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Gerontology - 103Applied Care Management in
Gerontological PracticeSyllabus and Outline
GeriatricCare Management
Assessments
PsychosocialFunctionalEnvironmentFamily
Support Systems
Quality of Life
Care Planning
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California State University, SacramentoSchool of Social Sciences and Interdisciplinary Studies
Gerontology ProgramGERO 103
Applied Care Management in Gerontological Practice Fall 2018, Thursdays 5:30 to 8:20 .p.m.
Instructors: Deon Batchelder M.A.G., CMC, GCMOffice Phone: [email protected] or [email protected]&Nancy Schier Anzelmo M.S.G.Office Phone: [email protected]
Office Hours: By Appointment - Benicia Hall Room 1015
Course Description: Applied Care Management in the arena of Gerontology is the analysis of issues, services, methods, and interventions related to "practice" with older adults and application of strategies for identifying and accessing services targeted for older adults and their families. Outcomes include understanding: unique characteristics/needs of elders; relationship of the systems approach to working with elders; issues affecting service delivery to this population (diversity, gender, ethics, special health and mental health needs); basic practice skills for effective service delivery to elders and families/caregivers; student's attitudes and roles when working with this population. Note: This is a service learning course, to provide a meaningful community service opportunity for both students and the older adult population residing in a senior residential community. Graded: Graded Student. Units: 3.0
Overview:This course is designed to acquaint students with various issues, services, methods, and interventions as they relate to practice with older adults. Topics of discussion and writing assignments will articulate and demonstrate strength-based care management skills and core values, understand interdisciplinary psychosocial evaluation and assessments, interpret and understand the validity and reliable tools used to assess and assist the older adult, practice the development of care plans based on best evidence/person-centered and directed care goals, describe effective advocacy and resources when collaborating with community agencies and differentiate formal/informal support systems.
The course is an examination of the historical developments and social forces in American society, which has led to the current model of the case management paradigm. The class will look at aging from the perspective of the care management model and understanding the nature of care management in guiding practice from the position of professional services providers.
This course is designed to: 1. Articulate student’s own awareness about the special responsibility in working with the older adult population.2. Demonstrate the opportunity to become familiar with societal and personal attitudes toward older adults.3. Demonstrate the multidisciplinary characteristics of placing Gerontological functions into practice.
4. Demonstrate the opportunity for structured reflection of the service experience and the relation to the course content.
Program Learning OutcomesUpon the completion of the Gerontology Program of study the student will:1. Demonstrate understanding of fundamental interdisciplinary evidence-based knowledge, skills, values, and current trends as a basis for competent gerontological practice. (1, 2, 5) 2. Demonstrate critical thinking when analyzing diverse and complex aging issues and outcomes for elders, families, and society from an interdisciplinary perspective that is grounded in the sciences, social sciences, and humanities. (1, 2, 3, 5) 3. Synthesize and apply learned interdisciplinary theories and research in applied settings.(1,2, 3, 4, 5.)
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4. Demonstrate social and cultural awareness, sensitivity, respect, and support of multiple perspectives when interacting with others. (2, 3, 4, 5) 5. Exhibit personal and social responsibility, and ethical and professional behavior in all settings. (4, 5) 6. Exhibit effective use of basic communication (written, oral and interpersonal) skills and information technology needed in a global information society. (3, 4) Note: (numbers relate to the five (5) Sacramento State Baccalaureate Learning Goals (2009).
TEACHING STRATEGIES Discussion, lectures, videos, readings, case studies, Service Learning Project, reflective writing assignments, active participation/attendance, classroom case studies, and class group project.
REQUIRED TEXTS Cress, C.J. (Ed.), (2012) Handbook of geriatric care management. 3rd edition. Sudsbury, MA: Jones and Bartlett. Self-Selected Evidence-based Research Journals.
RECOMMENDED TEXTAPA publication manual (6th ed) (2010). Washington DC: American Psychological Association. Assorted Evidence-based Research Journals - find and use ones pertinent to subject.
SERVICES FOR STUDENTS WITH DISABILITIES http://www.csus.edu/sswd/ It is the responsibility of students with disabilities to self-identify and request needed disability-related accommodations in a timely manner by contacting the SSWD office. The office is open Monday to Friday from 8:00 a.m. - 5:00 p.m. All matters related to students with disabilities are treated as CONFIDENTIAL. Students are strongly encouraged to request accommodations as early as possible since it can take several weeks or more to facilitate requests. Students should communicate with professors regarding approved accommodations early to help contribute to success in their courses. Location: Lassen Hall Room 1008 / Phone: (916) 278-6955 / (916) 278-7239 TTY
Basic Needs SupportIf you are experiencing challenges in the area of food and/or stable housing, help is just a click, email or phone call away! Sacramento State offers basic needs support for students who are experiencing challenges in these areas. Please visit our Basic Needs website to learn more about your options and resources available. https://www.csus.edu/basicneeds/
INTERNET ETIQUETTE Written words in emails and online communication an be interpreted differently than the author’s intended message. Please be respectful in your written communication. Further information on internet communication can be found at http://imet.csus.edu/imet3/lori/iknow/email.html Online Component: This course uses SacCT for its online component. Access of SacCT is through the main CSUS home page portal and requires use of the student’s SacLink ID and password. Tutorials are available on the course site. Students are expected to use email, discussion and look for announcements throughout this course weekly. Online assignments will be sent to the appropriate folder by the time designated on the Assignments-at-a-Glance Outline.
DEFINITIONS OF ACADEMIC DISHONESTY Please refer to University Website: www.csus.edu/umanual/AcademicHonestyPolicyandProcedures.htm CHEATING. At CSUS, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at CSUS includes but is not limited to: 1. Copying, in part or in whole, from another’s test or other evaluation instrument; 2. Using crib notes, "cheat sheets," or any other device, including electronic devices, in aid of writing the exam not permitted by the instructor; 3. Submitting work previously graded in another course unless doing so has been approved by the course instructor or by department policy.
4. Submitting work simultaneously presented in more than one course, unless doing so has been approved by the respective course instructors or by the department policies of the respective departments.
5. Altering or interfering with grading or grading instructions;
6. Sitting for an examination by a surrogate, or as a surrogate;
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7. Any other act committed by a student in the course of his or her academic work that defrauds or misrepresents, including aiding or abetting in any of the actions defined above. PLAGIARISM: Plagiarism is a form of cheating. At CSUS plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person’s contribution. Regardless of the means of appropriation, incorporation of another’s work into one’s own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. Plagiarism at CSUS includes but is not limited to: 1. The act of incorporating into one’s own work the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work without giving appropriate credit thereby representing the product as entirely one's own. Examples include not only word-for-word copying, but also the "mosaic" (i.e., interspersing a few of one’s own words while, in essence, copying another’s work), the paraphrase (i.e., rewriting another’s work while still using the other’s fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting another’s work as one’s own) and failure to include quotation marks on material that is otherwise acknowledged; and 2. Representing as one’s own another’s artistic or scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works.
USE OF TECHNOLOGY IN THE CLASSROOM Students may use audio/video recording devices for the purpose of recording lectures ONLY with specific permission of each individual faculty member in the course. Faculty reserve the right to refuse permission to audio/video record. Students who are permitted to audio/video record lectures may only do so for personal use in study and preparation related to the class and must destroy any audio/videotapes when no longer needed for academic work, or at the end of this academic semester, whichever comes first. The audio/videotapes are recognized as sources, the use of which in any academic work is governed by rules of academic conduct delineated by the Program and University. Audio/videotapes of lectures are to be treated as (HIPPA protected) confidential material and may only be played in a secure and private environment. Students who require audio/videotaping accommodations as a result of an educational plan set forth by the Services to Students with disabilities (SSWD) office must provide faculty with written documentation at the start of the semester per University policy. Students may use computers in the classroom for note-taking purposes with the specific permission of each individual faculty member in the course. Faculty reserve the right to refuse permission to use computers in the classroom if such use becomes disruptive to other students or the faculty member.
WRITING STANDARD GUIDELINES AND RUBRIC All Gerontology Program Core Courses use the CSU Sacramento Advisory Standards for Writing. Please check out this helpful website (www.csus.edu/wac/rubric.stm) before, during and after you have written papers (following assignment requirements of course) in your courses. It will help you decide if you have written the level of paper you want to turn in. It is used along with any course grading rubrics to analyze your papers.
PAPER FORMATTING All gerontology core courses use APA writing style for written papers. All papers (except in-class papers) must be typed and in APA format (get APA Style manual (Publication Manual of the American Psychological Association 5th ed) in the book store or online and check out website www.apastyle.org click on Style Tips. You can also check the CSUS library site (www.library.csus.edu) or Gerontology Program site (www.csus.edu/gero). If in-class papers are unreadable, they will not receive credit. Key Components of APA format to be used when typing your papers include:
Double-spaced 12 point font; Arial or Times New Roman; 1” margin on all sides; Number all pages except Title Page in the upper right-hand corner Indent 5 spaces on the first line of every paragraph Sources must be referenced in the text of the paper, with a Reference page at the conclusion of the
paper. All direct quotes must be referenced with source and page number. If the source is from the Internet, please refer to the Website: http://www.apastyle.org/elecref.html or refer to the APA manual 6th edition for examples.
Evidence-based (EB) Research Article Requirements EB articles are articles from peer-reviewed journals and report research studies done on a particular
topic; All References must be EB: if you use popular press articles then be sure that they are additional to the
required number of articles and are cited and referenced according to APA.
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Websites are not EB – if you are using them to get research from the library then cite and reference them according to APA.
Evaluation CriteriaThe following assignments need to be completed. The assignments will be evaluated by established objectives and will determine the final grade:
Service Learning Hours 20 pointsService Learning Journals (3) 60 points (20/journal)Research Paper-Service Learning 100 pointsSacCt Case Studies (2) 40 points (20/study)Group Global Research Project 60 point (40/paper&20/Presentation)Mid-Term Exam 50 pointsFinal Examination 100 pointsAttendance & Participation 70 points (5 pts./class)
Total: 500 points
University standards for course grades:93-100 =A92-90 =A-
87-89 =B+83-86 =B80-82 =B-77-79 =C+73-76 =C70-72 =C-67-69 =D+63-66 =D60-62 =D-Below 59 =F
** 73% or better on assignments is required for passing (in all Gerontology Major courses). ** All assignments are due and must be turned in before or at the beginning of class. Assignments must follow syllabus directions and include copy of the grading rubric or they will be returned unread/ungraded. RE-submission and completion of the assignment will not be more than 80%. ** On-line assignments need to be turned in no later than 5:00 p.m. on assigned date due unless otherwise stated.** Points for assignments will only be given if turned in on time. No LATE assignments are accepted unless prior instructor approval in writing and are subjected to a 5-point per deduction per day. Un-cleared late assignments will not be graded. ** All papers must be typed and use APA format, including Title Page.** There is no extra credit.
CLASS REQUIREMENTS:
A. PARTICIPATION: Each student is expected to attend class on a regular basis and to actively participate in class discussions and activities.B. Students are expected to : 1. Interact with lecturer through the use of appropriate questions or prepared discussion items.2. Read all assignments before the class session in which the material will be discussed during lecture.3. Complete all reflective writing assignments in an ongoing journal for the service learning experience. Students will be given feedback concerning material presented in class in relation to the service-learning project or otherwise facilitated by a guest speaker.4. Participate in group classroom assignments, Sac CT online assignments, service learning component and case studies.
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Course Learning Objectives: 1. Demonstrates understanding of fundamental Care Management & interdisciplinary
evidence-based knowledge. 1.1. Discuss/describe gerontologists’ roles & responsibilities in class and assignments 1.2. Give examples that clarify what gerontologists do for elders & their families in Service Learning
Journals, Case Studies, Service Learning Research Paper, in-class group assignments and discussions.
1.3. Define and assess the purpose and components of an interdisciplinary, comprehensive geriatric assessment.
1.4. Define and give examples of key factors involved in Assessing, care planning & coordinating the needs of the older adult.
1.5. Apply knowledge of the biological, physical, cognitive, psychological, and social changes commonly associated with aging.
1.6. Choose, administer, & interpret a valid and reliable tool/instrument appropriate to assess for: cognition, mood, physical function, nutrition, and pain.
1.7. Understand & use knowledge to access/discuss the availability and effectiveness of resources for older adults and caregivers that help them meet personal goals, maximize function, maintain independence and live in their preferred /or least restrictive environment.
1.8. Use knowledge, know how to access and implement information to the older adult/caregiver about the healthcare benefits of programs such as Medicare, Medicaid, Veteran's services, Social Security, LongTerm Care and other similar programs.
1.9. Use knowledge to provide & discuss to older adults/caregivers the continuum of long term care services & supports such as: community resources, home care, assisted living facilities, hospitals, nursing facilities, sub-acute facilities and hospice.
1.10. Assess & apply tools to identify risks/barriers to older adult safety i.e. falls, community, home, and care environments
1.10Use knowledge and recognize the practices of safe, appropriate and effective medication for older adults chronic health and risks of overuse and alternatives.
2. Demonstrate critical thinking when analyzing diverse and complex aging issues and outcomes for elders, families, and society from an interdisciplinary perspective that is grounded in the sciences, social sciences and humanities.2.1. Use knowledge gained from required core & elective gerontology courses when delivering
service to designated population; discuss in class/assignments. 2.2. Use the decision-making process (assessment, planning, implementation & evaluation) in a
professional manner to formulate alternative solutions to concerns & problems when working with older adults, caregivers, families, & professional staff.
2.3. Use knowledge and EBR to develop treatment plans based on best evidence and on person centered and directed care goals.
2.4. Use knowledge & EBR when evaluating/creating care plans based on treatment recommendation with regards to an older adult's preferences, goals, life expectancy, co-morbid conditions, functional status, psychological, social, and spiritual needs.
2.5. Present counter viewpoints and alternative hypotheses on various issues related to aging in assignments & class.
2.6. Understand & recognize the need for continuity of treatment & communication across the spectrum of services amongst the healthcare environment and professionals.
2.7. Communicate/collaborate with older adults, their caregivers, healthcare professionals, when creating discipline-specific information into planning & implementing care plan.
3. Demonstrate social and cultural awareness, sensitivity, respect, and support of multiple perspectives when interacting with others.
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3.1. Explore own beliefs about diversity & aging and discuss in Assignments & class.3.2. Discuss significance of psychosocial, cultural and ethnic similarities & differences in the older
population in Assignments & class.3.3. Demonstrate awareness of traditional/non-traditional family structures especially towards gender
identity and designated family member roles.3.4. Observe how older adults are treated and talked about in the agency & discuss in Journal &
class.3.5. Assess how clients’ various backgrounds impact those around them and discuss in Assignments
& Class3.6. Demonstrate sensitive and respect when collecting personal/family information without judgment
or bias, to prepare a psychosocial assessment of the older adult.3.7. Use knowledge to recognize signs or symptoms of possible elder abuse, to include physical,
emotional, neglect & financial. 3.8. Discuss how the use of commonly generalized information across groups, specifically the older
adult population, could represent ageism
4. Exhibit effective use of basic communication (written, oral, & interpersonal) skills and information technology needed in a global information society.4.1. Demonstrate ability to listen & follow instruction4.2. Present ideas clearly both verbally and in writing (using APA format).4.3. Compete all required projects & assignments (agency & course) at agreed upon time.4.4. Use appropriate etiquette when communicating with others through electronic formats.4.5. Correctly cite information sources when communicating information.4.6. Communicate honestly in all relationships.4.7. Give & receive positive & critical feedback in all relationships.4.8. Use appropriate, EB web sources when completing literature searches.4.9. Maintain confidentiality at all times.4.10.Learn, correctly use, & communicate findings of various assessment tools in the practice setting.4.11. Correctly follow agency protocols & procedures for interventions at all times.
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Gerontology Core Competencies
These Gerontology competencies were developed and approved by the Association for Gerontology and Geriatrics in Higher Education (2014).
CATEGORY I: Foundational Competencies To All Fields of Gerontology - RecommendedDOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
FRAMEWORKS FOR UNDERSTANDING HUMAN AGING
I.1 Utilize gerontological frameworks to examine human development and aging.
I.1.1 Employ the Lifespan/Lifecourse perspectives to appreciate age over time in relation:
To the human life cycle and stages of growth and development within the social context
To life transitions and adaptive resources To the historical context of cohorts To age, gender, race and SES within social
environments I.1.2 Distinguish concepts and theories of aging from a bio-psycho-social framework.
I.1.3 Synthesize bio-psycho-social understanding of aging to build a gerontological knowledge foundation.
I.1.4 Interpret the gerontological frameworks in relation- ship to aspects and problems of aging persons, their families, their environment and communities.
BIOLOGICAL ASPECTS OF AGING
I.2 Relate biological theory and science to under- standing senescence, longevity and variation in aging.
I.2.1 Distinguish normal biological aging changes from pathology including genetic factors.
I.2.2 Identify major cell-and organ-level systems changes with age.
I.2.3 Recognize opportunities of reversibility and mutability in later life (e.g. frailty syndromes) and the plasticity of the human brain and body.
I.2.4 Recognize common late-life syndromes and diseases and their related bio-psycho-social risk and protective factors.
I.2.5 Identify the implications of biomedical discoveries on individuals and society.
I.2.6 Synthesize biological with other gerontological ways of understanding human aging:
Psychological Sociological Humanities
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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
PSYCHOLOGICAL ASPECTS OF AGING
I.3 Relate psychological theories and science
to understanding adaptation, stability and change in aging.
I.3. 1.3.1 Describe human growth and development across the lifespan/course including late life outcomes such as life satisfaction, coping and adaptation.
I.3.2 Recognize normal age changes in intelligence and cognitive abilities including those that may impact late-life functioning.
I.3.3 Demonstrate knowledge of signs, symptoms and impact of common cognitive and mental health problems in late life (e.g., dementia, depression, grief, anxiety).
I.3.4 Recognize older persons’ potential for wisdom, creativity, life satisfaction, resilience, generativity, vital involvement and meaningful engagement.
I.3.5 Synthesize psychological with other gerontological ways of understanding human aging: Biological Sociological Humanities
SOCIAL ASPECTS OF
AGING
I.4 Relate social theories and
science of aging to
understanding heterogeneity,
inequality and context of aging.
I.4.1Appreciate the diversity of the older population based on: Age Functioning Gender Culture Language Religion Immigration status Sexual orientation Other variables
I.4.2 Assess the impact of inequality on individual and group life opportunities throughout the lifespan/ course impacting late-life outcomes.
I.4.3 Appraise the changing dynamics of contemporary multigenerational families and their impact on social solidarity and interdependence.
I.4.4 Describe the changing population profile of: your state/ province, nation.
I.4.5 Contrast aging demographics globally among devel- oped and developing countries.
I.4.6 Distinguish impact of the demographic elements of:fertility, mortality, and immigration.
I.4.7 Identify how an older population mutually influences and is impacted by policies locally and globally.
I.4.8 Synthesize sociological and other gerontological ways of understanding human aging: Biological Psychological Humanities
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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
THE HUMANITIES AND AGING
I.5 Develop comprehensive and meaningful concepts, definitions and measures for well-being of older adults and their families, grounded in Humanities and Arts.
1.5.1 Identify conceptual domains explored in Humanities and Arts, as essential to understanding the experience of old age:
Time Perspective Vitality Meaning Relationship Attention
1.5.2 Integrate humanities and arts-based understanding of aging into models of gerontological practice and policy.
1.5.3 Acknowledge and promote unique contributions older adults can make to the social environment.
1.5.4 Integrate humanistic and artistic understanding with other ways of understanding human aging:
Biological Sociological Psychological
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RESEARCH AND
CRITICAL THINKING
I.6 Distinguish factors related to
aging outcomes, both intrinsic
and contextual, through critical
thinking and empirical research.
I.6.1 Identify and explain research methodologies, interpre- tations and applications used by different disciplinesto study aging.
I.6.2 Identify gaps in research regarding both aging-related problems and successes in order to promote continued knowledge building
I.6.3 Generate research questions to solve problems and advance positive strategies related to older adults, their social networks, intergenerational relations and aging societies.
I.6.4 Design research studies using methods and procedures that produce reliable and valid gerontological knowledge.
I.6.5 Use critical thinking to evaluate information and its source (popular media and research publications).
I.6.6 Recognize the strengths and limitations of relianceon either qualitative or quantitative questions, tools, methods and conclusions.
I.6.7 Promote and apply the use of appropriate forms of evidence-based
interventions and technologies for older adults, their families and
caregivers.
CATEGORY II: Interactional Competencies Across Fields of Gerontology - RecommendedDOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
ATTITUDES AND PERSPECTIVES
II.1. Develop a gerontological perspective through knowledge and self-reflection.
II.1.1 Critique and analyze assumptions, stereotyping, prejudice, and discrimination related to age (ageism) at both:
Personal and Public levels
II.1.2 Relate the historical context of the field of gerontology and the evolving roles in:
Research Education Commerce Programs & services Policy
II.1.3 Assess and reflect on one’s work in order to continuously learn and improve outcomes for older persons.
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ETHICS AND PROFESSIONAL STANDARDS
II.2. Adhere to ethical principles to guide work with and on behalf of older persons.
II.2.1 Respect the person’s autonomy and right to real and meaningful self-determination.
II.2.2 Respect interdependence of individuals of all ages and abilities.
II.2.3 Respect cultural values and diversity.II.2.4 Protect older persons from elder abuse of all types:
Utilize programs and policies that address elder mistreatment and abuse:
Mandatory legal reporting
II.2.5 Recognize ethical standards and professional practices in all phases of work and research with and on behalf of older persons including but not limited to the following:
Informed consent Confidentiality Beneficence Non-malfeasance Honesty and Integrity
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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
COMMUNICATION WITH AND ON BEHALF OFOLDER PERSONS
II.3. Engage, through effective communication older per- sons, their families and the community, in personal and public issues in aging.
II.3.1Establish rapport and sustain working relationships with older persons, their families and caregivers.
II.3.2 Listen and actively engage in problem solving to develop research, pro- grams and policies with key stakeholders including: Older persons Their families Caregivers Communities Researchers Policymakers
II.3.3 Advocate for and develop effective programs to promote the well-being of older persons.
II.3.4 Demonstrate effective means to overcome challenges to communicating effectively with persons as they age including: Sensory deficits Disabilities Medical conditions
II.3.5 Apply and teach caregivers communication techniques to research and practice for elders with dementia.
II.3.6 Use tools and technology to improve and enhance communication with and on behalf of older persons, their families, caregivers and communities.
II.3.7 Consider heterogeneity in addressing communication styles and promoting the preferences of older persons including: Cultural Racial/ethnic Cohort SES Health literacy Sexual preference Immigration status Geographical location
II.3.8 Analyze how older individuals are portrayed in public media and advocate for more accurate depictions of the diverse older population using research based publications and multi-media dissemination methods.
II.3.9 Develop and disseminate educational materials to increase accurate information regarding older persons and older person services.
II.3.10 Inform the public of the spectrum of aging services that provide older persons with:
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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENTINTERDISCIPLINARY AND COMMUNITY COLLABORATION
II.4. Engage collaboratively with others to promote integrated approaches to aging.
II.4.1 Perform and promote the roles of the gerontologist in collaborative work on behalf of older persons.
II.4.2 Respect and integrate knowledge from disciplines needed to provide comprehensive care to older persons and their families.
II.4.3 Develop interdisciplinary and community collaborations on behalf of the older population in: Research Policy Provision of supports, services and
opportunities
II.4.4 Involve the older person, their family and caregivers as members of the interprofessional care team in planning and service decisions.
II.4.5 Provide the following groups information and education in order to build a collaborative aging network: Key persons in the community (police
officers, firefighters, mail carriers, local service providers and others)
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CATEGORY III: Contextual Competencies Across Fields of Gerontology - SelectiveDOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENTWELL-BEING, HEALTH AND MENTAL HEALTH
III.1 Promote older persons’ strengths and adaptations to maximize well-being, health and mental health.
III.1.1Build relationships that are respectful, confidential and engage positive change.
III.1.2Screen and provide referrals to evidence-based programs and interventions. Health promotion, disease
prevention, assessment and treatment programs
III.1.3 Counsel older persons about healthcare and social program benefits. For the U.S., this would include
Medicare, Medicaid, Veterans Services, Social Security, Older Americans Act, Adult Protective Services
III.1.4 Provide care coordination services for persons with:
Complex health and mental health problems
Geriatric syndromes III.1.5 Facilitate optimal person-environment interactions.
Assist in change in lived environmentIII.1.6 Assist caregivers to identify, access and
utilize resources that support responsibilities and reduce caregiver burden: Assistive devices Technology
SOCIAL HEALTH III.2. Promote quality of life and positive social environment for older persons.
III.2.1 Support adaptation during life transitions including: Work and retirement Family structure changes Loss and bereavement Relocation Challenges due to disasters/trauma
III.2.2 Promote strong social networks for well-being.
III.2.3 Recognize and educate about the multifaceted role of social isolation in morbidity and mortality risk.
III.2.4 Provide opportunities for intergenerational exchange and contribution. III.2.5 Provide strategies for strengthening
informal supports. III.2.6 Support the healthy sex life and need for
intimacy of older persons of all sexual orientations including:
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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENTPROGRAM/SERVICE DEVELOPMENT
III.3. Employ and design programmatic and community development with and on behalf of the aging population.
III.3.1 Work collaboratively with older persons, local government and com- munity organizations to advocate building age-friendly communities, including: Housing Design techniques in public space and
home environments Neighborhood safety Transportation Physical and social environments that
benefit older persons III.3.2Construct and evaluate programs for older
persons that promote inter- generational relationships.
III.3.3Design and evaluate leisure and recreational activities which enhance meaning and quality of late life.
III.3.4Encourage older persons to actively participate in the responsibilities of citizenship including: Volunteerism Intergenerational contributions Identification of public issues and
contributions to their solutions. III.3.5Counsel individuals to utilize available services
that promote well-being and quality of life. III.3.6Consider the role of spirituality
and religious needs and preferences when: Designing, delivering or Supporting gerontology programs and
services in both secular and faith-based organizations.
III.3.7Develop and implement programs and services for older persons in collaboration with communities that are founded in: Research Policies Procedures
EDUCATION III.4. Encourage older persons to engage in life- long learning opportunities.
III.4.1. Promote life-long learning opportunities across the life span to enhance personal development, social inclusion and quality of life.
ARTS AND HUMANITIES
III.5. Promote engagement of older people in the arts and humanities.
III.5.1. Create opportunities for people across the life span in the arts and humanities.
III.5.2Develop and implement programs promoting creative expression by older persons.
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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENTBUSINESS& FINANCE
III.6 Address the roles of older persons as workers and consumers in business and finance.
III.6.1Provide information for employers, policymakers, employees and the general public regarding: The definitions of older workers Age Discrimination and Employment Act Demographics regarding person and
older person employment, retirement and current issues of full and part-time work before and after retirement
III.6.2Provide information for employers, policymakers, and employees regarding: Age issues in management Age and job performance Physical and cognitive changes and Effects on person-job fit
III.6.3Provide research on the “Mature Market” (50+) regarding:
Financial resources Consumer choices and spending Approaches to market research and
POLICY III.7 Employ and generate policy to equitably address the needs of older persons.
III.7.1Promote the involvement of older persons in the political process so they may advocate on their own behalf.
III.7.2Analyze policy to address key issues and methods to improve the quality of life of older persons and their caregivers/families.
III.7.3 Identify key historical and current policies that influence service provision and support the well-being of older persons such as, in the United States: The Older American’s Act Medicare Medicaid Affordable Care Act Social Security
RESEARCH, APPLICATIONAND EVALUATION
III.8. Engage in research to advance knowledge and improve interventions for older persons.
III.8.1Conduct research on aging recognizing implications, relationships and applications across disciplines.
III.8.2Use research methods to evaluate and inform services, programs and policies to improve the quality of life of older persons.
III.8.3 Investigate problems through collecting and evaluating data to continuously improve outcomes and develop creative and
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Assignments
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.SERVICE LEARNING - ACTUAL CASE STUDY INTERVIEWThis project is the service-learning component of the course requirement. Students will partner with another classmate and be assigned to the assisted living community (listed below) to complete the required service learning assignment.
Chateau at Capitol Avenue 2701 Capitol Ave., Sacramento, CA 95816916-447-4444
As part of the classroom participation requirement, students will be involved in actual interviews, and interactions with an assigned older adult to facilitate learning and discussion. Students will be assigned to an older adult resident, to interview and begin to implement the care management model. During the semester all students will complete the service-learning requirement for a minimum of 20 hours, in person, with an older adult to whom they are assigned as their semester partner. As well as volunteering for scheduled activities and special events in the community (upon prior approval from the Professor).
Classroom discussion with students will discuss appropriate updates, share triumphs or concerns that may have arisen in the implementation of the stated goals/priorities with their assigned partner and an assessment of needs and priorities as it relates to the care management experience. The use of the client’s strengths and an overall evaluation will be required as it relates to the content of the class.
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Reflective Learner- Journal Assignment
Purpose: As a student service learner, the student combines meaningful community service and in class learning through a process of structured reflections. The Journal provides for personal reflection and a learning tool related to the service. The entry should be written from the point of view of the service learner and the service-learning recipient. All entries and experiences are confidential and the privacy of the individuals must be strictly adhered to and respected. To learn by experience requires a thoughtful reflection about the experience. This tool can assist in analysis and synthesis of readings and describe the older adult's and your interactions. To be most effective, the journal is NOT meant to be a log of events, but rather a means to complete the following: an analysis of the older adult's access to available and effective resources to help them meet personal goals, maximize function, and maintain independence in their preferred/or least restrictive environment. To identify and illustrate activities the student and partner are accomplishing, record new experiences learned, the recognition of important events or issues related to gerontology, and a relation to the student’s stated learning objectives. Based on gathered information - select an activity/project - if appropriate
Skills: The purpose of this assignment is to help you practice the following skills that are essential to your success in the field of Gerontology, especially with emphasis in Care Management.
Define/assess the purpose and components of a comprehensive geriatric assessment Explore own beliefs about diversity & aging Observe how older adults are treated and talked about Assess how client's various backgrounds impact those around them
In your journal you will document your experiences, thoughts and feelings, you will explore the "what's, how's, whys, and if you would do it aging or not - what would you do?" Your journal is a place for you to be really honest, about what's going on in the older adult's environment.
Criteria: Assignment Guidelines1st Journal: History Section - Initial First Interview Questions Requirements for the first Interview Use these questions as talking points for conducting your first interview. The questions should be utilized to write up your first interview section, in your online journal. You will be graded for the detail in each journal entry, following directions from the Reflective Learner instructions and all the other journals to follow. First section: (Intake & Assessment) The following outline will assist you in writing your journal and to reflect upon your service learning experience:1. Whom did you interview?2. How old are they and were they ever married?3. Culture/traditions3. What level of education did they finish?4. What was their occupation?5. How long have they lived in Sacramento, how long have they lived at the retirement community? Do they have any family members living nearby/siblings: alive/deceased/? 6. What have been some of their more memorable experiences in growing older - hobbies/interests?7. How do they like to spend their time on a daily basis?8. What is their present informal and informal support network?9. Why did they want to participate in the Service Learning project?10. What are their main health concerns?
2nd Journal: Psychosocial & Functional Assessment SectionPsychosocial: Social support system, Spiritual, Ethnic, traditions, care giving; Functional Status: ADL& IADL; Sensory Losses; Physical Quality of Life; environmental; Based on gathered information, complete the journal following the rubric guidelines.
3rd Journal: Analyze & Prioritize Needs: As you have observed and evaluated the older adult's holistic care needs, analyze and formulate the older adult's needs by priority. Support your diagnose from teachings in your Gerontology classes. Critique your experience and the older adult's participation in this assignment. Review the past semester of lessons learned, valuable insight, and the communication between the generations. Journal Entries Guidelines1. A brief objective descriptive account of the day.2. Your subjective account of the day related to critical thinking and an analysis of your experiences. (How does your experience relate to what you have learned in class and from the readings- cite)3. Outline the actions for your next contact based upon what you have learned. What might you do differently & why - cite4. Outline the actions or techniques that worked for you, and what you will try again - cite.5. Evaluation of the goal you set for the day’s visit, the achievements or disappointments encountered during the service learning experience.
Complete three (3) reflective journal writings and post online on Sac CT by the assignment due date (20 points each). EACH JOURNAL make sure there is a APA reference page and attach the Grading Rubric Sheet as the final page of your entry on or before the scheduled due date assignment. NO late assignments will be accepted unless prior written approval by instructor.
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SAMPLE JOURNAL.. NOT PROPERLY FORMATTED
1 Upon visiting River’s Edge for the initial visit, there was already a goal in mind. The goal my partner and I had was to be introduced to our elder, get to know them and begin to build trust and respect for each other. Building trust was a very important step, since we would be sharing information with her and she would be opening up to us about her life, personal issues and struggles, where she thinks she would need help, etc.
The main objective from our side was to speak to her and answer the first interview questions, as a means for getting an overview of her and her life. After receiving an introduction as a class, we were able to meet her. Let us call her Ms. Smith for privacy reasons. Ms. Smith was excited and happy to meet us. She immediately wanted to know some information about us, where we are from, our ages, what we are studying, etc. Then it was her turn to speak. We left the floor open, asking her to tell us about her life, instead of going down the list of questions. While talking, she answered many of the questions and we followed along writing answers in when able. She has lived in Sacramento for two years at the River’s Edge facility. Her daughters live in Sacramento and wanted her to be closer. She stated that she likes living at River’s Edge and has no complaints.
2. From our conversation with her, about 45 minutes long, we were able to learn quite a lot about her. She had just turned ninety two days before we met her and was getting ready for a family party that weekend. Born and raised in California, she had three siblings and great parents. She always knew she would be a teacher and loves to teach, even to this day, talking about how she would teach people. She taught for over forty years. She was married three times, saying two out of three were good, since one husband was an alcoholic. From her first marriage, she had two daughters who both live in Sacramento. Ms. Smith loves to walk and is one of the biggest walkers at River’s Edge. She also likes dogs and “shares” a dog with one of the other residents.
The experience of meeting Ms. Smith was interesting in another regard. She seems to have some early stages of memory loss. We were not told, nor did she acknowledge, any indication of this. The more we spoke to her, the more we realized she repeated herself a lot and asked us the same general questions. This was my first time having an in depth conversation with someone that had a memory problem that I wasn’t already aware or told about. After our meeting, I went to read the chapter about patients with Alzheimer’s and related dementias from our text book. It gave the statement that “person-centered, strength-based care reinforces self-esteem by providing the cognitive, emotional, and biographical information to enhance the individual’s ability to be successful without first having to acknowledge his or her memory loss” (Ronch, 2003, p. 338). This helped to put things more into perspective. She views herself in good health without any problems, other than getting old. She focused on the things she still can do and enjoys doing, such as walking. We also focused on what she can still do. We have talked to her about logging miles of walking, since that is her favorite thing to do and she doesn’t want to walk on the levee by herself anymore but enjoys walking along the river.
3. Ms. Smith seeming to have some memory issues could be considered her “presenting problem.” Cress (2012, p. 29) states that having an informal conversation with an older adult asking factual questions at different times and comparing answers can give insight into memory problems. This would be something to try in a future visit to further assess her memory. In the course of our initial conversation, my partner and I were asked several things a few different times. Ms. Smith herself seemed to forget she had told us things, as we were told at least four times that she had been a teacher for over forty years. My partner and I discussed this after we left. Even though she did repeat certain things several times, everything else she was able to recall and share very much in detail. While she did repeat things, letting her openly talk allowed us to hear more things then just the questions we had asked. We decided for future visits to let her repeat things as needed and not interrupt. Ms. Smith was also very willing to share, as she kept asking if we had more questions for her or other things we wanted to know. She stressed several times that she would answer anything to the best of her ability and was willing to share, being an open person.
4. One of the techniques that worked well for us was to let her continue her conversation part until she was finished. She would talk and talk until she finished her line of thought, but by doing so answered even more than what we were trying to learn from her. We also answered her questions or gave her our names/select piece of information as needed when she asked. She seemed to be quite comfortable with us and was excited to know when we would be coming back to see her. Ms. Smith also wanted to see pictures of some of the things we talked about, so having our phones available were useful. We would definitely share pictures again, as it opened up further conversation and also made her reminisce about her past.
Overall the first meeting went very well. Ms. Smith was a delightful person to meet. She is full of energy, outgoing and open to sharing and helping us with our “assignments.” She asked several times if we had more questions for her and said anytime we had more questions for her, she would gladly welcome and answer them. We achieved getting to know her, at least on a basic level, which was the general goal for the day. There were not any disappointments that I would say. It will be harder to work with her due to the memory aspect, but once we fill her in on basic questions again, the conversations will continue as normal. With our next visits, we hope to continue to get a variety of information and sharing from Ms. Smith. We also want to help her be able to continue her walking and stay active.
ReferencesCress, C. (2012). Handbook of geriatric care management. Jones and Bartlett Publishers
Ronch, J. L., & Goldfield, J. A. (2003). Mental wellness in aging: Strengths-based approaches. Health Professions Press.
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Reflective Journal - Grading RubricInclude EB citations when appropriate
4Exceeds
Expectation
3Meets
Expectation
2ApproachesExpectation
1Below
Expectation
Question #1 Total: 4Goals for the scheduled visitObjective/description of the day
Question #2 Total: 4Critical thinking Analysis of Experience (cite)Connect experience to readings/class lecture
Question #3 Total: 4What actions/techniques worked for you, will you try again,
What actions didn't go as planned, other ways to handle situations.
Question #4 Total: 4 Outline actions for next contact based on what you have learned
Evaluation of the goals you set, the achievements, disappointments learned during the service learning experience.
Correct Grammar/Spelling Total: 4Analysis was clear & logically developedAssignment directions followed (components addressed, rubric)
Citations correctly written/referenced (APA)Assignment Turned in on Time Overall Total: /20Comments:
Key: See Gerontology Writing Rubric at end of syllabus to determine what parameters are considered for 1,2.3.4 scores. Note the difference lies with the level of mastery of the topic, the depth of analysis of complex ideas (not superficial), and the clarity of thought (how easy to understand). Use of EB citations when appropriate.
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Service Learning Research Paper - AssignmentPurpose: The purpose of this activity is to write a research paper based upon your service learning interview, with the older adult. The research paper will utilize your applied knowledge of the biological, physical, cognitive, psychological, and social changes of aging that you have learned thorough out your Gerontology courses. Specifically you will apply the geriatric care management model, based on the holistic client-centered approach to caring for older adults. The paper will discuss and use the decision-making process to formulate the assessment and identify concerns and problems. You will support your analysis with Evidence Based Research. Your comprehension and knowledge gathered over the course of this semester will be reflective in your research paper.
Skills: The purpose of this assignment is to help you practice the following skills that are essential to your success in the field of Gerontology, especially with emphasis in Care Management.
Understand basic Care Management knowledge/methods/tools; Apply the knowledge/tools to problem solve in a similar, but unfamiliar context; Analyze; Evaluate and assess best solutions of an interdisciplinary, comprehensive geriatric
assessment; Create care plans unique & client-centered to the older adult; Use knowledge/EBR when evaluating solutions/recommendations/resources for care
plans;Criteria: Assignment will be graded on the following Guidelines:
The APA research paper should be outlined by using the following topic headings as the format (100 points)
Use the following sections as topic headings for the research paper.~Identify history & background of the older adult.~Identify problems & issues~Identify strengths & limitations~Develop an assessment of possible service needs & priorities~Develop a proposed plan and goal setting objectives~Intervention and resource linking~Evaluate and summarize the outcome of set goals
Write a 4-5 page research supported term paper, type written, and double-spaced with a minimum of 5 evidence-based research articles to be used as references. Title page.
The course textbooks may be used as a reference source when applicable. The format of the paper must be in the proper APA style. All references must be copied and included with the reference page. If the articles are not
included with the paper, 10 points will be immediately deducted. Internet articles - Websites are not EB – if you are using them to get research from the
library then cite and reference them according to APA. Attach Grading Rubric Grade Sheet at end of research paper.
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Gerontology 103 - Research Paper Rubric
Dimension Exceeds Expectations
Meets Expectations
Approach Expectations
Below Expectatio
nScore
Introduction/Understanding/Knowledge
Total: 40 points
Demonstrates depth of aging issues, contains highly accurate and precise summarization, description, and premises of the problems. Accurately validates the resources & referrals, supporting the strengths & limitations. The assessment accurately supports the plan of care meeting goals/objectives. Examples are provided to support recommendations
The summarization, and description of the issues are fairly accurate & precise, the resources & referrals could be possible alternatives to consider. The assessment is limited in support of plan of care, limited goals/objectivesMinimal examples to support recommendations
The summarization and description are somewhat accurate, but not precise. The resources/referrals are inappropriate. The assessment marginal in support and unrelated to goals & objectives in plan of care. Examples don't support recommendations.
Paper is vague, not consistent. The description of problems or issues is inaccurate and possible alternatives and solutions are not considered, examples not provided.
Research & Analysis Use of evidence to support assertions
Total: 30 points
Assertions are supported with appropriate evidence based research. Research evidence is highly relevant presented accurately and completely, and evidence presented in a scholarly source that supports the assertion (with appropriate citation of the source).
Research evidence is relevantly presented, mostly accurate and complete and fairly supported. There are some unclear components/minor errors or that may not be present or complete. Analysis mostly corresponds to theory/practice
Research and analysis somewhat corresponds and supports premises of issues and recommendations. Relationship between research and theory is somewhat inaccurate and errors in logic.
Research is not
evidenced based. No information is provided about how or why the
cited work/author
supports the
assertion made. Factual
errors: the cited work does not actually
support the assertion
made and/or is described
inaccurately.
Content/Coherence
Total: 20 points
Fluency, sequencing, clear statements/examples, mastery of standard writing, logically written, effectively conveyed concepts, practices,
Demonstrates an adequate grasp of standard writing, easy to follow, good use of terms.
It is somewhat difficult to follow. There is a reasonable control over limited range of writing. Somewhat unclear
Demonstrates little control of grammar syntax, maximum errors, unclear use of concepts, lacking
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coherence. transitions, statements, relationship to resources.
organization, does not demonstrate learning related to course.
Format/ReferencesTotal: 10 points
No errors/excellent sentence structures, grammar, spelling. APA formatted
Few minor errors in spelling, grammar, or terms not clearly defined, errors in APA format
Several spelling/grammar errors, writing lacks clarity /conciseness. APA not formatted properly
Errors everywhere, No APA.
TOTAL
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CASE STUDIES (2)Purpose: Case studies can be a detailed contextual analysis of a number of events or conditions and the relationship to client. The propose of this activity is to provide students with reality case studies so they can critical think using knowledge and understanding of the assignments to apply, evaluate, and create portions of a care plan as it is applicable to the case. The case study will describe an individual situation, the objective is to identify the key issues and prioritize, analyze the case using theoretical concepts, and recommend a course of action for that particular case. Focus on patient's centered care to include the individual health goals within or across a variety of dimensions (e.g., symptoms; physical functional status, including mobility; and social and role functions).
Skills: The purpose of this assignment is to help you practice the following skills that are essential to your success in the field of Gerontology, especially with emphasis in Care Management. Understand basic Care Management knowledge/methods/tools; Analyze; Create care plans unique & client-centered to the older adult; Use knowledge/EBR when evaluating solutions/recommendations/resources for care plans;
Criteria Assignment Guidelines:
1. Use the client’s strengths to assist in the process of designing a care plan for client. Select two key issues. For each issues select two (2) goals/action(s)to remedy the issues/problem (connect client with a formal and informal support for each issue), and outcome ( i.e. goal is to decrease isolation). Cite the significance of the formal & informal support to the intended outcome.
2. Discuss an overall therapeutic goal the care manager could be successful in implementing with the client. Discuss the significance of implementing the goal. Connect and cite to readings/class lectures.
3. Describe how the care manager demonstrated respect towards the client (or if not - describe alternatives).
4. What ideas/concepts did you gain by this case study that might assist you with your older adult partner at the senior housing community? If there aren't any, describe how your older adult manages his/her quality of health.
Attach Case Study Grading Rubric Sheet, don't forget reference page.Students are required to post an assigned case study reflection on Sac CT. Based on information address the following guidelines, cite from evidence based research or assigned readings. Post the case study on Sac CT, by due date. (20 points each). No Late assignments will be accepted Unless prior approval from Professor!
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Case Study - Grading RubricInclude EB citations when appropriate
4ExceedsExpectatio
n
3MeetsExpectation
2ApproachesExpectation
1BelowExpectation
Question #1 Total: 5Defined Strength/goalsRecommendations for care plan Cite - Connect to readings/class lecture Question #2 Total: 5Critical thinking/significance of Therapeutic goalCite -Connect to readings/class lecture
Question #3 Total: 3Defined respect;
Question #4 Total: 3Evaluation of ideas/concepts.
Professional Presentation Total: 4Correct Grammar and SpellingAssignment directions followed (components addressed, rubric)Citations correctly written/referenced (APA)Assignment Turned in on Time Overall Total: /20Comments:
Key: See Gerontology Writing Rubric at end of syllabus to determine what parameters are considered for 1,2.3.4 scores. Note the difference lies with the level of mastery of the topic, the depth of analysis of complex ideas (not superficial), and the clarity of thought (how easy to understand). Use of EB citations when appropriate.
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SAMPLE CASE STUDY - NOT PROPERLY FORMATTED
Case Study #11. Mrs. Smith’s strengths of determination, drive, and the will to remain independent are very obvious and admirable.
She also has the underlying strength of her spirituality which she relies on heavily. It is very apparent that she is committed to remaining in her home. These strengths should be encouraged and her desires should be met with assistance from the care manager. This will allow her to maintain her autonomy and independence by remaining in her home and having control over her environment and life. Recognizing and encouraging her strengths will serve to fuel and maintain the dignity and self-respect that is so integral to the mental health and well-being of an older person. It encourages and fuels their desire and enthusiasm.
I would assist her in her commitment in two ways that would utilize her abilities to manage her care in the best possible manner and to remain financially afloat. The first way would be to suggest and encourage her to contact the local “In-Home Supportive Services” (IHSS) so that she would gain financial assistance in maintaining her ability to remain at home and have care. The second would be to encourage her to contact her local Area on Aging to find a resource to give her health insurance advising. I would also seek to set up a support system to enhance and strengthen Mrs. Smith in her spirituality and also to afford her added informal support.
I would discuss with Mrs. Smith the advantage of contacting her local “In-Home Supportive Services” (IHSS) to set up a consultation. Mrs. Smith would qualify as she meets the guidelines of income and disability. The IHSS is dedicated to preserving “the dignity and independence” of all seniors so that they may live the “highest quality of life possible” (http://www.dhhs.saccounty.net/SAS/Pages/SAS-Home.aspx). They would lend financial assistance in paying for services so that she could remain living in her home. This service would then assess Mrs. Smith’s needs and assist her in finding a caregiver for whom she would be responsible for managing. This would satisfy Mrs. Smith’s desire to manage her caregivers and remain in charge.
The next goal that I would seek to fulfill would be to encourage Mrs. Smith to obtain health insurance advice to assure that she is utilizing her allocation of funds optimally. A health insurance advising source like California’s HICAP, Health Insurance Counseling and Advocacy Program (https://www.aging.ca.gov/hicap/, 2014) would be able to advise her in utilizing her insurance resources as fully and effectively as possible. This would again support her in her wish to remain solvent and independent in her own home managing her affairs.
Lastly, I would encourage and assist Mrs. Smith in reconnecting with her local church of affiliation. We would ask the pastor if he would visit and discuss with her any fears she has that are faith grounded. He could give her support in that area and also assist in setting up some visits from those in the congregation who do home visits to the homebound parishioners. There are many support groups that are church affiliated that would be able to create a nice support community for her. This could provide the peer support that is so integral to her inner strength and spirituality. This would also give Mrs. Smith some added social interaction and informal support.
2. A therapeutic goal that the care manager was successful in implementing with Mrs. Smith was to discover the origin of her depression and to assist her in understanding and alleviating this condition. Initially she had to garner the trust and confidence of Mrs. Smith in order for her to discuss her feelings and thoughts. The care manager did this in several ways. She encouraged her trust by staying flexible and allowing Mrs. Smith to “call the shots” and to go at her own pace in deciding when to discuss her feelings of sadness. The care manager also redefined her expectations so that they were not conveyed to Mrs. Smith subliminally and would thus interfere in the counseling / therapeutic process. The care manager also used “self-disclosure” to garner Mrs. Smith’s trust. This “sharing” of information can create a feeling of connection and bonding that may not occur otherwise (Cress, 2011) The care manager was able to determine that Mrs. Smith’s depression was related to the difficulty of managing her care and encouraged her to discuss this to allow her to relieve some of her anxiety. She also recognized how important Mrs. Smith’s spirituality was to her and that she relied heavily on this. The care manager discussed with Mrs. Smith regarding her fears and anxieties and assisted her in utilizing her spirituality in the therapeutic process.
3. The care manager demonstrated respect for Mrs. Smith in several ways. She initially exhibited respect for her by allowing her to set the parameters of their meeting and essentially “call the shots”. This allowed her to maintain her autonomy and independence which is integral to an older person. This was also the beginning of building trust between the two. The care manager always referred to Mrs. Smith in a respectful manner and never treated her in a demeaning way. She was always encouraging and complimentary towards Mrs. Smith in her ability to maintain control in her home despite her adversities. The care manager truly respected Mrs. Smith for her strength, tenacity, and ability to manage her own care. This was apparent in all of their interactions.
Ultimately, the care manager exhibited her respect and advocacy of Mrs. Smith by redefining her own goals in the therapeutic process and agreeing with Mrs. Smith’s decision to remain in her own home and manage her care.
4. I definitely gained some ideas and concepts from this study that will assist me in the future when interacting with and working with older adults. I learned the importance of garnering the trust and confidence of the client by not having an agenda so much as being open to what the situation is by really listening and observing. I discovered the importance of respect in so far as recognizing and encouraging their independence and autonomy and in the way I communicate with the older client. Recognizing their strengths is also key to encouraging them to reach their goals—whatever they may be. This goes a long way in validating and giving them the confidence they may need at times.
References
Cress, C. (2012). Handbook of Geriatric Care Management. C.J. Cress (Ed.). Sudbury, MA: Jones & Bartlett Learning.Sacramento County Senior and Adult Services, Department of Health and Human Services,
Senior and Adult Services, retrieved from http://www.dhhs.saccounty.net/SAS/Pages/SAS-Home.aspx
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Group Global Project :
Purpose: Global population and aging has become a matter of importance internationally. Unprecedented changes in demographic trends is not only limited to the United States, but has been established in other Countries - decline in fertility reinforced by increased longevity. Organizations such as WHO, AARP, Global Action on Aging, and United Nations have recognized and defined major challenges amongst developed and developing nations. Priorities include older adults and development, health and well-being, and supportive environments.The students will compare and contrast the aging issues, available resources, and structure that effect an individual's quality of life locally and globally.
Criteria: Assignment Guidelines:The class group project will focus on: 1.Supportive environments - safe and accessible housing (independent, assisted, SNF): 2. Formal and informal support systems (government programs, religious, familial, care providers, senior centers): 3. End of life (hospice, reside in home/facility; approach end of life) and 4. Dementia/Alzheimer's (how does the country treat the disease, housing, familial, medications).
This project will research other countries ability to create a safe environment for their aging population, using the above criteria in the research. Consider Prevention and reduction of elder mistreatment, participation and empowerment of older adults, as these relate to aging in place. The presentation/paper of selected Country will compare similarities and differences to California's aging issues/concerns/resources
The class will be divided into groups and assigned a country to research. Each student, in the group, will select an area (1, 2, 3, or 4) and write a 4 page paper, with a minimum of 3 research articles to be used as references. The paper will be presented in APA format with reference page and grading rubric attached.
As a group - select a method and present the report to the class. Highlight each area researched. Presentation should be no longer than 10 minutes.
The paper will be turned in on presentation day prior to presenting.
Skills: The purpose of this assignment is to help you practice the following skills that are essential to your success in the field of Gerontology, especially with emphasis in Care Management.
Understand basic Care Management knowledge/methods/tools; Analyze; Understand & discuss client-centered to the older adult; Use knowledge/EBR when evaluating solutions/recommendations/resources for the older adult;
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Global Research Paper - Grading RubricInclude EB citations when appropriate
ExceedsExpectation
MeetsExpectation
ApproachesExpectation
BelowExpectation
Introduction/UnderstandKnowledge - Total: 10 points Demonstrates depth of aging issues, contains highly accurate and precise summarization, description, and premises of the problems. Accurately validates the resources & referrals, supporting
Research & Analysis - Total: 10 pointsResearch & Analysis Use of evidence to support assertionsAssertions are supported with appropriate evidence based research. Research evidence is highly relevant presented accurately and completely, and evidence presented in a scholarly source that supports the assertion (with appropriate citation of the source).
Content & Coherence-Total: 10 pointsFluency, sequencing, clear statements/examples, mastery of standard writing, logically written, effectively conveyed concepts, practices, coherence.
Professional Presentation Total: 10No errors/excellent sentence structures, grammar, spelling. APA formattedAssignment Turned in on Time Overall Total: /40Comments:
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Global Presentation - Grading RubricInclude EB citations when appropriate
ExceedsExpectation
MeetsExpectation
ApproachesExpectation
BelowExpectation
Content & Coherence - Total: 10 points Purpose and DevelopmentAudience EngagementSummary & ClarityOrganization - Total: 10 points Graphic Presentation Overall Organization
Total: 20 pointsComments:
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Mid-Term & Final ExaminationThe comprehensive examinations will incorporate the course material. The tests can include multiple choice, true/false questions and short answers questions. Make-up examinations will be conducted only with the instructor’s approval. Only an excuse of either health or an emergency will be excused. Documentation will be required
