Long-Term Care Administrator Course
The Long-Term Care Administrator (LTCA) course will help prepare you for your role in administering or managing long-term care facilities. The LTCA course is targeted specifically to newly-appointed facility-based long-term care administrators and those aspiring to become an administrator. Upon completion of the course you will be able to:
- Describe the evolution and funding of long-term care in Canada
- Explain the status of long-term care today and the issues it faces
- Describe ethical concerns common to long-term care settings and approaches for dealing with such concerns
- Identify challenges related to mental health in long-term care
- Recognize the importance of strategic planning
- Implement tools and techniques to make quality improvements
- Use common communication and decision-making models to improve your leadership skills
|Course Tuition:||CAD: $1,795.00
Maximum 12 months to complete
The LTCA is a self-paced course that can be completed online at any time within a one-year period of time. The course is designed to expand your knowledge of long-term care and enhance your leadership capabilities. It consists of eight units, seven quizzes and three assignments.
- Unit 1: Evolution and Funding of Long-Term Care
- Unit 2: Long-Term Care Today
- Unit 3: Ethics and Long-Term Care
- Unit 4: Mental Health and Long-Term Care
- Unit 5: Planning in Long-Term Care
- Unit 6: Quality and Long-Term Care
- Unit 7: Leadership and Culture
- Unit 8: Into the Future
Note: The LTCA course is designed to meet the educational requirements for Long Term Care Administrators as set out in the Ontario Long-Term Care Homes Act, 2007. Click here to view section 212, 4(d) of the act.
To be admitted into the course you will need to provide a current resume that clearly demonstrates you:
- Have experience working for a healthcare organization
- Have two years working experience in a managerial or supervisory capacity
English is the language of instruction for all CHA Learning courses. In order to be successful in the course work, English proficiency is required and it is essential that students be competent reading, writing and speaking English. It is therefore expected that all written assignments submitted as part of the course work show proficiency and clarity. Course work submitted that does not meet the level of proficiency and clarity required may be returned for revision, or may not meet the standards to achieve a passing grade.
CHA Learning’s standards for English proficiency are outlined below. You do not need to submit proof of having met the standards below, however CHA Learning courses are designed for those who meet these standards.
Completion of a minimum Canadian grade 12 English, or equivalent, as assessed by a formal education assessment (e.g. World Education Service). Applicants who do not have grade 12 English or higher should possess English proficiency, at or above the following standards:
- Canadian Academic English Language Assessment (CAEL) with a minimum 60 overall band
- Test of English as a Foreign Language (TOEFL) Internet Based Testing (IBT) with a minimum overall score of 80 (minimum score of 20 in each category)
- Canadian Language Benchmark Assessment (CLBA) with a score of 8 in all sections
- International English Language Testing System (IELTS) Band 6 or higher
|Screen Resolution||800×600 (minimum); 1024×768 (recommended)|
|Internet Browser||Firefox 4, Internet Explorer 9, Safari 5, Google Chome 11, Opera 9|
|Internet Connection||Broadband (cable or DSL) connection required|
|Software||Word processing software, Adobe Reader|
|Other||Access to a scanner|
Students must have basic computer knowledge and internet navigation skills in order to complete the course. Students should have access to a computer with Window 7 or higher in order to access the required program resources and to ensure optimal performance. Students choosing to use Mac or Linux operating system must have experience using alternate remote access software.
Please note that CHA Learning staff can only assist Windows operating system users and provide technical support in relation to our website, we do not provide technical support for internet and/or basic computer use.
Application Process Requirements
CHA Learning only accepts online applications, this allows us to be efficient in how we respond to students. You will receive instructions about how to upload your application documents after you have paid the tuition.
File Types for Application Documents:
Please ensure the filename for each application document includes the document name, your first initial and your last name (e.g. resume_asmith.doc). This way CHA Learning will be able to quickly identify your application documents. Upload your documents in the following formats:
- Microsoft Word
Submitting your Application:
You must submit all of your application documents at the same time, failure to do so will indicate an incomplete application. Please note attachments cannot be modified once submitted.
All materials available through the CHA Learning Gateway.
The Long-Term Care Administrator Course consists of eight units.
Unit 1: Evolution and Funding of Long-Term Care
At the completion of Unit 1 you will be able to:
- Understand the evolution of long-term care in Canada;
- Distinguish between federal, and provincial/territorial responsibilities for healthcare in Canada;
- Explain why we refer to Canada’s health system in the plural;
- Identify the key factors accounting for the slow development of long-term care compared to acute care; and
- Discuss the shift in emphasis from acute care to non-acute care indicating when and why it occurred, and related challenges.
Unit 2: Long-Term Care Today
At the completion of Unit 2 you will be able to:
- Describe the components of facility-based long-term care and the diversity of residents;
- Discuss current standards in Canada;
- Explain why the continuum of care is a pertinent concept in facility-based long-term care; and
- Identify and discuss several major issues in facility-based long-term care.
Unit 3: Ethics and Long-Term Care
At the completion of Unit 3 you will be able to:
- Distinguish between ethics and the law;
- Define the basic principles of ethical analysis;
- Explore the relationship between ethics and quality;
- Be able to better identify ethical issues;
- Understand how to use an ethics lens in decision-making;
- Discuss the characteristics of an ethical organization;
- Discuss the functions of ethics committees;
- Describe ethical concerns common to long-term care settings; and
- Identify approaches for building ethics capacity.
Unit 4: Mental Health and Long-Term Care
At the completion of Unit 4 you will be able to:
- Define mental health and mental illness;
- Discuss the prevalence of mental illness in Canada;
- Describe the rationale for and outcome of, deinstitutionalization;
- Explain key achievements and challenges related to mental health services in long-term care; and
- Define and discuss Alzheimer’s Disease and related dementias.
Unit 5: Planning in Long-Term Care
At the completion of Unit 5 you will be able to:
- Recognize that establishing the organization’s mission and strategic plan, in cooperation with the Board, is a priority activity of long-term care leaders;
- Relate the allocation of resources to strategic planning and identify sources of conflict in this area;
- Understand the impact of political decisions and “politics” in general on your organization and the potential to influence the foregoing; and
- Scan the horizon to identify developments which will affect long-term care.
Unit 6: Quality and Long-Term Care
At the completion of Unit 6 you will be able to:
- Describe the components in integrated quality management;
- Explain the relationship between regulatory compliance, standards, quality control and quality improvement;
- Identify some of the common tools and techniques used for quality improvement;
- Describe the evolution of thinking within healthcare with respect to achieving and sustaining quality; and
- List achievements and concerns related to quality and safety in long term care.
Unit 7: Leadership and Culture
At the completion of Unit 7 you will be able to:
- Describe the participative/democratic approach to leadership;
- Explain the contributions to management thinking of motivation theorists;
- Identify common communication and decision-making models, and their relevance to the long term care environment; and
- Define culture change and resident-centered care.
Unit 8: Into the Future
At the completion of Unit 8 you will be able to:
- Describe the upcoming trends and issues in long-term care;
- Elaborate on the need for innovation;
- Explain the changing environment; and
- Identify factors needed to guide success.
Grading and Credits
The Long-Term Care Administrator course includes: seven quizzes, three assignments and a final exam.
- Unit 1: Quiz 5%
- Unit 2: Quiz 5%
- Unit 3: Quiz 5% and Assignment 10%
- Unit 4: Quiz 5%
- Unit 5: Quiz 5%
- Unit 6: Quiz 5% and Assignment 10%
- Unit 7: Quiz 5%
- Unit 8: Assignment 15%
- Final Exam: 30%
Students need to complete all components of the course and achieve an average of 60% in the overall course grade in order to pass this course.
Due Dates for Quizzes, Assignments and Final Exam
- Quizzes, assignments and the final exam can be completed at any time within a one-year period of time
- All quizzes and assignments must be completed and graded before taking the final exam
Location for Quizzes, Assignments and Final Exam
- Quizzes, assignments and the final exam are completed online through the CHA Learning Gateway
Students receive a course certificate in Long-Term Care Administrator issued by HealthCareCAN upon successful completion of the course.
The International Society for Quality in Health Care (ISQua)
ISQua will allow enrollees in HealthCareCAN’s Long-Term Care Administrator programs to claim 3 credit points per unit completed up to a maximum of 15 credit points towards completion of an ISQua Fellowship Programme award.
-Maureen Grahlman, RN