Wellness Management Certificate

The ICAA Wellness Management training is intended to best enable those currently working in a wellness role with older adults (e.g. Registered Nurse, Physiotherapist, Occupational Therapist, Activity Director, Fitness Director) to develop the knowledge and skills to work in the position of a Wellness Manager. A Wellness Manager brings a leadership lens to their organization and “breathes life” into the overall wellness culture.

By taking this course, learners will:

  1. Create a plan for identification of opportunities, process for implementation, and a method for evaluation of one or more of the seven dimensions of whole-person, older adult wellness at their workplace.
  2. Identify and describe the process for best enabling change, and empowering both individual clients and internal departments to work towards achieving optimal health, including detailing the requirements of management of human and material resources.
  3. Develop their own set of measurable long-term and short-term goals and objectives and will develop a plan to achieve them.
  4. Demonstrate their ability to provide strategic direction; collaboratively mobilize and manage resources; and advocate and build capacity to enhance the impact and sustainability of wellness programs and policies.

Instructor welcome

Content for welcome

A little bit about your instructor: 

  • My training is in gerontology with a research interest is in tracking health outcomes in senior-living facilities.  I have been working with older adults in a wellness capacity for over 25 years. I also have an adjunct teaching position at the University of South Carolina.  
  • It is best to contact me via email [email protected] or through the course message system. 
  • I will respond to student inquiries within 24 hours (not including Saturdays). I will be away the week of January 24-30 and may have limited access to email - email replies may take up to 48 hours during that time.  

Netiquette and course expectations

Expectations of learners

 Expectations for time commitment to be successful in the course

Students wishing to be successful in this course should allow for 7-10 hours per week devoted to completing reading, submitting assignments, and participating in discussion board posts. 

Expectations for course participation and collaboration

This course is designed to help students to learn communication, collaboration, and leadership skills.  These skills are best learned in an "experiential" way in a small group or partner setting.  You are expected to participate, along with your peers, in group discussions and partner activities.

Netiquette

Best practices in online communication

  1. Be aware of language.    Typos, spelling errors, and mixed up sentences reflect     on you; correct spelling and grammatical construction are a must, so keep     in mind to read through your posts before you submit them. Moreover, try     to avoid slang words as much as possible, as this is also an online     education environment and slang is considered neither academic, nor     professional. Finally, never type in all caps; writing in all capital     letters is regarded as shouting, and this, apart from being annoying, it     could be considered rude
  2. Avoid     emoticons and “texting” writing.          Using emoticons and writing in “texting” language, that     is by using abbreviations, might be considered too casual or even     childish; refrain from them as much as possible. Online     discussions require professional writing; smiley faces or linguistic     shortcuts are more appropriate for chatting with your friends or instant     messaging
  3. Be     explanatory. Justify your opinion.          Points can be easily missed if hidden in a flood of     text; when making a thorough comment, be as brief as possible. If you have     several points you want to develop, prefer to post them individually in     more than one focused messages, rather than in a long, overly wordy     paragraph. However, avoid posting messages that contain only a few words     and generic statements, such as “I agree with you”. Keep in mind that you     need to contribute to the online discussion, so remember to always justify     your points of view.
  4. Read     all comments before hitting “submit”.          What you need to remember when participating in an     online discussion is that once you send your comment, there is no way to     take it back. This is why you should always think about the content of     your message before contributing it. Before replying to a question, read     carefully all comments that your peers have already posted, no matter how     many they are. If you don’t, it is very likely that you will end up     repeating things others have already said, and this, apart from     contributing nothing new to the online discussion, will seem like you     ignore your virtual classmates. Once you have ensured that your comment     will indeed add a new element to the online discussion, try to explain     yourself as clearly as you can. If your post is still misconstrued,     correct the misunderstanding right away.
  5. Recognize     and respect diversity.          One of the great beauties of eLearning courses is     that you can meet people from all parts of the world, as internet is a     global medium. This means that while participating in an online discussion     you and your virtual classmates may use the same language to communicate     with each other, but the truth is that cultural backgrounds, linguistic     terminology, and abilities to express oneself in written language may vary     significantly in an online learning environment. If your virtual classroom     is a typical one, it will be ethnically rich and multicultural. This is     why it is important to respect diversity and opinions different from     yours, no matter where they come from. It is ok to disagree with a point     of view, but it is definitely inappropriate to disrespect and be offensive     towards others. Being open to different points of view is a sign of     intelligence; furthermore, paying attention to alternative viewpoints is     one of the greatest ways to learn. Needless to say, profanity, and racist,     sexist, ageist, and religious comments are unacceptable, no matter how     innocent or “funny” may sound to you. On the other hand, if you are the     victim of an insulting remark, try to maintain your calm and resist     returning the offense. Rather, report the issue directly to your     eLearning course instructor.
  6. Take     your posts seriously.          Participating is the number one rule for online     discussions, but posting for the sake of posting wastes other people’s     time. Always remember to add something new to the conversation and not     repeat something that someone else has already said. Most importantly,     stay on topic. Irrelevant tangents confuse your peers and make you seem     that you don’t know what you are talking about; make sure that every     comment you post stays within the scope of the online course material. If     you are looking for simple social     interaction with your virtual classmates, check if there is an     off-topic discussion area in the online forum.
  7. Be     credible.          Finally, be careful not to mislead people when replying     to a question. If you are not a 100% sure of your answer, say so. And if     you are using the intellectual property of others, e.g. websites, books,     blogs, journal articles etc, to support your argument, always cite your     sources. Assigning proper credits when referencing other sources is a sign     of being a respectful, responsible, and trustworthy online discussion     participant.

 

Untitled scenario question

Getting to know you

Tell us a little bit about yourself:

We want to know about you. 

We want to make your experience in the course as valuable as possible. Understanding your specific background and needs will help your instructor to tailor their teaching style to best support you.  

How many years have you worked with older adult clients?

  • 0-3
  • 3-9
  • 10 years or more

What is your educational level?

  • Diploma
  • Undergraduate degree
  • Graduate degree
  • No post-secondary education

What is your current job title and how would you describe your role?

Are you anticipating any challenges in taking this course?

What are you hoping to achieve by taking this course?

Course intr

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Unit 1: Changes in aging

Changes in aging

Types of aging

At the biological level, ageing results from the impact of the accumulation of a wide variety of molecular and cellular damage over time. This leads to a gradual decrease in physical and mental capacity, a growing risk of disease, and ultimately, death. But these changes are neither linear nor consistent, and they are only loosely associated with a person’s age in years.While some 70 year-olds enjoy extremely good health and functioning, other 70year-olds are frail and require significant help from others.

Beyond biological changes, ageing is also associated with other life transitions such as retirement, relocation to more appropriate housing, and the death of friends and partners. In developing a public-health response to ageing, it is important not just to consider approaches that ameliorate the losses associated with older age, but also those that may reinforce recovery, adaptation and psychosocial growth. 

Unit 6: Assessing

Unit introduction

In this one-week unit you will explore the changing landscape of aging and providing services to older adults. By the end of the unit you will know about different communication and conflict resolution styles, have identified your own and thought about how to use them to your advantage, as well as how to modify them when a leadership situation requires you to do so.

Unit outline

The main focus of this unit involves learning how to review health information with a critical eye, use evidence informed information to assess and plan your programs, and  engage in a wellness audit of your current program offering.  You will inventory and assess your programs using the seven dimensions of wellness.

In the learning and your forum post and contributions you will reflect on these questions:

  • What communication style do you frequently find yourself using?
  • Which conflict style would you find it most difficult to use if the situation required it and why? How might you address this moving forward?
  • When using non-violent communication and the Experience Cube, which aspects of these approaches are the most challenging for you and why?
  • What do you know about your strengths, values and leadership skills that you can leverage in the way you communicate with others as a leader?
  • Which readings/theoretical approaches do you find most useful and why?

Resources

The assessments for this unit include: a pre-and post-unit quiz, one discussion forum post, and submission of a wellness audit tool. 

 Your readings for this unit are: