Essentials of Gerontological Nursing

Essentials of Gerontological Nursing Syllabus

Course Description

In this course, RNs will review current knowledge about the biological, health, psychological, economic, administrative, service delivery, and social policy aspects of aging. Additionally, they will recognize the theories and principles that guide the understanding of gerontology. Through multi-media case studies, RNs will deepen their understanding of issues affecting the aging population and combine this knowledge with information from current research, lecture notes, and class discussions. This is the first of three courses in the series.

Content of this course encompasses the domains of practice outlined by the ANCC as preparation for the RN to sit for the Gerontological Generalist Nurse Certification exam. RNs who successfully complete this course and are currently enrolled or plan enrollment in the University of Akron College of Nursing will be eligible to “portfolio” out from the undergraduate nursing course N415-Gerontological Nursing and possibly from the practicum component in the Leadership course, depending upon the background and experience of the student.

Competencies

Upon completion of this course, participants will be able to  Discuss age related changes of older adults  Describe characteristics of aging in America  Recognize principles of communication that impacts the education of older adults  Discuss the implication of changing demographic patterns for the provision of health care in our society  Describe the uses and need for gerontological nursing research as support for evidence based practice

Materials

Purchase the following textbook: Eliopoulos, C. (2005). Gerontological Nursing, (6th ed.). Philadelphia: Lipppincott, Williams & Wilkins (ISBN 0-7817-4428-8). This book can be purchased at any bookstore or on- line.

1 All other materials are accessed via the CaseNEX website using the PIN provided and the user name/password you create.

All readings listed can be found by going to Class MaterialsVirtual LibraryReadings (Search).

If you do not have the most recent versions of the following software, please download each from the given sites.  Windows Media Player  RealPlayer  Adobe Reader  QuickTime

Cases Used  Courage to Communicate  Silver Surfer  Strength to Separate  A Cure for Loneliness

Course requirements and grades The grade for the course is determined by participating in the discussion, journal assignments and completing workbook activities.

Discussions: 25% Journals: 35% Workbook: 40% Total 100%

COLLEGE OF NURSING GRADING SCALE A 100 – 94 B+ 89 – 87 C+ 79 – 77 D+ 69 - 67 A - 93 - 90 B 86 – 84 C 76 – 74 D 66 - 64 B- 83 – 80 C- 73 – 70 D- 63 - 60 F 59 & below

Course Schedule

Find session dates by selecting Syllabus on the top menu bar. For typical courses, final Discussions, Journals, and Workbooks are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor.

2 3 Introductory Session Exploring the CaseNEX Site

Complete these tasks prior to the beginning of Session 1.

Readings may also include course related readings, standards, or other resources

Read the course requirements, paying special attention to the Case- Analysis and Workbook Assignment Rubrics. They will be used by your instructor throughout the course to evaluate assignments where appropriate.

Discussion

Post one entry introducing yourself to your classmates. Describe your professional background and experience, relevant personal information, and why you are taking this course. (100 words or fewer)

Journal

What do you find inspiring and challenging about your work in nursing with older adults? (100 words or fewer)

Use CaseMail to send a note to your instructor stating that you will be taking this course. To do so, click on CaseMail on the top menu bar and then ‘Click here to create a new message.’ Use the marked link to look up an address. Continue linking down until you see the class list. Select the instructor’s name and then compose your message and hit ‘Post Message.’

4 Session 1 Theories of Aging Physical Changes of Aging

Objectives Upon completion of this session, students will be able to:  Identify biologic theories of aging and their relevance to gerontological nursing  Identify sociologic theories of aging and their relevance to gerontological nursing  Identify psychological theories of aging and their relevance to gerontological nursing  Describe the physical and cognitive stages of adult development

Topics  Theories of Aging  Physical changes of Aging

Case Silver Surfer A Cure for Loneliness

Readings  Eliopoulos, Chapters 2 o Insert file lwwelioppt02  Eliopoulos, Chapters 5 o Insert file lwwelioppt05

Discussion How would you assist Alvin and Jillian in achieving ego integrity? Use the discussion rubric to guide your response.

Journal Think about everyday life in your community. What examples do you see to engage and disengage the elderly? Use the journal rubric to guide your response.

Workbook Complete the Critical Thinking Exercise, Eliopoulos, Chapter 5, page 68. Use the workbook rubric to guide your response. Due by the end of Session 3.

5 Session 2 The Changing Face of Aging Objectives Upon completion of this module, the student will be able to:  Utilize demographic data to describe aging in America  Identify mortality and morbidity data according to race, gender, and age  Discuss the implications of an aging society for health care needs and resources

Topics  Characteristics of older adults in the US o Changes in the age composition within the past century o Projections for growth in the older population-Aging of baby boomers o Fastest growing population segment- the old-old o Reasons for changes in the aging patterns in the past century  Regional variations among older adults in the United States o Factors affecting the proportion of older adults in the US o Projections regarding regional variations  Mortality and morbidity of the older adult o Leading causes of death and disability for older adults o Life span vs. life expectancy o Gender and ethnic differences in life expectancy o Implications of increased diversity for health care o Impact of gender and ethnic differences in longevity on health care Case Cure for Loneliness, Scene Three

Readings  Eliopoulos, Chapter 1 o Insert file lwwelioppt01  Eliopoulos, Chapter 3 o Insert file lwwelioppt03  Eliopoulos, Chapter 4 o Insert file lwwelioppt04

6 Discussion Discuss the diversity of the aging process in the two cases presented. How do the cases reflect the demographics of the community you work in. What would do if an older adult in either of these cases refused care because of your ethic background? Use the discussion rubric to guide your response.

Journal How do the changing demographics of older adults impact nursing care? What are some of the reasons for the elderly of minority groups to be suspicious or distrustful of health care services? Use the journal rubric to guide your response.

Workbook There is no workbook assignment for this session.

7 Session 3 Communication

Objectives Upon completion of this module, the student will be able to:  Describe therapeutic communication techniques  Identify the significance of confidentiality in the care of older adults

Topics  Confidentiality issues o Building/maintaining a trusting relationship o Need to know principles o Patients Rights  Therapeutic communication skills o Active listening, o Interviewing skills and techniques o Client communication o Boundary issues o Cultural/spiritual awareness o Environment o Rapport-building  Written communication/documentation o Requirements (e.g., accuracy, timeliness, legibility, patient/resident/client-specific) o Forms of communication (e.g., plan of care, discharge instructions, patient education)  Professional communication o interdisciplinary communication o organizational communication o public communication o Communication barriers/accessibility

Case Courage to Communicate, Scene 3 Silver Surfer, Scene 2

Clinical Perspectives Megan Norris Carolyn Holder

Readings

8 Discussion In your review of the case Courage to Communicate, how would you evaluate the communication techniques used by Carl’s health care providers? What techniques were most/least effective? Are there strategies you would have used to communicate with Carl that you did not observe in the case? Use the discussion rubric to guide your response.

Journal What are the challenges with communication in interdisciplinary teams from verbal reports to clinical records? What is the role of the nurse in assuring accuracy of communication? In the case, Silver Surfer, Alvin identified the importance of the communication between the patient and the nurse. What blocks effective communication in your work environment? Use the journal rubric to guide your response.

Workbook Assignment Review the initial assessment process and documents in your work environment. Identify the communication strategies that are effective to gathering accurate, timely client centered data. What are the barriers to effective communication in gathering and reporting the client’s initial assessment? Use the workbook rubric to guide your response. Due by the end of Session 5.

9 Session 4 Education

Objectives Upon completion of this module, the student will be able to:  Identify the principles of adult teaching learning, outcome measurements, and evaluation  Discuss the implications for health care education for older adults and their families

Topics  Adult learning principles  Educational outcomes o Self-care performance o Compliance o Comprehension o Return demonstration

Case Silver Surfer, Scene 3

Readings  Eliopoulos, Chapter 7 o Insert file lwwelioppt07  Insert file Principles of Adult Learning ppt

Discussion Describe some situations in which older adults are at risk for losing independence as a result of nurses doing for them rather than promoting independence. Use the discussion rubric to guide your response.

Journal Why is it important to identify actions that strengthen self-care capacity rather than acting or doing for the patient? Identify the adult learning principles that support self-care outcomes. Use the journal rubric to guide your response.

10 Session 5 Research

Objectives Upon completion of this module, the student will be able to:  Identify the components of the qualitative and quantitative research processes  Describe the uses and need for gerontological nursing research as support for evidence based practice

Topics  Research process o Generalizability o Interpretation o Application  Evidence-based practice o Definition o Standards of Care o Outcomes of Care

Case Courage to Communicate, Scene3, communication.pdf

Clinical Perspective Kyle Allen Hale Study http://jama.ama-assn.org/cgi/content/full/292/12/1433

Readings  Eliopoulos, Chapter 6 o Insert file lwwelioppt06  Insert Research-EBP ppt

Discussion

How the standards of evidence are based practice applied to therapeutic communication with Carl, an older adult with dementia? Review Carl’s case. What best practices did the health care providers use in communication with Carl? Use the discussion rubric to guide your response.

11 Journal How do the ANA standards of Gerontological Nursing Practice guide evidence based practice? Describe how you could apply the standards in your current practice. Use the journal rubric to guide your response.