The HHS School Handbook will orient you to the policies, expectations of your program and resources and supports at Ƶ College and within the School.
Be sure to familiarize yourself with the contents and if needed, ask for guidance from your instructors, so that you are set up for success.
Once enrolled in a program, you're required to familiarize yourself with the information found in your school and program information pages.
Policies and expectations unique to our program are outlined in the following pages. Please ensure that you read the HHS Student Handbook for general school information.
Navigating the Handbook
To search the handbook, use your browser's Find in Page function, keyboard shortcut Ctrl+F
To print or print to PDF, use keyboard shortcut Ctrl+P
dzٱ:Downloaded versions of the student handbook are valid on the date of download. Critical changes or error corrections may happen at any time. Due to COVID-19, information in the handbook may change. For the most up-to-date information about Ƶ’s response to COVID-19 go to www.camosun.ca/covid19.
1. What's in the handbook
1.1 School Pages & School Handbook
The Health and Human Services (HHS) web pages include information about our school along with contact details. Of note,important student Informationprovides quick links to book student study or meetings rooms and practice labs; details about practice placements, archived course syllabi. You can also find details about the HHS Student Representative initiative, available scholarships and awards, and direct links to our program pages.
Information in the School Handbook is common to all programs within HHS and applies to you when you are a student in any of the programs in HHS.
1.2 HHS Program Pages & Program Specific Handbooks
Visit the HHS programs pages for a listing of all programs offered in our school.
Each program has an established program specific handbook for the additional procedures and guidelines unique to your individual program areas. It is your responsibility to read and be familiar with the contents of the student handbook.
You'll be held accountable for the material in your program's handbook.
Much of the information you need as a student applies to everyone at Ƶ College (students, faculty, and staff), and is available college-wide. The HHS Handbook is designed to help HHS students quickly navigate to information and resources at the college that can help to support and enhance your learning.
2. School of Health & Human Services
2.1 Contacts
School of Health & Human Services Structure
- Dean
- Associate Dean
- Assistant to the Dean
- Administrative Coordinator
- Operations Assistant, HR focus
- Operations Assistant, Curriculum focus
- Practicum Placement Assistant
- Program Assistant, Dental
- Program Assistant, CFCS/AHT/CC
- Program Assistant, Nursing
- Administrative Support, CFCS/AHT/CC
- Administrative Support, Nursing
- Administrative Support, Dean's office
- Indigenous Support Coordinator
- Simulation Coordinator
- Departments (see 2.2below)
See the full HHS Staff Directory.
2.2. Departments
Departments are operational divisions within the School of HHS. Like programming is often grouped together to take advantage of similar professional outcomes or discipline knowledge. Departments have a Chair (a faculty leader) who supports and promotes the operations of programs within their department. Chairs receive student grade appeals and enforce program discipline.
Allied Health & Technologies Department
- Certified Medical Laboratory Assistant
- Diagnostic Medical Sonography
- Medical Radiography
Community, Family, and Child Studies Department
- Community, Family & Child Studies
- Early Learning & Care
- Education Assistant and Community Support
- Interprofessional Mental Health & Addictions
- Mental Health & Addictions
- University Transfer Health Courses
Continuing Care Department
- Health Care Assistant
- Practical Nursing
Dental Department
- Certified Dental Assistant
- Dental Hygiene
Nursing Department
- Nursing
3. Student Safety
3.1 Campus Security & Emergencies
Your personal safety is a shared concern and responsibility between yourself and the College. Ensure you familiarize yourself with the College's safety procedures and support offerings on theProtection ServicesandEmergency Managementpages.
- Campus closures and severe weather
- Download theƵ Emergency Management appto keep informed of campus closures and other important safety information.
- Download a copy of the emergency procedures posterPDF
For help with any emergency, call 250-370-3075
3.2 Personal Safety
Theft is a common problem on college campuses. Ƶ College cannot be responsible for the loss or theft of student belongings. You can rent lockers through the bookstore or leave your valuables at home. Personal belongings such as knapsacks, purses, and jewelry are not allowed in labs. Textbooks, notes, and assignments should be labeled with your name and telephone number and not left unattended.
Lost & Foundis located at Campus Security. Contact information (non-emergency) is (250) 370-4567.
The Ƶ College Student Society offers aprogram to provide you with an escorted walk or ride to your car or bus stop.
Personal safety checklist
- Use well-lighted walkways and avoid dark, isolated areas or areas where someone could hide.
- Use the "buddy system", whenever possible.
- Be cautious with personal information.
- Always be aware of your surroundings; take a few seconds once you leave a building and check out who is around you and where you are.
- Always carry your keys on your way to the car (so you don't have to stand there digging through your purse or knapsack).
- Always check the inside of the car before getting in.
- Trust your feelings. If a situation doesn't feel safe to you, leave.
- Don't be afraid to say NO, loudly and clearly, even to a friend.
3.3 Student Safety
Student injuries on and off campus are to be treated by the College’s First Aid attendants or other medical personnel. While HHS faculty may be competent at performing first aid and other medical and counselling procedures, you must report injuries to your instructor(s) and seek care and treatment from designated College personnel or external providers. Failure to comply with these steps could result in you being ineligible for compensation for any expenses incurred as a result of the injury.
On-campus injuries
If you are injured on campus, the following steps are to be taken:
- You must report the injury to your instructor.
- In case of injury requiring medical attention, DIAL 3075 (24 hours) from a College telephone or 250-370-3075 from an outside line.
- Ƶ's certified first aid attendants offer treatment and/or referral from 8:30am to 11:30pm at Lansdowne campus and from 7am to 11:30pm at Interurban campus.
- The first aid attendant will provide aif a claim may be required (for ambulance transportation, medical treatments, damage, etc.) and the instructor will complete this form. In the event one is not provided, please contact the Occupational Safety and Health (OSH) Coordinator.
Off-campus injuries
If you are injured off campus (at a practicum), the following steps are to be taken:
- You must report the injury to your supervisor on site and your instructor at the College. You must comply with the employee incident reporting procedure of your placement site.
- You are responsible for and encouraged to report to a first aid attendant, medical practitioner, or medical treatment facility as appropriate.
- You must complete afor all injuries which arose or are claimed to have arisen from activities undertaken as part of a practicum as defined by WSBC. This form should be completed and submitted to your instructor of the school office as soon as possible.
Preparing the body for demanding physical work can reduce the risk of occupational injuries. Some practical recommendations for avoiding “on the job” injuries include:
- Stay physically fit!This is best done using a mix of regular strength and endurance activities
- Warm up!Prepare the body and muscles to be used prior to demanding efforts. This might include lighter lifts and/or 5-10 minutes of light activity such as walking or jogging.
- Lift correctly! Learn how to lift with good technique to protect your back.
- Follow these basic rules to protect your back while lifting, provided byHealth Link BC
- Keep a wide base of support.Your feet should be shoulder-width apart, with one foot slightly ahead of the other (karate stance).
- Squatdown, bending at the hips and knees only. If needed, put one knee to the floor and your other knee in front of you, bent at a right angle (half kneeling).
- Maintain good posture.Look straight ahead, and keep your back straight, your chest out, and your shoulders back. This helps keep your upper back straight while maintaining a slight arch in your lower back.
- Slowly liftby straightening your hips and knees (not your back). Keep your back straight, and don't twist as you lift.
- Holdthe load as close to your body as possible, at the level of your belly button.
- Use your feetto change direction, taking small steps.
- Lead with your hipsas you change direction. Keep your shoulders in line with your hips as you move.
- Set downyour load carefully, squatting with the knees and hips only.
- Follow these basic rules to protect your back while lifting, provided byHealth Link BC
3.4 Allergies and Sensitivities
Life-threatening allergies
Students with life-threatening allergies or known anaphylactic reactions may wish to notify their instructors to discuss risks associated with coming into contact with allergens during class, lab, and practicum experiences.
Latex sensitivity
It is your responsibility to identify your latex allergy to the instructor and discuss options to minimize exposure.
Scent-free guidelines
Ƶ College is committed to a safe, healthy and respectful environment for its students and employees, and recognizes that scented products (e.g. cannabis smoke, hairspray, cologne, tobacco smoke) may negatively impact an individual's quality of life or health.
Ƶ has implemented a Scent Awareness Program on campus.Read the Scent Free Guidelines.PDF
4. Services for Students
4.1 On Campus
A number of campus services exist to support you in your educational journey at Ƶ. VisitStudent Servicesto learn about:
- Enrolment Support
- Academic Success Services
- Applied Learning
- Health & Wellness
- Campus life
4.2 Office of Student Support
TheOffice of Student Supportworks collaboratively with students, staff, faculty, and Ƶ partners to guide and support students on their learning journey towards student success. Through clear articulation and education of rights, responsibilities, and Ƶ College policies, the Office promotes a safe and inclusive environment for the growth and development of all Ƶ students.
- Student Conduct- Non-Academic
- Policies:Sexual Violence & Misconduct
- Role of the Office of Student Support
4.3 Important Dates
Exam timetables, and course assignment due dates will be offered to students after the start of each term, via the Course Syllabus.
Important program dates are published to your individual program and course calendars. These are distributed by email, handed out in class, and published to D2L in courses with blended access.
5. Teaching & Learning Practices
5.1 Course Syllabi
For all HHS programs, outcomes and objectives that outline the skills and knowledge expectations for each course are provided for students. Students are encouraged to review these prior to and during coursework for reference and learning needs. Course information: required texts, tests, assignments etc. are included in the course syllabus. They contain information from the Education Council (EdCo) approved course description, plus assignment and exam information.
Course Syllabi form a "contract" between the instructor and the student, and are referenced in a student appeal. They can also be vital tool for establishing course credit when students attempt to articulate between learning institutions.
See the archive of course syllabi from past terms.
5.2 Standards of Academic Progress
Faculty and staff in all HHS programs are committed to ensuring that you become skilled, dependable, and accountable in your area of study. All instructors within the programs are concerned about and share responsibility for student success. If you are having difficulties with course material, it is your responsibility to arrange help before you get too far behind. Contact your instructor for individual help as required. Not doing so may affect your overall success.
When an instructor, during the process of ongoing assessment, determines you to be at academic risk, the instructor will alert you and discuss improvement strategies. Because you are ultimately responsible for your progress, you should communicate your progress and challenges to the instructor and act on the improvement strategies suggested. Ƶ has a number of resources to help ensure your academic success, including theHelp Centres(academic support for English, Math, and Science);Writing Centre & Learning Skills;Counselling Centre, andCentre for Accessible Learning.
You can minimize your academic risk by attending all you classes, studying regularly, and building good relationships with your instructors and classmates.
Ƶ College’sAcademic progress policy (E-1.13)defines the College-wide standard for academic progress and establishes principles and protocols to assist students, their instructors, and administrative staff to monitor and intervene when a student is “at risk.”
The College is committed to identifying and removing institutional and social barriers that prevent access and impede success. Ƶ College’sAcademic Accommodation for Students with Disabilities policy (E-2.11)articulates how Ƶ will provide appropriate and reasonable academic accommodations for students with disabilities.
5.3 Academic Integrity
The School of HHS is committed to competence, professionalism, and integrity in our students and developing your core skills to succeed throughout your academic programs and in your careers. The purpose of these guidelines is to provide clear expectations of appropriate academic conduct and to establish processes for discipline in appropriate circumstances. It is your responsibility to become familiar with the content and the consequences of academic dishonesty.
Students are also encouraged to reviewtheAcademic Integrity(E-1.13)policy,which outlines Ƶ College’s academic expectations for all students and articulates the College’s values and principles with respect to upholding the highest standards of academic integrity. The policy and its supporting documents describe how matters of academic misconduct are addressed and resolved.
Plagiarism: Definition and consequences
Representing the work of others as your own is plagiarism. Quote and cite sources in a way that gives proper credit and avoids plagiarism. When in doubt about how to acknowledge a source, consult your instructor, theWriting Centre and Learning Skills, theHelp Centres, or alibrarian. Plagiarism includes, but is not limited to, the following:
- Submitting an entire or part of an assignment (e.g., paragraph, essay, report, lab report, technical drawing, exam, etc.) written by someone else. This is plagiarism even if you make revisions to the original work.
- Submitting an assignment in which you have copied or cut and pasted one or more passages from one or more other works or an internet site without enclosing those passages in quotation marks and providing clear, correct citations for those passages.
- Submitting an assignment in which you take one or more ideas from another work(s) without citing them, even when you reword or put those ideas in your own words (that is, paraphrasing them). You must provide clear, correct citations for theories, arguments, facts, stories, or other information that you did not come up with on your own.
- Submitting an assignment that an editor or tutor, whether amateur or professional, has partially or entirely rewritten for you. A tutor is not a copy editor. A tutor's role is to explain general principles of writing, grammar, syntax, punctuation, and spelling.
- Submitting a group project which contains plagiarism. It is the responsibility of all members of the group to monitor the progress of the work to ensure that plagiarism does not occur.
Consequences for plagiarism
Plagiarism: is addressed in theAcademic Integrity policy(E1.13) which outlines Ƶ academic expectations, rights and responsibilities for all students, and articulates the College’s values and principles with respect to upholding the highest standards of academic integrity.
5.4 Assignments, Tests, Examinations and Assessments
Test and examination procedures
It is expected that you will:
- Write tests and examinations at the scheduled time and place.
- Remove everything from the table, except items required to complete the test/exam.
- Write final answers in ink unless the instructor specifies using pencil.
- Not communicate with any other student.
- Not bring any electronic devices into the test/examination room.
- Not leave the room once the test/examination is in progress.
Once the test/examination paper is handed in, it will not be returned (during the test/examination).
A student caught cheating will be dealt with according to the College's Academic Integrity policy(E-1.13).
Once the grades are distributed, test or examination papers may be viewed or discussed with the instructor at a pre-appointed time.
Late arrivals for scheduled tests
Arriving late for written or laboratory testing is disruptive to your peers and the instructor. You will not be allowed into the testing or laboratory room after 10 minutes has elapsed from the testing start time and will therefore forfeit your opportunity for testing. Likewise, you may not leave the room until 30 minutes after the test has commenced.
If you arrive late, you will not be granted extra time to write the test or to complete the laboratory evaluation.
Missed tests/exams & laboratory competency/case study/skill checks
Dates and times are set for written and competency/skill-based testing. You are informed of the dates and times at the beginning of the course and are expected to organize your schedule accordingly. If you are absent from a written or competency/skill-based test for reasonable cause (e.g. illness, family emergency, adverse weather conditions, etc.), you may be allowed a make-up test/exam on the first day you return to the program (please check your program’s handbook for specific details). A physician’s note for illness, or a note substantiating the family emergency, will be required prior to arranging the make-up testing.
You are expected to notify the department or course instructor by email or voicemail BEFORE the scheduled written or competency/skill-based session if you are unable to be present for the test. Whether you will be able to reschedule your assessment will be addressed on a case by case basis and dependent on program guidelines. Failure to notify the department or instructor, will forfeit your opportunity for a make-up test/exam.
Absences from Campus Due to COVID-19
Ƶ College’snew directivesupports and guides employees and students experiencing COVID-19-associated symptoms or self-quarantining to report their absences and refrain from attending on campus. If a student is feeling unwell, they should inform their instructor that they will be unable to participate in any in-person classes. Where possible, alternative means of participating in the learning will be arranged.Students will not be academically penalized for such absences.
5.5 Grading Systems and Circumstances
Grading
See the Ƶ College policy onGrading(E-1.5). Passing grades may differ in each program. Information regarding the passing grade required can be found on the Admission Details page for your program. See Academic Calendar or Program Outline.
Incomplete grade
At the discretion of the instructor, if you have shown satisfactory progress, but have been unable to complete the requirements of a course due to hardship or extenuating circumstances, such as illness or death in the family, you may be issued an Incomplete (I) rather than a failing (F) grade.
Occasionally difficulties related to a practicum site, the lack of appropriate clients or excessive client cancellations may interfere with completing practicum or clinical course requirements. The following criteria would be used in assigning an incomplete grade.
- You have lost some course time.
- You have demonstrated consistent progress towards completion of all course requirements and would have met them all if time had not been missed.
- You have shown evidence of meeting most of the course requirements, with work required to complete only one or two areas.
- You have a reasonable chance of meeting the requirements in the designated time.
In such situations a Collaborative Agreement will be developed with you and it is expected that you will complete the requirements within the specified time frame. Upon successful completion of the requirements within the specified time frame, the incomplete grade will be changed to reflect a passing grade. A failing grade will result if the contract is not fulfilled on time and as specified.
Compulsory withdrawal grade
See the Ƶ College policy onCourse Withdrawals(E-2.2). You may also be eligible forMedical/Compassionate Withdrawal(E-2.8) under exceptional circumstances.
5.6 Guidelines for Withdrawal and Re-entry to HHS Programs
If you leave your program prior to completion, the Chair or designate will attempt to schedule an exit interview with you. Where appropriate, a Personal Learning Plan (PLP) may be developed in collaboration with you which could include specific learning strategies for returning to the program or a recommendation for career counselling.
If you are eligible and wish to re-enter an HHS program, you will need to follow the guidelines below:
- Fill out a Ƶ College application form at Registration as a HHS Re-entry Applicant. The application will be date stamped which may be used to determine position on the re-entry waitlist.
- Approximately two to four (2-4) months before re-entry, speak with the Department Chair or Associate Chair to determine (where applicable) your readiness for re-entry. You may be required to participate in a meeting to assess your need for preparation prior to re-entry and to develop specific learning strategies to include in your PLP.
- Re-entry for semester 1 begins 1 week prior to the start of the program. When available seats have been determined, the Admissions/Registration Officer will offer invitations to re-enter based on the registration priorities for the School of HHS programs:
- No shows and early withdrawals will be filled with re-entry students (50%) and waitlisted applicants (50%).
- Re-entry for all other semesters is contingent on spaces being available in the cohort due to withdrawals or failures.
If you are not offered a seat to re-enter, you will remain on the program applicant list for the next intake.
5.7 Class Cancellations
Students will be notified of class or clinical cancellation at the earliest opportunity.
Severe weather
The Ƶ homepage provides updates regarding college closures due to extreme weather conditions. Students are encouraged to download theƵ Emergency Management appfor all emergency situations related to the college.
Please note that it is not an instructor's role to determine class cancellation due to weather conditions. Please do not email or phone faculty to make inquiries about college closure.
In the event that adverse weather conditions prevent attendance of an evaluationwhen the college remains openthe following guidelines apply.
- If unable to be present for an evaluation, the student is expected to notify the instructor at the earliest time possible and before the evaluation date/time (by email or phone). Failure to notify/contact the instructor will forfeit the student's opportunity to make-up the evaluation.
- The communicated absence will then be included under the "reasonable cause" section of Testing Procedures. Faculty will be aware of weather conditions and will use their judgment in terms of justifiable absences. For example, if a student lives within range of a bus route and the buses are operational and the college is open, then attendance would be expected. Alternately, if a student lives in an outlying area (Sooke, Shawnigan, Mill Bay, etc.) and it is obvious that they cannot access transportation, then their absence would be for "reasonable cause".
- The missed evaluation, based on a communicated absence, will occur at the first possible opportunity once the student is able to return to school.
- Should the timing of the missed evaluation occur at the end of the semester (e.g. week 14 or 16) then the student will receive an "I" (Incomplete) grade until such time that the evaluation is completed. Appropriate security would be necessary (i.e., a different exam).
Instructor illness or emergencies
If your instructor is unable to attend class, we will do our best to find a replacement instructor in the event of illness. If a replacement cannot be found, class cancellations will be communicated to students prior to the start of the class.
In the event of an unavoidable class cancellation due to instructor illness or emergency:
- You will be informed by email(or by telephone if time permitting).
- A notice will be put on the classroom door when possible.
- You will be notified as soon as possible when class time may be rescheduled using the reserved "make up dates" in your course schedule.
Pandemics / COVID-19
Post-secondary education is an. Ƶ will not close, and we will deliver programs in whatever way we can following the Provincial Health Officer's directions for physical distancing.
For the most up-to-date information about Ƶ’s response to COVID-19 go towww.camosun.ca/covid19
6. Course Evaluations & Student Feedback
6.1 Commitment to Excellence
As an institution, we take great pride in our history and identity as a comprehensive Ƶ college. As such, we are privileged to support the personal and professional development of learners and, in turn, positively influence the social and economic progress of our communities. Realizing our vision to provide life-changing learning requires us to continuously pursue excellence in all we do.
We strive for excellence in our educational program offerings, the quality of the student experience we collectively deliver, and the ongoing efficiency and effectiveness of our services and operational practices by following guiding principles, valuing student voices, and investing in our faculty and employees.
Learn more
- Plans and Reports
- Sustainability Plan
- Policy Development Process
- Centre for Excellence in Teaching and Learning
6.2 Course Evaluations
When an instructor or course is eligible for evaluation, students will receive instructions on how to access a confidential course survey to provide feedback to the college and instructor about their learning experience. Survey results are not provided to instructors until after final grades have been officially posted to the student's transcripts on myƵ. Surveys may be conducted in person by a Ƶ administration team member or a web link may be e-mailed to students.
Participation is voluntary but strongly encouraged as evaluation surveys are an excellent way for student voices to be heard.
If you'd like to learn more about how Ƶ College uses data collected from students, visit theInstitutional Research and Planningwebsite.
6.3 Student Representatives
Ƶ College values positive and supportive student experiences. To ensure HHS programs, services and courses meet student needs each HHS program has student representatives.
The role of each student representative is threefold:
- To communicate student issues and concerns to the Program Leader, Chair and/or Dean as appropriate.
- To enhance student educational experiences, team building and mentoring.
- To represent the School and program for promotion and fundraising.
Student representatives have the opportunity to participate in events and meetings, including attending the bi- annual Program Advisory Committee (PAC) meetings, where they get to know employers and Ƶ representatives. Where possible and as long as does not significantly interfere with learning, student reps will be excused from clinical / class schedule to attend events and meetings.
Ask your Program Leader about how you can get involved.
7. Communication & Conflict Resolution
7.1 Guidelines
HHS expects members, students and employees alike, to act towards each other in a manner that contributes to a positive, supportive and safe learning environment. These guidelines will support you to address communication issues that may arise.
If you have an issue or concern:
- Step 1:Clearly identify the issue
- Step 2:Gather the facts
- Step 3 :Plan what you want to say. (Perhaps have an example in mind).
- Step 4:Create an opportunity to discuss the issue privately with the individual involved. Do this at a time when you are emotionally in control.
- Step 5:During the meeting: use normal, neutral conversational tones discuss the facts and check your assumptions use “I” statements be specific, straightforward, descriptive and direct focus on the issue and not the person involved, attempt to understand the other’s perspective
- Step 6:If the issue cannot be resolved through the above channels, you may benefit from arranging an appointment with your Program Chair or theOmbudsperson.
- Step 7:If the issue is still of concern, an appointment can be arranged with the Dean of Health and Human Services, although it is hoped that issues can be resolved at the program or department level if possible. If the issue is concern about a final grade or any imposed discipline, see Ƶ'sStudent Grade Review and Appeals Policy.
If the issue involves a faculty or staff member, you are encouraged to meet with the individual and attempt to resolve the problem. (SeeSec. 8.1below)
8. Student Complaint Process
8.1 Ƶ Process
Ƶ's faculty, staff and administration are deeply committed to excellence in teaching and student success. Ƶ has established a number of processes for bringing forward and dealing with any concerns about the quality of teaching and learning in the classroom and throughout the college experience.
TheStudent Complaint Processis for student complaints about teaching and learning, other than those involving grades and formal human rights complaints. At any point in the process, you may contact theOffice of Student Supportfor guidance and support, or theOmbudsperson, an impartial, independent person whose major function is to provide confidential and informal assistance to students.
9. Professional Behaviour
9.1 Attendance and Absenteeism
It is each student's responsibility to attend the first class meeting of each course. If a student does not attend and does not contact the instructor within two working days following the first class with a satisfactory explanation, admittance to the course may be denied.
If a student does not attend classes and does not officially drop prior to the add/drop deadline, they will be required to pay all outstanding fees, will receive no further service until the fees are paid, and may receive an "F" grade.Learn moreabout Fee Deadlines.
Students are responsible for knowing and complying with the additional attendance and absenteeism rules for their individual programs and courses. In most HHS programs, failure to comply with attendance rules can result in a student failing their course or being unable to successfully complete their program.
Absences from Campus Due to COVID-19
Ƶ College’snew directivesupports and guides employees and students experiencing COVID-19-associated symptoms or self-quarantining to report their absences and refrain from attending on campus. If a student is feeling unwell, they should inform their instructor that they will be unable to participate in any in-person classes. Where possible, alternative means of participating in the learning will be arranged.Students will not be academically penalized for such absences.
For the most up-to-date information about Ƶ’s response to COVID-19 go to
9.2 Dress Code
Although there is no formal dress policy at Ƶ College, all programs expect you to dress in a manner which reflects the profession that you have chosen to pursue. The following guidelines are general, please refer to yourprogram handbookfor the dress code specific to your field.
Classroom
Clean clothing and neat, clean, professional-looking attire and hairstyle will meet the expectations of the program for the classroom.
Laboratory and simulation settings
The lab is a simulation environment meant to prepare you for the clinical/Ƶ environment. The dress code for labs is reflective of dress code expectations during clinical/Ƶ placements. Interpretation of these appearance/dress guidelines will be at the discretion of the instructor.
Clinical attire should only be worn at the clinical site. It should not be worn outside the clinical environment. In labs and clinical settings, you are expected to adhere to professional appearance requirements consisting of:
- Uniform
- Scrubs are worn by students training for professions that typically operate under hygiene guidelines.
- Shoes
- Shoes must have non-slip soft soles, low rubber heels, closed toes, and closed backs, as per WorkSafeBC standards. Running shoes with solid uppers are acceptable. Shoes must be kept clean. Laboratory/clinical shoes should not be worn outside the lab or the clinical setting.
- Hair
- Hair must be clean and controlled. Shoulder length hair or longer must be pulled back (off face/neck). Beards and moustaches must be neat and short.
- Jewelry
- Jewelry should be removed while carrying out patient care (). Rings, bracelets, wrist watches, bangles or other wrist adornment are not permitted; Medical Alert Bracelets may be worn. Watches must be clip or pin style. Earrings – small stud earrings only. Other visible jewelry (tongue, nose, ear, and eye piercings) must be discreet. Necklaces and hoop earrings are discouraged as they may pose a safety risk. Refer to specific program handbooks for additional guidelines.
- Nails
- Clean, short fingernails. No polish, acrylic nails or extensions (as per Island Health standards).
- Scents
- Labs are a scent-free environment. No perfume or cologne is permitted. Be aware of scents from soaps, lotions, shampoos, or other products you use.
- Tattoos
- While Ƶ College does not disallow tattoos, clinical/Ƶ settings may have stipulations with regards to displaying tattoos.
9.3 Unsafe, Unethical & Unprofessional Practice
Because the people that HHS students work with may be in a vulnerable position, we must be certain that their safety is secure. Consequently, when a student in the clinical setting puts the client in physical or emotional jeopardy, this will be considered a very serious matter.
Physical Jeopardy:Any action or inaction on the part of the student that threatens the client's physical well-being. Such behaviours may include interference with essential care, failure to carry out required care, or failure to behave in a responsible or accountable manner.
Emotional Jeopardy:Any action or inaction on the part of the student that threatens the client's emotional well-being. Such behaviours may include interpersonal communications which belittle or demean the client or practices which blatantly defile the dignity of the client.
Further examples of unsafe, unethical and unprofessional practice include, but are not limited to:
- arriving at the clinical site setting behaving as though intoxicated and/or incapacitated (e.g. by consumption of legal/illegal/prescription substances or sleep deprivation)
- stealing from clients/staff
- destroying, defacing or otherwise knowingly damaging property
- assaulting or threatening to assault another person
- harassing other students, faculty members, facility/agency staff members or clients
- illness which interferes with the assumption of responsibilities
- not knowing own limits and not seeking help appropriately
- inadequate preparation for client care
- not reporting significant client information to appropriate health care professionals
- dishonesty
- inappropriate behaviour toward clients, peers, staff or instructor (e.g. swearing)
- implementing unsafe care
- stealing from practicum or college environments
Please seeStudent Misconduct Policyfor further examples of unacceptable student conduct.
Any time a safety incident occurs during a clinical experience, the student involved will be asked to complete program specific documentation. If the safety incident results in injury to the student or others, then a facility incident report must also be completed. Copies of all incident reports and other documentation are placed in the student's file.
In situations where a student is displaying behaviour which places the client in physical or emotional jeopardy, is found to be unsafe to self or others, or demonstrates unethical or unprofessional behaviour in the clinical area the instructor will follow the department-specific process for documentation of concerns. The student will be clearly informed of the behaviour required for continuance in the clinical placement and may be asked to leave the setting for the remainder of that day. Any missed clinical hours may place the student at risk for not meeting the practicum’s required learning outcomes.
If the student is temporarily removed from the clinical area, the instructor must inform the Department Chair or designate immediately. The student, the program instructors and the Department Chair or designate will subsequently meet to discuss the student's performance and develop a recommendation for remediation. The student will be advised of these conditions in writing. The student can appeal this action through theStudent Grade Review and Appeals Policy.
When specific prescriptive strategies have been implemented without significant change in the student's performance and/or the student’s behaviour is profoundly unsafe, unethical, unprofessional or illegal, a Compulsory Withdrawal by the Dean may be invoked.If appropriate, conditions for re-entry to the program will be communicated to the student in writing.
9.4 Modeling Civility
Ƶ College values and promotes human rights, adheres to the BC Human Rights Code, and commits to foster a college Ƶ that enables full participation of all students and employees to study and work. Please see Equity, Diversity and Inclusion policy.
Furthermore, the School of Health and Human Services faculty and students are encouraged and expected to model civility at all times. Please join us into fight racism in BC.
10. Field Schools
10.1 Current Field Schools
Field Schools are short-term study abroad programs with long-lasting memories. Taught and led by Ƶ faculty, you will study and travel with a group of students for up to six weeks. Field Schools change every academic year.
11. Tips for Success
11.1 Attendance
Consistent attendancein classes, labs and while on practicum is critical to your success in all programs. You will learn a lot in class that you can’t learn from reading a textbook. Missing classes means that you will miss guest speakers, multi-media presentations, and class discussions. All of these are important to your learning and to your successful completion of the program. If you are absent from a scheduled class you are responsible for getting information that you have missed from your instructor or a classmate.
11.2 Communication
Be open to and responsible for your learning. Talking to your instructors about your learning needs and progress can make a difference in your success while at Ƶ. All instructors want to work with students to ensure that they are successful. You can arrange to meet with your instructors to talk about assignments, exams or any other areas related to your learning. Let us know what you need to be successful!
11.3 Smart Start Strategies
Ƶ offers numerous academic supports such astheWriting Centreto help you develop valuable writing strategies and how to study, write exams, and manage time and stress; theEnglish, Math, and Science Help Centresfor tutoring help; and theLibraryfor research help, study rooms, and general use computers.
- Think about past learning experiences to discover where you are likely to need help, and ask for help when you need it—even very high test anxiety can be overcome.
- Plan to attend all classes.
- Find a comfortable place to study free from distractions. Studying in a consistent place may help you learn.
- At a minimum, after your classes, review the material you learned that day and prepare for the next day’s classes by reviewing previous notes and preparing questions.
- Find a friend to study with, or to help you review materials.
- Ask other successful students about their study strategies.
- Ensure you are computer literate – basic computer skills are essential to college success.
11.4 Time Management
Successful students will spend about 15 hours each week on their studies. That equates to 1 to 2 hours per day during the week and 5 to 10 hours on the weekends. Getting adequate sleep and time off from your studies to relax, refresh, and recharge is also critical for knowledge retention. You may also need time to address your other responsibilities such as a job or caring for family members. Therefore time management is a critical skill for success.
- Learn about course expectations by looking at syllabi and plans. Get clarity on all out-of-class program requirements (e.g. anticipated study time) and the class and practicum/field experience schedule.
- Use a planner to record assignment due dates, exams, course start and end dates, and your work schedule, personal appointments, and study time.
- Try to arrange your work schedule to focus on studying during busy times and exams.
- Schedule big social events, medical appointments, trips, etc. between semesters.
- Plan what work, home, or volunteer activities you can stop doing, or ask others to help with, while you’re a student.
- Look for time-saving shortcuts in all parts of your life.
- Match the time spent on each exam or assignment to its percent of the course grade.
- Use time riding the bus, between classes, or appointments, etc. for study and review.
- Schedule shorter daily study time at the time of day when you learn best; it’s better for learning than a few long weekly blocks.
- Talk to other students about managing schedule demands.
- Check out the managing time and stresslearning skills guides
12. Awards & Scholarships
12.1 Eligibility
In partnership with the Ƶ College Foundation, HHS offers a number of awards to our outstanding students to help support your educational goals.
Eligibility for HHS awards requires that you be enrolled in one of our programs during the current offering or academic calendar year.
In order to be considered, you should:
- Maintain a good GPA or be in good academic standing.
- Show exceptional aptitude and superior potential for a career in your field.
See the full list of HHS financial awards.
12.2 Awards Ceremony
HHS holds an annual student Awards Celebration in November. The ceremony honours the hard work and achievements of students and graduates across HHS programs. Where possible and as long as it does not significantly interfere with learning, students will be excused from clinical / class schedule to attend award celebrations.
13. Information for Grads
13.1 Graduation Ceremonies
Each June, graduates are invited to agraduation ceremonyto celebrate your accomplishments with friends and family. The invitation is usually sent by mail.
To see what you need to graduate, see ourStandards for Awarding Ƶ College Credentials(E-1.4) policy.
Students who are completing their program between June 1-August 31 are eligible to fill out a “request to attend” form. Watch for a call for Request to Attend (RTA) form at the end of March.
13.2 Graduation Checklist
To make the most of your graduation day,make sure you've made all the necessary arrangements. See Graduation and CredentialsandƵ Convocation Ceremonies
- Apply to graduate
- RSVP to your grad ceremony
- Order gowns/regalia
- Arrange your professional grad photos
13.3 Transcripts and Credentials
You can access an unofficial transcript of grades on myƵ and may alsoorder an official transcript of gradesfrom the Registrar's Office, via myƵ. There is a cost associated with issuing an official transcript.
Prior to completion of your program, you will be given aRequest for Credential (RFC)form that you must fill out and submit to the College if you want to receive your credential. Following successful completion of your program and submission of the RFC you will receive your credential.
13.4 Letters of Reference
Provision of a personal/character/employment reference related to the program of study for a student by an instructor or workplace mentor is strictly prohibited; however a professional reference for purposes of a financial aid/award, and for professional certification applications are acceptable.
13.5 Ƶ Alumni
You're automatically a member of theAlumni Associationif you attended Ƶ and enrolled in one of our programs or courses. There are no dues or fees.
Many of our alumni act as guest speakers, committee members, volunteers and mentors and help to share in our amazing journey of inspiring lives. Contactalumni@camosun.cafor more information.
We are proud to have you as an alumnus of Ƶ. As our ambassador, you make significant contributions to our local Ƶ and all over the world. Welcome to your Alumni Association.
14. College Policies
14.1 College Policies
It is a student's responsibility to familiarize themselves with institutional policies and regulations, which can be found on theƵ College Policiespage.
If you have any questions about your rights and responsibilities, please contact theOffice of Student Support. You may wish to contact the(CCSS) or theOmbudspersonfor additional support or assistance. Indigenous advisors are available through theCentre for Indigenous Education & Community Connections. Ƶ advisors are available throughƵ Ƶ.
14.2 Program Advisory Committees (PACs)
Program Advisory Committees (PAC) engage members of the Ƶ to provide information and advice on currency and relevance of college programs to the field and have long been recognized as an effective means to facilitate input from our larger Ƶ. Each of the HHS programs has an active PAC which meet twice a year.
If you are interested in serving on a PAC,please contact us.
15. Program Information and Handbooks
Once enrolled in a program, you're required to familiarize yourself with the information found in your school and program information pages.
Policies and expectations unique to our school are outlined in the following pages. In some cases they duplicate those of the college and the clinical environment and are repeated here in order to emphasize their importance.