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Gerontology - 103Applied Care Management in

Gerontological PracticeSyllabus and Outline

GeriatricCare Management

Assessments

PsychosocialFunctionalEnvironment

Family Support Systems

Quality of Life

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California State University, SacramentoSchool of Social Sciences and Interdisciplinary Studies

Gerontology Program

GERO 103- Applied Care Management in Gerontological Practice Fall 2014, Thursdays 5:30 to 8:20 .p.m.

Instructors: Nancy Schier Anzelmo M.S.G.

Office Phone: 916-708-4904anzelmoN@csus.edu

& Deon Batchelder M.A.G., CMC, GCMOffice Phone: 916-216-7103deon.batchelder@csus.edu

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 include, articulate and demonstrate strengths-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 and on person-centered and directed care goals, describe effective advocacy and resources when collaborating with community agencies and 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.

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COURSE OBJECTIVES: After the completion of readings, discussion, and assignments the students will be able to:1. Across the care spectrum, define the key factors involved in assessing, care planning, and coordinating the needs of older adults.2. Utilize the relationship of a systems approach to geriatric assessment.3. Differentiate among the psychosocial boundaries to guide intervention issues with older adults.4. Describe the range of basic practice skills needed for effective service delivery to older adults, families and their caregivers.5. Identify the special issues that affect the delivery of services such as; diversity, ethics, special healthcare and mental health needs.6. Integrate the academic content of the course with the service learning experience for practical application in the field of gerontology.

TEACHING STRATEGIES Discussion, reflective writing assignments, videos, readings, case studies, Service Learning Project.

TEXTS Cress, C.J. (Ed.), (2012) Handbook of geriatric care management. 3rd edition. Sudsbury,

MA: Jones and Bartlett. Ingersoll-Dayton, B. & Campbell, R. (2001) The delicate balance: Case studies in

counseling and care management for older adults. Baltimore, MD: Health Professions Press.

APA publication manual (6th ed) (2010). Washington DC: American Psychological Association. Assorted Evidence-based Research Journals - find and use ones pertinent to subject.

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.

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EVALUATION METHODS Evaluation of written assignments: Journals, SacCT assignments, Service Learning reflective questions, interview/Research paper; active participation/attendance, classroom case studies, and class group project.

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.

Evaluation CriteriaThe following assignments need to be completed, will be evaluated by established objectives, and will determine the final grade:

20 Service Learning Hours 50 pointsService Learning Journals (3) 60 points (20/journal)Research Paper-Service Learning 100 pointsSacCt Case Studies (4) 80 points (20/study)Group Global Research Project 60 points/student(40/paper&20/

Presentation/Paper presentation)Final Examination 100 pointsAttendance & Participation 50 points

Total: 500 pointsUniversity standards for course grades:

93-100 =A90-92 =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 case studies need to be turned in no later than 5:00 p.m. on assigned date due.

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** 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.

SERVICE LEARNING - ACTUAL CASE STUDY INTERVIEWAs 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. This project is the service-learning component of the course requirement. Students will be assigned to the assisted living community (listed below) to complete the required service learning assignment.

The Chateau at Rivers Edge 641 Feature Dr, Sacramento, CA 95825916-921-1970

Students will be assigned to an older adult resident, to interview and begin to implement the care management model. The student will spend 10 hours interviewing their assigned partner as well as volunteering for 10 hours of scheduled activities in the community.

Each student will discuss appropriate updates through structured small group reflection. The students will share triumphs or concerns that may have arisen in the implementation of the stated goals/priorities with their assigned partners. Classroom discussions will include 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. 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.

Reflective Learner- Journal AssignmentAs 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 feelings about the older adult and your interaction. 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 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.

HANDOUT- 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. 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? 6. What have been some of their more memorable experiences in growing older?7. What have been some of their concerns regarding personal health? Health care insurance? Social Security? Pension benefits? Living on a fixed income?

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8. What are their concerns about the future in terms of personal health, finances, distance to family members and maintaining personal interests?9. How do they like to spend their time on a daily basis?10. Do they have any needs that remain unmet at this time?11. Have they ever accessed any formal support networks in the past six months? What is their present informal support network?12. What words of wisdom do they have to share with younger people? 13. Determine what you think is the “presenting problem” for this individual?

Journal Entries Guidelines1. Your goal for the day’s visit, and 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)3. Outline the actions for your next contact based upon what you have learned. What other approaches have you determined to handle any situation that may arise.4. Outline the actions or techniques that worked for you, and what you will try again.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 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.

Reflective Writing Due DateJournal 1 10/16/14 by 5:00 pmJournal 2 10/30/14 by 5:00 pmJournal 3 11/20/14 by 5:00 pm

RESEARCH PAPER - INTERVIEW WITH AN OLDER PERSON Students will interview their assigned partner for a minimum of 10 hours throughout the semester for the service-learning component and as a practicum. The student will write a research paper based upon the interview outcomes, the care management model, and applicable research articles to support the care management process. The comprehensive knowledge gathered over the course of the semester will be reflective in the research paper.

The APA research paper should be outlined by using the following topic headings as the format and defined by the use of the Schematic Care Management Model Of Intervention. (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 peer reviewed research articles to be used as references.

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 Internet based references must be copied and included with the reference

page. If the Internet articles are not included with the paper, 10 points will be immediately deducted.

Attach Grading Rubric Grade Sheet at end of research paper.

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CASE STUDIESStudents are required to post an assigned case study reflection on Sac CT for course assigned case studies from the supplemental text: Ingersoll-Dayton, B. & Campbell, R. (2001) The Delicate Balance: Case Studies in Counseling and Care Management for Older Adults, Baltimore, MD: Health Professions Press.

Students are required to read the assigned chapter. Based on information write a short assessment and design an appropriate care plan based on client's needs. Post the case study on Sac CT in the discussion section for an online group discussion, two days prior to the upcoming class. (20 points each)

1. Use the client’s strengths to assist in the process of designing a care plan for client. State two (2) goals, action(s)to remedy (connect client with an informal support), and outcome (to decrease isolation).

2. Discuss a therapeutic goal the care manager was successful in implementing with the client. Discuss the significance of implementing the goal.

3. How did the care manager demonstrate respect for the client?

4. What ideas/concepts did you gain by this case study that can assist you with your older adult partner at the senior housing community?

Answers must be posted by 5:00 pm on the Tuesday before class meets again. No Late assignments will be accepted! Attach Case Study Grading Rubric Sheet

Case Study Web CT due date : 1) Recognizing Our Professional Limits (chp. 4) 09/23/14 by 5:00 p..m.

2 Maintaining Family Ties- 10/07/14 by 5:00 p.mIntervening in Elder Neglect (chp. 13)

.3) Joining Hands to Address 10/21/14 by 5:00 p.m.

Older Adult Substance Abuse (chp.14)

4) Playing Multiple Roles in Home-Based 11/11/14 by 5:00 p.m. Therapy (chp. 5)

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Group Global Project - Housing 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 class group project will focus on supportive environments - safe and accessible housing, formal and informal support systems, prevention and reduction of elder mistreatment, and participation and empowerment of older adults, as these relate to aging in place. This project will research other countries ability to create a safe and sustainable housing environment for their aging population, using the above criteria in the research. The class will be divided into groups and assigned a country to research. Each student, in the group, will select an area and write a 3 page paper, with a minimum of 3 research articles to be used as references. The presentation/paper of selected Country will compare similarities and differences to California's housing environment. The paper will be presented in APA format. 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. Attach Grading Rubric (Writing and Presentation Rubric) to your paper and turn in to professor at selected time on presentation day. This assignment will be in-leiu of a mid-term.

Final ExaminationThere will be a final. The comprehensive final examination will incorporate the course material for the entire semester. The test can include multiple choice, short answers. (100 points total.)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.

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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

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; 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

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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.

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Gerontology Core CompetenciesThese Gerontology competencies are organized using the areas from the original Nursing Core Competencies from the AACN & John A. Hartford Foundation (2000) publication that grouped nursing competencies for gerontology and geriatric care. CRITICAL THINKING Content: Consideration of students and societal attitudes toward aging, and how the myths that older people themselves, family members, health care professionals, and society hold toward older adults influence the health care that older adults receive. Consideration of successful aging across a continuum that promotes an appreciation of how aging has changed through history and how aging is valued across cultures. 1. Recognize the contributions that aging persons make. 2. Define/describe the bio/psycho/social concepts and theories used to study aging. 3. Understand the influence of theory on policies and procedures in practice. 4. Modify practice and policy as concepts and theories indicate. 5. Evaluate the efficacy of theory as a way of designing interventions. 6. Identify aspects that may influence the interpersonal environment. 7. Understand the importance of evaluating popular media representations of aging. 8. Analyze the continuity of adult development in terms of prior psycho/social development. 9. Synthesize theories of positive aging and formulate a personal definition. 10. Examine how an older population impacts and is impacted by major social and political issues.

COMMUNICATION Content: Sensory changes in hearing, vision, smell, taste, speech, touch, and movement that have a high potential to impair communication with older adults, and compensatory actions to assess and overcome or minimize these communication barriers. Techniques to assist providers decipher the "meaning" behind behaviors of cognitively impaired older adults. 11. Establish rapport and sustain effective working relationships with a wide range of older adults, their families, and caregivers.

ASSESSMENT Content: Standard instruments to assess function, mental status, falls, social support, sleep, depression, pressure ulcer risk, and risk for complications during hospitalization; analysis of the usefulness of these instruments in practice. Modifications in history taking and physical examination to encompass changes common to older adults. Assessment of home and community living situations and analysis of how services (e.g., transportation, location, and environmental modifications) facilitate and impede independent living. Assessment of relationships among intergenerational families, the capacity and expectations of family members to provide care, family knowledge of caregiving, and assessment of family burden. 12. Understand the trajectories of improvement and/or decrement in individual functioning. 13. Employ appropriate assessment procedures to maintain optimal levels of functional capacity and adaptation, and to enhance life quality throughout the life cycle.

PROFESSIONAL PRACTICE SKILLS (clinical/direct service skills) Content: Adaptation of technical skills (vital signs, physical assessment, injections, and infusions, and use of assistive devices) to accommodate changes common to older adults. Alternative strategies to the use of physical and chemical restraints in order to manage treatment interference in older adults. 14. Use knowledge of contexts to access resources, to frame interventions and to organize individual, family and community efforts. 15. Work effectively with other professionals to provide necessary services and resources for aging individuals, their families and support groups. 16. Develop statements of relationships between problems and solutions. 17. Understand how applied research can be utilized to improve practice.

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18.Conduct literature reviews and utilize professional and scientific literature in gerontology to maintain currency in knowledge and skills and provided rationale(s) for practice and policies* 19. Understand the missions, objectives, staff, and target populations of agencies providing funding and services for elders. 20. Understand the requisite practice skills appropriate to the intended area of gerontological practice. 21. Understand the importance of program review and evaluation for program effectiveness. 22. Develop and implement programs and services for individuals, families and communities across the service continuum. 23. Advocate for necessary services and resources. 24. Employ appropriate intervention strategies within interdisciplinary context.

HEALTH PROMOTION, RISK REDUCTION, & DISEASE PREVENTIONContent: Age recommendations in Healthy People 2010. Health promotion for older adults, irrespective of age or living environment: exercise; prevention of osteoporosis, injury; iatrogenesis and polypharmacy; immunizations; nutrition guidelines; and reduction of social isolation. Exposure to instruments to detect physical, psychological, and financial elder mistreatment and state guidelines for reporting elder abuse (resources appended). 25. Maintain currency in research findings of Evidence-Based Prevention studies. 26. Understand common threats to loss of independence: falls, medication management, and lifestyle. 27. Understand the role of service providers and community recreation and health services in their involvement with older persons. 28. Understand Primary, Secondary, and Tertiary level prevention.

ILLNESS AND DISEASE MANAGEMENT

Content: Instruments and guidelines to identify and manage syndromes common to older adults, e.g., falls, iatrogenesis, polypharmacy, dementia and delirium, urinary incontinence, sleep disturbance, problems of eating and feeding, pressure ulcers. Understanding of how these syndromes present in older adults. Differentiation among delirium, depression, and dementia and management of acute and chronic pain in older adults. Consideration of the interaction of chronic and acute illness on the expression of symptoms and recovery from illness in older adults. 29. Maintain currency in research findings of Evidence-based disease management programs. 30. Understand health disparities among older adults and their impact on society. 31. Facilitate elders’ and families’ adaptive capacity related to disease and geriatric syndrome management.

INFORMATION & TECHNOLOGY: (Was Information & Health Care Technologies) Content: Instruments and guidelines to prevent and recognize common areas of communication impairments in older adults. Technologies that directly impact function: hearing aids, assistive devices, and adaptive equipment. Technologies that facilitate adherence to treatment: electronic monitoring of clinical indicators such as blood pressure; glucose; aids to medication and treatment adherence; personal emergency response systems useful in alerting frail older people and their caregivers to potential untoward events. 32. Evaluate popular media for scientific accuracy to provide appropriate professional opinions. 33. Use technology to enhance older adults’ function, independence, and safety.

ETHICS Content: Ethical issues that pose threats to the autonomy of older adults, e.g., ability to live independently in the community, self-medication, driving, and adherence to a plan of care. Decision-making about health care for older adults, e.g., decision-specific capacity, advance directives, informed consent, refusal of treatment. Decisions critical to older people as they transition between health care settings, e.g., placement, use of physical restraints and feeding tubes. Ethical dilemmas using age as a criterion for allocation of scarce resources, i.e. access to organ donation and to intensive care units. Role of ethics committees in clarifying and resolving disputes around care of older adults

34. Uses knowledge of general ethical principals and how they relate to professional practice in gerontology.

35. Appreciate the need for ethical accountability in practice. 36. Identify current ethical issues in the field of aging. 37. Behave ethically in relation to clients, colleagues, and the profession.

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HUMAN DIVERSITY Content: The ethnic, cultural, language, and socio-economic diversity of patients, families, and paid caregivers (nurses, nurse assistive personnel, physicians and therapists) who provide long-term care to frail older adults. An analytic framework for evaluating how the values and attitudes of frail older people and of the people who provide their care impact on when, how, and whether care is delivered, and the satisfaction of both patient and provider with that care. 38. Understand the variety of contexts within which aging can be examined and their implications for practice. 39. Identify how an older person is affected by the person-environment interactions. 40. Incorporate into treatment and service planning the relationship of race, ethnicity, and culture on health status, beliefs, help-seeking behaviors, practice, and health outcomes (i.e., traditional and non-traditional medicine).

GLOBAL HEALTH CARE Content: Analysis of similarities and differences of global health care models that favor community long-term care over institutional care and that promote individualized care. 41. Recognize changing international demographics of aging. 42. Evaluate differing international models of geriatric care.

CARE SYSTEMS & POLICY (Was Health Care Systems & Policy) Content: The effects of an aging society on disease prevalence, morbidity, and mortality. Evaluation of the consequences of an aging society on health care utilization, resource allocation, cost, and work force needs. Payment systems for older adults, e.g., Social Security, Medicare, Medicaid, supplemental and long-term care insurance, and capitation. How an aging society and payment systems drive housing options for the elderly, e.g., assisted living, continuing care retirement options, home care, and nursing homes. 43. Recognize the reciprocal effects of aging on groups, social institutions and social policy over time. 44. Act to enhance the adaptive capacity of organizations to deal with change. 45. Identify a range of available services for elders in most communities. 46. Understand state and national aging policy and programs. 47. Understand the organizational structure of health services for older people. 48. Identify how policies, regulations, and programs differentially impact older adults and their caregivers, particularly among historically disadvantaged populations (e.g., women and elders of color). 49. Analyze the impact of an aging society on the nation’s health care system.

ROLE DEVELOPMENT ~ PROVIDER, MANAGER/COORDINATOR, PROFESSIONAL MEMBER Content: Provider of Care: The use of interdisciplinary teams to assess and deliver care to older adults. Knowledge of how disciplines other than nursing contribute to the well-being of older adults. Complementary health practices, e.g., relaxation, massage, pet therapy, reminiscence and life review, acupuncture used by many older adults. Analysis of the relative merits of teams and complementary health practices in improving care for older adults. Designer/Manager/Coordinator of Care: Assessment and education strategies to maximize older adults and family participation in health promotion, disease prevention, and illness management. Quality improvement strategies to evaluate effectiveness of assessment and education activities on older adults and on families. Assess, supervise, and evaluate the care provided to older adults by licensed and unlicensed assistive personnel. Conflict resolution skills to redress conflicts among providers, older adults and families. Member of a Profession: The importance of illness prevention and end-of-life care for older adults. Analysis of how membership in, and participation on, boards of professional organizations and lobbying and political activities promote integration of prevention and end-of-life care for older adults into federal and state legislation, regulations, and reimbursement streams. 50. Conduct, utilize and disseminate applied research to improve practice. 51. Demonstrate appropriate socialization, including behavioral and organizational protocols, use of resources, and professional responsibilities. 52. Develop skills necessary for grant writing.

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Competencies are drawn from the following: Nursing: AACN & John A. Hartford Foundation Institute for Geriatric Nursing (2000). Older Adults: Recommended Baccalaureate Competencies and Curricular Guidelines for Geriatric Nursing Care. Accessed from: http://www.aacn.nche.edu/Education/pdf/Gercomp.pdf Social Work: Social Work Leadership Institute and Council on Social Work Education (2005). Practicum Partnership Program Geriatric Social Work Competency Scale II. Accessed from: http://www.socialworkleadership.org/nsw/resources/products/gsw_competencies_scale_ii.pdf Gerontology: Wendt PF, Peterson DA, Douglass EB (1993). Core Principles and Outcomes of Gerontology, Geriatrics and Aging Studies Instruction. Association for Gerontology in Higher Education (AGHE) Publication. California Council of Gerontology and Geriatrics (CCGG) Competency Evaluation and Development Task Force SAGE Project 2007-2010, (2009). NOTES: Core Competency Areas (e.g. Critical Thinking, Communication, Assessment) are from the AACN & John A. Hartford Foundation (2000) publication to group Nursing competencies. Competencies from the other disciplines (Social Work and Gerontology) were grouped within the Nursing Core Competency areas. #s 8-10, 24, 28, 40 & 52 awaiting affirmation by AGHE.

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Case Study - Grading RubricInclude EB citations when appropriate

4ExceedsExpectatio

n

3MeetsExpectation

2ApproachesExpectation

1BelowExpectation

Question #1 Total: 4Defined Strength/goalsRecommendations for care plan Question #2 Total: 4Critical thinking/significance of Therapeutic goalConnect to readings/class lecture

Question #3 Total: 4Defined respect; Connect to reading/class lecture

Question #4 Total: 4 Evaluation of ideas/concepts.Connect to reading/actual experience/class lecture

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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Reflective Journal - Grading RubricInclude EB citations when appropriate

4ExceedsExpectation

3MeetsExpectation

2ApproachesExpectation

1BelowExpectation

Question #1 Total: 4Goals for the scheduled visitObjective/description of the day Question #2 Total: 4Critical thinking and an analysis of your experiencesConnect 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 learnedEvaluation of the goals you set, the achievements, disappointments learned during the service learning experience.

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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Service Learning Research Paper - Grading RubricInclude EB citations when appropriate

ExceedsExpectatio

n

MeetsExpectation

ApproachesExpectation

BelowExpectation

Content & Coherence - Total: 40 points 1) Fluency, sequencing, & appropriateness of terms, concepts, practices, & coherence; 2) Good Use/Linking of terms, lacks fluency; 3) Minimal use of terms, insufficient context or explanation; 4) Little or no use of terms or incorrect use;Interview, Schematic Model & Organization - Total: 30 points 1) Integrating/synthesizing concepts in original/innovative way, integrated concepts/practices, form good transitions, use of headings; 2) Clear presentation of concepts/practices; unclear transitions, statements, overvie; 3) Limited use of concepts, does not demonstrate learning related to course; lacking organization, disorganized presentation;Research & Content Analysis-Total 20 points1) Clear statement, examples, logical authorities, evidentiary support, current class journal sources from interviews; 2) Clear steps leading to conclusion, logical sequence with authoritative sources (current); 3) Presentation of opinion/statement without logical support;Resources, References, APA format-Total 10 points 1) No errors/excellent sentence structure/margins, indentation, headers, citation, & reference format APA style. No errors; 2) Errors in spelling, punctuation, capitalization, sentence structure carelessness, not APA format3) Research based sources, recent journals, good citations, accessible references, 5+ sources minimum Overall Total: 100 Points Comments:

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Global Research Paper - Grading RubricInclude EB citations when appropriate

ExceedsExpectation

MeetsExpectation

ApproachesExpectation

BelowExpectation

Content & Coherence - Total: 10 points 1) Fluency, sequencing, & appropriateness of terms, concepts, practices, & coherence; 2) Good Use/Linking of terms, lacks fluency; 3) Minimal use of terms, insufficient context or explanation;Organization - Total: 10 points 1) Supports findings with evidence based research; 2) Clear presentation of concepts/practices; unclear transitions, statements, overview; 3) Limited use of concepts, does not demonstrate learning related to course; lacking organization, disorganized presentation;Research & Content Analysis-Total: 10 points1) Clear statement, examples, logical authorities, evidentiary support, current class journal sources from interviews; 2) Presents local and global perspective on topic: 3) Presentation of opinion/statement without logical support;Professional Presentation Total: 10Correct Grammar and SpellingAssignment directions followed (components addressed, rubric)Citations correctly written/referenced (APA)Assignment 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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Gerontology Program WRITING RubricWritten Communication is the development and expression of ideas through writing for a particular audience and purpose. Gerontology students should be able to communicate effectively through writing, about social phenomena from a social science perspective.

4 = Exceed Expectation 3 = Meet Expectation 2 = Approach Expectation 1. Purpose and Development A strong sense of purpose

controls the development of the presentation. The presentation is extremely focused even though it studies complex ideas. The student demonstrates mastery of the subject.

A clear purpose guides the development of the presentation. The presentation studies increasingly complex ideas and is adequately focused. Student demonstrates an adequate understanding of the subject.

The student generally stays on a fairly broad topic, but has not developed a clear theme. The presenter demonstrates some understanding of the subject, but has not yet focused the topic pass the obvious.

2. Overall Organization The organization enhances and showcases the central theme. The order, structure or presentation of information is compelling and smoothly moves the reader through the text.

The organizational structures are strong enough to display a central theme and adequately move the reader through the text.

The organizational structures are not strong enough to display a central theme; therefore the reader is confused sometimes when listening to the presentation.

3. Audience Engagement The student meets the needs and captivates the interest of the audience throughout the presentation.

The student meets the needs and captivates the interest of the audience throughout most of the presentation.

Sometimes, the student holds the attention of the audience, but does not sustain it throughout.

4. Control of Syntax and Mechanics

The student demonstrates mastery of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) & uses these conventions to enhance present-ability.

The student demonstrates an adequate grasp of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) despite a few errors.

The student shows a reasonable control over limited range of standard writing & presentation conventions. Conventions are sometimes handled well; at other times, errors distract readability.

5. Summary: Clarity and Revision

The whole presentation is extremely clear and easy to understand. It needs little or no revision.

The presentation is clear and easy to understand, but needs some revision.

Some parts of the presentation are clear, but others are hard to follow. The presentation needs a fair amount of revision.

6. Citation of Sources (if applicable)

The student consistently cites all of the sources

The student consistently cites the majority of the sources

The student consistently cites some of the sources

7. Graphic Presentation (if applicable)

The student demonstrates an innovative use of graphic presentations to communicate a meaningful message

The student demonstrates an appropriate use of graphic presentations to communicate a meaningful message

The student used some graphic presentations to communicate a message

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Gerontology Program PRESENTATION RubricOral Communication is the development and expression of ideas through presentation for a particular audience and purpose. Gerontology students should be able to communicate effectively orally about social phenomena from a social science perspective.

4 = Exceed Expectation 3 = Meet Expectation 2 = Approach Expectation 1. Purpose and Development A strong sense of purpose

controls the development of the presentation. The presentation is extremely focused even though it studies complex ideas. The student demonstrates mastery of the subject.

A clear purpose guides the development of the presentation. The presentation studies increasingly complex ideas and is adequately focused. Student demonstrates an adequate understanding of the subject.

The student generally stays on a fairly broad topic, but has not developed a clear theme. The presenter demonstrates some understanding of the subject, but has not yet focused the topic pass the obvious.

2. Overall Organization The organization enhances and showcases the central theme. The order, structure or presentation of information is compelling and smoothly moves the reader through the text.

The organizational structures are strong enough to display a central theme and adequately move the reader through the text.

The organizational structures are not strong enough to display a central theme; therefore the reader is confused sometimes when listening to the presentation.

3. Audience Engagement The student meets the needs and captivates the interest of the audience throughout the presentation.

The student meets the needs and captivates the interest of the audience throughout most of the presentation.

Sometimes, the student holds the attention of the audience, but does not sustain it throughout.

4. Control of Syntax and Mechanics

The student demonstrates mastery of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) & uses these conventions to enhance present-ability.

The student demonstrates an adequate grasp of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) despite a few errors.

The student shows a reasonable control over limited range of standard writing & presentation conventions. Conventions are sometimes handled well; at other times, errors distract readability.

5. Summary: Clarity and Revision

The whole presentation is extremely clear and easy to understand. It needs little or no revision.

The presentation is clear and easy to understand, but needs some revision.

Some parts of the presentation are clear, but others are hard to follow. The presentation needs a fair amount of revision.

6. Citation of Sources (if applicable)

The student consistently cites all of the sources

The student consistently cites the majority of the sources

The student consistently cites some of the sources

7. Graphic Presentation (if applicable)

The student demonstrates an innovative use of graphic presentations to communicate a meaningful message

The student demonstrates an appropriate use of graphic presentations to communicate a meaningful message

The student used some graphic presentations to communicate a message

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