gerontology - 103 applied care management in ... · pdf file1 gerontology - 103 applied care...
TRANSCRIPT
1
Gerontology - 103 Applied Care Management in
Gerontological Practice Syllabus and Outline
Geriatric Care Management
Assessments Psychosocial Functional Environment
Family Support Systems
Quality of Life
2
California State University, Sacramento School of Social Sciences and Interdisciplinary Studies
Gerontology Program GERO 103- Applied Care Management in Gerontological Practice Fall 2015, Thursdays 5:30 to 8:20 .p.m. Rm. Tahoe Hall 1025
Instructors: Deon Batchelder M.A.G., CMC, GCM Office Phone: 916-216-7103 [email protected] or [email protected] & Nancy Schier Anzelmo M.S.G. Office Phone: 916-708-4904 [email protected] Office Hours: By Appointment - Benicia Hall Room 1015
Course Description:
Applied Care Management in the arena of Gerontology is the analysis of issues, services, methods, and interventions related to "practice" with older adults and application of strategies for identifying and accessing services targeted for older adults and their families. Outcomes include understanding: unique characteristics/needs of elders; relationship of the systems approach to working with elders; issues affecting service delivery to this population (diversity, gender, ethics, special health and mental health needs); basic practice skills for effective service delivery to elders and families/caregivers; student's attitudes and roles when working with this population. Note: This is a service learning course, to provide a meaningful community service opportunity for both students and the older adult population residing in a senior residential community. Graded: Graded Student. Units: 3.0
Overview:
This course is designed to acquaint students with various issues, services, methods, and interventions as they relate to practice with older adults. Topics of discussion and writing assignments will articulate and demonstrate strength-based care management skills and core values, understand interdisciplinary psychosocial evaluation and assessments, interpret and understand the validity and reliable tools used to assess and assist the older adult, practice the development of care plans based on best evidence/person-centered and directed care goals, describe effective advocacy and resources when collaborating with community agencies and differentiate formal/informal support systems. The course is an examination of the historical developments and social forces in American society, which has led to the current model of the case management paradigm. The class will look at aging from the perspective of the care management model and understanding the nature of care management in guiding practice from the position of professional services providers. This course is designed to: 1. Articulate student’s own awareness about the special responsibility in working with the older adult population. 2. Demonstrate the opportunity to become familiar with societal and personal attitudes toward older adults. 3. Demonstrate the multidisciplinary characteristics of placing Gerontological functions into practice. 4. Demonstrate the opportunity for structured reflection of the service experience and the relation to the course content.
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.
3
Program Learning Outcomes
Upon the completion of the Gerontology Program of study the student will: 1. Demonstrate understanding of fundamental interdisciplinary evidence-based knowledge, skills, values, and current trends as a basis for competent gerontological practice. (1, 2, 5) 2. Demonstrate critical thinking when analyzing diverse and complex aging issues and outcomes for elders, families, and society from an interdisciplinary perspective that is grounded in the sciences, social sciences, and humanities. (1, 2, 3, 5) 3. Synthesize and apply learned interdisciplinary theories and research in applied settings.(1,2, 3, 4, 5.) 4. Demonstrate social and cultural awareness, sensitivity, respect, and support of multiple perspectives when interacting with others. (2, 3, 4, 5) 5. Exhibit personal and social responsibility, and ethical and professional behavior in all settings. (4, 5) 6. Exhibit effective use of basic communication (written, oral and interpersonal) skills and information technology needed in a global information society. (3, 4) Note: (numbers relate to the five (5) Sacramento State Baccalaureate Learning Goals (2009). TEACHING STRATEGIES
Discussion, lectures, videos, readings, case studies, Service Learning Project, reflective writing assignments, active participation/attendance, classroom case studies, and class group project. REQUIRED TEXTS Cress, C.J. (Ed.), (2012) Handbook of geriatric care management. 3
rd edition. Sudsbury, MA: Jones and Bartlett.
Ronch, J.L. & Goldfield, J.A. (2003) Mental wellness in aging strengths based approaches. Baltimore, MD: Health Professions Press. Self-Selected Evidence-based Research Journals. RECOMMENDED TEXT 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. 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.
4
Evaluation Criteria
The following assignments need to be completed, will be evaluated by established objectives, and will determine the final grade: Service Learning Hours 20 points Service Learning Journals (3) 60 points (20/journal) Research Paper-Service Learning 100 points SacCt Case Studies (2) 40 points (20/study) Quizzes (4) 40 (10/quiz) Group Global Research Project 80 points/student(50/paper& 30/Presentation Final Examination 100 points Attendance & Participation 60 points Total: 500 points University standards for course grades: 93-100 =A
90-92 =A- 87-89 =B+ 83-86 =B
80-82 =B- 77-79 =C+ 73-76 =C 70-72 =C- 67-69 =D+ 63-66 =D 60-62 =D- Below 59 =F
** 73% or better on assignments is required for passing (in all Gerontology Major courses). ** All assignments are due and must be turned in before or at the beginning of class. Assignments must follow
syllabus directions and include copy of the grading rubric or they will be returned unread/ungraded. RE-submission and completion of the assignment will not be more than 80%. ** On-line assignments need to be turned in no later than 5:00 p.m. on assigned date due. ** 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 INTERVIEW This project is the service-learning component of the course requirement. Students will partner with another
classmate and be assigned to the assisted living community (listed below) to complete the required service learning assignment. The Chateau at Rivers Edge 641 Feature Dr, Sacramento, CA 95825 916-921-1970
As part of the classroom participation requirement, students will be involved in actual interviews, and interactions with an assigned older adult to facilitate learning and discussion. Students will be assigned to an older adult resident, to interview and begin to implement the care management model. During the semester all students will complete the service-learning requirement for a minimum of 20 hours, in person, with an older
adult to whom they are assigned as their semester partner. As well as volunteering for scheduled activities and special events in the community (upon prior approval from the Professor).
Classroom discussion with students will discuss appropriate updates, share triumphs or concerns that may have arisen in the implementation of the stated goals/priorities with their assigned partner and an assessment of needs and priorities as it relates to the care management experience. The use of the client’s strengths and an overall evaluation will be required as it relates to the content of the class.
5
Reflective Learner- Journal Assignment
As a student service learner, the student combines meaningful community service and in class learning through a process of structured reflections. The Journal provides for personal reflection and a learning tool related to the service. The entry should be written from the point of view of the service learner and the service-learning recipient. All entries and experiences are confidential and the privacy of the individuals must be strictly adhered to and respected. To learn by experience requires a thoughtful reflection about the experience. This tool can assist in analysis and synthesis of readings and 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? 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 Guidelines
1. 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- cite) 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 Date
Journal 1 10/13/15 by 5:00 pm Journal 2 10/27/15 by 5:00 pm Journal 3 11/10/15 by 5:00 pm
6
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.
CASE STUDIES Students are required to post an assigned case study reflection on Sac CT for course assigned case studies
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, 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 a formal and informal support), and outcome (to decrease isolation). 2. Discuss a therapeutic goal the care manager could be successful in implementing with the client. Discuss the significance of implementing the goal. Connect and cite to readings/class lectures. 3. List three (3) of the common challenges and a "Strength-Based approach" based on the trauma to 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? No Late assignments will be accepted! Attach Case Study Grading Rubric Sheet
Case Study Web CT due date:
1 09/29/15 by 5:00 p..m. (Tuesday) 2 11/5/15 open & post between 5:30p.m. & 8:20p.m. .
7
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-lieu of a mid-term. Final Examination There 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.
8
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
9
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.
10
Gerontology Core Competencies
These Gerontology competencies were developed and approved by the Association for Gerontology and Geriatrics in Higher Education (2014).
CATEGORY I: Foundational Competencies To All Fields of Gerontology - Recommended
DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
FRAMEWORKS FOR UNDERSTANDING HUMAN AGING
I.1 Utilize gerontological
frameworks to examine
human development and
aging.
I.1.1 Employ the Lifespan/Lifecourse perspectives to appreciate age
over time in relation:
To the human life cycle and stages of growth and
development within the social context
To life transitions and adaptive resources
To the historical context of cohorts
To age, gender, race and SES within social
environments
I.1.2 Distinguish concepts and theories of
aging from a bio-psycho-social
framework.
I.1.3 Synthesize bio-psycho-social understanding of aging to build a
gerontological knowledge foundation.
I.1.4 Interpret the gerontological frameworks in relation- ship to
aspects and problems of aging persons, their families, their
environment and communities.
BIOLOGICAL ASPECTS OF AGING
I.2 Relate biological theory
and science to under-
standing senescence,
longevity and variation in
aging.
I.2.1 Distinguish normal biological aging changes from
pathology including genetic factors.
I.2.2 Identify major cell-and organ-level systems changes with age.
I.2.3 Recognize opportunities of reversibility and mutability in later
life (e.g. frailty syndromes) and the plasticity of the human brain
and body.
I.2.4 Recognize common late-life syndromes and diseases and their
related bio-psycho-social risk and protective factors.
I.2.5 Identify the implications of biomedical
discoveries on individuals and society.
I.2.6 Synthesize biological with other gerontological ways of
understanding human aging:
Psychological
Sociological
Humanities
11
DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
PSYCHOLOGICAL ASPECTS OF AGING
I.3 Relate psychological
theories and science
to understanding
adaptation, stability
and change in aging.
I.3. 1.3.1 Describe human growth and development across the
lifespan/course including late life outcomes such as life
satisfaction, coping and adaptation.
I.3.2 Recognize normal age changes in intelligence and
cognitive abilities including those that may impact
late-life functioning.
I.3.3 Demonstrate knowledge of signs, symptoms and impact
of common cognitive and mental health problems in late
life (e.g., dementia, depression, grief, anxiety).
I.3.4 Recognize older persons’ potential for wisdom, creativity,
life satisfaction, resilience, generativity, vital involvement
and meaningful engagement.
I.3.5 Synthesize psychological with other gerontological
ways of understanding human aging:
Biological
Sociological
Humanities
SOCIAL ASPECTS OF
AGING
I.4 Relate social theories and
science of aging to
understanding
heterogeneity, inequality
and context of aging.
I.4.1 Appreciate the diversity of the older population
based on:
Age
Functioning
Gender
Culture
Language
Religion
Immigration status
Sexual orientation
Other variables
I.4.2 Assess the impact of inequality on individual and group life
opportunities throughout the lifespan/ course impacting late-
life outcomes.
I.4.3 Appraise the changing dynamics of contemporary
multigenerational families and their impact on social
solidarity and interdependence.
I.4.4 Describe the changing population profile of: your
state/ province, nation.
I.4.5 Contrast aging demographics globally among devel-
oped and developing countries.
I.4.6 Distinguish impact of the demographic elements of:
fertility, mortality, and immigration.
I.4.7 Identify how an older population mutually influences
and is impacted by policies locally and globally.
I.4.8 Synthesize sociological and other gerontological ways of
understanding human aging:
Biological
Psychological
Humanities
12
DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
THE HUMANITIES AND AGING
I.5 Develop
comprehensive and
meaningful concepts,
definitions and
measures for well-
being of older adults
and their families,
grounded in
Humanities and Arts.
1.5.1 Identify conceptual domains explored in
Humanities and Arts, as essential to
understanding the experience of old age:
Time
Perspective
Vitality
Meaning
Relationship
Attention
1.5.2 Integrate humanities and arts-based understanding of
aging into models of gerontological practice and
policy.
1.5.3 Acknowledge and promote unique
contributions older adults can make to the
social environment.
1.5.4 Integrate humanistic and artistic
understanding with other ways of
understanding human aging:
Biological
Sociological
Psychological
RESEARCH AND
CRITICAL
THINKING
I.6 Distinguish factors related to
aging outcomes, both
intrinsic and contextual,
through critical thinking and
empirical research.
I.6.1 Identify and explain research methodologies, interpre-
tations and applications used by different disciplines
to study aging.
I.6.2 Identify gaps in research regarding both aging-related
problems and successes in order to promote continued
knowledge building
I.6.3 Generate research questions to solve problems and
advance positive strategies related to older adults, their
social networks, intergenerational relations and aging
societies.
I.6.4 Design research studies using methods and procedures
that produce reliable and valid gerontological
knowledge.
I.6.5 Use critical thinking to evaluate information and its
source (popular media and research publications).
I.6.6 Recognize the strengths and limitations of reliance
on either qualitative or quantitative questions, tools,
methods and conclusions.
I.6.7 Promote and apply the use of appropriate forms of evidence-
based interventions and technologies for older adults, their
families and caregivers.
13
CATEGORY II: Interactional Competencies Across Fields of Gerontology - Recommended
DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
ATTITUDES AND PERSPECTIVES
II.1. Develop a
gerontological
perspective through
knowledge and self-
reflection.
II.1.1 Critique and analyze assumptions, stereotyping,
prejudice, and discrimination related to age (ageism) at
both:
Personal and
Public levels
II.1.2 Relate the historical context of the field of gerontology
and the evolving roles in:
Research
Education
Commerce
Programs & services
Policy
II.1.3 Assess and reflect on one’s work in order to
continuously learn and improve outcomes for older
persons.
ETHICS AND PROFESSIONAL STANDARDS
II.2. Adhere to ethical
principles to guide
work with and on
behalf of older
persons.
II.2.1 Respect the person’s autonomy and right to real
and meaningful self-determination.
II.2.2 Respect interdependence of individuals of all
ages and abilities.
II.2.3 Respect cultural values and diversity.
II.2.4 Protect older persons from elder abuse of all types:
Utilize programs and policies that address elder
mistreatment and abuse:
Mandatory legal reporting
II.2.5 Recognize ethical standards and professional practices in
all phases of work and research with and on behalf of
older persons including but not limited to the following:
Informed consent
Confidentiality
Beneficence
Non-malfeasance
Honesty and Integrity
14
DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
COMMUNICATION WITH AND ON BEHALF OF OLDER PERSONS
II.3. Engage, through
effective
communication older
per- sons, their
families and the
community, in
personal and public
issues in aging.
II.3.1 Establish rapport and sustain working relationships with
older persons, their families and caregivers.
II.3.2 Listen and actively engage in problem solving to
develop research, pro- grams and policies with key
stakeholders including:
Older persons
Their families
Caregivers
Communities
Researchers
Policymakers
II.3.3 Advocate for and develop effective programs to promote
the well-being of older persons.
II.3.4 Demonstrate effective means to overcome challenges to
communicating effectively with persons as they age
including:
Sensory deficits
Disabilities
Medical conditions
II.3.5 Apply and teach caregivers communication techniques
to research and practice for elders with dementia.
II.3.6 Use tools and technology to improve and enhance
communication with and on behalf of older persons,
their families, caregivers and communities.
II.3.7 Consider heterogeneity in addressing communication
styles and promoting the preferences of older persons
including:
Cultural
Racial/ethnic
Cohort
SES
Health literacy
Sexual preference
Immigration status
Geographical location
II.3.8 Analyze how older individuals are portrayed in public
media and advocate for more accurate depictions of the
diverse older population using research based
publications and multi-media dissemination methods.
II.3.9 Develop and disseminate educational materials to
increase accurate information regarding older
persons and older person services.
II.3.10 Inform the public of the spectrum of aging services
that provide older persons with:
Preventive
Treatment
Supportive programs
15
DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
INTERDISCIPLINARY AND COMMUNITY COLLABORATION
II.4. Engage
collaboratively with
others to promote
integrated approaches
to aging.
II.4.1 Perform and promote the roles of the gerontologist in
collaborative work on behalf of older persons.
II.4.2 Respect and integrate knowledge from disciplines
needed to provide comprehensive care to older
persons and their families.
II.4.3 Develop interdisciplinary and community collaborations
on behalf of the older population in:
Research
Policy
Provision of supports, services and opportunities
II.4.4 Involve the older person, their family and caregivers as
members of the interprofessional care team in planning and
service decisions.
II.4.5 Provide the following groups information and education
in order to build a collaborative aging network:
Key persons in the community (police officers,
firefighters, mail carriers, local service providers
and others)
Aging workforce professionals and personnel (paid and
unpaid; full-and part-time) in the field of aging.
16
CATEGORY III: Contextual Competencies Across Fields of Gerontology - Selective
DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
WELL-BEING, HEALTH AND MENTAL HEALTH
III.1 Promote older persons’
strengths and
adaptations to
maximize well-being,
health and mental
health.
III.1.1 Build relationships that are respectful,
confidential and engage positive change.
III.1.2 Screen and provide referrals to evidence-
based programs and interventions.
Health promotion, disease prevention,
assessment and treatment programs
III.1.3 Counsel older persons about healthcare and social program
benefits.
For the U.S., this would include
Medicare, Medicaid, Veterans Services,
Social Security, Older Americans Act,
Adult Protective Services
III.1.4 Provide care coordination services for persons
with:
Complex health and mental health problems
Geriatric syndromes
III.1.5 Facilitate optimal person-environment
interactions.
Assist in change in lived environment
III.1.6 Assist caregivers to identify, access and utilize
resources that support responsibilities and reduce
caregiver burden:
Assistive devices
Technology
Professional services
Support groups and programs
III.1.7 Facilitate end of life planning, including:
Advance care planning
Palliative Care
Hospice
SOCIAL HEALTH
III.2. Promote quality of life
and positive social
environment for older
persons.
III.2.1 Support adaptation during life transitions including:
Work and retirement
Family structure changes
Loss and bereavement
Relocation
Challenges due to disasters/trauma
III.2.2 Promote strong social networks for well-being.
III.2.3 Recognize and educate about the multifaceted role of
social isolation in morbidity and mortality risk.
III.2.4 Provide opportunities for intergenerational
exchange and contribution.
III.2.5 Provide strategies for strengthening informal supports.
III.2.6 Support the healthy sex life and need for intimacy of
older persons of all sexual orientations including:
Privacy in group living
Sexual health information
Accommodation
17
DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
PROGRAM/SERVICE DEVELOPMENT
III.3. Employ and design
programmatic and
community
development with and
on behalf of the aging
population.
III.3.1 Work collaboratively with older persons, local
government and com- munity organizations to
advocate building age-friendly communities,
including:
Housing
Design techniques in public space and home
environments
Neighborhood safety
Transportation
Physical and social environments that benefit older
persons
III.3.2 Construct and evaluate programs for older persons that
promote inter- generational relationships.
III.3.3 Design and evaluate leisure and recreational activities
which enhance meaning and quality of late life.
III.3.4 Encourage older persons to actively participate in the
responsibilities of citizenship including:
Volunteerism
Intergenerational contributions
Identification of public issues and contributions to
their solutions.
III.3.5 Counsel individuals to utilize available services that promote
well-being and quality of life.
III.3.6 Consider the role of spirituality and
religious needs and preferences when:
Designing, delivering or
Supporting gerontology programs and services in
both secular and faith-based organizations.
III.3.7 Develop and implement programs and services for
older persons in collaboration with communities
that are founded in:
Research
Policies
Procedures
Management principles
Documentation and
Sound fiscal practice
EDUCATION
III.4. Encourage older
persons to engage in
life- long learning
opportunities.
III.4.1. Promote life-long learning opportunities across the life
span to enhance personal development, social inclusion
and quality of life.
ARTS AND HUMANITIES
III.5. Promote
engagement of older
people in the arts
and humanities.
III.5.1. Create opportunities for people across the life
span in the arts and humanities.
III.5.2 Develop and implement programs promoting creative
expression by older persons.
18
DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT
BUSINESS & FINANCE
III.6 Address the roles of
older persons as
workers and
consumers in
business and
finance.
III.6.1 Provide information for employers, policymakers,
employees and the general public regarding:
The definitions of older workers
Age Discrimination and Employment Act
Demographics regarding person and older person
employment, retirement and current issues of full
and part-time work before and after retirement
III.6.2 Provide information for employers,
policymakers, and employees
regarding:
Age issues in management
Age and job performance
Physical and cognitive changes and
Effects on person-job fit
III.6.3 Provide research on the “Mature Market” (50+) regarding:
Financial resources
Consumer choices and spending
Approaches to market research and advertising, and
Financial misconduct and fraud
POLICY
III.7 Employ and generate
policy to equitably
address the needs of
older persons.
III.7.1 Promote the involvement of older persons in the
political process so they may advocate on their own
behalf.
III.7.2 Analyze policy to address key issues and methods to
improve the quality of life of older persons and their
caregivers/families.
III.7.3 Identify key historical and current policies that influence
service provision and support the well-being of older
persons such as, in the United States:
The Older American’s Act
Medicare
Medicaid
Affordable Care Act
Social Security
RESEARCH, APPLICATION AND EVALUATION
III.8. Engage in research
to advance
knowledge and
improve
interventions for
older persons.
III.8.1 Conduct research on aging recognizing implications,
relationships and applications across disciplines.
III.8.2 Use research methods to evaluate and inform
services, programs and policies to improve the
quality of life of older persons.
III.8.3 Investigate problems through collecting and evaluating
data to continuously improve outcomes and develop
creative and practical solutions to problems relating to
older persons.
19
Case Study - Grading Rubric Include EB citations when appropriate
4 Exceeds
Expectation
3 Meets Expectation
2 Approaches Expectation
1 Below Expectation
Question #1 Total: 4
Defined Strength/goals
Recommendations for care plan
Question #2 Total: 4
Critical thinking/significance of Therapeutic goal
Connect to readings/class lecture -cite
Question #3 Total: 4
Defined strength-based approach & challenges
Connect to reading/class lecture-cite
Question #4 Total: 4
Evaluation of ideas/concepts.
Connect to reading/actual experience/class lecture - cite
Professional Presentation Total: 4
Correct Grammar and Spelling
Assignment directions followed (components addressed, rubric)
Citations correctly written/referenced (APA)
Assignment Turned in on Time
Overall Total: /20
Comments:
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.
20
Reflective Journal - Grading Rubric Include EB citations when appropriate
4 Exceeds Expectation
3 Meets Expectation
2 Approaches Expectation
1 Below Expectation
Question #1 Total: 4
Goals for the scheduled visit
Objective/description of the day
Question #2 Total: 4
Critical thinking and an analysis of your experiences
Connect experience to readings/class lecture - cite
Question #3 Total: 4
What actions/techniques worked for you, will you try again,
What actions didn't go as planned, other ways to handle situations.
Question #4 Total: 4
Outline actions for next contact based on what you have learned
Evaluation of the goals you set, the achievements, disappointments learned during the service learning experience - cite
Professional Presentation Total: 4
Correct Grammar and Spelling
Assignment directions followed (components addressed, rubric)
Citations correctly written/referenced (APA)
Assignment Turned in on Time
Overall Total: /20
Comments:
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.
21
Service Learning Research Paper - Grading Rubric Include EB citations when appropriate
Exceeds Expectation
Meets Expectation
Approaches Expectation
Below Expectation
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 points
1) 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 format
3) Research based sources, recent journals, good citations, accessible references, 5+ sources minimum
Overall Total: 100 Points
Comments:
22
Global Research Paper - Grading Rubric Include EB citations when appropriate
Exceeds Expectation
Meets Expectation
Approaches Expectation
Below Expectation
Content & Coherence - Total: 20 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; cite
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 points
1) Clear statement, examples, logical authorities, evidentiary support, current class journal sources from interviews;
2) Presents local and global perspective on topic: cite
3) Presentation of opinion/statement without logical support;
Professional Presentation Total: 10
Correct Grammar and Spelling
Assignment directions followed (components addressed, rubric)
Citations correctly written/referenced (APA)
Assignment Turned in on Time
Overall Total: /50
Comments:
23
Global Presentation - Grading Rubric
Exceeds Expectation
Meets Expectation
Approaches Expectation
Below Expectation
Content & Coherence - Total: 15 points
Purpose and Development
Audience Engagement
Summary & Clarity
Organization - Total: 15 points
Graphic Presentation
Overall Organization
Total: 30 points
Comments:
24
Gerontology Program WRITING Rubric Written 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 = Below 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.
The presentation has no clear sense of purpose or central theme. The student has not yet decided the main idea of the paper or is still in search of a topic, thus demonstrated little understanding of the subject.
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.
The presentation lacks a clear sense of direction and identifiable internal structures, which makes it hard for the reader to get a grip on the theme or the main idea.
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.
The student neither meets the needs nor captures the interest of the audience.
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.
The student demonstrates little control of grammar, syntax, and presentation mechanics. The errors distract the reader and make the text hard to read.
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.
The presentation is not clear, therefore difficult to follow. The presentation needs significant 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
Errors occur everywhere when citing 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
The student does not use graphic presentations where necessary
25
Gerontology Program PRESENTATION Rubric
Oral 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 =Below 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.
The presentation has no clear sense of purpose or central theme. The student has not yet decided the main idea of the paper or is still in search of a topic, thus demonstrated little understanding of the subject.
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.
The presentation lacks a clear sense of direction and identifiable internal structures, which makes it hard for the reader to get a grip on the theme or the main idea.
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.
The student neither meets the needs nor captures the interest of the audience.
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.
The student demonstrates little control of grammar, syntax, and presentation mechanics. The errors distract the reader and make the text hard to read.
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.
The presentation is not clear, therefore difficult to follow. The presentation needs significant 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
Errors occur everywhere when citing 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
The student does not use graphic presentations where necessary