Standards and documented with the FTP Evaluation Form. All students will be reviewed by individual faculty using the FTP Standards during <list of courses in program areas>, and as necessary throughout the program. Admission to the program does not guarantee fitness to remain in the program. In addition, a FTP review may be initiated with any student at any time if a faculty member, staff, course instructor, program advisor or clinical/field/practicum supervisor believes the student has displayed attitudes or behaviour which suggest the student does not possess sufficient competency on one or more FTP criteria. In addition to the invocation of prescribed institutional policy relating to student conduct, Faculty also may initiate a FTP review at any time for:

a) Students who engage in illegal or unethical behaviours, b) Students who present a threat to the wellbeing of others, or c) Students who violate the VIU Student Code of Conduct, the Handbook of their particular

program, and any other applicable HHS or VIU policies or procedures (i.e., human rights, client safety, student progress),

http://www2.viu.ca/facultyhelp/AcademicAlert.asp


Student Progress

4 | P a g e

In such cases, depending up on the circumstances, the FTP process may result in the student being required to have a progress meeting, a corrective learning plan, or a contract for improvement along with an opportunity for remediation. Student progress procedures will be considered before more serious sanctions (i.e., suspension, course failure) are instituted.

Faculty members, staff, course instructors, program chairs/advisors, and field/clinical supervisors may evaluate all students according to these standards. Students will have the opportunity to participate and respond at each step of the FTP process.

Performance on the FTP standards will be rated on a scale of 0 (competence not achieved) to 1 (competence achieved) as described in the Fitness to Practice Standards (Appendix A). A rating of 1 on all FTP standards will indicate competence. The FTP Evaluation Form then will be shared with the student and a copy placed in the student’s file. A rating of 0 on any of the FTP standards will initiate the following procedure:

1) The student will be contacted to schedule a meeting within one week of completing the Fitness to Practice Evaluation Form to review the FTP Evaluation Form (Appendix B)

The meeting will be held with the issuing faculty member, unless the FTP process was initiated because the student engaged in illegal or unethical activities, presented a threat to the wellbeing of other, or violated the VIU Student Code of Conduct, HHS client safety policy and student progress policy, or Program Student Handbook procedures. In this case, the meeting will be held with a faculty member and Program Chair as well as the Associate Dean, as outlined in Step 3 below.

The student has five business days to respond to the request to schedule a meeting. If the student does not respond by the close of business on the fifth business day, the matter will proceed to step 3 below.

2) At the meeting, the issuing faculty will review the FTP Evaluation Form with the student and discuss a remediation plan. Within five business days after the meeting, the issuing faculty will provide a final copy of the remediation plan (incorporating any changes agreed upon at the meeting) to the student for review and signature. The student will have two business days to review, sign, and return the remediation plan. Failure of the student to sign and/or return the remediation plan by the close of business on the second business day will not impede the process and may be considered during the fitness to practice process. It is understood that the initiation of a FTP plan is necessary to signify to the student that it is important for them to demonstrate and achieve FTP standards.

The remediation plan may include:

1. Specific competency(ies) from the FTP Standards which require(s) remediation 2. Specific recommendations to achieve remediation (i.e., actionable by the student), 3. Specific requirements to demonstrate remediation efforts have been successful (benchmarks to

measure progress/change), and 4. A specific deadline or specified review dates for subsequent monitoring to evaluate progress.

Both the student and issuing faculty may retain copies of the signed FTP Evaluation Form and remediation plan and copies will be placed in the student’s file. At any time during the remediation process, the issuing faculty member may refer the student to the Program Chair or the Associate Dean for guidance or if the progress if faltering.

3) A meeting with the Associate Dean who may convene a faculty review committee if:

a) The FTP process was initiated because the student engaged in illegal or unethical activities, presented a threat to the wellbeing of others, or violated the VIU Student Code of Conduct, HHS client safety policy or student progress policy, or the Program Handbook Procedures,

b) A student fails to respond to the issuing faculty’s request to schedule a meeting to review the FTP Evaluation Form,

c) A student fails to show reasonable progress in the remediation plan, or d) A student receives more than one FTP Evaluation Form rated 0 during his or her Program of Study.


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The committee will be comprised of three core faculty appointed by the Associate Dean from the program area. The student will be required to meet with the Faculty Review Committee in accordance with the procedures described in #1 and #2 above. The faculty review committee will review the remedial strategies, the student’s progress to date and/or evaluation of the student’s fitness for continuation in their Health and Human Services program. The faculty review committee will monitor the student’s progress on the remediation plan. If at any time it is determined the student is not making satisfactory progress the faculty review committee may either modify the remediation plan or discontinue the student from the program. All Faculty Review Committee decisions for a student’s discontinuation from a HHS program will be forwarded to the Program Chair. The Program Chair will forward the committee’s decision to the Associate Dean of the Faculty of Health and Human Services (HHS). The Student may appeal the committee’s decision to the Associate Dean of the Faculty of Health and Human Services. Decisions by the Associate Dean are final within the Faculty. As with all other appeal processes, students may appeal the Faculty decision to the Student Affairs office.


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APPENDIX A Fitness to Practice Standards - VIU Health and Human Services

All standards are evaluated based on student performance in programmatic, academic, clinical/field/practicum, supervisory, and interpersonal contexts. They are largely behavioral and attitudinal in nature and augment course learning outcomes, professional standards and code of ethics, requisite skills and abilities outlined by the profession, and other VIU policies and procedures relevant to student learning and conduct. Comprehensive student evaluations in relevant programs and courses will incorporate the student’s functioning relative to these standards.

1. Follows ethical and legal considerations Competence achieved

Maintains appropriate and respectful

boundaries with clients, faculty, supervisors,

and peers.

Demonstrates awareness of personal values and does not impose personal values on others.

Competence not achieved

Displays inappropriate and/or disrespectful

boundaries with clients, faculty, supervisors, and

peers.

Does not demonstrate awareness of personal

values or imposes personal values on others.

Breaches applicable professional ethical codes and

laws.

2. Displays multicultural competence Competence Achieved

Demonstrates sensitivity to diversity.

Demonstrates multicultural communication and caring competencies.


Discriminates or expresses prejudice towards

those of a different race, culture, gender, religion,

sexual orientation, age, ability status, gender

identity, marital status/partnership, language

preference, or socioeconomic status than self.

Does not demonstrate multicultural communication and caring competencies.

3. Open to new ideas Competence Achieved

Openly discusses and respects perspectives other than own.

Considers others’ perspectives and points of view.


Dogmatic about own perspective and ideas. Unable or unwilling to consider others’ points of

view.

4. Aware of own impact on others Competence Achieved

Recognizes how own words and actions impact others.

Avoids blaming others and examines own role in problems.

Respectful toward peers, supervisors, and/or instructors.


Shows little or no concern for how others are impacted by them.

Blames others for problems without self-

examination.

Disrespectful toward peers, supervisors, and/or instructors (e.g., monopolizes discussion or gossips).


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5. Responsive, adaptable, and cooperative Competence Achieved

Shows reasonable effort to adjust behaviors in response to changes in professional & interpersonal contexts.

Expresses tolerance of change in programmatic, academic, clinical/field/practicum, or supervisory settings.

Thoughtful and reflective in response Appropriately cooperates in cooperative

activities. Compromises in cooperative activities.


Shows little or no effort to adjust behaviors in response to changes in professional & interpersonal contexts.

Expresses intolerance of changes in programmatic, academic, clinical/field/practicum, or supervisory settings.

Reactionary and defensive in response Shows little or no engagement in cooperative

activities Monopolizes cooperative activities.

6. Receptive to and uses feedback Competence Achieved

Responsive, open, and receptive to feedback. Appropriately incorporates feedback.


Responds to feedback with defensiveness, anger, and/or denial. Shows little or no evidence of incorporating feedback.

7. Responds to conflict appropriately Competence Achieved

Actively examines and acknowledges own role in conflict.

Actively participates in problem-solving efforts.

Appropriately expresses emotions when conflicts are addressed.

Addresses conflict directly with individual(s) involved.


Shows minimal willingness to examine own role in conflict.

Shows minimal effort and/or ability at problem-solving.

Displays hostility when conflicts are addressed. Does not address conflict directly with individual(s) involved and addresses with others instead.

8. Accepts personal responsibility Competence Achieved

Examines own role in problems. Accurate and honest in describing own and

others roles in problems. Accepts own mistakes and responds to them

as opportunity for self-improvement.


Refuses to admit mistakes or examine own contribution to problems.

Lies, minimizes, or embellishes the truth to extricate self from problems.

9. Expresses feelings effectively and appropriately Competence Achieved

Expresses own feelings. Acknowledges others feelings. Acts professionally while experiencing

difficult emotions. Expression of own feelings is appropriate to

the setting.


Does not express own feelings appropriately. Does not recognize or acknowledge feelings of

others. Acts out negative feelings (through negative

behaviors) rather than articulating them. Expression of feelings is inappropriate to the setting.


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**Supported by Professional Requisite Skills and Abilities**

10. Dependable in meeting obligations Competence Achieved

Satisfactorily meets attendance requirements and notifies others in advance regarding absences.

Arrives on-time for scheduled obligations. Meets deadlines and satisfactorily completes

paperwork and assignments.


Absent from scheduled program obligations (e.g., class, supervision, or clinical/field/practicum site) and does not notify others in advance.

Arrives late for scheduled obligations. Rarely meets deadlines (i.e., practicum and internship paperwork, applications, tapes, other assignments) or paperwork is incomplete when submitted.


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APPENDIX B Fitness to Practice Evaluation Form - VIU Health and Human Services

1. Follows ethical and legal considerations Competence met Rating of 1

Competence not met Rating of 0

Works within Professional Body code of conduct

Works within Professional Scope of Practice

Works within Professional Standards of Practice

2. Displays multicultural competence Competence met Competence not met

Respects others religious beliefs

Tolerant of cultural diversity

Inclusive of others regardless of race, creed, color, or beliefs

Embraces learning opportunities with cultural content

3. Open to new ideas Competence met Competence not met

Examines shifts in thinking with curiosity and interest

Recognizes and self-manages discomforts of change

Examines new content for greater understanding

Allows time and space for integration of new knowledge

4. Aware of own impact on others Competence met Competence not met

Recognizes that one’s own voice, body language, and presentation may affect others positively or negatively

Manages emotions appropriately

Acts with assertion rather than aggression

Recognizes own limits, and how that may affect others

Aware of how much time and space one personally occupies

Fair and respectful with resources

Consistently treats others with respect and dignity

5. Responsive, adaptable, and cooperative Competence met Competence not met

Adaptable to the unexpected and unknown

Works collaboratively with others

Recognizes many ways of doing things

Ability to let go of comfort zone

Engages in change, but at the same time aware of self- limitations

Ability to lead and follow appropriately

Engages in reflective examination of self


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6. Receptive to and uses feedback Competence met Competence not met

Listens without interrupting when feedback is offered

Clarifies if uncertain of message

Allows time and space for internalization of content (does not act with reaction)

Reflects on constructive feedback

Implements changes when necessary

7. Responds to conflict appropriately Competence met Competence not met

Takes ownership of personal element

Diplomatically addresses issue with direct source

Strategizes for solutions

Moves forward without negative energy

8. Accepts personal responsibility Competence met Competence not met

Honest

Works with integrity

Admits mistakes and takes action to correct

Sets boundaries

Accepts limitations

Personal health requirements have been attended to physically, emotionally, and mentally

9. Expresses feelings effectively and appropriately Competence met Competence not met

Consistent control of own emotions

Considers words before speaking

Grounded with honesty and compassion

Allows time and space for reflection

Philosophy of kind, helpful, truthful expression of self

10. Dependable in meeting obligations Competence met Competence not met

Consistent attendance

Consistent timely arrivals

Prepared with equipment, content, and personal care items

Organized with workload

Has intention for the day

Flexible with disruptions

Adaptable to change

faculty council agenda - draft · 11/23/2017 · regrets amy moen* andrew hollenberg anita carroll...

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