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N170 GERIATRIC ASSESSMENT
N170 GERIATRIC ASSESSMENT
General Directions:
Conduct a telephonic interview of an older adult. Review all directions below and have the assessment questions ready during the interview. You will apply a SPICES Scale and an Extra Assessment with your paper.
You may select the older adult of choice. The criteria must include:
Age 65 or older
Your choice of person must be able to articulate and reply to your questions
Select someone you know or have a relationship with (aunt, uncle, grandparent, neighbor, friend)
They must consent to be interviewed
Audiotape your interview and save for the day of presentation
Interview in alignment with the criteria below:
Before you interview, explore your ideas and sentiments about how you expect an older person to behave in terms of physical function, strength, balance, mobility, endurance and mental attitude.
Begin your interview with some information about yourself, that you are a first-year nursing student at Saddleback College, why you want to become a nurse, if you are currently working. Let the interviewee know that you hope to learn more about older adults so that you can best adapt your care. Explain that this interview would take between 10-20 minutes.
Utilize the listed questions during your interview & briefly summarize the participant’s answers. Your approach should be conversational rather than strictly clinical. Use effective communication techniques to such as broad openings, open ended questions, focusing, clarification and summarizing techniques at the point of closure.
PART 1 INTERVIEW QUESTIONS:
ACTIVITY LEVEL
Have you retired from employment? What type of work did you do?
Describe your current physical activity level,
What do you do to exercise, what type and how often? Has exercise helped you?
Do you feel you have good balance?
Have you experienced any falls? What happened? Why do you think this may have occurred?
Do you have any difficulty with activities you used to do? Do you have anyone around who helps you complete these activities?
What are your interests or hobbies?
PHYSICAL HEALTH RELATED CONCERNS
Are their medical or health related problems that concern you?
What types of medication are you taking? (you do not need dosage/frequency – only types.
Do you ever experience problems with taking these medications?
Do you have any questions about your health or your medications?
MENTAL COGNITIVE CONCERNS
Have you noticed any changes in your emotions or memory lately?
Do you ever have times when you feel depressed?
What do you do to manage when you have the “blues?”
Do you have things going on that worry you?
SOCIAL SUPPORT
Describe how you keep socially active? Do you live with someone?
Describe your support system?
Do you ever feel lonely?
NUTRITION
Do you do your own cooking?
What types of food do you eat in a typical day?
Do you typically eat with others or do you eat alone?
Are you having any digestive problems or any elimination related problems?
Have you lost or gained weight recently?
When you need something from a store, how are you able to get what you need?
Are you having any dental problems?
SLEEP
Do you ever have times when you feel excessive sleepiness during the day?
Do you ever have problems falling or staying asleep?
How many times do you wake up at night?
If you cannot sleep, what do you do?
GENERAL
Would you mind sharing your age?
Have you ever felt that others see you differently because of your age?
How do you feel about growing older? What are two positive things you found with aging and what things that are hard to deal with?
HEALTH CARE PROVIDERS
Are you comfortable with your primary care MD?
If you needed hospital care, what are two things you would like when you receive care from a nurse?
What do you wish health care providers would do for you?
CLOSURE
End your interview with gratitude for their time. Let the interviewee know that they have helped you in your development as a nurse and your understanding of how to care for someone who is from an older generation.
PART 2 PRESENTING YOUR INTERVIEW TO YOUR INSTRUCTOR AND GROUP
Use of Geriatric Interview Peer Review Assignment
Use of Peer Evaluation Tool
PART 3 COMPLETING YOUR PAPER
Your paper should be 5-6 pages including your answers to the assessment questions.
Submit this paper according your instructor’s directions.
Use your text book and additional scholarly sources to complete the sections. Some sections will require your analysis.
Provide short answers to your interview questions, if a question was missed or intentionally skipped, explain why.
APA standards should be applied for 1) title page, 2) margins and double spacing, 3) use of headings, 4) in-text citations and a separate reference page.
Use the grading rubric to proof your work. You must meet 75% to pass this paper.
INTRODUCTION
Introduces the interviewee including:
Demographics
Pertinent information such as age and living situation
ROLE FUNCTION:
Using Erickson’s Model of Developmental Tasks: Integrity Vs Despair, describe what behaviors indicate that an individual has met the task of “Integrity” or struggles with “Despair. ” Describe if you feel your interviewee has met this developmental task or seems to be struggling. Use a source for this answer.
SPICES SCALE AND EXTRA ASSESSMENT TOOL.
Apply the SPICES scale to your interviewee and describe the results in detail for each category. Based on your results, which extra assessment tool should be applied; provide a rationale for using this extra assessment scale. To the best of your ability, answer the questions from the extra assessment scale. Include the SPICES Scale and extra assessment scale with your paper.
MEDICATIONS
List the medications your interviewee is taking (you do not need doses, only types)
List older age-related concerns /geriatric considerations you have for each of the medications. Your drug reference book or Lewis should be used.
DISCUSS THE CLINICAL SIGNIFICANCE AND ADDRESS THE FOLLOWING:
Describe any significant findings that affects the interviewee’s wellbeing.
Describe if there are any risk factors you are concerned with.
Describe any need for health teaching or collaboration with other health disciplines.
Describe any resources needed for follow up care.
SUMMARY
Describe your ideas about aging before the interview.
Explain if your ideas changed as a result of your interview and what you learned.
Describe an appropriate approach to the nursing care of older adults.
GRADING RUBRIC
Topics
Points
Introduces the interviewee regarding demographics, age, living situation
(15)
Using Erickson’s Model of fully describes the developmental tasks of Integrity Vs Despair with relation to the interviewee (15)
SPICES scale and extra assessment tool.
Describes the results of each SPICES criterion, rationale and results for the extra assessments used. (15)
Medications
Lists the medication used by the interviewee and geriatric considerations. (15)
Clinical Significance
Describes findings that affects wellbeing, risk factors, health teaching, collaboration and resources needs. (15)
Summary
Describes personal ideas about aging, if these ideas changed as a result of the interview and what was learned. Describe an appropriate approach to the nursing care of older adults
(15)
APA format and Writing Style Title page and formatting are properly completed.
Proper use of in-text citations. Scholarly writing approach including: use of headings when indicated, proper grammar and spelling, Reference page is appropriately completed.
(10)
VARK questionnaire
My VARK questionnaire results indicate that I prefer learning through different formats, graphs, diagrams, maps, interesting layouts, space, discussing, listening, questioning, talking, notes, handouts, text, practical exercises, print, experiences, examples, case studies, trial and error, things that are real, and so on. This results showed that I prefer multimodal strategies to effectively learn and understand any kind of material. I was also surprised that I chose knowledge as the thing that I liked most about learning and my other choices were not as much, even though it came in first. A lot of things about this questionnaire were interesting to me because it made me think a lot about the different ways I learn. I found out that I prefer an instructors approach, which means that he/she is helping and inspiring me to learn. Not only do they help us put what we have learned into practice, but they also teach us how we are supposed to be using our skills and knowledge.
The questionnaires information helps us improve our understanding of what we have learned in school and how we are learning it. Through this different learning styles, I was able to learn and understand the key concepts of the Federal Government course. I learnt through some of the examples and diagrams found in the course material. The class discussion helped me to learn more about the different key ideas and how they were connected. Overall, I think that I will continue to apply the learning styles I have learned through this questionnaire to my future courses and life. However, there are a few things that I was not so fond of in this course. One thing was the way we would have to read paragraphs from a textbook before we would understand what we were actually learning.
Through, my multiple learning preferences, I understood various concepts and procedures that are key to ensuring effective governance. My effective learning experience involved discussions, charts, diagrams, talking, listening, questioning, recalling, and summarizing in my learning group. My ineffective learning experience involved trying to read the textbook without understanding it (Shumba & Iipinge, 2019).
For me, studying is best when I can talk about and work through information with other students in a small group setting. However, I found that reading the textbook alone to be ineffective because I did not understand what was being said and had trouble recalling key concepts from it later on without someone else there to ask questions or help me as needed. Overall, these were my most effective and ineffective learning experiences for this course so far. My effective learning experience involved talking about a presentation in our learning group. My ineffective learning experience involved reading and trying to understand the textbook by myself in the library.
My learning experience in this course has been effective because I have been working within groups to discuss the material and board problems. I have learned a lot and had many effective learning experiences by doing so. I believe others can learn more efficiently with group discussions because they can hear other people’s views and opinions on topics, which helps them understand the material better (Hassanzadeh et al., 2019). This is something that I will continue to do as long as possible throughout my college career. I believe my learning experience in this course has been ineffective because I haven’t been able to fully realize when I’ve had a misunderstanding of the material yet, or when there is something that needs to be fixed.
References
Hassanzadeh, S., Moonaghi, H. K., Derakhshan, A., Hosseini, S. M., & Taghipour, A. (2019). Preferred learning styles among ophthalmology residents: An iranian sample. Journal of Ophthalmic & Vision Research, 14(4), 483.
Shumba, T. W., & Iipinge, S. N. (2019). Learning style preferences of undergraduate nursing students: A systematic review. Africa Journal of Nursing and Midwifery, 21(1), 1-25.
VARK Learning Style Questionnaire. (2022). Retrieved 24 April 2022, from https://vark-learn.com/the-vark-questionnaire/?p=results
The writer is talking about her name, its origin, and meaning
My Name
Student’s Name
Institutional Affiliation
The writer is talking about her name, its origin, and meaning. Every name has a background and a meaning behind it. Often, names are passed down family trees over generations. It is, however, a surprise that most people named after their ancestors take up some of the characteristics that their ancestors had, often unknowingly. The writer narrates of the origin of her name, what she likes about her name and its origin but stresses what she dislikes/hates about the name. The hyperbolic and sarcastic tone the story is delivered in works to emphasize how much the writer dislikes their name regardless of its origin and the positive side of the name.
In the story, the writer establishes a conflict between her Mexican identity and the English-speaking country she lives. The conflict is first created by identifying the very different meanings of her name in the two languages. While one is graceful and pleasant, like a compliment, the other is confusing and diminishing. Although the English meaning of her name is pleasing, the pronunciation makes it seem like a terrible name. On the other hand, the Spanish meaning is confusing, but the pronunciation is graceful and attractive. Although with two contrasting meanings and two differing pronunciations, the name gives the writer a sense of belonging to her Spanish origins, owing to the graceful and soft pronunciation of the name. The funny and hoarse pronunciation of her name in English is a constant reminder that she is an outsider.
The writer, like her great-grandmother, was born in the Chinese year of the horse- meant to be bad luck for them. Such women are considered to be stubborn and independent; they do not take advice, are social and smart. In the story, the narrator shows such characteristics severally. Firstly, the hyperbolic and sarcastic tone in the entirety of the story point to an independent and “care-free” woman. Secondly, the sharp criticism of her name, and even more, her sister’s name depicts her stubbornness. Also, her unwillingness to live a life like her great-grandmother lived as well as her desire to change her name shows she is an independent woman who wants to remain in control of her life and her decisions.
The narrator says that her name originated from her great-grandmother. Although they never met, the narrator has an undeniable admiration for her great-grandmother, revealed by her desire to have met her. She describes her great-grandmother as a “wild horse of a woman.” Given the care-free nature of the narrator, this definition shows her admiration for her great-grandmother. However, the narrator also expresses the desire to avoid her great-grandmother’s lack of control over her own life, more so after marriage. She notes that her great-grandmother’s place was by the window. This shows that a woman’s worth is reduced to subordinating to her husband’s needs upon marriage. She loses control of her own life and is expected to support her husband in every way possible. Earlier in the story, the narrator mentions that the Mexicans do not think their women are strong. This line of thought diminishes the value of a woman in society. Although the narrator wants to be a “wild horse of a woman” like her great-grandmother, she does not want to lose her value and aspirations or be under the tight grip of a husband like her great-grandmother was.
Although the narrator does not directly describe herself, one can describe her from the story. She is a fiery woman, one who has a passionate nature about life and everything she does in her life. Like her great-grandmother, she is feisty; she is excitable and spirited but also courageous and quick to take offense. Also, she is discerning; she can compare her name to emotions, color, sound, and other objects in human life. Her free-spirited nature and knowing what she wants and what she does not want in life makes her the “wild horse of a woman” her great-grandmother was.