• Overview - 2019/2020

    Supporting and enhancing the lives of the aging person and their families is a growing and dynamic field. In fact, 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.

    Students will also be provided a 200 hour, interprofessional field placement which includes research opportunities within a community organizations. 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.

    Kalapijt Kaur
    GIP student

    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.


    Program coordinator:

    Susan Clements
    Phone: 519-452-4430 x4175

  • Admission Requirements - 2019/2020

    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 570 for the paper-based test (PBT), or 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 Criteria

    Where the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
    1. Preference for Permanent Residents of Ontario
    2. 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)
    3. Achievement in the Admission Requirements

    Post-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
  • Courses

    Gerontology - Interprofessional Practice-2019/2020

    Level 1Credits
    Take all of the following Mandatory Courses:
    GERI-6016The Aging Population3
    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-6017Mental Health in Gerontology3
    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.
    GERI-6018Interprofessional Practice3
    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-6003Therapeutic Recreation Intervention3
    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-6044Person, Family & Community Practice3
    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 palliative care in terms of philosophy, concepts of death and grief, and protocols associated with dying. Students examine their role in therapeutic relationships within the context of death, dying, and diversity. Chronic illness, palliative care, and effective strategies to support clients and families are investigated using current research and trends. Practitioner self-care is central to the content explored in this course.

    Level 2 Credits
    Take all of the following Mandatory Courses:
    GERI-6020Inclusive Practice3
    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-6021Field Seminar: Aging Population3
    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-6045Observation, Documentation & Assessment3
    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.
    FLDP-6017Field Placement5.2
    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.
    GERI-6022Pedagogy & Practice: Capstone Project6
    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.

    Program Residency
    Students Must Complete a Minimum of 10 credits in this
    program at Fanshawe College to meet the Program Residency
    requirement and graduate from this program

  • Careers - 2019/2020

    Career Opportunities

    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 working in interprofessional teams within senior centres, day and leisure programs, retirement homes, long term care facilities, group homes or home support services.  Students may also find employment in educational and health promotion programs for seniors or supporting seniors in a case coordination role.

  • More Information - 2019/2020

    A One-Year Ontario College Graduate Certificate Program
    Program Code: GIP2
    Campus Code: LC (LC - London)
    September Admission
    15 week terms
    Academic Calendars available at www.fanshawec.ca/academicdates


    School of Community Studies: 519-452-4224

    Program Description

    This 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, geriatric mental health, thanatology, and social interventions that support quality of life and person-centred care.  Participation in an interprofessional field placement and capstone research project with community organizations will further prepare graduates for employment in diverse settings involving the support of seniors in residential, leisure, or day programs as well as in educational or case coordination services.
    Learning Outcomes 
    1. Comply with legislation and regulations governing professional practice within the Canadian health care system.
    2. Apply research in current issues and trends in gerontology to inform senior care plans and services.
    3. Consider the availability and effectiveness of community resources and referrals to plan, navigate and advocate for senior care.
    4. Analyze the strengths and needs of seniors independently or with an interprofessional team to plan, implement and evaluate programs.
    5. Assess the communicative, mental, physical, emotional and social health of older adults to promote healthy aging.
    6. Communicate effectively to promote person and family centered care and strengthen interprofessional collaborative practice.

    Program Pathways

    For information about Program Pathways visit www.fanshawec.ca/programpathways.
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