Course Information

By the end of this course, students will be able to:

• Draw upon evidence to analyze the ways that population trends and social and institutional policies shape the health and illness experiences of older people.
• Critically analyze the relationships between population trends and subsequent development of social and institutional policies and resource allocation.
• Apply insights about the relationships between population trends and social and institutional policies to the appraisal of older peoples’ health and illness experiences.
• Propose strategies that support the development of person-centered, evidence-based policies to support older people experiencing health and illness trajectories of aging.

By the end of this course, students will be able to:

• Draw upon evidence to analyze different philosophies of care and how they are enacted in Seniors’ health across care settings.
• Critically analyze the relationship between enacting philosophies of care and the broader socio-political-cultural contexts.
• Apply insights about the relationships between enacting philosophies of care and the broader socio-political-cultural contexts to leadership in Seniors’ Care.
• Propose leadership strategies that support the enactment of philosophies of care within the broader socio-political-cultural contexts of Seniors’ Care.

By the end of this course, students will be able to:

• Apply theoretical principles of leadership and organization behaviour in a variety of organizational contexts and industries.
• Diagnose organizational behaviour and people management challenges and find solutions that deliver business results and ensure employee engagement.
• Understand what it takes to build effective manager-employee relationships, given the realities of power, motivation and commitment in an organizational setting.
• Develop and present recommendations for organizational leadership challenges using the case study analysis approach.

By the end of this course, students will be able to:

• Define project management and compare common project frameworks.
• Evaluate project management processes for projects within an organization.
• Describe and apply stakeholder analysis and management.
• Explain the importance of scope definition to project planning.
• Demonstrate use of project planning processes by developing core project plans including schedules, budgets, risk matrices and communication management.
• Demonstrate use of project managing processes including change control.
• Examine factors that contribute to project success and failure.
• Assess impact of team leadership on the success of projects.

By the end of this course, students will be able to:

• Describe the nature of evidence and its contribution to knowledge development in nursing.
• Identify research that is relevant to a particular problem or topic area in nursing.
• Systematically assess and evaluate the quality of this research and the usefulness of the evidence it provides.
• Synthesize and interpret this evidence to develop justifiable conclusions and identify knowledge gaps.

By the end of this course, students will be able to:

• Draw upon evidence to analyze selected organizational considerations to foster health in Seniors Care.
• Critically analyze the relationship between selected organizational considerations and the broader socio-political-cultural contexts.
• Apply insights about selected organizational considerations and the broader socio-political-cultural contexts to leadership in Seniors’ Care.
• Propose leadership strategies for organizational considerations to promote excellence in Seniors’ Care.

By the end of this course, students will be able to:

• Apply theoretical principles of business in a variety of contexts.
• Analyze and discuss common business situations encountered by managers from multiple angles using the case study analysis approach.
• Appreciate the importance of each of the functional areas, as well as the inter-connectedness of business decision-making.
• Appreciate the importance of excellent written and oral communication skills.
• Understand the importance of effective team work and strong ethical standards in management.
• Plan and present effective and meaningful presentations.

By the end of this course, students will be able to:

• Draw upon evidence to describe ways the social and built environment can positively, or negatively, impact functioning of seniors with a range of abilities.
• Propose ways that social and built environments may be effectively adapted to foster optimal functioning of seniors with a range of abilities.
• Select a specific setting common to seniors and analyze the characteristics of this setting in order to determine how it supports or impedes the health of seniors who use it.
• Recommend strategies to enhance both the physical and social environment of the selected setting based on literature and evidence.

By the end of this course, students will be able to:

• Critically examine the different theoretical and ideological perspectives from which policy is conceptualized.
• Analyse the social, political and economic contexts in which policy is created and enacted.
• Interpret health and social policy processes in the context of larger social trends and political mandates.
• Examine how policies differentially affect particular populations and shape health and social inequities.
• Identify new directions needed in health and social policy development. Critically examine how nurses and other health professionals can influence policy.

By the end of this course, students will be able to:

• • Recognize tools, concepts, standards and frameworks used in sustainable business.
  • Analyze current realities, market opportunities and issues related to sustainability across a range of industries.
  • Integrate sustainability-related concepts into their own industry and/or personal experiences.
  • Synthesize, apply and communicate sustainability knowledge to one’s peers.
  • Apply various leadership concepts and tools into their professional practice, and in particular to sustainability-related initiatives.