Geriatric Nursing Lesson Plan


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  • Picture of elderly hands were retrieved from the Web source:
  • This course is 3- credit distant learning course offered to undergraduate students seeking a certificate in Geriatric Nursing. The duration of the course is 12-weeks. Important News to Begin This Course Please be advised, as the instructor for this Geriatric Nursing Course, I will be using the Classroom Update Teacher Website Creation Engine, which is an easy and inexpensive platform for posting homework, announcements, class links, and more. You will need to set up an account through the Web link: Update Teacher Website Creation Engine or as soon as possible. Here students will find the classroom updates as well as through the Institution’s Platform where they post discussions. Also, I have developed a blog site, where students can post relevant geriatric information for other colleagues, other healthcare professionals, family/friends, members of the community, and myself to see at their convenience. For students who are unfamiliar with blogs, you will need to set up a Google's account to access this particular blog, entitled Gerontology to Foster Geriatric Healthcare at
  • Course DescriptionThis course is focused to provide students a deeper understanding of the aging process. The course examines the normal physical, psychosocial, and cultural aspects of the aging process in recognizing the common disease processes affecting elderly persons. It is hoped that through self reflection of the aging process students will gain a deeper and richer attitude toward care for the elderly. Students will be encouraged to use various literature research, multi-media and internet sources, and videos to enrich their knowledge, skill, and attitudes of the common issues and needs of the older adults through the death and dying process. The importance of family involvement will be encouraged throughout the course to include understanding advanced directives. Inclusive in the course will be preventative care and restorative measures for the elderly (South Plains College, 2011). Source:
  • Geriatric Nursing Course PurposeGeriatric Trends and Statistics The John A. Hartford Foundation Institute for Geriatric Nursing (2006) reports the statistics tell part of the story for a geriatric nursing program, which include: Adults over age 65 use 50 percent of hospital days and 70 percent of home care services. Eighty-eight percent of people over age 65 have chronic health problems, which puts them at risk for hospitalization. Sixty-three percent of patients with cancer are over 65. The “Baby Boom” giving rise to the number of older adults utilizing health care servicesOlder adults often have one or more chronic illnesses and take several medications, which can complicate their careOlder adults are undergoing major medical procedures in their 80s and 90sCo-morbidities and the aging process combined require a different type of skilled management in older persons than in younger personsTo effectively treat patients, nurses must be savvy in geriatrics to recognize red flags for potential problems that are unique to older people. For example, older adults metabolize drugs differently than younger people. This means they may need smaller doses of drugs, should take them for a shorter period of time, or should avoid certain drugs altogether. Some common pain killers and sleeping medications can cause delirium and confusion in older people. In addition, hospitalization place older patients at risk for complications, such as loss of mobility, incontinence, pressure ulcers, falls, and delirium, andLastly, the inescapable fact is that in almost all health care sites, a large portion of the caseloads of every member of the health care team, including nurses, are older adults. And these patients present clinical challenges for which special training is required (Wallace, Lange, & Grossman, 2005). Healthcare Trends and Statistics Comprised of more than 3 million members, the nursing profession is the largest segment of the nation's health care workforce. However, less than 1 percent of the registered nurses within the nursing profession are certified in geriatrics. The shortage of registered nurses overall is projected to be as high as 808,000 by 2020 (Auerbach et al., 2007; HRSA, 2002) (as cited by Hartford Institute for Geriatric Nursing , 2011). In 2005, thirty-one percent of new RNs received baccalaureate degrees, but only one-third of the baccalaureate programs required a course focused on geriatrics. Source:
  • Important Reminder Before We BeginPlease be advised, as the instructor for this Geriatric Nursing Course, I will be using the Classroom Update Teacher Website Creation Engine, which is an easy and inexpensive platform for posting homework, announcements, class links, and more. You will need to set up an account through the Web link: Update Teacher Website Creation Engine or as soon as possible. Here students will find the classroom updates as well as through the Institution’s Platform where students have an array of connection sites to connect to colleagues and the instructors, such as the discussion board, Ask the Instructor, and Windows Live Email.
  • Lesson Plan Overview Content topics for this Geriatric Course have been extracted from the University of Washington School of Nursing (n.d.). The focus of the course is on acute and chronic health conditions of older adults/elderly persons. Evidence-based, geriatric specialty practice nursing interventions (consistent with the role of the registered nurse) will be discussed to assess and manage older adults residing in long-term facilities and living within the community. Issues of age, culture, race, gender, sexuality, genetics, psychosocial well-being and socioeconomic status will be addressed. Health promotion and disease management, stress and coping, hydration, elimination, end-of-life issues, and cultural theories are integrated throughout this course. Briefly, we will discuss primary, secondary, and tertiary levels of health promotion and disease prevention across hospitals and clinic settings as these facilities are frequently used in the healthcare of the elderly. Other key concepts include diagnostic reasoning and decision-making skills, healthy lifestyle, patient and family education/counseling, and treatment seeking decisions of acutely ill adults and older adults. Students will be provided case scenarios similar to real life experiences to develop the skills to apply evidence based knowledge and to develop a holistic management plan of care as if it had been a real life experience (Wallace, Lange, & Grossman, 2005). Video productions prepared by the Hartford Institute For Geriatric Nursing Foundation (2011) and case scenarios offered through the ConsultGeriRN (2011) will be expected to be viewed prior to the weekly discussion. Students will have to have to create a log username and password in order to view the videos on these sites. **To gain access to the aforementioned Websites, the links are provided as follows: (The links must be copied and placed in the browser to access these Web sites) An assortment of reading material and videos relevant to the weekly topics can be found at the following Web sites:, M. & Clemmens, D. (n.d.). Integrating care of the older adult into student clinical rotation in hospitals: Resources for clinical faculty/ [Module 1). Retrieved from students have any questions they should contact the instructor.
  • Objectives There are several known theorists who have designed taxonomy methods to assist instructors in developing objectives and test items for their courses, such as Marzano and Kendall (2007, 2008), who addressed the three domains of knowledge—information, mental procedures, and psychomotor procedures—and six levels of processing and Krathwohl, Bloom, and Masia (1964) who embarked the affective domain includes five levels organized around the principle of increasing involvement of the learner and internalization of a value (Oermann & Gaberson, 2007). However, for the purpose of this particular presentation, the objectives designed for this course are consistent with Bloom’s taxonomy. Bloom’s taxonomy considers six essential learning levels: Knowledge: The ability to recall (memorization) facts and specific information of course learning. For example, the learner is able to define the meaning for words associated with healthcare. 2. Comprehension: Students develop a greaterunderstanding of the material presented reflected by their ability to describe and explain the material. For example, the learner is able to describe circulation through the heart. 3. Application: The learner is able to use information in new situations. For example, the student is able to apply the concepts of aging in developing interventions. 4. Analysis: At this level the student has gained the ability to break down material into component parts and identify the relationships among them. For example, the student is able to analyze the organizational structure of the community health agency and its impact on client services.5. Synthesis: Students are able to develop and combine elements to form a new product reflected by learners ability to develop a plan of care for a person with dementia and their caregivers in the home.6. Evaluation: At the final taxonomy level students have gained the ability to formulate actions/judgments based on internal and external criteria and determines the extent to which materials and objects meet criteria. The learner evaluates the quality of nursing research studies and their applicability to practice. In considering Bloom’s taxonomy, instructors can focus on developing objectives consistent with the learning instruction as well as the test items at the various learning level; ultimately to foster students higher learning expected for the instruction. First, the instructor decides on the level of cognitive learning intended and then develops objectives and assessment methods for that particular level. Decisions about which taxonomic level to gear instruction and assessment are dependent on the teacher’s judgment of the background of the learner, placement of the course within the curriculum, and learning experiences within the curriculum to provide for the progressive development of knowledge, skills, and values; and complexity of the content in consideration of the time allowed for teaching the instruction. If the time for teaching and evaluation is limited, the objectives may need to be written at a lower level. The taxonomy provides a continuum for educators to use in planning instruction and evaluating learning outcomes, beginning with recall of facts and information and progressing toward understanding, using concepts and theories in practice, analyzing situations, synthesizing from different sources to develop new products, and evaluating materials and situations based on internal and external criteria. Ultimately, the objectives designed should envelope the instruction to ensure the knowledge, skills, and attitudes about the instruction is met to ensure students successful pass rates on exams for this course necessary to obtain their ‘Geriatric Nursing’ certificate (Oermann & Gaberson, 2006).
  • The clip art for this picture was obtained from Microsoft PowerPoint 2010.
  • The clip art for this picture was obtained from Microsoft PowerPoint 2010.
  • Pictures for this slide were obtained from Web link: and|
  • The clip art in this slide was obtained from Microsoft PowerPoint 2010.
  • Picture for this slide was obtained from Web link:|
  • The clip arts in this slide were retrieved from Microsoft PowerPoint 2011.
  • Holistic Teaching Model Erickson’s model was applied to guide the integration of geriatric content in the undergraduate curriculum. The model was adapted from the theoretical work of Erikson (1963) (as cited by Wallace, Lange, & Grossman, 2005). Erickson theory is inclusive of the his view of the eight stages of man. By operationalizing this theory, a sound pedagogical theory was implemented; offering knowledge in geriatric content separately as a certificate program for undergraduates seeking to pursue a deeper and richer understanding about geriatrics nursing. The pictures for this slide were retrieved from:, andMicrosoft Office 10 - Clip Art
  • As Wallace, Lange, & Grossman (2005) explained “Erikson’s (1997) ideas about the psychosocial theory, reaching maturity as an older adult is not the end of psychological growth; so too, learning about core concepts related to older adults does not amount to the making of a gerontological nurse. Students must identify or isolate the most germane facts of geriatrics, study and apply the knowledge in a basic fashion, measure the outcomes of their practice, begin to feel some comfort with the knowledge, and then layer on additional content” (p. 255). With each nursing course, students transcend the geriatric content learned in this course, similar to the manner in which life enfolds; building upon the knowledge learned in previous nursing studies. As students learn more about geriatric nursing, it is hoped they will become excited about human aging and its implications for geriatric nursing and put it all into practice (Wallace, Lange, & Grossman, 2005).
  • The clip arts in this slidewere retrieved from Microsoft PowerPoint 2010.
  • The pictures of the books in this slide were retrieved from the following Web links:
  • StudentEvaluation Process There are two roles evaluation tools fulfill in classroom and clinical situations: formative and summative. Both formative and summative evaluations are essential components of most nursing courses. Formative evaluations are ongoing evaluations to provide the learners feedback about their progress in meeting the objectives and performance competency. Formative evaluations allow both the instructor and student to determine where learning is needed, such that proper modifications can be made in either the teaching or the learning ways; respectfully; ultimately to foster student learning the course material necessary. Instructors gather information about students content learning through observations of made of students performance in lectures/discussions, on quizzes/exams, written and oral presentations, and clinical performance. Anecdotal notes are commonly used to record the teacher’s observations and judgments about the students performances throughout the course (Oermann & Gaberson, 2006). A summative evaluation is performed at the end-of-instruction evaluation. Unlike formative evaluations to provide students updates on their course progress, summative evaluations provide students with their overall achievements made in the classroom or clinical setting.This type of evaluation is “final” in nature and serves as a basis for overall achievement grades to determine students pass-fail status of a course. Summative evaluations are performed on a periodic basis, such as mid-term or at the end-of-instruction. Students achievements can be observed on major exams, written assignments, and major projects in the classroom. In clinical settings, summative evaluations can be observed from rating scales to measure clinical performance, written assignments, portfolios, and other projects completed relevant to the clinical experiences (Oermann & Gaberson, 2006).
  • Percent grades will be averaged in determining a final letter grade. A 2.0 or “C” grade or higher is expected for passing the course.
  • Regretfully, this is not the power point game this author intended to use because of the time limit and the frustration in creating one. The Geriatric Jeopardy game presented in this slide was prepared by the University of California at Los Angeles (UCLA) School of Medicine. The directions are not provided; however, the game works similar to advancing slides in a powerpoint presentation. There is no score keeping mechanism, so if an instructor or a colleague is using this particular Jeopardy game scoring for a group scoring will have to be performed manually. Ironically, this author did discover a free sample Jeopardy Board all set up and ready to insert questions through Facebook on the SuperTeacherTools Web link: For new users, they will need to set up a password and be sure to copy the Web link the board game makers provide before setting a game to ensure access to the game at a later date. Learning can be fun with gaming as long as the game is not confusing; only to add to the frustration of learning.
  • Geriatric Nursing Lesson Plan

    1. 1. Course Lesson Plan for Geriatric Nursing<br />Instructor: Mary Huelskamp<br />MN 511: Technology in Nursing<br />Kaplan University Online<br />April 9, 2011<br />1<br />
    2. 2. GeriatricNursing<br />Table of Content <br />Slide Title Slide Number<br />Course Description 3-4<br />Course Purpose 5-6<br />Introduction Video 7 <br />Are You Ready 8 <br />SuperTeacher Tools 9<br />Lesson Plan 10 -11 <br />Objectives 12-18 <br />Holistic Teaching Model 19 -20<br />Materials 21-24<br />Course Evaluations 25 -28<br />Conclusion – Final Video – Let’s Play Jeopardy 29<br />References 30 -32<br />Credentials 33<br />2<br />
    3. 3. Geriatric Nursing<br />Course Description<br />3<br />
    4. 4. GeriatricNursing <br />Course Description <br />This course is focused to provide students a deeper, richer understanding of the aging process.<br />The course examines the normal physical, psychosocial, and cultural aspects of the aging process in relevant to common disease processes affecting elderly persons. <br />This course encourage self-reflection to promote students growth and development in the attitudes of planning care for elderly persons. <br />Students will be encouraged to use various literature research, internet research, and videos to enrich their knowledge, skill, and attitudes of the common issues and healthcare needs of older adulthood through the death and dying process. <br />4<br />
    5. 5. Geriatric Nursing<br />5<br />Course <br />Purpose <br />
    6. 6. GeriatricNursing Course Purpose<br />Older Adults are the Core Business of Health Care (Fulmer & McGriff, 2006) <br />Baby Boom <br />Older Adults present more clinical challenges (Capezuti, 2006)<br />Co-morbidities combined with the aging process require skilled care<br />Hospitalizations of older adults results in risk for complications<br />Caseloads in most healthcare system include older adults<br /> John A. Hartford Foundation (2006)<br />6<br />
    7. 7. “A Day in the Life of a Gerontological nurse”by Weymannk (2010).<br />7<br />
    8. 8. Geriatric Nursing<br />Are you Ready? <br /> Then Let’s Begin<br />8<br />
    9. 9. Geriatric Nursing<br />9<br />SuperTeacherTools, 2011 <br />
    10. 10. Geriatric Nursing<br />10<br />Lesson Plan<br />
    11. 11. GeriatricNursing<br />11<br />Lesson Plan Overview<br />Week 1: Introduction to gerontological nursing <br />Week 2: Nursing assessment of the older adult <br />Week 3: Polypharmacy<br />Week 4: Dementia, depression, delirium <br />Week 5: Urinary & fecal incontinence <br />Week 6: Falls & trauma <br />Week 7: Mid-term <br />Week 8: Sleep Disorders<br />Week 9: Caregiving and mistreatment of older adults <br />Week 10: Continuum of care: independent, retirement centers, assisted living, skilled home/institutional, adult day centers, hospice <br />Week 11: Socioeconomic considerations and financing healthcare for older adults <br />Week 12: Final Exam <br />
    12. 12. Geriatric Nursing<br />Objectives <br />12<br />
    13. 13. GeriatricNursing<br />Knowledge Objectives <br />Upon completion of this course the student will be able to define gerontology and geriatrics with a 100% accuracy.<br />Upon completion of this course the student will be able to recognize those medications that adversely affect the elderly with 100% accuracy.<br />Upon completion of this course the student will be able to list the 3 most common mind altering conditions affecting older adults with 100% accuracy. <br />13<br />
    14. 14. GeriatricNursing<br />Comprehensive Objectives <br />Upon completion of this course the student will be able to describe three (3) early signs of Dementia with 100% accuracy. <br />Upon completion of this course the student will able to describe 3 common gerontological theories useful in improving healthcare for the elderly with a 100% accuracy. <br />14<br />
    15. 15. Geriatric Nursing<br />Application Objectives <br />Upon completion of this course the student will be able to utilize appropriate theories of nursing practice to develop an adequate care plan with a 100% accuracy. <br />15<br />
    16. 16. GeriatricNursing<br />Analysis Objectives <br />Upon completion of this course the student will be able to distinguish the early signs of symptoms of dehydration with a 100% accuracy. <br />Upon completion of this course the student will be able to interpret specific lab values that contribute to the client’s condition with 100% accuracy.<br />Upon completion of this course the student will be able to attribute pathological, physiological, psychological symptoms with specific disease processes with 100% accuracy. <br />16<br />
    17. 17. GeriatricNursing<br />Synthesis Objectives<br />Upon completion of this course the student will be able to add new and old geriatric knowledge in respect of past and today’s geriatric experiences to plan care for new geriatric situations. <br />17<br />
    18. 18. GeriatricNursing<br />Evaluation Objectives <br />Upon completion of this course the student will be able to evaluate their learning situations to determine if changes are warranted aimed to provide positive, safe, quality client outcomes for older adults/geriatric persons residing in long-term facilities or in the community.<br />18<br />
    19. 19. Geriatric Nursing<br />Holistic Teaching Model <br />19<br />(Wallace, Lange, & Grossman, 2005)<br />
    20. 20. GeriatricNursing<br />Erickson’s Comparison<br />The Stages of higher learning<br />Erickson’s Stages of Development <br />20<br />
    21. 21. Geriatric Nursing<br />Materials<br />21<br />
    22. 22. Geriatric Nursing<br />Required Textbooks <br />Meiner, S. E. & Luekenotte, A. (2005). Gerontological Nursing (3rd ed.). St. Louis, MO: Mosby <br />Lueckenotte, A. Pocket Guide to Gerontologic Assessment (3rd Edition). St. Louis, MO: Mosby<br />: <br />22<br />
    23. 23. Geriatric Nursing<br />Internet Resources to Use<br /><br />23<br /><ul><li></li></li></ul><li>Geriatric Nursing<br />Clinical Modules<br />24<br />
    24. 24. Geriatric Nursing<br />25<br />Course Evaluations<br />
    25. 25. GeriatricNursing<br />Evaluation Process <br />Formative Evaluations<br />Summative Evaluations<br />Grading content <br />Grading clinical performance<br />Overall Competency<br />26<br />(Oermann & Gaberson, 2006; p. 3)<br />
    26. 26. Geriatric Nursing<br />Grading Classroom Components<br />. <br />27<br />
    27. 27. Geriatric Nursing<br />Letter Grade System<br />28<br />
    28. 28. GeriatricNursing Fun <br />29<br />
    29. 29. References<br />Hartford Geriatric Nursing Initiative (HGNI) Design Identity Program (n.d.). Overview and Guidelines. Retrieved from<br />John A. Hartford Foundation (2006). Older Adults are the core business of health care. Retrieved from<br />Oermann. M. H. & Gaberson, K. B. (2006). Evaluation and testing in nursing education (2nd ed.). New York, NY: Springer Publishing Company. <br />30<br />
    30. 30. References<br />South Plains College (n.d.). REESE vocational nursing program: Course syllabus. Retrieved from occupation/nursing/VNSG_1126_241_Strawn_SP11.pdf<br />SuperTeacherTool (2011). Classroom Update [Video]. Retrieved from<br />University of California, Los Angeles. (n.d.). Let’s Play Geriatric Jeopardy. Retrieved from<br />31<br />
    31. 31. References<br />Wallace, M., Lange, J., Grossman, S. (2005). Isolation followed by integration: <br /> A model for development of a separate geriatric course. Journal of <br /> Nursing Education, 44(6), 253-256. <br />Weymannk, C. (2010). A day in the life of a gerontological nurse [video clip]. Retrieved from +gerontological+nursing&aq=f<br />32<br />
    32. 32. Course Lesson Plan for Geriatric Nursing<br />Mary Huelskamp RN/BSN<br />Student MN/Nurse Educator<br />Kaplan University<br />Contact Information<br />Land phone: 1-920-544-4625<br />Cell phone: 1-920- 366-4653<br /> Email Address: <br />33<br />