Supporting and enhancing the lives of the aging person and their families is a growing and dynamic field - 2021/2022
For the first time in Canadian history, there are more people over the age of 65, than under the age of 15*, which means careers working with seniors are in demand.
This graduate certificate program is designed to offer students the knowledge and skills needed to enhance their professional practice in the care of aging adults. Students with previous experience in social work, recreation and leisure, developmental disabilities and allied health, will develop expertise in the collaborative person-centred care of the aging person through advanced concepts such as geriatric mental health, cultural diversity, thanatology, therapeutic recreation and inclusive practice. Graduates often return to their original field of practice as essential assets within community organizations as they incorporate these new skills to better meet the needs of their clients.
Students will also be provided a 200-hour, interprofessional field placement within a community organization, which includes the completion of an associated capstone project research paper and poster at the end of the year. This valuable experience prepares graduates for employment in a range of settings including senior centres, day and leisure programs, research and education services, retirement homes, long term care facilities, group homes and home support services.
* Statistics Canada, 2016.
This program is very effective because the first level is theoretical while the second level is practical which allows students to apply knowledge to skills on placement. My overall experience in this course was very positive. And as a newcomer to Canada, the program provided an opportunity to explore senior care.
Admission Requirements - 2021/2022
A Two- or Three-Year College Diploma, or a Degree
Acceptable combination of related work experience and post-secondary education as judged by the College*
Five years of work experience in the health or human services industry as judged by the College to be equivalent*
-*Applicants may be required to submit a resume and cover letter that includes details of work experience.
English Language Requirements
Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:
- A Grade 12 College Stream or University Stream English credit from an Ontario Secondary School, or equivalent, depending on the program's Admission Requirements
- Test of English as a Foreign Language (TOEFL) test with a minimum score of 88 for the Internet-based test (iBT), with test results within the last two years
- International English Language Testing System (IELTS) Academic test with an overall score of 6.5 with no score less than 6.0 in any of the four bands, with test results within the last two years. SDS Program Requirements.
- Canadian Academic English Language (CAEL) test with an overall score of 70 with no score less than 60 in any of the four bands, with test results within the last two years
- Pearson Test of English Academic (PTE) with a minimum score of 59, with test results within the last two years
- A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 176 with no language skill less than 169, with test results within the last two years
- An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 75% in all sections of the test, with test results within the last two years
- Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 9 or 75% in ESL4/GAP5 Level 10
Recommended Academic Preparation
- Diploma, advanced diploma, or degree studies in social or health care fields or an allied diploma or degree.
Applicant Selection CriteriaWhere the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
- Preference for Permanent Residents of Ontario
- Receipt of Application by February 1st (After this date, Fanshawe College will consider applicants on a first-come, first-served basis until the program is full)
- Achievement in the Admission Requirements
The following items are applicable to the program and are time sensitive. Please refer to www.fanshawec.ca/preplacement for important information about preparing for placement by the due date.
- Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate (Level "C" CPR)
- Evidence of Good Health
- Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
- Placement Agreement
Gerontology - Interprofessional Practice-2021/2022
|GERI-6016||The Aging Population||3|
|This course reviews the natural process of aging including typical patterns and trends associated with the geriatric population. Students explore the physical, mental, and social aspects of the aging process within the social and health care systems. From an interprofessional approach, students examine pharmacological and naturalistic approaches to common disease treatment and prevention strategies using current research findings.|
|GERI-6017||Mental Health in Gerontology||3|
|This course provides an overview of mental health issues in gerontology with a focus on initiatives and prevention strategies that help to improve quality of life and remove barriers to community mental health services. Students will investigate common psychiatric and cognitive disorders, such as Alzheimer's, dementia, and depression through the lens of professional practice. Students will explore ethical and legal issues associated with a variety of mental health issues, including elder abuse.|
|This course introduces students to key concepts of interprofessional collaboration, with a focus in gerontology. Learners gain an understanding of various health and social service professions in terms of roles, responsibilities, and competencies. Through self-reflection, students develop an awareness of professional cultural diversity and principles of effective team functioning as key components for interprofessional and ethical behavior. Students participate in activities that incorporate principles of collaborative leadership and conflict resolution that foster a coordinated approach to shared decision making.|
|RECN-6003||Therapeutic Recreation Intervention||3|
|This course explores the history, philosophies, and emerging trends in the provision of recreation and leisure services for the aging population. Students review a range of issues related to integrated and inclusionary community-based recreation. The nature and scope of leisure, leisure behaviour, and recreation activities are examined through a variety of therapeutic strategies and common treatment modalities that ensure health, safety, wellness, and quality of life.|
|HLTH-6044||Person, Family & Community Practice||3|
|With a focus on person-, family-, and community-centered care, students examine their role as practitioners in delivering care that is tailored to meet the strengths and needs of seniors and their support network. Communication skills that foster respect and client autonomy are enhanced through the study of interviewing skills, communication styles, relationship building, and cultural sensitivity. An understanding of the service system delivery and the value of community connections allows students to explore community resources and initiatives that empower and advocate for the older adult.|
|This course provides an overview of the field of thanatology, which is the scientific study of dying, death, and bereavement. Students will examine their role in therapeutic relationships within the context of learning to support those who may be actively dying, suffering from chronic illness, experiencing bereavement, and grieving any type of death-related or non-death related loss. Additionally, students will learn about the context in which the inevitable experience of death will occur, and analyze the philosophical foundations that underpin systems of care pertaining to hospice/palliative care and the broader Canadian healthcare system. Practitioner self-care is central to the content explored in this course, and students will learn fundamental strategies for supporting clients, families, and themselves in many of these situations which are categorized by change, adversity, uncertainty, and transition.|
|Introduction to Research Literacy (RSCH 6008) provides the foundational knowledge and skills for students to enhance their research literacy proficiency. Not only does this 2 hour, blended course prepare students with the theory and skills required for direct application toward successful completion of Capstone Research Projects associated with Field Placement in Level 2, it encourages a culture of evidence informed decision making to be used throughout their professional career. Key course components include an introduction to research ethics and design, practical methods to search for and evaluate credible literary sources, as well as promote basic skills for critiquing and reviewing the literature. Students will also be introduced to Field Placement Practice; this includes expectations of student roles and responsibilities as well as participating in a pre-placement interview with community partner organizations. In preparation for Capstone Research Projects in Level 2, students will have an opportunity to practice developing a focused research question as part of a viable project proposal related to a field topic of interest.|
|EDUC-6039||Strategies for Communicative Success||3|
|This course is designed to support students success in Level 2 of the Gerontology Interprofessional Practice graduate certificate program and their field placement. Emphasis will be placed on the acquisition and mastery of program-specific terminology, academic research skills, critical thinking, and effective interprofessional communication skills, both oral and written.|
|In this course students will investigate a variety of developmental disabilities and their impact on geriatric care and intervention. An inclusive approach and best practice advocacy strategies to support those with a developmental disability, will be emphasized. Typical care of seniors with developmental disabilities and current legislation regarding the rights of vulnerable adults will be examined.|
|GERI-6021||Field Seminar: Aging Population||3|
|This course allows students to assess their learning and growth as a practitioner within the context of their field practicum and professional core competencies. Successes, strengths, barriers and challenges, including personal and professional areas requiring strengthening will be reviewed through reflective practice and portfolio development.|
|HLTH-6045||Observation, Documentation & Assessment||3|
|Students will examine the importance of ethical and objective observation and documentation in geriatric environments. Commonly utilized observation, documentation and assessment techniques will be explored using a variety of assessment frameworks and tools. Students will have opportunities to use documentation and assessment findings to develop prevention and intervention plans. Ethical approaches to documentation, confidentiality and safe storage will be emphasized.|
|During this field placement, students will have the opportunity to integrate their vocational knowledge and skills while working collaboratively with various professionals in a community setting that services the aging population. Inter-professional experiences that allow for exploration and practice in mental health, recreation and leisure, therapeutic modalities, community-based practice, thanatology, inclusive practice and other gerontology focused concepts will be fostered. Opportunities to demonstrate competent leadership abilities in a work place setting will be a core outcome of the gerontology field placement.|
|RSCH-6009||Research Literacy: Capstone Project||4|
|In this course, students will work in interprofessional teams to identify and investigate a community need or gap within the aging sector. Working collaboratively, students will examine current research to determine the most appropriate solution based on exemplary and ethical practices in gerontology. This capstone project will allow the team to create a solution suitable for implementation within the community. Students will present the results of their analysis including the solution to peers and affiliated agency(s). A final report will be submitted summarizing all facets of the project, as well as limitations encountered within one's scope of practice.|
Careers - 2021/2022
This program will provide a broad range of community service and
health care professionals with the knowledge and skills necessary
to work with older adults. Graduates may find employment
opportunities in settings such as retirement, long term care,
group homes, day programs, case management and home support
More Information - 2021/2022
Campus Code: LC (LC - London)
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
ContactSchool of Community Studies: 519-452-4224
Program DescriptionThis graduate certificate program is designed to offer students the relevant knowledge and skills needed to enhance their professional practice in the care of the specialized population of aging adults. Students will have the opportunity to develop skills in recreation and leadership, developmental disabilities, mental health, thanatology, and social interventions that support quality of life and person-centred care. Participation in an interprofessional field placement and research with community organizations will further prepare graduates for employment in settings that support the aging person.
- Comply with legislation and regulations governing professional practice within the Canadian health care system.
- Apply research in current issues and trends in gerontology to inform senior care plans and services.
- Consider the availability and effectiveness of community resources and referrals to plan, navigate and advocate for senior care.
- Analyze the strengths and needs of seniors independently or with an interprofessional team to plan, implement and evaluate programs.
- Assess the communicative, mental, physical, emotional and social health of older adults to promote healthy aging.
- Communicate effectively to promote person and family centered care and strengthen interprofessional collaborative practice.
Program PathwaysFor information about Program Pathways visit www.fanshawec.ca/programpathways.
Program DetailsMore details
2021/2022 academic year: Refer to the More Info tab to view offerings for the 2021/22 academic year. Canadian students can start applying in early October for programs with Sep. 2021, Jan. 2022 and May 2022 start dates through ontariocolleges.ca.
Full Time Offerings
- The Board of Governors of Fanshawe College is seeking applications for membership to fill three vacancies on the Board commencing September 1, 2021.
- Fanshawe's St. Thomas/Elgin Regional Campus encourages adult learners to consider educational options this fall.