Fall 2019 - GERO 410 E100

Special Topics in Gerontology I (3)

Long Term Care Administration

Class Number: 9608

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 3 – Dec 2, 2019: Thu, 4:30–7:20 p.m.
    Vancouver

  • Exam Times + Location:

    Dec 6, 2019
    Fri, 7:00–10:00 p.m.
    Vancouver

  • Prerequisites:

    60 units. Recommended: GERO 300.

Description

CALENDAR DESCRIPTION:

Selected psychological, sociological, economic, biological and practical aspects of the aging of individuals and populations.

COURSE DETAILS:

The purpose of this course is to enable the student an opportunity to understand long term care’s role in the health care continuum, understand the history of long term care services and to explore the role this sector should play in the provision of services in an integrated health care delivery system.  There will be an opportunity to investigate societal values, attitudes and beliefs, social policy, integrating this history into the vision, mission and goals for long term care for the future.  Students will also have an opportunity to compare and contrast the organization and administrative structures in long term care.   This course has been designed for students and professionals who are interested in administering an assisted living facility or a residential care facility or a community-based agency offering home support services or even an adult day centre.   The course covers both the residential care sector and the home care sector but to focus squarely on administration specifically the issues administrators deal with on a day to day basis.

COURSE-LEVEL EDUCATIONAL GOALS:

This course is designed to enable the student to understand the concepts of administration, leadership and management.  
1.   Explore the history and evolution of management within long term care, the role of leadership in long term care today, and its future role, with emphasis on the continuum and the role of long term care in an integrated system of care delivery.
2.   Compare and contrast a number of issues in long term care including long term care in home care, relationships to other long term care providers, as well as the continuum of health care services.
3.   Understand government policies that have shaped long term care services in Canada today, with emphasis on British Columbia, and in contrast to other provinces.
4.   Compare and contrast the relative “value” of the health care professional’s role in long term care and other care delivery sectors.
5.   Consider the leadership trends in supporting the special needs of certain groups within the long term care sector, including needs of persons with dementia, and persons in need of mental health supports.

Grading

  • Lecture facilitation/lead 15%
  • Mid Term Exam 20%
  • Course Paper 25%
  • Final Exam 40%

REQUIREMENTS:

Each student is expected to come to class having completed the readings, and be prepared to actively participate in discussions of the issues.   The majority of the grading will be based on a mid term exam and a final exam.   Each student will write a paper due by week 10 of the term.  Paper topics will be agreed to by the student and instructor.  The paper will focus on a health care issue and its issues as they relate to continuing care.   Each student will be assigned to work with one other student to facilitate and lead class discussion for the assigned week.  This will include a brief summary of the readings of that week, research of other literature about the assigned topic, and development of questions, issues to generate discussion.

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS