Ontario College Graduate Certificate
1 Year; 30 weeks

Chronic Disease Management

Overview

The Chronic Disease Management graduate certificate program focuses on preparing graduates to work as members of an interprofessional team with adults and families who require chronic disease management within institutions or in the home.

The one-year (two-semester) Chronic Disease Management Graduate Certificate Program is grounded in the principles of interprofessional education and interprofessional practice. The Program promotes comprehensive assessment and team-based care planning and delivery using a person- and family-centred approach. Students will enhance their understanding of chronic diseases and evaluate the impact of these conditions on individuals’ care needs. Through the application of evidence-informed approaches, tools, and resources, students will become proficient in assessing and responding to changes in clients’ health conditions with a focus on health promotion.

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Program Highlights

Students will learn how to plan and implement interventions to modify behaviours and lifestyles to support clients in self-managing their chronic health conditions. This program is intended for international students with a healthcare or social service/science background who seek to enhance their knowledge and skills in the area of chronic disease management. Graduates will be prepared for employment in the health or social service fields based on their undergraduate credential and area of specialization. Program delivery is primarily face-to-face with state-of-the-art experiential options.

Courses

Level 1

Take all of the following Mandatory Courses:

Learners will explore the Canadian healthcare system, examine common chronic diseases including comorbidities and complexities with a focus on relevant pathophysiology, assessment, clinical reasoning, assessment, and management. Throughout this Level 1 course, increased emphasis will be placed on application of learning through review of complex cases.

This course is designed to explore various aspects of health promotion and disease prevention. Health promotion and disease prevention uses both individual and population-level interventions to address the social determinants of health and health equity. Health promotion focuses on reducing structural and behavioural risk factors that enable people to make better choices related to their health and reduce negative health outcomes across a spectrum of areas (e.g., diet and physical activity, and mental health). Disease prevention focuses on early detection of disease and minimizing disease risk factors

This course integrates the principles of interprofessional education and practice. Learners will learn with and from each other and will examine the unique contributions of health care team members. In this Level 1 course, learners will explore values, ethics, shared decision-making, and collaboration within the interprofessional team using simulation and case-based scenarios.

This course is designed to assist learners to develop an attitude of inquiry about their own practice or work environment which will lead them to examine the healthcare literature for possible answers. Learners will learn how to critically appraise the relevant literature to decide whether the study findings should guide changes in practice/management/policy. This course will provide learners with the skills needed to locate the best available research evidence to inform decisions about the management of chronic disease.

This course will introduce graduate-level international students to the Canadian health care system. Topics to be covered include the history of health care, provincial and federal roles and responsibilities, key health care occupations, provincial health insurance inclusion, and private health care in Canada. Students will also explore and debate current health care issues and trends. At the conclusion of the course, students will have the knowledge and skills to confidently navigate and access their provincial health care system for themselves and their families.

Effective communication is essential to all aspects of care. Learners will develop skills, strategies, and techniques of verbal and written communication. Through theory and group work, students will enhance their proficiency of communication with healthcare team members, and with clients and families.

This simulation-based course is designed for learners to apply health teaching competencies to promote client self-management of chronic health conditions using simulation-based education (lab simulations; simulated participants or actors using standardized case examples). E.g., Apply techniques and technologies to support self-monitoring and management of chronic diseases for client populations.

Level 2

Take all of the following Mandatory Courses:

Throughout this Level II course, increased emphasis will be placed on application of learning through review of complex cases. Learners will continue to examine common chronic diseases including comorbidities and complexities with an increased focus on relevant pathophysiology, assessment, clinical reasoning, assessment, and management.

This course integrates the principles of interprofessional education and practice. Learners will learn with and from each other, and will examine the unique contributions of health care team members. In this Level II course, learners will explore leadership and conflict resolution within the interprofessional team – which includes the client/family – using simulation and case-based scenarios.

This course will help learners to identify, assess, and resolve ethical issues that arise in health care. The course will begin with a theoretical foundation and then utilize tools for decision-making in clinical practice. Topics that will be considered include autonomy, disclosure and consent to treatment, confidentiality, legislation, regulation, research ethics, and equity, diversity, and inclusion issues in the context of the Canadian health care system.

This course introduces learners to the concept of wellness. Students develop strategies for a healthy lifestyle in all aspect of their lives. Through traditional lectures and learning activities, they learn through both individual and group processes. They investigate wellness as it applies to mindfulness, self responsibility, social/emotional development, stress-management, physical activity, nutrition, and complementary health. This course provides the opportunity for students to evaluate their present lifestyle, identify successes, and develop areas requiring personal growth.

This simulation-based course is designed for learners to apply and advance their knowledge related to the management of chronic disease (care planning; interventions) and health teaching competencies to promote client self-management of chronic health conditions using simulationbased education (lab simulations; simulated participants or actors using standardized case examples). E.g., Apply techniques and technologies to support self-monitoring and management of chronic diseases for client populations. Learners will actively participate in unfolding and evolving case scenarios that will focus on a variety of skills and communication applications. Learners will participate in debriefing sessions where they can safely reflect on their personal views of the experience, receive feedback from clients, family, and faculty.

In this course, learners will work in interprofessional teams to identify and investigate a community need or gap related to chronic disease management. Working collaboratively, learners will examine current research to determine the most appropriate solution based on exemplary and ethical practices in chronic disease management. This capstone project will allow the interprofessional team to create a solution suitable for implementation. Learners will present the results of their analysis including the solution to peers, stakeholders and partners. A final report will be submitted summarizing all facets of the project, as well as limitations encountered within one’s scope of practice.

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