Identify factors (physical, developmental, financial, religious, and psychological) that impact the elder’s ability to meet these needs.
St. Paul’s School of Nursing
NURSING 100
Well Elder Rubric
- Communication Assessment 40%
- Initials
- Height and Weight
- Age / DOB
- Gender
- Education level
- Occupation
- Home Assessment
- Income/Health Insurance
- Primary Care Provider
- Diet
- Level of Independence
- Use of Assistive devices
- Use of visual or hearing aids
- Hobbies/interests
- Smoker/Alcohol/Drugs
- Medications (OTC and RX)
- Ethnicity/religion/culture
- Language Spoken
- Marital Status/Children
- PMH/PSH
- Identification of health risks
- Teaching Plan 40%
- Identify teaching needs
- Identify two learning objectives
- Identify teaching resources used
- Identify domain of learning
- Content of teaching plan
- Teaching strategies
- Evaluation of teaching plan
- Completion of Self Reflective Journal 20%
- Describe your interaction with the elder
- Feeling during assessment
- Use of Communication
Saint Paul’s School of Nursing
Staten Island, New York
NUR 100: Well Elder Assessment
Your assignment is to develop a therapeutic relationship with a well elder in the community to learn about the aging process, and to develop skill and experience with the nursing process. This will be the foundation for assessing elderly individuals who are ill.
You will assess the communication and safety needs of the well elder, and you will keep a self-reflective journal documenting your experience with the assessment process, and evaluating your use of the nursing process.
LEARNER OBJECTIVES
- Assess the communication and safety needs of the well elder.
- Identify factors (physical, developmental, financial, religious, and psychological) that impact the elder’s ability to meet these needs.
- Describe the communication and safety concerns you have identified.
- Develop a Teaching plan to meet the identified needs.
GUIDELINES
- Use the focus interview questions to guide your assessments.
- Try to use open ended questions.
- Avoid judgmental responses.
- Write in your journal after EACH encounter with the elder.
- Choose one topic; communication or safety and develop the Teaching Plan.
SELF REFLECTIVE JOURNAL
In the journal, describe your interactions with the elder and your feelings during the assessment and analyze your use of communication.
FORMAT
This assignment MUST be typed.
GUIDELINES FOR WELL ELDER TEACHING PLANS
Step 1
Identify a teaching need that you have assessed (communication, safety, nutrition).
Ex. Nutrition: low sodium diet
Step 2
Identify TWO learning objectives to meet this teaching need.
Using the following domains of learning, identify TWO domains of learning that will address the learning objectives.
Cognitive learning domain is exhibited by a person’s intellectual abilities (what learner is able to do).
Affective learning domain addresses a learner’s emotions towards learning experiences (what learner chooses to do.
Psychomotor learning domain refers to the use of basic motor skills, coordination and physical movement (what learner can perform).
Ex. 1. The learner will identify 3 foods low in sodium.
Cognitive domain
2. The learner will substitute foods high in sodium with foods low in sodium.
Affective Domain
3. The learner will prepare a low sodium meal using a recipe from Health Eating Cookbook.
Psychomotor Domain
Step 3
What resources will you use to implement your teaching plan?
Ex. Family member; significant other; printed material from the Internet Food Pyramid Web site; American Heart Association website; DASH diet; Health Eating Cookbook.
IMPORTANT: A copy of printed material from one resource must be handed in with the assignment.
Step 4
What do you want to teach?
Content Outline:
- Define low sodium diet
- Food Pyramid
- Foods low in sodium
- Foods high in sodium
- DASH diet
- Product labels and their sodium content
- How to prepare a low sodium meal
Step 5
What teaching strategies will you use for each domain of learning?
Ex,
Cognitive Domain: Discussion on what a low sodium diet consists of. Review components of the food pyramid. Use printed materials to reinforce teaching (Food Pyramid, DASH diet). Identify learner’s knowledge of low sodium products through discussion. Allow time for questions regarding printed material.
Affective Domain: Discussion identifying foods low in sodium and high in sodium. Role playing – how to read product labels. With household food products, role -play with learner to identify sodium content on labels. Have learner / family members select 3 food products they commonly use that are high in sodium. Discuss substituting these items with low sodium products. Permit learner to express their acceptance of substituting the products. Have learner practice preparing a low sodium meal whole providing feedback.
Psychomotor Domain: Demonstrate how to prepare a low sodium meal using recipes from Healthy Eating Cookbook. Choose a recipe that learner will be able to prepare for lunch or dinner. Assist learner in making a shopping list of low sodium items. Have learner practice preparing a low sodium meal while providing feedback.
Step 6
How successful was your teaching?
Evaluate each learning objective. What changes did the learner make to meet each objective (be specific; identify positive and negative comments.
Communication Assessment
- Identify a relatively healthy individual 65 years or older.
- Obtain permission for the interviews from the elder.
- Using the following questions as a guide, assess the well elder’s ability to communicate. Keep in mind the influence of culture, age, gender and developmental level.
Client’s initials____________ Age/ DOB___________________
Height and Weight________ Gender_____________________
Education level/Where did you go to school? __________________________
Occupation __________________________ Number of years_____________
Home assessment (who does the client live with? Do they own or rent their home? )
Living arrangements___________________________________________________
___________________________________________________________________
Income/Health Insurance (does the client have an adequate income? Health insurance?
What type?)___________________________________________________________
` _____________________________________________________________________
Primary Care Provider (how often does the client see the physician? Does he/she go to a clinic? Is this a primary health care provider or does the client see a different provider each time?)________________________________________________________________
_____________________________________________________________________
Diet_____________________________ Level of Independence______________________
Use of Assistive devices_________________
Use of visual or hearing aids__________________
Hobbies/interests___________________________________________________________
_________________________________________________________________________
Smoker (# number of years? Packs per day) ______________________________________
Alcohol use (# number of years? Amount per day) ________________________________
Present, past drug use? ______________________________________________________
Medications (OTC and RX) List the medications and their uses. Include vitamins, cold medicine, herbal remedies) ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Ethnicity – where was the client born? If an immigrant, how long has the client lived in the US?)_____________________________________________________________________
What is client’s primary language? Knows English?-Ability to read and write in primary language? ________________________________________________________________
_________________________________________________________________________
Religion – with what religion does the client identify? ____________________________
Does the client engage on a regular basis in specific religious/spiritual practices that may impact on health? ________________________________________________________
Culture – Does the client engage in cultural practices that impact on his/her health perception? ______________________________________________________________
________________________________________________________________________
Marital Status/Children
Is the client married? _______________________ How many years? _______________
Is the client’s spouse living? _________________ Does the client have children? _____
List the children by age and if they are a source of support for the client/ Do they live nearby? _______________________________________________________________
______________________________________________________________________
Health (Past medical/surgical history) How does the client define health? _____________
_________________________________________________________________________
_________________________________________________________________________
Who makes decisions regarding the client’s health? _______________________________
What are the client’s health risks? ______________________________________________
_________________________________________________________________________
Home Safety Assessment
Home exterior | Home interior (cont) | Bedroom | Hallways | ||||
Sidewalks: Even | Flooring wood | Conventional | Cluttered | ||||
Smooth | Tile | Hospital bed | Free from clutter | ||||
Cracked | Floor mats | Lighting | Lighting | ||||
Missing | Overhead | Overhead | |||||
Steps: Number | Furniture sturdy | Wall units | Wall units | ||||
clearly marked | Broken | Countertop | Countertop | ||||
Even spread | Wall night light | Wall night light | |||||
Broken | Telephone | Floor night light | Floor night light | ||||
Handrail 1 side | Smoke detector | Flooring wood | Flooring wood | ||||
2 sides | CO2 detector | Carpeting | Carpeting | ||||
None | Secured area rugs | Secured area rugs | |||||
Handicap ramp | Bathroom: | Furniture | |||||
Lighting: 0utside door | Wheelchair access | Sturdy | Miscellaneous | ||||
Inside door | Toilet: | Broken | Assistive devices | ||||
None | Convenient | Cluttered | Walker | ||||
Raised seat | Free of clutter | Cane | |||||
Home interior | Grab bars | Telephone | Crutches | ||||
Steps: Number | Sink free standing | Near bed | Wheelchair | ||||
clearly marked | Counter top | Far from bed | Air conditioning | ||||
Even spread | Tub/shower | Smoke detector | Wall units | ||||
Broken | Grab bars | Central air | |||||
Safety mat | Living Room | Heating Gas | |||||
Kitchen/dining | Medicine cabinet | Furniture | Oil | ||||
Appliances | Free of clutter | Sturdy | Fire extinguisher | ||||
refrigerator | Cluttered | Broken | Portable heaters | ||||
Stove/microwave | Expired meds | Cluttered | Candles | ||||
Dishwasher | Lighting | Free of clutter | Fireplace | ||||
All grounded | Overhead | Television | Personal emergency response unit | ||||
Frayed wires | Wall units | Grounded | |||||
Near sink | Countertop | Frayed wires | |||||
Wall night light | Lighting | Sensory deficit Safety | |||||
Cabinets: within reach | Floor night light | Overhead | |||||
Counters: cluttered | Flooring: tile | Wall units | Hearing deficit | ||||
Free from clutter | Floor mats | Countertop | Right ear | ||||
Wall night light | Left ear | ||||||
Plumbing: | Other: | Floor night light | Visual | ||||
Hot/cold water | Flooring wood | Reading glasses | |||||
Leaks reported | Carpeting | Distance glasses | |||||
Secured area rugs | Transfer/Ambulation | ||||||
Lighting | Telephone | Independent | |||||
Overhead | Smoke Detector | Partial assist | |||||
Wall units | Total Assist | ||||||
Countertop | Gait: Steady | ||||||
Wall night light | Unsteady | ||||||
Floor night light |
TEACHING PLAN
Develop a Teaching Plan based on the assessment of the well elder’s communication, safety or nutrition (choose one). Identify the domains of learning (cognitive, affective, psychomotor) for the learning needs. Incorporate teaching strategies used when the Teaching Plan was implemented and evaluate the effectiveness of the Plan.
Learning need (1) | Domain of learning (2) | Resources/significant others | Content of the Teaching Plan |
___________________ Learning objectives (2)___________________ |
Teaching strategies | Evaluation of Teaching Plan |
SELF REFLECTIVE JOURNAL