202401_HINF 140 (A01&A02)_Course_Outline_Template 1 (8)

Faculty of Human and Social Development | School of Health Information Science his@uvic.ca | uvic.ca/hsd/hinf HINF 140 (A01 & A02) I NTRODUCTION TO THE C ANADIAN H EALTH C ARE S YSTEM A01 CRN 21775 & A02 CRN 21776 T ERM S PRING 2024 C LASS T IMES M ONDAY AND T HURSDAY , 1:00 PM -2:20 PM C LASS L OCATION C ORNETT B UILDING B143 I NSTRUCTOR T RUDY P AULUTH -P ENNER O FFICE H OURS B Y APPOINTMENT ( EMAIL TO ARRANGE ) T ELEPHONE 250-385-7260 (H); 250-580-0142 ( CELL / TEXT MESSAGE ) E- MAIL troods@uvic.ca L EARNING T ECHNICAL S UPPORT UV IC C OMPUTER H ELP D ESK E MAIL helpdesk@uvic.ca FOR ZOOM , BRIGHTSPACE , AND OTHER TECHNOLOGIES TELEPHONE : 250-721-7687 OR T OLL -F REE 1-844-721-7687  8 AM TO 11 PM (P ACIFIC ) ON M ONDAY -F RIDAY  10 AM TO 10 PM (P ACIFIC ) ON S ATURDAY & S UNDAY  10 AM TO 6 PM (P ACIFIC ) ON S TATUTORY H OLIDAYS F OR OTHER ISSUES CONTACT ltsisupport@uvic.ca O NLINE L EARNING T OOLS L EARN A NY W HERE O NLINE R ESOURCES G ET TO K NOW YOUR O NLINE TOOLS Z OOM O RIENTATION G UIDE T ERRITORY A CKNOWLEDGEMENT First Peoples House We acknowledge and respect the l ək̓ʷəŋən peoples on whose traditional territory the university stands and the Songhees, Esquimalt and W̱ SÁNEĆ peoples whose historical relationships with the land continue to this day. O VERVIEW Introduces students to the historical, political, current structures, processes, role, and responsibilities of the Canadian healthcare system with a view to identifying the challenges, issues, and potential solutions. C OURSE D ESCRIPTION Provides a comprehensive and critical understanding of the Canadian healthcare systems, their development and current problems and challenges. Introduces students to the origins, structures, values, political and key issues of the provincial, territorial, and federal roles in healthcare; and provides students with an integrated orientation regarding its major components. C OURSE AND L EARNING O BJECTIVES Overall objectives are to “understand the health care issues in Canada, how different levels of government operate in terms of health care delivery... how our health care system is funded and the future issues facing health and health care in Canada” (Thompson, 2024, p. vii) . After successful

completion of this course, students will be able to: Specific Subject SS1. Define and describe the nature of health and its determinants SS2. Describe the historical and political development of healthcare systems within the federal, provincial, territorial, and regional contexts SS3. Identify the extra-institutional elements that influence the determinants of health, such as environmental, occupational, and complementary healthcare services SS4. Explain the structure, process, and funding aspects of the healthcare system SS5. Identify and explain the traditional components of the healthcare system; acute care, continuing care, home care and public health with a view to appreciating how they are being transformed SS6. Explain the nature of individual health and human participation in the healthcare system and the complex dynamics that this creates SS7. Explain the role of practitioners as well as the ethical and legal issues in Canadian healthcare SS8. Explain and describe the contemporary challenges in Indigenous health and healthcare delivery SS9. Identify and explain the current problems and issues confronting the Canadian healthcare system and identify solutions to them Cognitive Intellectual CI1. Critically assess and interpret health data, information, values and knowledge about health and the Canadian healthcare system Transferable Skills TS1. Present, articulate and defend ideas effectively TS2. Demonstrate effective participation through reflections in the discussion forum TS3. Demonstrate effective writing and organization skills in assignments and exams P REREQUISITES OR CO - REQUISITES None R EADINGS Thompson, V. D. (2024). Health and health care delivery in Canada (4th ed.). Toronto: Elsevier. ISBN: 978-0-323-87288-1 (Required Text) Deber, R. B. & Mah, C. L. (Editors) (2018). Case studies in Canadian health policy and management (2 nd ed.). Toronto: University of Toronto Press. (Source of designated chapter reading for small-group case study; text in reserve library). Every voice counts: Long-term care resident and visitor survey results – 2023 . Office of the Seniors Advocate British Columbia. https://www.seniorsadvocatebc.ca/app/uploads/sites/4/2023/11/OSA-LTC-SURVEY-REPORT- RESULTS-2023.pdf Additional health care reports to be posted throughout the course. F ORMAT HINF 140 is an interactive participatory-focused class that combines weekly short lectures with student small-group reflection discussions. This class is structured in weekly segments aligning directly with the chapters from the required Thompson text. Additional class participatory activities include guest speaker question/answer series, case study analysis and small-group presentations

through role-plays. There will be weekly individual reflection papers (informal, point-form) on text readings, a paper on response to a participatory case study, and a final individual research paper on a health topic important to you. These are elaborated in the Mark Breakdown section. To make the most of our time together and to heighten your learning experience it is important that you attend each class in person, read the assigned material before class and prepare your individual reflection papers weekly to help facilitate meaningful small-group discussions. Our class time will provide us the opportunity to further explore ideas highlighted in the material. As this class aims to be a positive collaborative experience, you are asked to actively participate in class activities and encouraged to raise questions and openly express your views. The overall goal of this class is 3-fold: to gain an enriched understanding of our Canadian health care system’s strengths and weaknesses; secondly for you to examine your own perspectives, values, and principles regarding our emerging societal health care challenges; and third, to develop reflective, critical thinking processes to guide well-rounded decision-making skills throughout this class and beyond, most significantly to develop collaborative teamwork skills. All students with diverse learning styles and needs are welcome in this course. If you have specific areas of consideration that may require accommodation, please feel free to approach me and/or the Centre for Accessible Learning (CAL; https://onlineacademiccommunity.uvic.ca/writingresources/) Note: All PowerPoints, notes and assigned material will be posted in Brightspace. These will be adjusted and updated throughout the course as needed. M ARK B REAKDOWN / A SSIGNMENTS All major tests and assignments must be completed to pass the course. I reserve the right to use plagiarism detection software or other platforms to assess the integrity of student work. Assignments: General Notes Many of the HINF140 assignments are designed to provoke critical and reflective thinking processes. Students are encouraged to freely express views, opinions and gained knowledge through multiple learning modalities. These include in-class quizzes, reflective/analytical research papers, small-group discussions, and interactive case study role play workshops. The goal here is to encourage you to explore your own values, perceptions and beliefs on emerging ethical and social science issues related to health care systems, with the aim of attaining a clearer understanding of the myriad of complex challenges facing our system. Such reflective learning is critically important for your professional development. Having said that, reflective learning is subjective in nature and therefore cannot be fairly graded by numerical or letter grading alone. To ensure a safe classroom environment that promotes open, honest discourse all reflective papers will instead be graded by a complete or incomplete point system. By completing the required components of an assignment, points will be awarded for the active participation assignment grade. These are outlined in the specific assignments description section.

All written assignments are to be submitted directly to the instructor in class on the due date as printed hard copies, with student numbers only as identification. To meet contract grades below, all assignments need to be turned in on time. Please see the Schedule-at-a-Glance for due dates. GRADING: Quizzes : 3 on textbook readings, each quiz 10% of total grade 30% Active participation Weekly small-group in-class discussion groups reflecting weekly text readings (1 per chapter; 10 chapters) 10% Case study small-groups role-play presentation 10% Individual papers Individual weekly reflections on text readings; point form on addressing reflection questions for each of the 10 chapters 10% Individual case study analysis response 10% Final individual research paper 30% Specific Assignment Descriptions & Grading Criteria Quizzes There are no mid-term or final exams in this class. Instead, there will be 3 in-class quizzes dispersed throughout the term. These will cover the weekly text readings and be comprised of multiple-choice, true/false, and matching definition questions. The first quiz will cover material in Chapters 1-3, the second quiz covers Chapters 4-7, and the third covers Chapters 8-10. Please note that quizzes are utilized to encourage learning rather than marking or grading alone, acknowledging that there are multiple ways to learn and assess students’ progress. Students will have the opportunity to rewrite any failed quiz once. Active Participation Assignments Note on Attendance: This is not an online course and attendance is expected. In-class learning is as important as out-of-class learning. Your presence and engagement are expected in at least 80% of the classes (19 out of 24 sessions). If you need to miss class due to illness or other unforeseen circumstances, please email me prior to the start of class. Given the interactive nature of this course, students are expected to attend all participatory in-class activities and assignments. You are encouraged to participate whole-heartedly in ways that play to your strengths while exploring diverse ways to address any challenges. The active participation assignments will be graded as complete or incomplete. Students earn points by completing all required components of the

assignment, by participating and demonstrating knowledge from readings and class material. Weekly small-group in-class discussion groups Students are required to read the Thompson text in full. This component of the course is structured in 2 parts: (1) individual short reflection papers responding to posted reflection questions (see papers section in assignment descriptions); (2) small-group in- class discussion for each week’s chapter review. Each week students are invited to actively engage in small-group discussions reflecting their understanding of the text chapter content. The aim of this assignment is to facilitate participation in effective, positive and meaningful discourse that recognizes and supports differing perspectives and skill sets, to collectively create a safe and inclusive environment wherein they are free to express their views and to critique the material presented in the chapters. Topics are listed below. By the end of this class, it is anticipated that students will have refined their collaborative group process communication skills. Weekly discussion topics:  Week 1: History of health care in Canada. Review the criteria of the Canada Health Act.  Week 2: Indigenous health and health care. Reflect on your understanding of Indigenous health care and cultural approaches throughout history – how have these evolved? What are the strengths or challenges? If you were a provincial or territorial health minister what measures would you put in place to ensure equitable care?  Week 3: Role of the Federal government in health care. What are the primary responsibilities of the Minister of Health (locate the Mandate Letter on the internet): what are the responsibilities the Minister is expected to deliver?  Week 4: Role of provincial and territorial governments in health care. Review the organizational structure of the BC Ministry of Health and briefly describe the function of each element.  Week 5 : Dollars and ‘sense’ of health care funding . (Additional reading: Office of the Seniors Advocate 2023 report) https://www.seniorsadvocatebc.ca/app/uploads/sites/4/2023/11/OSA-LTC- SURVEY-REPORT-RESULTS-2023.pdf Discuss the types of long term care services available in BĆ; respond to the report’s findings; prepare que stions for guest speakers.  Week 6: Practitioners and workplace settings. Identify 3 types of health care practitioners (e.g., acute care, long term care, rehabilitation, home care, etc.): summarize their scope of practice and how these practitioners might work collaboratively to benefit a client.