Training for Live-in Caregivers study program is a full-time, six-month (minimum 650 hour), training program that prepares you to work for a Canadian family, either as a nanny caring for children or as a caregiver to a dependent elderly or disabled person.

Instruction includes both theory and hands-on, in-school practice. You learn through lectures, textbooks, audio-visuals, individual and group projects, and class discussions. Assessment and feedback are given on an

ongoing basis and, upon completion of the course, you will receive a diploma.

Classes run Monday to Friday from 10 am to 2 pm and the instruction is divided into monthly (rotating) modules allowing you to start the course on the first day of any week and to finish it six months later.

The training course includes the following modules:

• Communication and interpersonal skills

• Developing self-awareness for the role of the Live-in Caregiver

• Early childhood education, geriatric care, pediatric nursing

• Health and safety, including First Aid

• Care of the elderly (including understanding the aging process, assisting with mobility, personal hygiene, mental health issues, and assisting someone who is dying.)

• Care of the disabled

• Child development

• Managing children’s behavior

• Household management and taking care of a Canadian home

• Nutrition and food preparation

• Hospital & Creche Training

• English speaking

• Guidance for applying for a work permit/VISA

• An overview of Canadian politics, geography, history and social structure

• IELTS TRAING CHARGES EXTRA

• ALLIED HEALTH SUBJECTS EXPOSTURE

• DRIVING SWIMMING EXTRA CHARGES

Eligibility: 10+2

For more detail about Nanny( Live in caregiver program Canda) please browse following link:

http://www.cic.gc.ca/ENGLISH/work/caregiver/index.asp NURSES AS NANNIES:

Note: From 30th November 2014 Live in Caregiver (Nanny) has been divided into two categories.

1. Childcare Path Way

2. Elderly or Disabled path way

Nurses having B.Sc(Nursing) or GNM or ANM with one year Experience are also eligible to apply as Nanny Visa.

They can apply for both the categories.

However Candidates having only 10+2 and six month Nanny Course will only be eligible to apply for Childcare

Pathway Category.

Nurses will go for total six month training but five month theory ( part time) and one month training here at our center wherein they will be trained for Creche training Embassy Interview Training and fresher English Speaking Course.

It is mandatory for Nurse to get ECA of their nursing qualifications from Canada Govt. We shall guide them for the same. They need to pay ECA fee extra to Canada.

IMPORTANT NOTICE

FOR JOB OFFER (LMIA)

All interested candidates including Nurses need to get an job offer that

is LABOUR MARKET IMPACT ASSASMENT (LMIA) from a family in Canada. We shall not be able to arrange job offer(LMIA) but may counsel the potential Employer about how to get that LMIA AS THIS IS HUMAN TRAFFICKING AS CERTAIN PEOPLE GO FOR SOMETHING WORK ELSE AND WE ARE AGAINST IT.

Major three conditions are as follow:

1. Family should be PR or Citizen of Canada.

They must have either kids up to the age of 18 years or elderly people above the age of 65 years or a regular disabled person.

. Family Income should not be less than 65000/- to 75000/- Canadian dollars.

for more details about LMIA please browse following link:

http://www.cic.gc.ca/english/work/employers/lmo-basics.asp

How to hire a foreigner Nanny please browse this link:

http://www.cic.gc.ca/english/work/apply-who-caregiver.asp

REQUIREMENTS BY CANADA GOVT. FOR NANNY VISA ( http://www.cic.gc.ca/english/work/caregiver/apply-who.asp)

Live-in caregivers, who are qualified to provide care for children, elderly persons or persons with disabilities in private homes without supervision, must meet certain requirements to be eligible for the Live in Caregiver Program in Canada.

1. A positive Labor Market Impact Assessment (LMIA) from an employer in Canada

Before hiring you, your employer must:

• apply to Employment and Social Development Canada/Service Canada (ESDC/SC) to have his or her suggested job offer reviewed; and

• receive a positive Labor Market Impact Assessment (LMIA) from ESDC/SC.

ESDC/SC will assess your employer’s job offer and the employment contract to be sure that it meets the requirements for wages and working conditions and the provincial labor and employment standards, and that there are not enough Canadians or permanent residents available to work as live-in caregivers in Canada. If ESDC/SC finds the job offer acceptable, they will issue a positive LMIA to your employer.

2. A written contract with your future employer, signed by you and the employer

You and your future employer are legally required to sign a written employment contract. You must submit the signed contract with your work permit application. This must be the same employment contract submitted to ESDC/SC by your employer, unless you provide an explanation of any changes (for example, a new start date). The written employment contract will ensure there is a fair working arrangement between you and your employer.

3. Successful completion of the equivalent of a Canadian secondary school education

You must have successfully completed the equivalent of Canadian high school education (secondary school). Because of the differences in school systems across Canada, it is not possible to give a precise number of years. In most provinces, it takes 12 years of schooling to obtain a Canadian high school diploma. The immigration officer assessing your application will let you know what is needed.

4. At least six months’ training or at least one year of full-time paid work experience as a caregiver or in a related field or occupation (including six months with one employer) in the past three years

To claim work experience, you need to have worked for one year, including at least six months of continuous employment for the same employer. This work experience must be in a field or occupation specific to what you will do as a live-in caregiver. This experience must have been acquired within the three years immediately before the day on which you make an application for a work permit as a caregiver.

To claim training, it must have been full-time training in a classroom setting. Areas of study could be early childhood education, geriatric care, pediatric nursing or first aid BIOCHEMISTRY MICRO PATHO ANATOMY NURSING CARE PHARMACOLOGY SURGERY MEDICINE ANAESTHESIA CPR DISTROUS HANDLING PHYSIOLOGY HAEMA TOLOGY ALLIED HEALTH SUBJECTS ARE ADDITIONALLY TAUGHT.

5. Good knowledge of English or French

You must be able to speak, read and understand either English or French so that you can function on your own in your employer’s home. For example, you must be able to call emergency services if they are needed, and to understand labels on medication. You will be unsupervised for most of the day and may have to communicate with someone outside the home. You can also read and understand your rights and obligations if you can function in English or French.

6. A work permit before you enter Canada

To participate in the Live-in Caregiver Program, you must make an application for an initial live-in caregiver work permit at a visa office outside Canada. If your application is successful, you will receive a letter of introduction from the

Canadian visa office responsible for your area. You will need to present this letter to the Border Services Officer upon arrival in Canada in order to obtain your work permit.

NOTE:

• PLEASE BE NOTED THAT FOR NANNY VISA THERE MUST BE A PERSONAL INTERVIEW OF CANDIDATE BY VISA OFFICER. IT WILL BE IN ENGLISH AND VISA OFFICER WILL ASK YOU SO MANY QUESTIONS ABOUT NANNY AND NURSING. HE WILL ALSO CHECK YOUR COMMUNICATION SKILLS. CANDIDATE WILL BE REQUIRED TO SATISFY THE VISA OFFICER THAT HE OR SHE IS WELL TRAINED NANNY FROM A REPUTED INSTITUTE AND COMPLETED HOSPITAL AND CRECHE TRAINING FROM A GENUINE PLACE ONLY .

PLEASE NOTE THAT BOGUS CERTIFICATE OBTAINED WITHOUT ATTENDING CLASSES AND PRACTICALS WILL NOT BE SUFFICIENT FOR GETTING VISA. CHANCES FOR GETTING VISA WILL BE

ZERO PERCENT.

IELTS IS NOT REQUIRED IN NANNY VISA DOES NOT MEAN THAT YOU WILL GET VISA WITH POOR COMMUNICATION SKILLS. MEANS YOU SHOULD BE ABLE TO COMMUNICATE IN ENGLISH VERY WELL.

DURING TRAINING AT OUR INSTITUTE CANDIDATES WILL BE TRAINED FOR BEST COMMUNICATIONS AS WELL AS FOR EMBASSY INTERVIEW ALSO.

NANNY SYLLABUS

NUTRITION AND PRINCIPLES OF FOOD SCIENCE

I – NUTRITION

BASIC ASPECTS

A. Definition of the terms Health, Nutrition and Nutrients

B. Importance of Food – (Physiological, Psychological and Social function of food) in maintaining good health.

C. Classification of nutrients ENERGY

A. Definition of Energy and Units of its measurement (Kcal)

Energy contribution from macronutrients (Carbohydrates, Proteins and Fat)

Factors affecting energy requirements

Concept of BMR, SDA, Thermodynamic action of food

Dietary sources of energy

Concept of energy balance and the health hazards associated with Underweight, Overweight

MACRO NUTRIENTS

Carbohydrates

Definition

Classification ( mono, di and polysaccharides)

Dieteary Sources

Functions

Significance of dietary fibre (Prevention/treatment of diseases)

Lipids

Definition

Classification : Saturated and unsaturated fats

Dietary Sources

Functions

Significance of Fatty acids (PUFAs, MUFAs, SFAs, EFA) in maintaining health

Cholesterol – Dietary sources and the Concept of dietary and blood cholesterol

Proteins

Definition

Classification based upon amino acid composition

Dietary sources

Functions

Methods of improving quality of protein in food (special emphasis on Soya proteins and whey proteins)

MACRO NUTRIENTS

A. Vitamins

Definition and Classification (water and fats soluble vitamins) Food Sources, function and significance of:

Fat soluble vitamins (Vitamin A, D, E, K)

Water soluble vitamins (Vitamin C, Thiamine, Riboflavin, Niacin, Cyanocobalamin Folic acid

B. MINERALS

Definition and Classification (major and minor)

Food Sources, functions and significance of :

Calcium, Iron, Sodium, Iodine & Flourine

WATER

Definition, Dietary Sources (visible, invisible)

Functions of water

Role of water in maintaining health (water balance)

BALANCED DIET

Definition

Importance of balanced diet

RDA for various nutrients – age, gender, physiological state FIRST AID

First Aid: 1. Know the basics of first aid, including:

a. Rescuer duties

b. Victim and rescuer safety

c. Phoning for help

d. Finding the problem

e. After the emergency

2. List the first aid steps for medical emergencies, including:

a. Breathing problems

b. Choking

c. Allergic reactions

d. Heart attack

e. Fainting

f. Diabetes and low blood sugar

g. Stroke

h. Seizures

i. Shock

3. List the first aid steps for injury emergencies, including:

a. Bleeding you can see

b. Wounds

c. Head, neck, and spine injuries

d. Broken bones and sprains

e. Burns and electrical injuries

4. List the first aid steps for environmental emergencies, including:

a. Bites and stings

b. Temperature-related emergencies

c. Poison emergencies

CPR/AED: 1. Explain how to give CPR to an adult, child, and infant.

2. Explain how to use an AED.

3. Explain how to use a mask.

4. Explain how to use a bag-mask.

5. Explain how to do rescue breathing for adult, child and infant.

6. Explain how to help a chocking adult, child, and infant.

7. List signs of choking.

Psychomotor Objectives:

First Aid: 1. Demonstrate the correct way to remove protective gloves.

2. Demonstrate how to use an epinephrine pen for a severe allergic reaction.

3. Demonstrate how to stop bleeding.

4. Demonstrate how to apply a bandage over a dressing.

5. Demonstrate how to splint.

CPR/AED: 1. Initiate the Chain of Survival.

2. Perform prompt, high-quality CPR with C-A- B sequence.

3. Initiate early use of an AED (adult/child/infant)

4. Provide appropriate breaths

5. Practice the minor basic life support differences for children and infants.

6. Practice team CPR (adult/infant)

GERIATRIC

Gerontology

Cardiovascular and Autonomic Nervous System Aging

Aging and the Respiratory System

Aging and the Urinary System

Perioperative Renal Insufficiency and Failure in Elderly Patients

Thermoregulation in the Elderly

Pharmacokinetic and Pharmacodynamic Differences in the Elderly

Opioids and aging

Aging and the Central Nervous System

Postoperative Delirium in the Elderly

Age-Related Diseases

Perioperative Complications in Elderly Patients

Managing Medical Illness in the Elderly Surgical Patient

Critical Care of the Elderly Patient

The Elderly Trauma Patient

Postoperative Pain Control in the Elderly Patient

Chronic Pain in Older Individuals: Consequences and Management

CHILD DEVELOPMENT

UnitI Introduction to growth and Development - Scope of child development - Meaning and Importance of different stages of growth and Development - Heredity and Environment – Salient features of different stages in life - Factors influencing Growth and Development - principles of child development.

UnitII Prenatal Development - Pregnancy – Signs and Symptoms - Prenatal developmentFactors influencing prenatal development – Diet during Pregnancy - Preparation for parenthood.

UnitIII Infancy - Characteristics of Infancy – Care of new-born infant – Child rearing practices Development of infancy – Developmental Tasks – Sensory Development, Language Development, Physical and Motor Development and Cognitive growth – Concept Development.

UnitIV Childhood Stage - Characteristics and Developmental tasks of Early Childhood – Physical, Emotional and Language Development – Socialization – Habits and Habit formation - Behavior problems – Needs of children – Hazards during Childhood – Play. UnitV Adolescence – Characteristics – Primary and Secondary Sex Characteristics - Physical, Emotional, Social and Cognitive Development – Identity Development – Disciplinary Techniques - Crisis – Relationship with Parents and others – Problems of Youth – Reproductive Health Care.

UnitVI Theories of Child Behavior – Language Theories – Emotional Theories – Learning Theories – Intellectual Theories – Psycho-Social Theories – Personality Theories – Moral Theories - Implications of Theories.

UnitVII Early Childhood Education - Importance and Significance of Early Childhood Education – Need for Preschool Education - Problems of Early Childhood Education - Organizational and Administrational Setup - Curriculum and Programs – Pre-school Staffs and other Personnel - Records and Registers.

UnitVIII Child Welfare Programmes –Social evils – Children in difficult situations – Child Abuse Street Children, Child Labour – National and International Child Welfare Programmes - Government and Non-Governmental Programmes – Mobile Health care – Adoption – Foster care – Institutional Care – Children Act – Child Rights. 2 Unit IX Counseling and Physical & Mental Health – The Counselor , their qualities, role and skills - Areas of Guidance and Counseling – Personal, Marriage, Family, Child, Educational, Vocational and Career Guidance – Child Guidance Clinics - Counseling in Disaster Management - Mental Health Service – Health and Nutrition – Immunization – Childhood illness.

Unit X Children with Special Needs – Definition, Classifications and Educational Approaches of Mentally challenged, Learning Disabilities, Emotionally Disturbed, Visually Impaired Hearing Impaired and Physically Handicapped - Giftedness.

ENGLISH SPEAKING AND UNDERSTANDING

A] Patterns:

1] Greeting

2] Introducing Oneself

3] Invitation

4] Making Request

5] Expressing Gratitude

6] Complimenting and Congratulating

7] Expressing Sympathy

8] Apologizing

9] Asking for Information

10] Seeking Permission

11] Complaining and Expressing Regret

B] Using English in Real Life Situation

1] At the Bank/ post office/ College office

2] At the Green Grocer

3] At the Temple

4] At the College Canteen or Restaurant

5] At the Police station

6] At the Railway Station/ Bus Station

7] At the Medical Shop

8] At the Library

9] Interviews

10] Booking a Room in a Hotel

11] At the Travel Agency Basic English Grammar

1] Parts of speech and their uses

2] Word formation

3] Tenses and their Uses

4] Articles and their uses

5] Types of sentences and sentence patterns

6] Synonyms and their uses

7] Antonyms and their uses

FRENCH BASIC

• Introduce self and others

• Greet, congratulate, express condolences

• Spell

• Count

• Exchange simple information on self, preferences, feelings, plans, dreams

• Ask for information

• Tell the time

• Advise, order, suggest

• Buy, sell

• Make a reservation

• Order  food or any article

• Invite, accept or refuse invitation

• Fix an appointment

• Locate a place

• Give directions

• Give chronological order of events

• Prepare an itinerary

• Ask for/Give explanations

• Describe a person, an object, an event, a place

• Describe the weather

• Compare

MICROBIOLOGY

UNIT I

 Structure and classification of microbes

 Size and form of bacteria

 Classification of Micro-orgnisms. Practical:

 Use and care of microscope.

 Common examination :Smear, blood, mouldes, yeasts. UNIT II

 Identification of Micro-organisms Practical:

 Staining techniques-gram staining, acid fast staining. UNIT III

 Growth and Nutrition of Microbes

 Temperature

 Moisture

 Blood

Practical:

 Preparation of Media and culture techniques.

 Collection, handling and transportation of various specimens. UNIT IV

 Destruction of Micro-organisms.

 Sterilization and disinfection

 Chemotherapy and antibiotics

 Effects of heat and cold

 Hospital infection control procedure and role of nurses.

Practical: Sterilization methods –physical, chemical and mechanical0

UNIT V

 Disease producing micro-organisms

 Tuberculosis and Leprosy

 Cocci

 Spirochaete

 Rickettsiae

Practical: Identification of: Streptococci, pneumococci and Staphylococci, Corynebacteria, Spirochetes and gonococci. Enteric bacteria.

UNIT VI

 Pathogenic Fungi

 Systemic mycotic infection

UNIT VII

 Immunity

 Immunity and hypersensitivity –Skin test

 Antigen and antibody reaction

 Immunization in disease.

Practical: Demonstration of serological methods

UNIT VIII

 Characteristics and classification of parasites

 Protozoal infection including amoebiasis

 Helminthes infection

 Vectors and diseases transmitted by them.

 Practical: Identification of Parasites and Vectors.

UNIT IX

 Viruses.

 Classification and general character of viruses

 Diseases caused by viruses in man and animal and their control.

UNIT X

 Micro-organisms transmitted through food.

 Food poisoning. Food borne infections.

MATERNAL NURSING

UNIT I

 Maternal morbidity and mortality rates

 MTP acts

UNIT II

 Review of the anatomy and physiology of female reproductive system.

 Female pelvis(normal and contracted)

 Review of foetal development.

UNIT III

 Physiology and management of pregnany, labour and puerperium

 Signs and symptoms and diagnosis of pregnancy

 Antenatal care

UNIT IV

 The New born baby

 Essential Newborn Care

 Feeding

 Jaundice and infection

 Small and large for date babies

UNIT V

 Abortion,

 Pregnancy induced hypertension, gestational diabetes, anaemia, heart disease.

 Antepartum hemorrhage

 Abnormal labour (malposition and malpresentation)

 Post partum haemorrhage

UNIT VI

 Effects of drugs during pregnancy,

UNIT VII

 National Family welfare programme

 Problems associated with unwated pregnancy

COMMUNITY HEALTH

UNIT I

 Introduction to community health –Concepts, Principles and elements of primary health care.

UNIT II

 Family health services

 Principles and techniques of home visiting

UNIT III

 National health policy

 Centre, State, district, urban health services, rural health services

 Role of voluntary health organizations and international health agencies

UNIT IV

 Health Education

 Aims concepts and scope of the health education

UNIT V

 National health programmes

 Maternal and child health programmes

 Family welfare and school health services

UNIT VI

 Epidemiology

 Definition-concepts, aims, objectives, methods, principles

UNIT VII

 Bio statistics and vital statistics

 Report, recording and compiling of vital statistics at the local, state, national

ANATOMY AND PHYSIOLOGY

ANATOMY

I. General Introduction

Parts of the human body

II. Skeletal and joint system

Bones, types of bones, structure and development

Classification of various joints of the body

III. Muscular system

Types of muscles and structure

Skeletal muscle

Cardiac muscle

Smooth muscle

IV. Circulatory system

Heart and its structure

Arteries, veins and lymphatic system

V. Respiratory system

Structure of nose, larynx, trachea, bronchi and lungs

VI. Digestive system

Mouth, pharynx, esophagus and whole of gastrointestinal tract and also the glands associated. The liver, the gall bladder in the pancreas, the spleen

VII. Urinary system

structure of kidney, ureters, bladder and urethra

VIII. Endocrine system

All the endocrine glands

IX. Nervous system and special senses

Brain

Spinal cord

Eye, ear and nose

X. Reproductive system

Male structure

Female structure

PHYSIOLOGY

I. physiology of the cell.

II. Blood

Composition and function of various components of blood

III. C.V.S.

Structure and function of heart and blood vessels

Regulation of heart rate and blood pressure

IV. Respiratory system

Functional anatomy of respiratory system and mechanisms of respiration

V. Gastro-intestinal system

Composition, mechanism of action and regulation of salivary and gastric secretions

Bile, Pancreatic juice and intestinal secretions

Functions of liver

VI. Excretory system

Structure and functions of kidney

Structure and function of the skin

VII. Endocrine and Metabolism

1. Endocrine and their functions Physiology and reproduction

VIII. Nervous system and special senses Sensory organs

Physiology of cerebellum

Physiology of vision

The special sensation-auditory, tests and olfaction

HOSPITALITY

Hospitality home management

Skills of hospitality

Beverage

Ethical reciprocal

Weekend execution

Home aid

Ethics of hospitality

Secret conservation

Basic kitchen operation

Room service and management

Accommodation operation

PSYCHIATRICS

UNIT I

 History of psychiatry

 Concept of normal and abnormal behaviour

 Mental health team and functions of team members

 Legal aspects in psychiatry and mental health services

UNIT II

 Classification and assessment of mental disorders

 Terminologies used in psychiatry

 Classification of mental disorders

 Etiological factors and psychopathology of mental disorders

 History taking and assessment methods for mental disorders.

UNIT III

 Therapeutic communication

UNIT IV

 Management of mental disorders.

 Neurotic Disorders: Anxiety Neurosis, Depressive Neurosis, Obsessive compulsive Neurosis, phobic Neurosis and Hypochnodriacal Neurosis, Stress related and somatoform disorders.

 Psychotic Disorders: Schizophrenic form, affective and organic psychosis.

 Personality disorders

 Disorders of childhood and adolescence.

UNIT V

 Management of patients with substance use disorders

 Dependence, intoxication and withdrawal

 Classification of psychoactive substances

 Treatment and management of patient with substance use disorders.

UNIT VI

 Classification of mental sub-normality

UNIT VII

 Psychiatric Emergencies

 Types of emergencies, psychopathology, clinical features, assessment and diagnosis, treatment and nursing management of patient with psychiatric emergencies.

UNIT VIII

 Therapeutic community and Milieu therapy

 Occupational therapy

 Psychotherapy

 Behaviour therapy

 Group therapy

 Family therapy

 Pharmacotherapy

 Electro convulsive therapy

UNIT IX

 Preventive Psychiatry

 Psychiatric social work

 Community mental health

 National mental health programmes

PRACTICAL HOURS - Play way school/crèche/kindergarten/maternal and child health hospital / geriatric care center/ rehabilitation center / (Cumulative Grade) 760hours

cic.gc.ca/english/work/caregiver/apply-who.asp