managing physiological & emotional disorders in older adults · 2. discuss representative...

Mendocino Bay (2018)

Gero 122/222

Managing Physiological &

Emotional Disorders in Older Adults

Dr. Cheryl Osborne

Fall 2019 & Spring 2020

GERO 122/222 SYLLABUS 2

Table of Contents

Who We Are and What We Do 3

Course Description 4

Learner Outcomes 4

Teaching Methods 5

Texts 5

General Course Information 5

Outcome Evaluations Methods 8

AGHE National Gerontology Competencies 9

Learning Experiences & Assignments 19

Chronic Disease/Disorder EB Health Promotion Online Assignment/Rubric 20

Assessment Faire Directions/Rubric 22

Chronic Disease/Disorder Global Aging Exploration/Rubric 25

Chronic Disease Health Challenge Self-Care Booklet Guidelines/Rubric 28

Final: Health Challenge Self-Care Presentation Guideline/Rubric 32

Miscellaneous 34

Group Process Worksheet 35

Group Process Information 36

Quality of Life Worksheet 39

Sample: Holistic Assessment 40

Sacramento State University Writing Rubric 42

Gerontology Department Writing Definition & Rubric Scoring 44

Gerontology Department Presentation Definition & Rubric Scoring 45

Gerontology Department Integrative Learning Definition & Rubric Scoring 46

Gerontology Department Teamwork Definition & Rubric Scoring 47

Aligned Student Outcomes 48


Gerontologists: Who We Are and What We DO

Gerontologists improve the quality of life and promote the well-being of persons as they age within their families, communities and societies through research, education

and application of interdisciplinary knowledge of the aging process and aging populations.

What is Gerontology? Geriatrics? Aging is a multidisciplinary field. This means that the study of aging combines or integrates information from several separate areas of study. Biology, sociology, and psychology are the "core" or basic areas, along with content from many other areas of study such as public policy, humanities, and economics.

Gerontology is the study of the aging processes and individuals as they grow from middle age through later life. It includes:

• the study of physical, mental, and social changes in older people as they age • the investigation of the changes in society resulting from our aging population • the application of this knowledge to policies and Departments. As a result of the multidisciplinary focus

of gerontology, professionals from diverse fields call themselves "gerontologists"

Geriatrics is:

• the study of health and disease in later life • the comprehensive health care of older persons and the well-being of their informal caregiver

https://www.aghe.org/resources/gerontology-geriatrics-descriptions

Putting It all Together!

https://www.aghe.org/resources/gerontology-geriatrics-descriptions


California State University Sacramento

Department of Gerontology College of Social Sciences and Interdisciplinary Studies

Gero 122/222 – Physiological and Emotional Disorders in Older Adults Professor: Dr. Cheryl Osborne Class Time: Wednesday 5:30-8:20; AIRC 1007 Office Hours: By Appointment – Benicia 1014 ~ before class but please email for appointment Phone: 278-7281 [email protected] Course Website: Canvas Pre Requisites: Gero 121/221, or Instructor Approval COURSE DESCRIPTION: Offers in-depth study/analysis of prevalent pathophysiological-based diseases and psychological disorders commonly experienced by older adults and frail elder populations. Disease/disorder causes and the effects of chronic illness on individuals’ activities of daily living, sexuality, relationships, and coping abilities with changing lifestyles are examined using a life course framework and evidenced-based research. Assessment tools, lab value changes, medication needs, complications/disabilities, traditional/alternative treatments and ethical issues rising from meeting needs are investigated along with implications for caregivers. 3 units STUDENT LEARNING OUTCOMES (see Aligned Outcomes on Table in Miscellaneous Section The Undergraduate learner will be able to:

1. correlate basic interdisciplinary information related to principle chronic diseases experienced by older adults including pathophysiology, risk factors, signs and symptoms, and usual treatment.

2. discuss representative psychological disorders experienced by older adults including pathophysiology, risk factors, signs and symptoms, and usual treatment.

3. apply interdisciplinary evidenced-based data when analyzing elders’ and families’ holistic responses to chronic diseases and psychological disorders.

4. analyze interdisciplinary theories and strategies that have been used successfully to maintain maximum functioning, optimal wellness, and comfort in elders and families with chronic diseases and psychological disorders.

5. explore interdisciplinary evidence-based theories and models to develop alternative solutions to situations arising from chronic diseases and psychological disorders for older adults and families.

6. examine evidence-based health promotion Departments that assist elders and families in maintaining and improving quality of life.

7. explore community resources providing services for chronically ill older adults and their families. 8. exhibit personal and social responsibility by adhering to university, course and agency policies and

standards. 9. complete course assignments according to syllabus using effective basic written and oral communication

skills. The Graduate learner will be able to:

1. analyze basic interdisciplinary information related to principle chronic diseases experienced by older adults including pathophysiology, risk factors, signs and symptoms, and usual treatment. .

2. analyze representative psychological disorders experienced by older adults including pathophysiology, risk factors, signs and symptoms, and usual treatment.

3. apply interdisciplinary evidenced-based data when analyzing elders’ and families’ holistic responses to chronic diseases and psychological disorders.

4. analyze & use interdisciplinary theories and strategies that have been used successfully to maintain maximum functioning, optimal wellness, and comfort in elders and families with chronic diseases and psychological disorders.

mailto:[email protected]


5. use interdisciplinary evidence-based theories and models to develop alternative solutions to situations arising from chronic diseases and psychological disorders for older adults and families.

6. analyze evidence-based health promotion Departments that assist elders and families in maintaining and improving quality of life.

7. use community resources providing services for chronically ill older adults and their families. 8. exhibit personal and social responsibility by adhering to university, course and agency policies and

standards. 9. completes course assignments according to syllabus using effective basic written and oral

communication skills. TEACHING METHODOLOGIES: Discussion, lectures, individual and group experiential application exercises/interviews, text and article readings, internet exploration, reading and online assignments, and video. REQUIRED TEXTS/READINGS: Bengston, V.L., & Settersten, R.A. (2016). Handbook of aging (3rd ed). New York: Springer Publishing. Saxton, V. S., Etten, M. J., & Perkins, E. A. (2014). Physical change & aging (6th ed). New York: Springer Publishing Co. (Soft cover or E-Book copies available). Self - Selected Research Journal Readings. RECOMMENDED TEXTS: American Psychological Association. (2010). Publication manual of the american psychological association. (6th ed.). Washington, D.C. ** NOTE – 7th ed in Spring 2020 Beers, M. (Ed.). (2004). The merck manual of health & aging. Whitehouse Station: Merck Research Laboratories. Genova, L. (2009). Still Alice. New York: Gallery Books. (Soft cover or E-Book copies available). McCanta, A. (2012). All the dancing birds. Phoenix: Marcanti Clarke Literary Press. (Soft cover or E-Book copies available). GENERAL COUORSE INFORMATION FREQUENTLY USED WEBSITES: Canvas.csus.edu www.consultgeri.org www.ncoa.org www.nia.nih.gov www.nihseniorhealth.gov www.acl.gov (ACL – Administration for Community Living was Administration on Aging) www.healthypeople.gov Class Attendance Expectations: Class experiences (lectures and strategies) build on and enhance out-of-class readings and learning experiences. Dr. O expects that students will attend class on a regular basis and participate in discussions, assignments, and activities. If you are unable to attend class please email Dr. O before class, that you will not be there. All assignments are still due on published due dates. Any in-class points will be forfeited. Online Component: This course uses Canvas for its online component. Access of Canvas is through the CSUS MySacState page portal and requires use of the student’s SacLink ID and password. Tutorials are available on the course site.

http://www.consultgeri.org/

http://www.ncoa.org/

http://www.nia.nih.gov/

http://www.nihseniorhealth.gov/

http://www.acl.gov/

http://www.healthypeople.gov/


Students are expected to use weekly course Modules for PPT and Handouts and look for announcements weekly throughout this course. Online assignments must be completed and turned in according to the Assignments-at-a-Glance Outline. Late assignments follow the Course Policy (see p. 8). Internet Etiquette: Written words in emails and online communication can 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://www.globallearningpartners.com/blog/10-tips-for-effective-e-mail-communication/; http://www.education.com/reference/article/netiquette-rules-behavior-internet/. Basic Needs Support: https://www.csus.edu/basicneeds If you are experiencing challenges in the area of food and/or stable housing, help is just a click, email or phone call away! Sacramento State offers basic needs support for students who are experiencing challenges in these areas. Please visit our Basic Needs website to learn more about your options and resources available. 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 must communicate with professors regarding approved accommodations at the beginning of the semester so we can help contribute to success in the course. Location: Lassen Hall Room 1008 ~ Phone: (916) 278-6955 / (916) 278-7239 TTY Definitions of Academic Dishonesty: (www.library.csus.edu) 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. Also please refer to University Website: www.csus.edu/umanual/AcademicHonestyPolicyandProcedures.htm 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

Departments, photographs, paintings, drawing, sculptures, or similar works.

http://www.globallearningpartners.com/blog/10-tips-for-effective-e-mail-communication/

http://www.education.com/reference/article/netiquette-rules-behavior-internet/

https://www.csus.edu/basicneeds

http://www.csus.edu/sswd/

http://www.library.csus.edu/

http://www.csus.edu/umanual/AcademicHonestyPolicyandProcedures.htm


Evidence-based (EB) Research Article Requirements (EB research articles may overlap assignments when appropriate)

• Evidence-based articles are articles from peer-reviewed journals and report research studies. • All References must be EB; if you use popular press articles then be sure that they are additional to the

required number of articles and are cited and referenced according to APA! • Websites are not EB – if you are using them to get research articles from the library then cite and

reference them according to APA.

Turnitin Consistent with Sacramento State’s efforts to enhance student learning, foster honesty, and maintain integrity in our academic processes, instructors may use a tool called Turnitin to compare a student’s work with multiple sources. The tool compares each student’s work with an extensive database of prior publications and papers, providing links to possible matches and a ‘similarity score’. The tool does not determine whether plagiarism has occurred or not. Instead, the instructor must make a complete assessment and judge the originality of the student’s work. All submissions to this course may be checked using this tool. Submission through Turnitin is not required in this course. Students should submit papers to Turnitin assignments without identifying information included in the paper (e.g. name or student number), the system will automatically show this info to faculty in your course when viewing the submission, but the information will not be retained by Turnitin. Writing Standard Guidelines and Rubric: Check out the Miscellaneous Section of this Workbook for the Gerontology Department Writing, Presentation, and Integrative Learning Rubrics used in all gerontology courses. Additionally, most CSUS courses use the Sacramento State Writing Rubric (also in the Miscellaneous section). Do this before and while you are writing your assignments. It will help you decide if you have written the level of paper you want to turn in. Use these along with any course grading rubrics to analyze your papers. Paper Formatting: Most professional courses use APA writing style for written research papers. It is similar to MLA but there are some key differences. All papers (except in-class papers) must be typed and in APA format - Publication Manual of the American Psychological Association 6th ed (APA) 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 Department site (www.csus.edu/gero). If in-class papers are unreadable, they will not receive credit. A sample APA paper is available from Dr. O for review. Key Components of APA format to be used when typing your papers include: Double-spaced; 12 font-Arial or Times New Roman font 1" margins on all sides Number all pages except Title Page -upper right-hand corner (please use proper APA formatting for Title Page) Indent 5 spaces-first line of every paragraph Sources must be referenced in the text of the paper, example: (Saxon, Etten & Perkins (2010) with a Reference list at the conclusion of the paper. All direct quotes must be referenced with source and page number. If the source is from the Internet, please refer to the APA Website: http://www.apastyle.org/elecref.html or refer to the APA Manual 6th edition for examples Use of Technology in the Classroom: Phones must be turned off or on mute during class times. 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. Professors 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 Department 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

http://www.apastyle.org/

http://www.library.csus.edu/

http://www.csus.edu/gero

http://www.apastyle.org/elecref.html


who require 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. Professor reserve the right to refuse permission to use computers in the classroom if such use becomes disruptive of other students or the professor. OUTCOME EVALUATION METHODS: The following assignments will be evaluated by established objectives and will determine the student’s final grade. The individual, weighted assignment percentages are shown below: Chronic Disease Health Promotion Online Assignment – Part I & Part II 20% Chronic Disease/Disorder Global Aging Exploration 15% Assessment Faire participation & Online assignments 15% (Group) Chronic Disease Health Challenge Evidence-based Self Care Booklet (SCB) 25%

(Group) Self-Care Booklet Presentation 15% Website, Article & In-class Assignments 10%

Undergraduate Chronic Disease Health Promotion Online Assignment (each student min of 3 EB articles; 2 websites) Global Aging Exploration (minimum of 4 EB references; two websites) Chronic Disease Health Challenge Self-Care Booklet (minimum of 5 EB references on Topic & Theory) Chronic Disease Self Care Booklet Presentation - Group member – research & present Topic presentation Completes all assignments Graduate Chronic Disease Health Promotion Online Assignment (each student min of 5 EB articles; 2 websites) Global Aging Exploration (minimum of 8 EB references; two websites) Chronic Disease Health Challenge Self-Care Booklet (minimum of 9 EB references on Topic & Theory) Chronic Disease Self-Care Booklet Presentation – Group Leader/Coordinator Topic & Theory presentation Completes all assignments Note: Please see Aligned Outcomes on Table, p. 54-58 to see how assignments measure Student Outcomes. University standards for course grades: 93-100 = A 73-76 = C 90-92 = A- 70-72 = C- 87-89 = B+ 67-69 = D+ 83-86 = B 63-66 = D 80-82 = B- 60-62 = D- 77-79 = C+ 59 & below = F •• All assignments MUST BE TURNED IN TO COMPLETE THE COURSE. They are due and must be

turned in before or at the beginning of class. Late assignments are not accepted unless written alternative plans have been made with the professor prior to the date/time the assignment is due. All assignments are due according to the Assignment Outline.

•• Any un-excused late assignments must be turned in and will be read, but will be given a 0/NC. •• All papers except in class papers must be typed in APA format.


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 For 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 relationship 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 understanding 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



PSYCHOLOGICAL ASPECTS OF AGING

I.3 Relate psychological theories and science

to understanding adaptation, stability and change in aging.

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 developed 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



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,

interpretations 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.


CATEGORY II: Interactional Competencies Across Fields of Gerontology - Recommended


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 • Departments & 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 Departments 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



COMMUNICATION WITH AND ON BEHALF OF OLDER PERSONS

II.3. Engage,through effective communication older persons, 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, programs and policies with key stakeholders including: • Older persons • Their families • Caregivers • Communities • Researchers • Policymakers

II.3.3 Advocate for and develop effective Departments 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



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.


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 Departments and interventions. • Health promotion, disease prevention,

assessment and treatment Departments

III.1.3 Counsel older persons about healthcare and social Department 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 Departments

III.1.7 Facilitate end of life planning, including: • Advance care planning • Palliative Care

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



DEPARTMENT/SERVICE DEVELOPMENT

III.3. Employ and design Departmentmatic and community development with and on behalf of the aging population.

III.3.1 Work collaboratively with older persons, local government and community 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 Departments for older

persons that promote intergenerational 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 Departments and

services in both secular and faith-based organizations.

III.3.7 Develop and implement Departments 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 H UMANITIES

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 Departments promoting

creative expression by older persons.


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, Departments 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.


Tibetan Monk and Painting at Sac State - 2015

Learning Experiences & Assignments


Chronic Disease Evidence Based Health Promotion (EBHP) ONLINE Assignment DO THIS TWO PART ASSIGNMENT IN RELATION TO YOUR GROUP SBC TOPIC/THEORY

(Check Week-at-a-Glance for online due date) GERONTOLOGY CORE COMPETENCIES – I.4.5; II.3.9; II.4.1; II.4.2; II; III.3.1; III.3.3; III.3.5 III.3.7

Part I

(Online Class – background information!) 1. Go to the National Council on Aging website (www.ncoa.org) 2. At the Top … Click on the Center for Healthy Aging 3. Explore the links listed below and Use the Answer Sheet (in Canvas) to complete information on the following

a. Offering EB Programs: On List the following: i. criteria necessary to qualify to be a an EB Health Program. ii. benefits of an EB Program for elders iii. benefits of having a community-based program

b. Center for Healthy Aging c. National Fall Programs d. National Chronic Disease Management Programs e. Behavioral Health Programs

4. Take a screen shot of the page of the Program you were the most intrigued with and would refer someone with your Topic to for assistance. Put it in the Part I requirement section for the assignment (see below).

5. Based on what you learned from the links, develop and list a minimum of 5 questions you would ask when interviewing/assessing an elder/family member with your Chronic Disease/Disorder Health Challenge that would give you information to help them promote their health.

6. List at least two (2) specific ways you will use what you learned with your clients/families. You can use these in your SCB and in your presentation too

Part II

(Health Promotion Program Informational Flyer (for people living with your Health Challenge Topic based on what you learned from NCOA site & class & readings)

** Create a one-page back-to-back participant-friendly, eye-catching Informational Flyer to describe and market the EB program you want to create for elders/families with your SCB topic Flyer must include:.

o What? Program Title o Why? Program Goal o Who? Target Population/Audience o Where/When? Setting & times for Program o Who? Delivered/implemented by? (ie which professionals – includes gerontologists ) o How much? Costs and how participants will pay for it o Any other pertinent information (such as parking, food availability, if families can come too, etc.) Discuss the following points in 3 concepts and how they relate to the program you developed. o How does your EB Program address the concepts of isolation, loneliness, & self-management?

Remember to cite your EB sources – undergrads: 3 articles & 2 websites & grads: 5 articles & 2 websites. You can do this at the end of the page attached to your flyer

o Budget: What do you expect the Program to cost to run it? (Based on your Program design, focus, and needs research, what would be needed for your budget including dollars for staff, materials, food, rent, transportation, etc – cite what you based your ideas on and put on the reference page).

o Sustainability: Describe steps you will implement to ensure the Program continues to be available to the community.

http://www.ncoa.org/


** Make two (2) Copies: One to turn in with the Assignment Answer Sheet and a separate one for class discussion. Use the following page order for this Assignment:

• Title page • Part I Requirements (Completed Answer Sheet - Part I) • Flyer • Part II Requirements (Completed Answer Sheet – Part II) • References – includes the websites and other research articles you used to answer questions) • Grading Rubric (top filled in; use copy from Canvas)

Chronic Disease EB Health Promotion Assignment Grading Rubric

Student: __________________ Health Challenge Topic: _________________ Theory : ____________________

4 Exceeds

Expectation

3 Meets

Expectation

2 Approaches Expectation

1 Below

Expectation Part I Must minimally include website citations Answer Sheet thoroughly completed Offering EB Programs 4 3 2 1 Center for Healthy Aging 4 3 2 1 Nat’l Fall Programs 4 3 2 1 Nat’l CD Management Programs 4 3 2 1 Behavioral Programs 4 3 2 1 Screen Shot 4 3 2 1 List thoughtful questions (r/t your SCB topic/Program flyer) (min of 5)

4 3 2 1

List at least two (2) ways you will use what you learned 3 2 1 Part II – Flyer Titles Program 3 2 1 All 7 required components included on Informational Flyer 4 3 2 1 Answer Sheet thoroughly completed (all sections supported by cited research articles).

Isolation 4 3 2 1 Loneliness 4 3 2 1 Self-management 4 3 2 1 Realistic budget proposed 4 3 2 1 Realistic plan for sustainability 4 3 2 1 Professional Presentation Correct Grammar, spelling, etc. 3 2 1 Assignment directions/order followed according to Rubric 3 2 1 Citations correctly written (APA) (undergrad = min of 3 articles & 2 website; grad = min of 5 articles & 2 websites)

3 2 1

Reference page correctly written (APA) 3 2 1 All Assignment components (incl. 2 flyers) turned in on time 3 1 Actively participated in Class Discussion 3 1 Sub Totals /52 /63 /38 /21 Overall Total /76 Comments:

Addresses Gerontology Core Competencies: I.4.5; II.3.9; II.4.1; II.4.2; III.3.1; III.3.2; III.3.3; III.3.5 III.3.7


Assessment Faire

(Includes Global Aging Exploration Discussion) GERONTOLOGY CORE COMPETENCIES –

I.1.4; I.2.1; I.2.4; I.2.6; I.3.2-I.3.5; I.4.1; I.6; I.6. 7;II.1.1; II.2.3; II.2.3; II.2.5; II.3.4; II.3.6; II.3.7; II.4.1; II.4.2; III.1.2; III.8.3

Purpose: 1. To learn about a variety of Assessment tools used in assessing chronic diseases and disorders. 2. To provide learners with the opportunity to practice administering the assessment tools in a small group. 3. To provide learners with an opportunity to discuss insights gained from completing the Assessment Tools

and Global Aging Exploration in small and total class presentations. Directions for this Assignment:

We will be spending one class practicing how to do assessment interviews. Check Week-at-a-Glance for the Assessment & Global Aging Exploration Faire date.

Early in the semester, as you are reading about your Health Challenge Topic, think about what what assessment tools you as a gerontologist, or other health care team members, need to gather data in order to assist elders facing your topic.

Check out www.consultgeri.org, www.aoa.org, & www.nihseniorhealth.gov for more about your topic and commonly validated and used assessment tools. o Find a Topic-specific Assessment Tool. Remember to think of all holistic areas (biopsychosocial,

cultural, spiritual, environmental, gender and generational cohort) that need to be assessed (ie: if your topic is arthritis .. you may want to look for nutrition, exercise, or pain assessments)

o Each individual in your Topic group must choose a different disease/disorder-specific assessment tool that captures the information you might need to know from your elder to help them with their disease/disorder. Be sure not to use duplicate assessments You’ll talk about them in you presentation too!

o Print this Assessment tool; PRACTICE asking the questions (before class), and bring a blank one to the Assessment Faire.

o Prior to the Faire talk among your group members about the tools you found and which ones you will bring to the Assessment Faire in your packet. These should be used in your final presentation on your topic!!

Go to www.consultgeri.org and explore the site and these specific assessment tools.

o Katz Functional Assessment o Heinrich Fall Risk Assessment o Watch any videos about completing the screening tools and print out the “Try It” tools to assist you. o Print these two (2) Assessment tools, PRACTICE asking the questions (before class), and bring

blank assessment tools to the Assessment Faire in your packet to fill out in class.

Go to the GERO 122/222 Canvas Template folder. Download the Holistic Assessment Tool template. o Download the Holistic Template BLANK from Canvas to your desktop, o Look at the Sample in Miscellaneous Section of this Syllabus (notice citation placements) o Leave the first column (with the parameters) and delete the content from the rest of the Template . o Based on your EB research on your health challenge topic & theory, Type in the Holistic questions

in the second column. Cite the article(s) that gave you the idea to include these questions. o type in you have developed throughout the semester for elders/families for each of the eight (8)

holistic parameters (that means there has to be at least 2 questions/holistic parameter; 16 total).In the second column.

o You will complete this form during your Assessment Interview in class. o Practice asking the questions you wrote (before class), and bring a blank one to the Assessment

Faire in your packet.

This is an individual assignment so organize and clip together your own Assessment Tool forms in the designated order below & include your own title page. o Title page


http://www.aoa.org/

http://www.nihseniorhealth.gov/



o Katz Functional Assessment o Fall Risk o Chronic Disease/Disorder Assessment o Holistic Assessment o Reference page o Grading Rubric (with top part filled in)

Review each tool thoroughly before the Assessment Faire night. You may want to practice on a friend

before you come to class.

Clip your Global Aging Exploration Assignment (see p. 22 for order) to your Assessment Tools.

Then put each individual group members’ assessments into ONE group packet in a paper folder (one with two pockets).

Assessment Faire Grading Rubric Student: __________________ Health Challenge Topic: _________________

Theory : _____________________________

4 Exceeds

Expectation

3 Meets

Expectation


1 Below

Expectation Required Assessment Tools Completed Katz Functional Assessment 4 3 2 1 Heinrich Fall Risk 4 3 2 1 Disease/Disorder Assessment Tool Included and completed 4 3 2 1 Holistic Assessment Tool Included and completed 4 3 2 1 References included as appropriate 3 2 1 Professional Presentation Correct Grammar, spelling, etc. 3 2 1 Assignment directions/order followed according to Rubric 3 2 1 All Assignment components turned in, on time at beginning of class (includes Reference page)

3 1

Actively participated in Class Assessments & Discussion 3 1 Sub Totals /16 /27 /14 /9 Overall Total /31 Comments:

Addresses Gerontology Core Competencies: I.1.4; I.2.1; I.2.4; I.2.6; I.3.2-I.3.5; I.4.1; I.6; I.6. 7;II.1.1; II.2.3; II.2.3; II.2.5; II.3.4; II.3.6; II.3.7; II.4.1; II.4.2;

III.1.2; III.8.3


In-Class Assessment Tool & Global Aging Exploration Discussion Strategy 5:30-7:15 – Elder Assessment Interviews

Bring all required Assessment forms in Packet When directed, get into Groups of one Elder and two Students & introduce yourselves Spread out around the room

Students:

o Explain what you are doing and why …

o Explain how you will go about your assessment …

o Remember to frequently check what you are hearing/seeing is what your elder means

o Take turns completing the first two (2) assessments

o When you are not being the interviewer, take notes on your own assessment

forms (complete your own for the other two)

o When done … ask for questions … Move on to the CH assessments

o Each student completes their own Holistic & CH Assessments

Do the assessments in the following order:

o Katz Functional Assessment (5:40-5:55; inc. clarify/summarize time)

o Fall Risk (5:55-6:10; inc. clarify/summarize time)

o Chronic Disease/Disorder Assessment student #1 (6:10-6:25; inc. clarify/summarize)

o Chronic Disease/Disorder Assessment student #2 (6:25-6:40 inc. clarify/summarize)

o Holistic Assessment - Student #1 (6:40-6:55 inc clarify/summarize)

o Holistic Assessment – Student #2 (6:55-7:05 inc. clarify /summarize)

Conclusions & Thank You

7:15-7:35 – Break

7:35-8:10 – Global Aging Exploration Discussion Small Group - Complete Discussion Worksheet

Large Group – Report back Summary – What will you as the Interviewer do next time to make

it better?

Turn in


Chronic Disease/Disorder Global Aging Exploration GERONTOLOGY CORE COMPETENCIES – I.4.3; I.4.4; I.4.5; I.4.6; I.4.7

Purpose: 1. To assist learners in understanding global aging demographics and services related to a specific Chronic

Disease or Disorder. 2. To provide a vehicle for learners to compare and contrast U.S. and global elder services focusing on the

integration of disease management, self-care, health promotion and available services as they relate to their chosen research topic.

3. To afford learners the occasion to practice clear and concise evidence-based writing skills in short papers that will provide the foundation for future assignments.

4. To provide learners with an opportunity to discuss insights gained from the Global Aging Exploration Assignment in small and then large group presentations.

Experience Directions: 1. For this Assignment you will be completing the Global Aging Answer Sheet (fillable version

available in Canvas). 2. Each group member chooses a different U.S. agency and different country agency to explore

online. 3. Find and explore an agency website in the U.S. that addresses some of the needs for individuals

who are experiencing challenges with YOUR Chronic Disease/Disorder Health Challenge topic (can be the disease itself or outcomes from the disease).

3a. After exploring various U.S websites, choose one AGENCY site that offers elder/family services that can assist them with their Chronic Disease/Disorder Challenge.

3b. Examine how the site addresses disease management, self-care, health promotion and their available services for elders and their families – complete Answer Sheet including any EB references you may have to support the categories.

4. Choose a country you are interested in exploring and look for agency websites that relate to your Chronic Disease/Disorder Health Challenge topic. A great site to use to begin your research for this alignment is: www.who.int/ageing/publications/global_health/en//.

4a. After exploring various websites for your chosen country, choose one AGENCY site that offers elder/family services that can assist them with their Chronic Disease/Disorder Challenge.

4b. The Eldercare Locator in the U.S. www.eldercare.gov is a good example of what we have in the U.S - see if your chosen country has something similar! You may need to expand your search to find services that approximate ones you know about in the U.S. – complete Answer Sheet including any EB references you may have to support the categories.

5. Put a screen shot of both of the websites’ home pages you chose in the Answer Sheet. 6. NOTE: you can use some of the same references from your Flyer and other readings/websites to

support conclusions you reach from your analysis for this section. 7. Put this Assignment behind your individual Assessment Faire Assignment and turn it in, in the group packet

(see Assessment Faire directions).

Use the following page order for this Assignment: • Title page • Assignment Answer Sheet • Reference page (include all references used) • Grading Rubric (top filled in; use copy from Canvas)

http://www.who.int/ageing/publications/global_health/en/

http://www.eldercare.gov/


Chronic Disease/Disorder Global Aging Exploration Grading Rubric

Student: __________________ Health Challenge Topic: _________________Theory : ________________________

4 Exceeds

Expectation

3 Meets

Expectation


1 Below

Expectation Table (All Examples Must be Supported by cited websites)

Thoroughly completes all components on Answer Sheet Disease Management (U.S. & global agencies) 4 3 2 1 Self-care (U.S. & global) 4 3 2 1 Health promotion (U.S. & global agencies) 4 3 2 1 Available services (U.S.& global, agencies) 4 3 2 1 Conclusions Identifies Local &Global agency’s service Similarities & Differences

4 3 2 1

Identifies any Service Gaps 4 3 2 1 Discusses how this experience enhanced your global view of aging

4 3 2 1

Identifies how you will use what you learned 4 3 2 1 Professional Presentation Correct Grammar, spelling, etc. 3 2 1 Assignment directions/order followed according to Rubric 3 2 1 All Citations correctly written (APA) 3 2 1 Reference page correctly written (APA) 3 2 1 All Assignment components turned in, on time 3 1 Actively participated in Class Discussion/turned in group questions

3 1

Sub Totals /32 /42 /24 /14 Overall Total /50 Comments:

Addresses Gerontology Core Competencies:

I.4.3; I.4.4; I.4.5; I.4.6; I.4.7


In-Class Discussion Global Aging Exploration Questions

You will use answers from your Assignment Sheet (One Group Sheet Completed in class during the Assessment & Aging Exploration Faire)

Name: ___________________ Country: ___________________ Name: ___________________ Country: ___________________ Name: ___________________ Country: ___________________ Name: ___________________ Country: ___________________

Identify Local & Global Similarities & Differences (including disease management strategies, focus on self-care, focus on health promotion, and how services are accessed)

Student Topic & Theory

Country Services Offered

Local, Global & Own Agency Similarities

Local, Global & Own Agency Differences

1 2 3 4

What gaps did you identify (local vs global)? 1. 2. 3. 4. What did you learn from this global aging exploration? 1. 2. 3. 4. How you will use what you learned from this experience when you interact with elders and their families? 1. 2. 3. 4.


Chronic Disease/Disorder Health Challenge Self-Care Booklet Piecing it All Together!

GERONTOLOGY CORE COMPETENCIES – I.2.1; I.2.4; I.6.5; II.3.2; II.3.6; II.3.8; II.4.2; III1.2; III.3.2; III.8.2

This Evidence-based Health Challenge Self-Care Booklet (SCB) allows students to combine individual evidence-based research and web and agency exploration, into a usable Group Produced Self-Care Booklet on a relevant Chronic Disease/Disorder, or Geriatric Syndrome Health Challenge topic for elders and families. It builds on learning and assignments throughout the course. Purpose: 1. To afford students the opportunity to work together in a group to produce an Evidence Based research Self-

Care Booklet that demonstrates in-depth understanding of a specific Disease/Disorder or Geriatric Syndrome encountered during the aging process.

2. To provide the opportunity for students to combine theory, evidence-based research, and assessment data, when creating and presenting a Self-Care Booklet on their aging topic.

3. To present students opportunities to explore available community based services related to their research topic and theory perspective.

4. To provide students with an opportunity to contribute to an extensive web-based list of available community older adult agencies.

5. To provide a vehicle for students to demonstrate implementation of several gerontology competencies. 6. To assist students’ acquisition of information technology skills when creating the Self-Care Booklet. 7. To provide students the skills for working in team and evaluating team efforts. 8. To provide an opportunity for students to share their Self-Care Booklets (SCB) with others in a

Presentation/Discussion format. Format: 1. This is your opportunity to be creative and share the important highlights about your Health Challenge Topic!

The Self-Care Booklet (SCB) is supported by your readings (Health Challenge Topic and Theory). 2. You may use/create any (professional & readable) format for your Self-Care Booklet (I have some you can

look at for ideas). Students in the past have used Publisher or Word to create their awesome Booklets! You may want to check out the following website for great information: http://www.nia.nih.gov/print/health/publication/making-your-printed-health-materials-senior-friendly.

For this Assignment – DO NOT use Personal Pronouns in your writing! 3. This SCB is evidence-based and must include citations throughout, and have a reference page at the end

(using APA format). 4. Use the headings and order for each of the sections to organize your Self-Care Booklet (Part II #4) – this

helps readers understand the primary areas and to look for what they need to know. Put the name of the Primary contributor of section next to the title as a by-line.

Part I – Planning & Getting the Data 1. You and three other student partners will choose a Health Challenge Topic that is matched with a

Theory/Model (first & second class). You will become the EXPERTS on your topic & theory and use what you learn in other assignments throughout the course!

http://www.nia.nih.gov/print/health/publication/making-your-printed-health-materials-senior-friendly


2. Find and read your individual EB research articles related to the Topic and Theory (each undergrad = at least 5/student; each grad = at least 9/student). You may want to start getting topic and theory articles as soon as your topic is confirmed (by second class). Begin at the beginning of the semester to keep track of what you may want to put in your Self-Care Booklet (SCB). The SCB will reflect all you’ve learned by the end of the course, is part of your Final grade, and your SBC is definitely something you will use in job interviews and in your practice!!

3. Collaborate with your three other partners early and frequently during the semester.

Part II (Preparing your Group SCB) 1. Your 10-14 page (back-to-back, makes it 5-7 pages including references) SCB will exemplify the most

important, common information that elders and their families need to know about their disease/disorder/syndrome. There are many needs/concerns so prioritize the ones you and your partners believe to be the most important and indicate why.

2. Your Booklet should be written so readers will understand the information. The goal is to inform the

consumer audience (use regular non-medical language! Using bullets is often an easy way to do this, but if you write short paragraphs be sure they are easy to understand/follow! I will bring samples to class or you can come by my office to get some ideas of ones done by students in earlier courses. Also check the NIH website for hints on creating booklets for older adults!!

3. Your SCB must be supported with evidence-based research articles on your topic and theory You may use

information from text books or other validated websites but those sources are in addition to the primary EB research articles (minimum for each undergrad = 5/student & each grad = 9/student research articles; all cited & referenced).

4. Create & Organize your Health Self-Care Booklet using the following six (6) sections (include student

responsible for section as a by-line): • Introduction ~ a paragraph about the topic & theory. This should include EB descriptions regarding the

topic and a couple of sentences about how you used (connected) your theory to support the topic. The introduction can be inside on page 2 or it can be on your cover page with your Title, group members’ names, Sacramento Sate Gerontology Department, and date (always take credit for your great work)

• Background facts ~ statistics, risk factors, costs, possible legal issues, and any other pertinent facts you identify regarding your Topic.

• Primary Client/Family Holistic Needs/Concerns (give at least 4 of the eight Holistic parameters) & Interventions Table – Use this Template (fillable copy in Canvas):

Most Common Patient/Family Holistic Needs/Concerns for ______ (insert your Health Challenge topic & Theory) ________

Include EB Citations to support your interventions

Rationale: Include a few sentences here why you decided these particular Needs/Concerns and holistic parameters (out of all possible ones) were the most important and why you specifically prioritized them in this order (most to least important ).Include how these parameters connect to your theorv! Client/Family Needs/Concerns & Holistic Parameter (at least 4 of the eight)

Interventions (what the patient, family member, gerontologist, or Health Team member should do/facilitate); minimum of three (3) for each identified Need/Concern. Identify specific assessment tool and who should do interventions in parenthesis.

1. Overall Safety (Environment Needs)

1. Assess degree of vision loss w/Low Vision Scale (NURS) (Jones, 20017)

2. Obtain low vision telephone (family) 3. Install/maintain smoke alarm/exit plan (family) (Max, 2016) 4. Label/date meds and food (family)

2. Loss & grieving (Psychological Concerns)

1. Assess response to loss w/Loss Scale (gerontologist, RN, SW) (Smith, 2009) 2. Discuss possible solutions w/family (gerontologist, RN, SW) 3. Refer family to support group (client, gerontologist, RN, SW)

Etc. 3 & 4 Etc.

SAMPLE


• Community Agency/Service Resources - Based on your literature and web research, include a minimum of 4 community-based agencies/Programs and 4 different websites in the SCB that you

would refer clients/their families to with this disease or disorder (ie if your topic is arthritis, you might include agencies that provide exercise, diet, or pain management programs). Each student should chose and contact one agency for information (going there would be ideal) and one website using the standard criteria you should use when evaluating websites; purpose, authority, clarity, objectivity, appropriateness, currency, responsibility & accessibility before referring others to them. (You will each talk about yours in your Presentation)

o You should explore the entire site (visit if you can if they are local!) you chose to be sure that it has valid and reliable information (based on evidence-based research) that you would use and recommend to others for more information on this topic.

o In your SCB include all available contact information and a sentence about each of the services offered.

o Email these Community Agency Resources & websites to Dr. O [email protected] by 5 pm the day the SCB is due. Use the 4 agencies & 4 websites identified from your SCB into the Community Agency Template in Canvas then add any important additional required information. Be sure to include each student’s name.

• Summary paragraph - conclude your Self-Care Booklet with a Summary paragraph highlighting key findings from the entire Booklet, including how the theory supported the SBC.

• Include all cited references at the end of your Booklet (can be a smaller font ). Identify which student read which article – put student’s name at the end of each reference in parenthesis.

5. Make and turn in two (2) copies of your Self-Care Booklet at the beginning of class on the date in the Week-at-a-Glance. The one I grade can be a less “formal” copy (ie a black and white copy; not laminated) but I must be able to write on it I will bring the formal copy (color, bound some way etc.) back the night you are presenting to show your peers and then keep it for Department Evaluation and so I can brag & show other students and faculty

6. After you get your graded Booklet back, I recommend each group member make a final (attractive) copy for themselves to keep – this Booklet is something to be proud of and to share with others (family, friends, elders you work with, employers, etc)!

7. Your group will present your Self Care Booklet during one of three classes at the end of the semester

(directions follow). You will know your Presentation date by mid semester. Everyone is expected to attend all presentation classes and bring questions to ask your classmates (points are included in Final Presentation grade).

Overall Hints for Success from Others: ** Start EARLY!!! This assignment is all inclusive and takes time up front to plan so everyone’s schedules can

be taken into account. DON’T think you can do it all the week before it’s due! – Your product will not be what you really want and you’ll make yourself and others Stressed!

** Follow your Group Process Plan – make adjustments as needed and COMMUNICATE WITH YOUR

Team members. ** See Dr. O for help any time!! ** Make your SCB look professional!! Use correct grammar, punctuation, spelling, writing clarity &

conciseness, research paper development (introduction, body, and conclusion should be used in the all sections). Be sure to include your name, Course, and SacState (you can’t include the CSUS logo tho’ )

** Refer to composition/writing guidelines in your Syllabus for help in evaluating your writing and the APA book

and www.csus.edu/gero (look under current student Ambassadors and Paper Help: APA, for format). ** Be sure to use the Grading Rubric to check that you have completed and included everything.

mailto:[email protected]

http://www.csus.edu/gero


** Have a friend or two proof-read your paper – before you print it – they will see things you won’t! ** Cite all references. Your Self-Care Booklet must reflect all the sources – EB research & others! Health Challenge Self-Care Booklet ~ Grading Rubric Student: ____________________________ Topic Focus: __________________________

Theory Focus: _________________________________

NOTE: ALL sections must include EB citations

4 Exceeds

Expectation

3 Meets

Expectation


1 Below

Expectation Title page (includes all components (see directions) 3 1 Introduction Introduces disease/disorder & connects with theory perspective

4 3 2 1

Background Facts Identifies stats, risks factors, costs, etc. 4 3 2 1 Primary Holistic Needs & Interventions (Table) Includes rationale for priority order of holistic needs 4 3 2 1 Identifies & prioritizes the most common (least four (4) of the eight (8) holistic parameters) elder & family needs or concerns for this disease/disorder.

4

3

2

1

Interventions – Minimum of 3 (valid ones) for each of the 4 most common elder/family needs identified above; Names Assessment tools used

4

3

2

1

Interventions – Identifies WHO does intervention 3 2 1 Community Agencies & Conclusion Includes all (4) Community Service Agency Resources & (4) separate websites

4

3

2

1

Concludes with Care Booklet Conclusion/Summary 4 3 2 1 Community Agency Template email received on time 3 1 Professional Presentation Correct Grammar & Spelling 3 2 1 SCB was clear and logically developed 4 3 2 1 SCB appropriate to the audience 4 3 2 1 Correctly Cites EB Sources (throughout SCB) 3 2 1 Citations correctly written (APA) (Min. undergrad = 5 & each grad = 9)

3

2

1

Citations correctly referenced (APA) (Min. undergrad = 5 & each grad = 9)

3

2

1

All Assignment directions followed directions/rubric 3 1 Includes 2 copies of SCB & one Grading Rubric for group 3 1 Actively participated in Team (Completed Individual Team Evaluation #1)

3

1

Assignment turned in, on time 3 1 Sub Totals /36 /60 /28 /20 Overall Total /69 Comments

Key: Reference points for 1, 2, 3, & 4 scores are on Rubrics at the end of the syllabus, Presentation Rubric - the primary difference between scores 3 and 4 lies with the level of mastery of the topic, the depth and breadth of analysis of complex ideas (not superficial), and the clarity of thought (how easy it is to understand). Also see #s 1, 2 & 5 on the Written/Presentation Rubric and #s 1-5 on Integrative Learning Rubric and #s 1-5 on Teamwork Rubric.

Addresses Gerontology Core Competencies: I.2.1; I.2.4; I.6.5; II.3.2; II.3.6; II.3.8; II.4.2; III1.2; III.3.2; III.8.2


GERONTOLOGY CORE COMPETENCIES – I.2.1; I.2.4; I.6.5; II.3.2; II.3.6; II.3.8; II.4.2; III1.2; III.3.2; III.8.2

This Group Presentation serves as the course FINAL. It will demonstrate all you have learned throughout the semester in class, readings, and assignments! There will be three classes for these presentations; you will know your group presentation date by mid semester. Attendance at all presentations is required and it is part of your FINAL grade. On the nights you are not presenting … Check Canvas for the topics and Think about those topic that are being presented. Bring questions to ask your peers and learn more about their topics! (class participation points) . Directions for this FINAL Presentation (15-18 slides):

The overall goal is to share your SCB and highlight lessons learned about your Health Challenge Topic and Theory.

Each student group will have 30 minutes (including questions) to present the information from your SBC. Be sure to practice the presentation so everyone has their timing correct!

PPT Components: Follow the Grading Rubric and include all the required areas in your PPT!! Check with Dr O if you are unclear about how to write objectives for your presentation Examples would be: By the end of this presentation students will:

1. Recognize the primary concepts related to you topic. 2. Explain the major components of your theory and how it was used to help explain your topic. 3. Understand a minimum of 3 primary risk factors for _____ (Your Topic) 4. Identify a minimum of 4 interventions gerontologists can do to help families dealing with the after effects of ____ (Your topic). 5. Continue with what you want the class to know.

Bring Topic & Theory Highlight Handout and give to all students: This is a one page (both sides) handout. Include the information that you want to be sure all students know after they hear your presentation (it should reflect your class objectives and what you put on your PPTs (follows sections on Rubric), so they can follow along! Students can also, then use the information you presented in their own deontological practice!

Dr. O will bring the second copy of your SCB to class so you can pass it around and show it off!

Health Challenge SCB Presentation ~ FINAL


Organize Group Presentation Material Packet in the following order. Bring one packet in a paper folder with pockets Turn-in Group Presentation Material Packet to Dr. O at the beginning of class on your presentation date (see Week-at-a-Glance and Sign-up Sheet):

o Title page o Copy of SCB Highlights Handout o Printed Presentation PPT - put 3 slides to a page when you print it out so I can read it … (check with Dr. O

if you don’t know how to do this then copy back to back to save paper o Reference page (from SCB & any additional ones you used for the presentation) * Include responsible

student’s name in parenthesis as you did in the Booklet. o One (Group) Presentation Grading Rubric (top part filled in)

Turn in Individual Team Evaluation - (print from Canvas)

Health Challenge Self-Care Presentation ~ Grading Rubric Students: _____________________________________________________________________ Topic Focus: _____________________Theory Focus: _________________________________

NOTE: ALL sections must include EB citations

4 Exceeds

Expectation

3 Meets

Expectation


1 Below

Expectation Introduction (slides 1-2) Title: Topic and Theory; Group members; Why You Chose this topic

3 2 1

Objectives of presentation (see directions) 3 2 1 Self-Care Booklet Description (slides ~~ 3-15) Introduces disease/disorder 4 3 2 1 Describes theory components & how theory was used in SCB 4 3 2 1 Identifies Background Facts (stats, risks factors, costs) 4 3 2 1 Includes rationale for priority order of holistic needs (why #1 before #2, etc; includes reasons from theory perspective

3 2 1

Identifies & prioritizes the most common elder & family needs or concerns for this disease/disorder. (at least four (4) of the eight (8) holistic parameters)

4

3

2

1

Interventions – Includes a minimum of 3 for each of the 4 most common elder/family needs identified above

4

3

2

1

Discusses 4 Assessment Tools used (from ones found for your topic for the Assessment Faire): why chosen, how they can inform an assessment of this Health Challenge

4

3

2

1

Includes all (4) Community Service Agency Resources & (4) separate websites

4

3

2

1

Concludes with Care Booklet Conclusion/Summary 4 3 2 1 Professional Presentation Correct Grammar & Spelling 3 2 1 Presentation was clear and logically developed 4 3 2 1 Presentation/discussion engaged the audience 4 3 2 1 Cites & Points out EB Sources from SCB (throughout presentation)

3

2

1

Assignment directions followed (packet materials in complete & in order, includes rubric)

3 2 1

Citations correctly written (APA (Min. total based on class level, check directions)

3 2 1

Reference page correctly written (APA) (Min. total based on class level). EACH reference indicates the student who read the article, at the end of the reference.

3

2

1

All assignment components turned in, on time 3 1 Completed Individual Team Evaluations 3 1 Attends all presentations 3 1 Sub Totals /40 /63 /42 /21 Overall Total /73 Comments:

Key: Reference points for 1, 2, 3, & 4 scores are on Rubrics at the end of the syllabus, Presentation Rubric - the primary difference between scores 3 and 4 lies with the level of mastery of the topic, the depth and breadth of analysis of complex ideas (not superficial), and the clarity of thought (how easy it is to understand). Also see #s 1, 2 & 5 on the Written/Presentation Rubric and #s 1-5 on Integrative Learning Rubric and #s 1-5 on Teamwork Rubric.

Addresses Gerontology Core Competencies: I.2.1; I.2.4; I.6.5; II.3.2; II.3.6; II.3.8; II.4.2; III1.2; III.3.2; III.8.2


Miscellaneous


Class #3 – Group Process Work Sheet – 20 minutes

Break into your Topic/Theory Groups ~~~ Refer to pages 36-39 in Syllabus/Workbook

Agree on and name who will serve as the formal Leader of your group _______________________________________

Describe & Agree on each student’s roles and responsibilities: o Student #1 (Name & roles)

o Student #2 (Name & roles)

o Student #3 (Name & roles)

o Student #4 (Name and roles)

Decide on and list all collaboration meeting dates and time (face-to-face & online). Use a calendar to

set specific check-in-dates from tonight until the due date):

Make a timeline (based on the above dates) when you all agree that the various parts will be completed:

Describe what your group will do to assure the work gets done using your time frame:

Describe what you will do if someone doesn’t complete their work according to the time line


Group Process Stages Bruce Tuckman (1984)

Bruce Tuckman's 1965 Forming Storming Norming, Performing team-development model

Dr Bruce Tuckman published his Forming Storming Norming Performing model in 1965. He added a fifth stage, Adjourning, in the 1970s. The Forming Storming Norming Performing theory is an elegant and helpful explanation of team development and behavior (US spelling: behavior). Similarities can be seen with other models, such as Tannenbaum and Schmidt Continuum and especially with Hersey and Blanchard's Situational Leadership® model, developed about the same time.

Tuckman's model explains that as the team develops maturity and ability, relationships establish, and the leader changes leadership style. Beginning with a directing style, moving through coaching, then participating, finishing delegating and almost detached. At this point the team may produce a successor leader and the previous leader can move on to develop a new team. This progression of team behavior and leadership style can be seen clearly in the Tannenbaum and Schmidt Continuum - the authority and freedom extended by the leader to the team increases while the control of the leader reduces. In Tuckman's Forming Storming Norming Performing model, Hersey's and Blanchard's Situational Leadership® model and in Tannenbaum and Schmidt's Continuum, we see the same effect, represented in three ways.

See also leadership tips and leadership theories, both of which relate strongly to understanding and managing groups.

The Conscious Competence learning model, together with Kolb's learning cycle theory, and the JoHari Window model all provide helpful additional ways to learn and to teach others about Tuckman's ideas and their applications.

http://www.businessballs.com/tannenbaum.htm

http://www.businessballs.com/leadership.htm

http://www.businessballs.com/leadership-theories.htm

http://www.businessballs.com/consciouscompetencelearningmodel.htm

http://www.businessballs.com/kolblearningstyles.htm

http://www.businessballs.com/johariwindowmodel.htm

http://www.businessballs.com/johariwindowmodel.htm


Tuckman's forming storming norming performing four-stage model. The progression is: forming storming norming performing

Here are the features of each phase:

forming - stage 1

High dependence on leader for guidance and direction. Little agreement on team aims other than received from leader. Individual roles and responsibilities are unclear. Leader must be prepared to answer lots of questions about the team's purpose, objectives and external relationships. Processes are often ignored. Members test tolerance of system and leader. Leader directs (similar to Situational Leadership® 'Telling' mode).

storming - stage 2

Decisions don't come easily within group. Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. Clarity of purpose increases but plenty of uncertainties persist. Cliques and factions form and there may be power struggles. The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues. Compromises may be required to enable progress. Leader coaches (similar to Situational Leadership® 'Selling' mode).

norming - stage 3

Agreement and consensus largely forms among the team, who respond well to facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong. The team may engage in fun and social activities. The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team. Leader facilitates and enables (similar to the Situational Leadership® 'Participating' mode).

performing - stage 4

The team is more strategically aware; the team knows clearly why it is doing what it is doing. The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions against criteria agreed with the leader. The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively, and necessary changes to processes and structure are made by the team. The team is able to work towards achieving the goal, and also to attend to relationship, style and process issues along the way. Team members look after each other. The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted. Team members might ask for assistance from the leader with personal and interpersonal development. Leader delegates and oversees (similar to the Situational Leadership® 'Delegating' mode).


Tuckman's forming storming norming performing Model

Better quality diagrams are available as separate files:

Tuckman 'forming storming' diagram (doc format)

Tuckman 'forming storming' diagram (pdf format)

(Thanks S Doran for suggestion. And thanks also C Lloyd for pointing out the error in these diagrams, duly corrected Aug 2008 - storming and norming were inverted.)

Tuckman's fifth stage - Adjourning

Bruce Tuckman refined his theory around 1975 and added a fifth stage to the Forming Storming Norming Performing model - he called it Adjourning, which is also referred to as Deforming and Mourning. Adjourning is arguably more of an adjunct to the original four stage model rather than an extension - it views the group from a perspective beyond the purpose of the first four stages. The Adjourning phase is certainly very relevant to the people in the group and their well-being, but not to the main task of managing and developing a team, which is clearly central to the original four stages.

adjourning - stage 5

Tuckman's fifth stage, Adjourning, is the break-up of the group, hopefully when the task is completed successfully, its purpose fulfilled; everyone can move on to new things, feeling good about what's been achieved. From an organizational perspective, recognition of and sensitivity to people's vulnerabilities in Tuckman's fifth stage is helpful, particularly if members of the group have been closely bonded and feel a sense of insecurity or threat from this change. Feelings of insecurity would be natural for people with high 'steadiness' attributes (as regards the 'four temperaments' or DISC model) and with strong routine and empathy style (as regards the Benziger thinking styles model, right and left basal brain dominance).

http://www.businessballs.com/freematerialsinword/tuckman_forming_storming_diagram.doc



http://www.businessballs.com/freepdfmaterials/tuckman_forming_storming_diagram.pdf



http://www.businessballs.com/benzigerpersonalityassessment.htm


Defining Quality of Life Strategy List the top 5 “must haves” (priority order) in your definition of “Quality of Life”:

Today Holistic Parameter Physical, psychological, social, cultural, spiritual,

environmental, gender, generational 1. 2. 3. 4. 5. When you are 65 1. 2. 3. 4. 5. When you are 75 1. 2. 3. 4. 5. When you are 85 1. 2. 3. 4. 5. Ahhas ….. Conclusions:

Prioritize parameters by importance to you


Holistic Assessment SAMPLE (Topic/Theory – Falls/Exercise/ Change theory) This is a SAMPLE of a completed Holistic Assessment. For this class you will leave the first column as is; complete & type in the second column AT HOME and delete the content from the other columns. We will complete these in class. The Template is in Canvas download it, fill in as directed and bring to the Assessment Faire class.

Student: S.S Client Initials: L.B. Holistic Parameter Questions Asked Observations Responses

(personal, communication, 2013) Physical Are you able to

participate in group exercise (Buman et al., 2010)? How do you think exercise has affected your health (Singh, 2002).

L.B. appears very physically fit. She is petite but appears to have muscle tone. She has excellent posture.

I attend a ladies water aerobic class five times a week (Buman et al., 2010; personal communication, 2013; Personal communication, 2014). Well, I’ve always exercised and I’ve never broken a bone in my life, so I’d say exercise has definitely made me strong and healthy (Singh, 2002).

Psychological Do you feel comfortable in the exercise group (Heikinnen et al., 2010)? How do you think exercise has affected your psychological well being (Singh, 2002)?

L.B. appears self confident. She answers questions with confidence. L.B. appears happy and content.

I feel very comfortable with the ladies (personal communication, 2013). At my age, I’ve accepted who I am and the body I have (Buman et al., 2010). I’m very happy psychologically and I believe that exercise has helped a lot with that. I don’t know how it works, but I always feel happier after exercising (Carmeli et al., 2006).

Social Does exercise provide a beneficial social opportunity for you (Carmeli et al., 2006)? Do you have close friendships with your exercise group (Carmeli et al., 2006)?

L.B. has good social skills. She says hi to everyone she sees. L.B. is very popular in her senior community; people often come up to her and start a conversation.

Most definitely (personal communication, 2013). Since loosing my husband, I’ve always had a sense of loneliness. When I feel particularly down, I’ll grab some girl friends and go for a walk which helps (Singh, 2002). Oh yes! We are very close. I make sure that I talk to at least 3 girl friends per day (Carmeli et al., 2006).

Spiritual Is exercise spiritual for you?

L.B. has a Bible by her bedside and many pictures of Jesus on her wall. L.B. has many Christian poems hanging on her walls.

No, I wouldn’t say its spiritual (personal communication, 2013). I’ve been a Christian since I was baptized at age 3. Wow! It’s been a long time hasn’t it. Any ways, I’m a good person, but I don’t even I’ve been good enough to get into Heaven. I just know that God has always been there for me and helped me when my husband died and when Cecil died too.

Cultural Is exercising part of your culture?

L.B. became angry while discussing the American culture; she raised her voice and shook her head.

Oh honey, I don’t have a particular culture (personal communication, 2013). I’m an American and judging by how people look today, they’re not getting any exercise!) I guess I don’t even fit into the American culture. I don’t eat junk food and I care about what I look like!

Gender Are you comfortable exercising with men (Buman et al., 2010)?

L.B. appeared tense and apprehensive when discussing men.

No, not at all (personal communication, 2013). I’m pretty fearful of men, especially groups of men I don’t know (Buman et al., 2010). They scare me so much that I don’t leave my house after 6 pm! I was raped when I was a teen, so I’ve always been suspicious of men. I feel completely comfortable with women though (Buman et al., 2010). That’s why I make sure that the exercise classes I go to are only open to women around my age.


Environmental Are you comfortable in the environment that you exercise in (Buman et al., 2010)? Are there any environmental dangers in your apartment or this facility (Barnet et al., 2003)?

The pool area is clean and clutter free (Barnet et al., 2003). L.B.’s apartment is clean and nicely decorated. Her bed is very high off of the ground (Barnet et al., 2003). Her bathtub is modified so that she does not have to step up very high to get in; it appears very safe. The toilet is very low. There are lights and/or lamps in each room (Barnet et al., 2010).

I’m very comfortable with the pool area (personal communication, 2013). Its always clean and smells nice. Its very welcoming (Heikinnen et al., 2010). Let’s see. You know, there’s been people who come in and look at my apartment. They never say there’s a problem. I can’t think of anything that seems dangerous.

Generational Are you comfortable exercising with people who are from younger generations than you (Buman et al., 2010)? How do you feel about younger generations?

L.B. appeared uncomfortable when discussing the idea of exercising with people not in her age group. L.B appeared proud to be able share her wisdom with younger generations.

I think I would feel a bit silly exercising with people who are 50 years younger than me (personal communication, 2013)! No, I wouldn’t feel comfortable exercising with people who aren’t in my age group (Buman et al., 2010). I believe that younger generations have their goods and bads! The way you guys use electronics just amazes me. I would say that the younger generation doesn’t know the value of hard work and money like my generation though. That’s something I always try to teach to younger people and my own children. I know they’ll me remember me has a hard worker and loving mother.

• Risk of falling d/t the height of the bed (Barnet et al., 2003). • Risk of falling d/t the toilet being so low. • Risk of malnutrition d/t insufficient caloric intake (Lichtenstein et al., 2008).

Key Risks • Risk of dehydration d/t insufficient fluid intake (Wotton et al., 2008). • Risk of depression r/t possibly being stuck in a phase of grief. • Religious fear r/t being scared of not getting into Heaven.

Elder’s Signature: _______________________________ Date: _______ Student Interviewer’s Signature: ___________________________ Date: _______


Sacramento State University Writing Rubric

The following rubric was created by the Faculty Senate Subcommittee for Writing and Reading. It is meant as a useful guide but not an absolute standard for the university: writing criteria will vary from instructor to instructor and discipline to discipline.

An “A” paper: A paper in this category

• Addresses the assignment thoughtfully and analytically, setting a challenging task • Does not demonstrate a need for more revision. • Displays awareness of and purpose in communicating to an audience. • Establishes a clearly focused controlling idea. • Demonstrates coherent and rhetorically sophisticated organization; makes effective

connections between ideas. • Provides clear generalizations with specific detail and compelling support and analysis. • Cites relevant sources and evaluates their validity, effectively integrating them into the text

when appropriate. • Displays evidence of careful editing with superior control of grammar and mechanics

appropriate to the assignment.

Guideline for multilingual writers: Grammatical errors are rare and do not interfere with overall effectiveness of paper; occasional imprecision in word choice and usage may occur.

A “B” paper: A paper in this category

• Addresses the assignment clearly and analytically, setting a meaningful task. • Does not demonstrate a need for significantly more revision. • Addresses audience needs and expectations. • Establishes a clearly focused controlling idea. • Demonstrates clear and coherent organization. • Provides clear generalizations and effective support and analysis. • Cites relevant sources, effectively integrating them into the text when appropriate. • Displays evidence of careful editing with consistent control of grammar and mechanics

appropriate to the assignment and the discipline.

Guideline for multilingual writers: Some grammatical errors may occur throughout the paper but do not interfere with overall effectiveness; occasional inappropriate word choice or incorrect usage may occur.

A “C” paper: A paper in this category

• Addresses the assignment with some analysis. • Demonstrates some need for further revision. • Addresses most audience needs and expectations. • Establishes a controlling idea. • Demonstrates adequate organization. • Provides support for and some analysis of generalizations. • Cites appropriate sources, adequately integrating them into text.


• Displays evidence of editing with adequate control of grammar and mechanics appropriate to the assignment. Errors do not slow the reader, impede understanding, or seriously undermine the authority of the writer.

Guideline for multilingual writers: Grammatical errors, inappropriate word choice, or incorrect usage may occur throughout the paper but rarely interfere with effective communication.

A “D” paper has some of the following qualities: A paper in this category

• Does not address the assignment adequately. • Demonstrates a need for significantly more revision. • Does not show sufficient audience awareness. • Strays from the controlling idea, or the idea is unclear. • Displays random or confusing organization. • Lacks generalizations, or gives generalizations but does not provide support or analysis. • Does not cite sources or does not cite and/or integrate sources appropriately. • Needs significant editing for grammar and mechanics; errors impede understanding.

Guideline for multilingual writers: Serious and frequent errors in grammar, word choice, or usage seriously hinder communication.

An “F” paper has many or all of the qualities listed under a “D” paper.

Guidelines for Evaluating the Writing of Multilingual Writers: The writing of multilingual students should be held to native speaker standards for content and addressing the assignment. However, because certain types of errors persist in multilingual writing even at an advanced level, some accommodation for multilingual features is appropriate.


Gerontology Department 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


Gerontology Department 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


Gerontology Department INTEGRATIVE LEARNING Rubric Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus. Gerontology students should be able to effectively transfer learned theory and social phenomena from a social science perspective in a variety of practice settings.

4 = Exceed Expectation 3 = Meet Expectation 2 = Approach Expectation 1 = Below Expectation Connections to Experience Connects relevant experience and academic knowledge

Meaningfully synthesizes connections among experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) to deepen understanding of fields of study and to broaden own points of view.

Effectively selects and develops examples of life experiences, drawn from a variety of contexts (e.g., family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/frameworks of fields of study.

Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own.

Identifies connections between life experiences and those academic texts and ideas perceived as similar and related to own interests.

Connections to Discipline Sees (makes) connections across disciplines, perspectives

Independently creates wholes out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or perspective.

Independently connects examples, facts, or theories from more than one field of study or perspective.

When prompted, connects examples, facts, or theories from more than one field of study or perspective.

When prompted, presents examples, facts, or theories from more than one field of study or perspective.

Transfer Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations

Adapts and applies, independently, skills, abilities, theories, or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways.

Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues.

Uses skills, abilities, theories, or methodologies gained in one situation in a new situation to contribute to understanding of problems or issues.

Uses, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation.

Integrated Communication Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) in ways that enhance meaning, making clear the interdependence of language and meaning, thought, and expression.

Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) to explicitly connect content and form, demonstrating awareness of purpose and audience.

Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) that connects in a basic way what is being communicated (content) with how it is said (form).

Fulfills the assignment(s) (i.e. to produce an essay, a poster, a video, a PowerPoint presentation, etc.) in an appropriate form.

Reflection and Self-Assessment Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment, reflective, or creative work)

Envisions a future self (and possibly makes plans that build on past experiences that have occurred across multiple and diverse contexts).

Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).

Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self-awareness).

Describes own performances with general descriptors of success and failure.


Gerontology Department TEAMWORK Rubric Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, & the quantity & quality of contributions they make tto team discussion).

Capstone Milestones Benchmark 4 = Exceed Expectation 3 = Meet Expectation 2 = Approach Expectation 1 =Below Expectation 1. Contributes to Team Meetings

Helps the team move forward by articulating the merits of alternative ideas or proposals.

Offers alternative solutions or courses of action that build on the ideas of others.

Offers new suggestions to advance the work of the group.

Shares ideas but does not advance the work of the group.

2. Facilitates the Contributions of Team Members

Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesizing the contributions of others as well as noticing when someone is not participating and inviting them to engage.

Engages team members in ways that facilitate their contributions to meetings by constructively building upon or synthesizing the contributions of others.

Engages team members in ways that facilitate their contributions to meetings by restating the views of other team members and/or asking questions for clarification.

Engages team members by taking turns and listening to others without interrupting.

3. Individual Contributions Outside of Team Meetings

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project. Proactively helps other team members complete their assigned tasks to a similar level of excellence.

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project.

Completes all assigned tasks by deadline; work accomplished advances the project.

Completes all assigned tasks by deadline.

4. Fosters Constructive Team Climate

Supports a constructive team climate by doing all of the following:

• Treats team members respectfully by being polite and constructive in communication.

• Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.

• Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it.

• Provides assistance and/or encouragement to team members.

Supports a constructive team climate by doing any three of the following:





Supports a constructive team climate by doing any two of the following:





Supports a constructive team climate by doing any one of the following:





5. Responds to Conflict

Addresses destructive conflict directly and constructively, helping to manage/resolve it in a way that strengthens overall team cohesiveness and future effectiveness.

Identifies and acknowledges conflict and stays engaged with it.

Redirecting focus toward common ground, toward task at hand (away from conflict).

Passively accepts alternate viewpoints/ideas/opinions.


Aligned Outcomes: GERO 122, CSUS Baccalaureate Learning Goals, AGHE Competencies, & Sample Outcome Measures

GERO 122

Learning Outcomes CSUS Baccalaureate Learning Goals AGHE Competencies Some Sample Learning Outcome

Measures #1 Correlate basic interdisciplinary information related to principle chronic diseases experienced by older adults including pathophysiology, risk factors, signs and symptoms, and usual treatment.

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring. #3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance.

1.1: Utilize gerontological frameworks to examine human development and aging. 1.2: relate biological theory and science to understanding senescence, longevity and variation in aging. 1.3: Relate psychological theories and science to understanding adaptation, stability and change in aging. 1.4: Relate social theories and science of aging to understanding heterogeneity, inequality and context of 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. I.6: Distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. 2.4: Engage collaboratively with others to promote integrated approaches to aging. 3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health.

Demonstrate current basic interdisciplinary knowledge when completing all assignments, & projects at 78% or higher : Rubrics for EBHP Online; Global Aging Exploration; Assessment Faire; Self Care Booklet & Presentation Oral Communication Rubric Criteria #1-5 (2013-14) Integrative Learning Rubric Criteria #1 & 2 (2014-15) Teamwork Rubric Criteria #1-5 (2015-16)

#2 Discuss representative psychological disorders experienced by older adults including pathophysiology, risk factors, signs and symptoms, and usual treatment.

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring. #3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative

1.1: Utilize gerontological frameworks to examine human development and aging. 1.2: relate biological theory and science to understanding senescence, longevity and variation in aging. 1.3: Relate psychological theories and science to understanding adaptation, stability and change in aging. 1.4: Relate social theories and science of aging to understanding heterogeneity, inequality and context of aging.

Demonstrate current basic interdisciplinary knowledge when completing all assignments, & projects at 78% or higher : Rubrics for EBHP Online; Global Aging Exploration; Assessment Faire; Self Care Booklet & Presentation Oral Communication Rubric Criteria #1-5 (2013-14)


thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance.

I.5: Develop comprehensive and meaningful concepts, definitions and measures for well-being of older adults and their families, grounded in Humanities and Arts. I.6: Distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. 2.4: Engage collaboratively with others to promote integrated approaches to aging. 3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health.

Integrative Learning Rubric Criteria #1 & 2 (2014-15) Teamwork Rubric Criteria #1-5 (2015-16)

#3 Apply interdisciplinary evidenced-based data when analyzing elders’ and families’ holistic responses to chronic diseases and psychological disorders.

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring. #3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance. #4. Personal and Social Responsibility, Including: civic knowledge and engagement – local and global, intercultural knowledge and competence*, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges. #5. Integrative Learning** Including: synthesis and advanced accomplishment across general and specialized studies.

1.1: Utilize gerontological frameworks to examine human development and aging 1.2: relate biological theory and science to understanding senescence, longevity and variation in aging. 1.3: Relate psychological theories and science to understanding adaptation, stability and change in aging. 1.4: Relate social theories and science of aging to understanding heterogeneity, inequality and context of 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. I.6: Distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. 2.4: Engage collaboratively with others to promote integrated approaches to aging. 3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health.

Use and Analyze responses using holistic framework when completing all assignments, & projects at 78% or higher : Rubrics for EBHP Online; Global Aging Exploration; Assessment Faire; Self Care Booklet & Presentation Oral Communication Rubric Criteria #1-5 (2013-14) Integrative Learning Rubric Criteria #1 & 2 (2014-15) Teamwork Rubric Criteria #1-5 (2015-16)

#4 Analyze interdisciplinary theories and strategies that have been used successfully to maintain maximum

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate

1.1: Utilize gerontological frameworks to examine human development and aging

Analyze interdisciplinary theories & strategies that can support assignments & projects at 78% or


functioning, optimal wellness, and comfort in elders and families with chronic diseases and psychological disorders.

informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring. #3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance. #4. Personal and Social Responsibility, Including: civic knowledge and engagement – local and global, intercultural knowledge and competence*, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges. #5. Integrative Learning** Including: synthesis and advanced accomplishment across general and specialized studies.

1.2: relate biological theory and science to understanding senescence, longevity and variation in aging. 1.3: Relate psychological theories and science to understanding adaptation, stability and change in aging. 1.4: Relate social theories and science of aging to understanding heterogeneity, inequality and context of 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. I.6: Distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. 2.4: Engage collaboratively with others to promote integrated approaches to aging. 3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health. 3.2: Promote quality of life and positive social environment for older persons. 3.4: Encourage older persons to engage in lifelong learning opportunities.

higher: Rubrics for EBHP Online; Global Aging Exploration; Assessment Faire; Self Care Booklet & Presentation Oral Communication Rubric Criteria #1-5 (2013-14) Integrative Learning Rubric Criteria #1 & 2 (2014-15) Teamwork Rubric Criteria #1-5 (2015-16)

#5 Explore interdisciplinary evidence-based theories and models to develop alternative solutions to situations arising from chronic diseases and psychological disorders for older adults and families.

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring. #3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems,

1.3: Relate psychological theories and science to understanding adaptation, stability and change in aging. 1.4: Relate social theories and science of aging to understanding heterogeneity, inequality and context of 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. I.6: Distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. 2.4: Engage collaboratively with others to promote integrated approaches to aging.

Use interdisciplinary theories & strategies to develop alternative solutions for elders & families in assignments & projects at 78% or higher: Rubrics for EBHP Online; Global Aging Exploration; Assessment Faire; Self Care Booklet & Presentation Oral Communication Rubric Criteria #1-5 (2013-14) Integrative Learning Rubric Criteria #1 & 2 (2014-15)


projects, and standards for performance. #5 Integrative Learning** Including: synthesis and advanced accomplishment across general and specialized studies.

3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health. 3.2: Promote quality of life and positive social environment for older persons. 3.4: Encourage older persons to engage in lifelong learning opportunities.

Teamwork Rubric Criteria #1-5 (2015-16)

#6 Examine evidence-based health promotion Departments that assist elders and families in maintaining and improving quality of life.

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring. #3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance. #4. Personal and Social Responsibility, Including: civic knowledge and engagement – local and global, intercultural knowledge and competence*, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges.

1.3: Relate psychological theories and science to understanding adaptation, stability and change in 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. I.6: Distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. 2.4: Engage collaboratively with others to promote integrated approaches to aging. 3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health. 3.2: Promote quality of life and positive social environment for older persons. 3.3 Design and evaluate Programs for older persons that promote intergenerational relationships. 3.4: Encourage older persons to engage in lifelong learning opportunities.

Complete Part I & Part II of EBHP according to Rubric; include findings during in-class discussion Oral Communication Rubric Criteria #1-5 (2013-14) Integrative Learning Rubric Criteria #1 & 2 (2014-15) Teamwork Rubric Criteria #1-5 (2015-16)

#7 Explore community resources providing services for chronically ill older adults and their families.

#1. Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields drawing on the knowledge and skills of disciplines outside the major. #2. Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, contemporary and enduring.

I.5: Develop comprehensive and meaningful concepts, definitions and measures for well-being of older adults and their families, grounded in Humanities and Arts. I.6: Distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research. 2.4: Engage collaboratively with others to promote integrated approaches to aging.

Explore and refer to alternative resources for elders & families in assignments & projects at 78% or higher: Rubrics for EBHP Online; Global Aging Exploration; Assessment Faire; Self Care Booklet & Presentation Oral Communication Rubric Criteria #1-5 (2013-14)


#3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and for performance. #4. Personal and Social Responsibility, Including: civic knowledge and engagement – local and global, intercultural knowledge and competence*, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges

3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health. 3.2: Promote quality of life and positive social environment for older persons. 3.4: Encourage older persons to engage in lifelong learning opportunities.

Integrative Learning Rubric Criteria #1 & 2 (2014-15) Teamwork Rubric Criteria #1-5 (2015-16)

#8 Exhibit personal and social responsibility by adhering to university, course and agency policies and standards.

#4. Personal and Social Responsibility, Including: civic knowledge and engagement – local and global, intercultural knowledge and competence*, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges.

2.1: Develop a gerontological perspective through knowledge and self-reflection. 2.2: Adhere to ethical principles to guide work with and on behalf of older persons. 3.1: Promote older persons’ strengths and adaptations to maximize well-being, health and mental health. 3.2: Promote quality of life and positive social environment for older persons. 3.7: Employ and generate policy to equitably address the needs of older persons.

Adheres to course and agency policies. Oral Communication Rubric Criteria #1-5 (2013-14) Integrative Learning Rubric Criteria #1 & 2 (2014-15) Teamwork Rubric Criteria #1-5 (2015-16)

#9 Completes course assignments according to syllabus using effective basic written and oral communication skills.

#3. Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical, and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance. #4. Personal and Social Responsibility, Including: civic knowledge and engagement – local and global, intercultural knowledge and competence*, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges.

2.3: Engage, through effective communication older persons, their families and the community, in personal and public issues in aging. 2.4: Engage collaboratively with others to promote integrated approaches to aging.

Completes all assignments according to Rubric requirements Oral Communication Rubric Criteria #1-5 (2013-14) Integrative Learning Rubric Criteria #1 & 2 (2014-15) Teamwork Rubric Criteria #1-5 (2015-16)

managing physiological & emotional disorders in older adults · 2. discuss representative...

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