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
1. Foods low in sodium
1. 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