Discussion: Nursing and the Aging Family Course

Florida National University NUR4286 Course Reflection Guidelines PURPOSE The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4286 course. COURSE OUTCOMES This assignment provides documentation of student ability to meet the following course outcomes: – The students will identify the physiological process of aging. The students will be able to differentiate the adaptative human response to the aging process. The student will be able to manage and care older adults and their families. POINTS This assignment is worth a total of 100 points (10%). DUE DATE Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed. REQUIREMENTS 1. The Course Reflection is worth 100 points (10%) and will be graded on quality of selfassessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab. 3. The length of the reflection is to be within three to six pages excluding title page and reference pages. 4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). a. Course Reflection b. Conclusion PREPARING YOUR REFLECTION The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4286 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to: 1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches. 2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology. NUR4286 Course Reflection Guidelines.docx 08/21/19 1 Florida National University NUR4286 3. Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings. 4. Discussion: Nursing and the Aging Family Course

Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. 5. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences. 6. Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences. 7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care. 8. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan. 9. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions. 10. Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care. 11. Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems. 12. Create a safe care environment that results in high quality patient outcomes. 13. Revise the plan of care based on an ongoing evaluation of patient outcomes. 14. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team. 15. Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload 16. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care. 17. Develop a beginning understanding of complementary and alternative modalities and their role in health care. 18. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care. 19. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes. 20. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients 21. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship. 22. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32). Reference: American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. DIRECTIONS AND GRADING CRITERIA Category Points % (Introduction – see note under requirement #4 above) 8 8 Description Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. NUR4286 Course Reflection Guidelines.docx 08/21/19 2 Florida National University You Decide Reflection 80 80 NUR4286 Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies: (a) “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches. (b) Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology. (c) Discussion: Nursing and the Aging Family Course

Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings. (d) Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. (e) Deliver compassionate, patient centered, evidencebased care that respects patient and family preferences. (f) Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences. (g) Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care. (h) Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan. (i) Monitor client outcomes to evaluate the effectiveness of psychobiological interventions. (j) Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care. (k) Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems. (l) Create a safe care environment that results in high quality patient outcomes. (m) Revise the plan of care based on an ongoing evaluation of patient outcomes. NUR4286 Course Reflection Guidelines.docx 08/21/19 3 Florida National University NUR4286 (n) Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team. (o) Develop a beginning understanding of complementary and alternative modalities and their role in health care. (p) Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care. (q) Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes. (r) Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients (s) Engage in caring and healing techniques that promote a therapeutic nurse patient relationship. (t) Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32). Conclusion 4 4 An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice. Clarity of writing 6 6 Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others. APA format 2 2 All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format: 1. Document setup 2. Title and reference pages 3. Citations in the text and references. 100 100 Total: A quality essay will meet or exceed all of the above requirements. GRADING RUBRIC Assignment Criteria Meets Criteria Partially Meets Criteria Does Not Meet Criteria (Introduction – see note under requirement #4 above) Short introduction of selected BSN subcompetencies (AACN, 2008) pertinent to scholarship for evidencebased practice. Rationale Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area. Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; Discussion: Nursing and the Aging Family Course

NUR4286 Course Reflection Guidelines.docx 08/21/19 4 Florida National University NUR4286 is well presented, and purpose fully developed. (8 pts) 7 – 8 points inappropriate emphasis on an area. 5 – 6 points 0 – 4 points You Decide Reflection Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples. Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples. Little or very general selfassessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN subcompetencies (AACN, 2008) or reflection not supported with examples. (80 pts) 70 – 80 points 59 – 69 points 0 – 58 points Conclusion Excellent understanding of pertinent BSN subcompetencies (AACN, 2008). Conclusions are well evidenced and fully developed. Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area. Little understanding of pertinent BSN subcompetencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area. (4 pts) 3 – 4 points Clarity of writing Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning. Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts. Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts. (6 pts) 5 – 6 points 3 – 4 points 0 – 2 points APA format APA format correct with no more than 1-2 minor errors. 3-5 errors in APA format and/or 1-2 citations are missing. APA formatting contains multiple errors and/or several citations are missing. (2 pts) 2 points 1 point 0 points 2 points 0 – 1 point Total Points Possible = 100 points NUR4286 Course Reflection Guidelines.docx 08/21/19 5 SYLLABUS COURSE NUMBER: NUR 4286-DL-AD COURSE TITLE: Nursing and The Aging Family. COURSE CREDITS: 3 credits PREREQUISITES: See student handbook INSTRUCTOR: lcamacho@fnu.edu INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN 1. Text and Materials: Touhy, T.A & Jett, K.F (2018). Ebersole and Hess’ Gerontological Nursing. (5th ed.) Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC ISBN: 9780323401678 – Publisher: Elsevier – (Not sold in FNU Bookstore) Publication Manual American Psychological Association (APA) (6th ed.). 2009 ISBN: 978-1-4338-0561-5 2. Course Description: This course provides the skills for interventions, evaluation and managing care of diverse older adults/families in a multicultural global environment. 3. Learning outcomes: • The students will identify the physiological process of aging. • The students will be able to differentiate the adaptative human response to the aging process. • The student will be able to manage and care older adults and their families. 4. Course Objectives: Upon completion of this course, the student will be able to: • Describe and develop comprehensive and focused assessments (physical, psychosocial, developmental, spiritual, socioeconomic, and environmental) of health and illness parameters of diverse older adults/families. • Evaluate holistic, patient-centered care that reflects an understanding of genetics and genomics, pathophysiology, pharmacology, clinical management, and ethical issues for older adults/families in multicultural communities. 1 • • • • • • Develop decision making skills, including the nursing process and problem solving processes, to deliver evidence-based family-centered care in the health promotion, maintenance, and restoration, disease and injury prevention, and rehabilitation of health for older adults/families, using developmentally and culturally appropriate approaches. Examine evidence-based practice guidelines/research, nursing theories, and theories from other disciplines on aging that support the identification of clinical problems, prioritization of activities, implementation of nursing skills, and quality outcomes in the care of older adults/families. Consider collaborative practice and patient education in managing pharmacotherapeutics safely for older adults (e.g., prescription drugs interacting with other drugs, over-the-counter agents, complementary/alternative therapies, lifestyles and health practices, dietary supplements, and food). Use inter- and intra- professional collaboration and communication to develop plans of care for older adults/families that take into account determinants of health, genetics and genomics, family functioning, patient preferences, available resources, and the range of activities that contribute to health promotion and the prevention of disease and injury. Differentiate older adult patient/family-centered transitions, including planning, care management, and ensuring the caregivers knowledge of care requirements to promote safe care. Demonstrate an understanding of professionalism and professional values of nursing, including standards of moral, ethical, and legal conduct to protect older adult patients/clients. 5.Course Requirements: Discussion: Nursing and the Aging Family Course

See College Catalogue 6.Field Trips or Guest Speaker: [will be announced if available] 7.Course Outline: Date Module/Topic Assignment WEEK 1 Introduction to Healthy Aging. Cross-Cultural Caring and Aging. Read Chapters 1 & 2 Discussion: post and discuss Introduction (Introduce yourself) Due Sunday midnight WEEK 2 Biological Theories of Aging & Age Related Physical Changes. Psychosocial, Spiritual, and Cognitive Aspects of Aging. Read Chapters 3 & 4 Discussion: post and discuss Initial response due Wednesday midnight / peer responses due Sunday midnight Quizzes Quiz 1 Due Friday midnight Quiz 2 Due Friday midnight 2 Date WEEK 3 WEEK 4 Module/Topic Gerontological Nursing & Promotion of Healthy Aging. Gerontological Nursing Across the Continuum of Care. Economic and Legal Issues. Assessment and Documentation for Optimal Care. Assignment Quizzes Read Chapters 5 & 6 No discussion this week. Quiz # 3 will have extra questions Quiz 3 Due Friday midnight Read Chapters 7 & 8 No discussion this week. Quiz # 4 will have extra questions Quiz 4 Due Friday midnight Read Chapters 9 & 10 Discussion: post and discuss Initial response due Wednesday midnight / peer responses due Sunday midnight Quiz 5 Due Friday midnight WEEK 5 Safe Medication Use. Nutrition. WEEK 6 Hydration and Oral Care. Elimination Read Chapters 11 & 12 No Discussion Question (Preparation for Midterm) WEEK 7 Rest, Sleep, and Activity. Promoting Healthy Skin Read Chapters 13 & 14 No Discussion Question (Midterm Exam) WEEK 8 Falls & Fall Risk Reduction. Promoting Safety. Read Chapters 15 & 16 Discussion: post and discuss Initial response due Wednesday midnight / peer responses due Sunday midnight Quiz 8 Due Friday midnight WEEK 9 Living with Chronic Illness. Pain and Comfort. Read Chapters 17 & 18 No discussion this week. Quiz # 9 will have extra questions Quiz 9 Due Friday midnight WEEK 10 Diseases Affecting Vision and Hearing. Metabolic Disorders Read Chapters 19 & 20 Discussion: post and discuss Initial response due Wednesday midnight / peer responses due Sunday midnight Quiz 10 Due Friday midnight WEEK 11 Bone and Joint Problems. Cardiovascular & Respiratory Disorders Read Chapters 21 & 22 No discussion this week. Quiz #11 will have extra questions Quiz 11 Due Friday midnight Neurological Disorders. Mental Health. Read Chapters 23 & 24 Discussion: post and discuss Initial response due Wednesday midnight / peer responses due Sunday midnight Quiz 12 Due Friday midnight WEEK 12 Quiz 6 Due Friday midnight MIDTERM EXAM Due Friday midnight 3 Date WEEK 13 Module/Topic Care of Individuals with Neurocognitive Disorders. Relationships, Roles, and Transitions Caregiving. Loss, Death, and Palliative Care. Assignment Quizzes Read Chapters 25 & 26 (for Quiz #13) No Discussion Question (Preparation for Final Exam) Quiz 13 Due Friday midnight Read Chapters 27 & 28 for Final test WEEK 14 FINAL EXAM No Discussion Question Final Exam Final Exam Due Friday midnight WEEK 15 COURSE REFLECTION No Discussion Question Course Reflection Course Reflection Due Friday mid …