Courses
Gerontology - Interprofessional Practice-2025/2026
| Level 1 | ||||
| Take all of the following Mandatory Courses: | ||||
| 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. Given the impact of known geriatric syndromes (i.e. falls, delirium, frailty, polypharmacy) on successful aging, early detection and prevention of these "Geriatric Giants" is emphasized. 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. | ||||
| GERI-6018 | Interprofessional Practice | 3 | ||
| 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 diversity and principles of effective team functioning as key components for interprofessional and ethical behavior. Students participate in activities that incorporate principles of effective communication, collaborative leadership and conflict resolution that foster a coordinated approach to shared decision making and outcomes. | ||||
| 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. | ||||
| GERI-6019 | Thanatology | 3 | ||
| 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. | ||||
| RSCH-6008 | Research Literacy | 2 | ||
| 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 also prepare students with the theory and skills required for direct application toward successful completion of Capstone Research Projects associated 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, responsibilities, and prerequisites for participating in field placement as well as professional development and conduct within the work setting. In preparation for Capstone Research Projects in Level 2, students will have an opportunity to develop a timely and realistic research project proposal related to a relevant issue in the field of gerontology. | ||||
| Level 2 | ||||
| Take all of the following Mandatory Courses: | ||||
| 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. | ||||
| GERI-6020 | Inclusive Practice | 3 | ||
| 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 approaches and tools. Grounded in Comprehensive Geriatric Assessment (CGA) framework, students will have opportunities to use documentation and assessment findings to develop prevention and intervention plans. Students will have an opportunity to practically apply these skills through virtual or face to face patient simulations. | ||||
| FLDP-6017 | Field Placement | 5.2 | ||
| 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. | ||||
| 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 research proposal or recommendations/solutions suitable for implementation within the community. Students will present the results of their analysis including the solution or future research to peers and/or relevant interested parties. A final summary (i.e. poster, pitch, slideshow, or combination) will be evaluated for academic merit, innovation, and practicality. | ||||
| Program Residency | ||||
| Students Must Complete a Minimum of 11 credits in this program at Fanshawe College to meet the Program Residency requirement and graduate from this program | ||||