managing physiological & emotional disorders in older adults gero 122.222... · pre requisites:...

Hawaii Tropical Botanical Gardens 2009

Gero 122/222

Managing Physiological & Emotional Disorders

in Older Adults

Dr. Cheryl Osborne

Fall 2015 & Spring 2016

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 7

AGHE National Gerontology Competencies 9

Learning Experiences & Assignments 18

Chronic Disease/Disorder EB Health Promotion Online Assignment/Rubric 19

Chronic Disease/Disorder Global Aging Exploration 21

Global Aging Discussion Sheet 23

Assessment Faire Directions/Rubric 24

Chronic Disease Health Challenge Self-Care Booklet Guidelines 27

Team Learning Evaluation & Contributor’s Documentation Sheet 30

Team Learning Evaluation #1 31

Team Learning Evaluation #2 32

Team Learning Evaluation Group Summary #1 33

Team Learning Evaluation Group Summary #2 34

Chronic Disease Health Challenge Self-Care Booklet Rubric 35

Final: Health Challenge Self-Care Presentation Guideline/Rubric 36

Miscellaneous 39

Group Process Worksheet 40

Group Process Information 41

Quality of Life Worksheet 45

Sample: Holistic Assessment 46

Sacramento State University Writing Rubric 48

Gerontology Program Writing Definition & Rubric Scoring 50

Gerontology Program Presentation Definition & Rubric Scoring 51

Gerontology Program Integrative Learning Definition & Rubric Scoring 52

Gerontology Program Teamwork Definition & Rubric Scoring 53

Aligned Student Outcomes 54


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 programs. 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

(file://localhost/(http/::www.aghe.org:resources:gerontology-geriatrics-descriptions - sthash.Wdu7Hhxq.dpuf)

Putting It all Together!


California State University Sacramento Gerontology Programs

College of Social Sciences and Interdisciplinary Studies

Gero 122/222 – Physiological and Emotional Disorders in Older Adults Fall 2015

Professor: Dr. Cheryl Osborne Class Time: Wednesday 5:30-8:20 ~ Tahoe 1007 Office Hours: By Appointment – Benicia 1020 ~ email for appointment Phone: 278-7281 Fax: 278-3855 [email protected] Course Website: SacCT 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, Page 54-58): 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 programs 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. completes 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 programs 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 assignments, and video. REQUIRED TEXTS/READINGS: 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. 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). FREQUENTLY USED WEBSITES: SacCT www.consultgerirn.org www.healthyagingprograms.org www.nia.nih.org www.nihseniorhealth.gov www.aoa.gov 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. Online Component: This course uses SacCT for its online component. Access of SacCT is through the main CSUS home page portal and requires use of the student’s SacLink ID and password. Tutorials are available on the course site. Students are expected to use email, discussion and look for announcements throughout this course weekly. Any Online assignments must be sent to the appropriate folder by the time designated on the Assignments-at-a-Glance Outline or it will not be accepted.

http://www.consultgerirn.org/

http://www.healthyagingprograms.org/

http://www.nia.nih.org/

http://www.nihseniorhealth.gov/

http://www.aoa.gov/

http://www.healthypeople.gov/


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://imet.csus.edu/imet3/lori/iknow/email.html 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 programs, photographs, paintings, drawing, sculptures, or similar works. Writing Standard Guidelines and Rubric: Check out the Miscellaneous Section of this Workbook for the Gerontology Program Writing, Presentation, and Integrative Learning Rubrics that are used in all our 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. It is used along with any course grading rubrics to analyze your papers.

http://imet.csus.edu/imet3/lori/iknow/email.html

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

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

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


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 Program 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 Program and University. Audio/videotapes of lectures are to be treated as (HIPPA protected) confidential material and may only be played in a secure and private environment. Students who require 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 20% Assessment Faire participation 10%

Chronic Disease/Disorder Global Aging Exploration 20%

(Group) Chronic Disease Health Challenge Evidence-based Self Care Booklet (SCB) 25%

(Group) Self-Care Booklet Presentation 15% In-class assignments and quizzes 10%

http://www.apastyle.org/

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

http://www.csus.edu/gero

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


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 are due and must be turned in before or at the beginning of class. No late

assignments are accepted unless alternative plans have been made with the professor prior to the date/time the assignment is due. SacCT assignments are due according to the Assignment Outline. No late assignments are accepted unless previously cleared with professor in writing.

•• Un-cleared late assignments, will not be graded/recorded. Grade will be 0. •• 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 To All Fields of Gerontology - Recommended

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

FRAMEWORKS FOR UNDERSTANDING HUMAN AGING

I.1 Utilize gerontological

frameworks to examine

human development

and aging.

I.1.1 Employ the Lifespan/Lifecourse perspectives to

appreciate age over time in relation:

To the human life cycle and stages of growth

and development within the social context

To life transitions and adaptive resources

To the historical context of cohorts

To age, gender, race and SES within social

environments

I.1.2 Distinguish concepts and theories of aging

from a bio-psycho-social

framework.

I.1.3 Synthesize bio-psycho-social understanding of aging

to build a gerontological knowledge foundation.

I.1.4 Interpret the gerontological frameworks in relation-

ship to aspects and problems of aging persons,

their families, their environment and communities.

BIOLOGICAL ASPECTS OF AGING

I.2 Relate biological

theory and science

to 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.

I.3. 1.3.1 Describe human growth and development across the

lifespan/course including late life outcomes such as

life satisfaction, coping and adaptation.

I.3.2 Recognize normal age changes in intelligence and

cognitive abilities including those that may

impact late-life functioning.

I.3.3 Demonstrate knowledge of signs, symptoms and

impact of common cognitive and mental health

problems in late life (e.g., dementia, depression,

grief, anxiety).

I.3.4 Recognize older persons’ potential for wisdom,

creativity, life satisfaction, resilience, generativity,

vital involvement and meaningful engagement.

I.3.5 Synthesize psychological with other

gerontological ways of understanding human

aging:

Biological

Sociological

Humanities

SOCIAL ASPECTS OF AGING

I.4 Relate social theories and

science of aging to

understanding

heterogeneity, inequality

and context of aging.

I.4.1 Appreciate the diversity of the older population

based on:

Age

Functioning

Gender

Culture

Language

Religion

Immigration status

Sexual orientation

Other variables

I.4.2 Assess the impact of inequality on individual and group

life opportunities throughout the lifespan/ course

impacting late-life outcomes.

I.4.3 Appraise the changing dynamics of contemporary

multigenerational families and their impact on

social solidarity and interdependence.

I.4.4 Describe the changing population profile of:

your state/ province, nation.

I.4.5 Contrast aging demographics globally among

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

Programs & services

Policy

II.1.3 Assess and reflect on one’s work in order to

continuously learn and improve outcomes for

older persons.

ETHICS AND PROFESSIONAL STANDARDS

II.2. Adhere to ethical

principles to guide

work with and on

behalf of older

persons.

II.2.1 Respect the person’s autonomy and right to

real and meaningful self-determination.

II.2.2 Respect interdependence of individuals of

all ages and abilities.

II.2.3 Respect cultural values and diversity.

II.2.4 Protect older persons from elder abuse of all types:

Utilize programs and policies that address

elder mistreatment and abuse:

Mandatory legal reporting

II.2.5 Recognize ethical standards and professional

practices in all phases of work and research with

and on behalf of older persons including but not

limited to the following:

Informed consent

Confidentiality

Beneficence

Non-malfeasance

Honesty and Integrity



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 programs to

promote the well-being of older persons.

II.3.4 Demonstrate effective means to overcome challenges

to communicating effectively with persons as they

age including:

Sensory deficits

Disabilities

Medical conditions

II.3.5 Apply and teach caregivers communication

techniques to research and practice for elders with

dementia.

II.3.6 Use tools and technology to improve and enhance

communication with and on behalf of older persons,

their families, caregivers and communities.

II.3.7 Consider heterogeneity in addressing communication

styles and promoting the preferences of older persons

including:

Cultural

Racial/ethnic

Cohort

SES

Health literacy

Sexual preference

Immigration status

Geographical location

II.3.8 Analyze how older individuals are portrayed in public

media and advocate for more accurate depictions of

the diverse older population using research based

publications and multi-media dissemination methods.

II.3.9 Develop and disseminate educational materials to

increase accurate information regarding older

persons and older person services.

II.3.10 Inform the public of the spectrum of aging

services that provide older persons with:

Preventive

Treatment

Supportive programs



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


WELL-BEING, HEALTH AND MENTAL HEALTH

III.1 Promote older persons’

strengths and

adaptations to

maximize well-being,

health and mental

health.

III.1.1 Build relationships that are respectful,

confidential and engage positive change.

III.1.2 Screen and provide referrals to

evidence-based programs and

interventions.

Health promotion, disease prevention,

assessment and treatment programs

III.1.3 Counsel older persons about healthcare and social

program benefits.

For the U.S., this would include

Medicare, Medicaid, Veterans

Services, Social Security, Older

Americans Act, Adult Protective

Services

III.1.4 Provide care coordination services for persons with:

Complex health and mental health problems

Geriatric syndromes

III.1.5 Facilitate optimal person-environment interactions.

Assist in change in lived environment

III.1.6 Assist caregivers to identify, access and utilize

resources that support responsibilities and reduce

caregiver burden:

Assistive devices

Technology

Professional services

Support groups and programs

III.1.7 Facilitate end of life planning, including:

Advance care planning

Palliative Care

Hospice

SOCIAL HEALTH

III.2. Promote quality of life and

positive social

environment for older

persons.

III.2.1 Support adaptation during life transitions including:

Work and retirement

Family structure changes

Loss and bereavement

Relocation

Challenges due to disasters/trauma

III.2.2 Promote strong social networks for well-being.

III.2.3 Recognize and educate about the multifaceted role of

social isolation in morbidity and mortality risk.

III.2.4 Provide opportunities for intergenerational

exchange and contribution.

III.2.5 Provide strategies for strengthening informal

supports.

III.2.6 Support the healthy sex life and need for intimacy

of older persons of all sexual orientations

including:

Privacy in group living

Sexual health information

Accommodation



PROGRAM/SERVICE DEVELOPMENT

III.3. Employ and design

programmatic and

community

development with and

on behalf of the aging

population.

III.3.1 Work collaboratively with older persons, local

government and 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 programs 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 programs and services

in both secular and faith-based organizations.

III.3.7 Develop and implement programs and services

for older persons in collaboration with

communities that are founded in:

Research

Policies

Procedures

Management principles

Documentation and

Sound fiscal practice

EDUCATION

III.4. Encourage older

persons to engage in

life-long learning

opportunities.

III.4.1. Promote life-long learning opportunities across the

life span to enhance personal development, social

inclusion and quality of life.

ARTS AND 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 programs 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, programs and policies to improve the

quality of life of older persons.

III.8.3 Investigate problems through collecting and

evaluating data to continuously improve outcomes

and develop creative and practical solutions to

problems relating to older persons.


Learning Experiences & Assignments


Chronic Disease Health Promotion ONLINE Assignment (DO THIS ASSIGNMENT IN RELATION TO YOUR GROUP SBC TOPIC)

If you have taken GERO 121/221 THEN REVIEW this website with FOCUSING on your SBC topic (Check Week-at-a-Glance for online due date; and SacCt for Part II format example)

Part I 1. Go to the National Council on Aging website (www.ncoa.org) 2. Click on the Center for Healthy Aging 3. Click on tab “Offering Evidence Based Programs” – read through read about Community

Programs – find the closest one to you and explore the online options 4. Go back to Center for Healthy Aging page review “Physical Activities” & Health” Links to learn

about the variety of programs and what they are composed of. I’m sure you will find one that will help your elder or family member and will give you ideas when you create your own Program below!

5. Take a screen shot of the page of the Healthy Aging Program you chose and put it in the Part I requirement section for the assignment.

** Write three (3) paragraphs that include: 1. Paragraph introducing the assignment (with cites from the NCOA website). 2. Paragraph summarizing What you learned about Evidence-based Health Promotion (general) 3. Paragraph summarizing What you learned about the Aging Program you chose (specific) Then: 4. Develop and list a minimum of 5 EBHP questions you would use if interviewing/assessing and

elder/family member with your Chronic Disease/Disorder Health Challenge. 5. List at least two (2) specific ways you will use what you learned with your clients/families.

Part II Using ideas you got from the model programs you learned about in this assignment and what you have learned so far in class and from readings about your health challenge topic, create a Health Promotion Program for people living with your Health Challenge Topic.

** Create a participant-friendly, eye-catching Informational Flyer to describe and market your Program. o What? Program Title o Why? Program Goal o Who? Target Population/Audience o 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)

In 3-4 paragraphs on the back of the flyer (or added page) discuss o How does this Program address the concepts of isolation, loneliness, & self-management (cited

from your readings - Remember to cite your EB sources – undergrads: 3 articles & 2 websites & grads: 5 articles & 2 websites. You can do this at the bottom of the back side of your flyer

o 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 personal communication if you got the information from someone at an agency you might use).

o What you will do to ensure the Program will be sustained at the agency? o Bring Your Informational Flyer with paragraphs to class for discussion

Use the following order for this Assignment and email in one document to [email protected]: Title page Part I Requirements (includes Screen Shot of specific EBHP Program site & answers to #1-4) Part II Requirements (two sided Flyer with all information & References) Grading Rubric

http://www.ncoa.org/



Chronic Disease EB Health Promotion Assignment Grading Rubric

Student: __________________ Health Challenge Topic: _________________

Theory : _____________________________

NOTE:

4 Exceeds

Expectation

3 Meets

Expectation

2 Approaches Expectation

1 Below

Expectation

Part I Must minimally include website citations

Clearly summarizes what you learned about Health Promotion (in general)

4

3

2

1

Clearly summarizes what you learned from the specific Health Promotion Program you reviewed

4

3

2

1

Includes thoughtful EBHP questions (min of 5) 4 3 2 1

Lists at least two (2) ways you will use what you learned

3 2 1

Part II

Titles Program 3 2 1

All 7 required components included on Informational Flyer

4 3 2 1

Newly created Program addresses the concepts of isolation, loneliness, & self-management (& is supported by cited research).

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 websites; grad = min of 5 articles & 2 websites)

3

2

1

All Citations correctly referenced (APA) 3 2 1

All Assignment components turned in, on time 3 1

Actively participated in Class Discussion 3 1

Sub Totals /28 /45 /26 /13

Overall Total /52

Comments:


Chronic Disease/Disorder Global Aging Exploration Purpose: 1. To assist learners in understanding global aging demographics. 2. To provide an opportunity for learners to evaluate differing global models of Chronic Disease/Disorder care. 3. To provide a vehicle for learners to compare and contrast globally, the integration of disease management, self-

care, Health Promotion and available services as they relate to their chosen topic. 4. 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.

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

Format & Experience Directions: o First learn more about your Chronic Disease in the U.S. Go to

www.who.int/ageing/publications/global_health/en/ and explore the website for information on elders in

the U.S. in general. Get statistics that describe characteristics and demographics for U.S. elders. The

www.aoa.gov/aging_statistics website may also be helpful, or just googling different countries -

diseases and their services. Put a copy of the home page(s) from the websites you used in Appendix.

o Then choose a country you are interested in exploring as it relates to your Chronic Disease/Disorder

Health Challenge topic. (Each Topic group member chooses a different one ) After exploring various

websites for your chosen country, choose one site that offers elder/family services for elders with your

Chronic Disease/Disorder Challenge. The Eldercare Locator in the U.S. www.eldercare.gov is a good

example of what we have here - 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. Put a copy of

the websites’ home pages along with your agency’s home page in the Appendix.

o Review the websites and analyze the key elements about the agency and what it addresses/offers.

Use the same parameters you used in your EBPH Program Information Flyer (p. 19). NOTE: you can

use the same references from your Flyer for this section. Think about how this information

compares with what you know about agencies in the U.S. If you cannot find any services (public,

private, for profit, faith-based, family) then look at the services for another country and comment on

this in your conclusions.

o Create a table that compares/contrasts a U.S. agency that serves someone with your Chronic Disease

Topic with one from your chosen country (see sample below). Include all the parameters on the

Sample. Remember to cite you sources.

Global Aging Table

Country Organization Title & Goal

Country Demographics (cite sources)

Target Pop/Audience

(cite sources)

Setting/Times (cite

sources)

Providers (cite

sources)

Costs (cite

sources)

Other pertinent

information services (cite

sources)

How Program addresses (cite sources – website & articles that

support concepts)

disease mgt

self care

Health Promo

service access

CA Hospice (not-for-profit) Provide quality of life at the end of life for clients and families

(fill in) primary dx = cancer, HIV, Alzheimer’s, cardiac disease aver age = 63

in home SNF/ALU

interdisciplinary team – RN, MD, LCSW, Chaplain, Dietician

medi care;private pay

med mgt; care coordination support groups bereavement;

pt & fam educ

uses restorative care

comfort care; family & team

open to all

SAMPLE

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

http://www.aoa.gov/aging_statistics

http://www.eldercare.gov/


HOLLAND Hospice (public) Provide for needs of patients at the end of life

(fill in) primary dx = cancer

in hospital RN, MD, MSW, Chaplain

government; private insurance; private pay

bereavement med mgt

staff does care

not found

not found

open to all

o Write 3-4 concluding paragraphs about similarities and differences you learned about global

perspectives related to the U.S for the elder population your agency serves. Be sure to include any

service “gaps” you identified (here or abroad), how this experience has enhanced your view of global

aging and how you will use what you learned as a gerontologist.

o Put this Assignment at the back of your individual Assessment Tool assignment and turn in the the

group packet (see Assessment Tool directions).

o Assignment Order: o Title page o Table o Concluding Paragraphs o Reference page (include all references including websites: undergrad = min of 3 articles & 2 websites;

grad = min of 5 articles & 2 websites) o Appendix (webpage copies) o Grading Rubric

Chronic Disease/Disorder Global Aging Exploration Grading Rubric


Theory : _____________________________

4 Exceeds

Expectation

3 Meets

Expectation


1 Below

Expectation

Table All Areas Supported by cited Research

All 7 Agency Descriptive Columns Thoroughly Completed

4 3 2 1

Includes examples for all 4 parameters agencies address

4 3 2 1

Website Included pages as required (Minimum of two (2) 3 1

Conclusions

Identifies Local & Global Similarities & Differences 4 3 2 1

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

4 3 2 1

Identifies how you will use what you learned 4 3 2 1




3 2 1

Citations correctly written (APA) (undergrad = min of 3 articles & 2 websites; grad = min of 5 articles & 2 websites)

3

1

All Citations correctly referenced (APA) 3 1

All Assignment components turned in, on time 3 1

Actively participated in Class Discussion 3 1

Sub Totals /24 /39 /16 /13

Overall Total /45

Comments:


Global Aging Exploration Discussion Questions Using Answers from your Assignment

(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 Country Local & Global Similarities

Local & Global 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.


Assessment Faire (Includes Global Aging Exploration Discussion)

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.consultgerirn.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

o Print this Assessment tool; practice asking the questions, and bring to the Assessment Faire.

o Prior to the Faire talk among your group members about the tools you found and will bring to the Assessment Faire in your packet.

Go to www.consultgerirn.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, and bring them to the

Assessment Faire in your packet.

Go to the GERO 122/222 SacCT Template folder. Download the Holistic Assessment Tool template. o Based on your EB research on your health challenge topic, individually think of least two

questions you would ask an elder/family for each of the eight (8) holistic parameters (that means there has to be at least 2 questions/holistic parameter; 16 total).

o Print the Holistic Template in SacCT, use the first column as is. o Fill in the second column on the Holistic Assessment Template (check out the Sample in

Miscellaneous Section of this Syllabus) with the questions you have come up with. Cite the article(s) that gave you the idea to include these questions.

o You will complete this form during your Assessment Interview in class. o Practice asking the questions you wrote, and bring 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 o Katz Functional Assessment o Fall Risk


http://www.aoa.org/

http://www.nihseniorhealth.gov/



o Chronic Disease/Disorder Assessment o Holistic Assessment o Reference page o Grading Rubric

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 Tool Grading Rubric


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




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:


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 next assessment

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 Health Challenge Self-Care Booklet

Piecing it All Together!

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 assist students’ acquisition of information technology skills when creating the Self-Care Booklet. 6. To provide students the skills for working in team and evaluating team efforts. 7. 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.

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 for each of the sections to organize your Self-Care Booklet (p.28) – this helps readers understand the primary areas and to look for what they need to know.

Part I – Planning & Getting the Data 1. You and two 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!

2. Find and read your 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

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

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


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 two other partners early and frequently during the semester.

Part II (Preparing your Group SCB) 1. Your 8-10 page (back-to-back makes it 4-5 pages) 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. It is meant 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 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. Check NIH website!! If only one person contributes to a section then put that person’s name as a by-line.

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

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

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

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. This should be on your cover page with your group members’ names and Sacramento Sate (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 (in SacCT):

Most Common Patient/Family Holistic Needs/Concerns for

___(insert your Health Challenge topic & Theory)____

Rationale: Include a few sentences why you decided these Needs/Concerns and holistic parameters (out of all possible ones)

were the most important and why you prioritized them in this order (most to least important ).Include how these connect to your theor!

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 who should do it in parenthesis.

1. Overall Safety (Environment Needs)

1. Assess degree of vision loss (NURS) 2. Obtain low vision telephone (family) 3. Install/maintain smoke alarm/exit plan (family) 4. Label/date meds and food (family)

2. Loss & grieving (Psychological Concerns)

1. Assess response to loss (gerontologist, NURS, SW) 2. Discuss possible solutions w/family (gerontologist, NURS, SW) 3. Refer family to support group (client, gerontologist, NURS, SW)

Etc. 3 & 4 Etc.

Community Agency/Service Resources - Based on your literature and web research, include a minimum of 3 community-based agencies/programs and 2 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). Evaluate potential websites using the standard criteria you should use when evaluating websites – purpose, authority, clarity, objectivity, appropriateness, currency, responsibility & accessibility. https://unfccc.int/essential_background/library/items/1420.php . before referring others to them.

SAMPLE

https://unfccc.int/essential_background/library/items/1420.php


o You should explore the entire site you chose to be sure that it has valid and reliable (based on evidence-based research) information 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. Cut and paste the 3 agencies/2websites identified from your SCB into the Community Agency Template in SacCT then add any additional required information.

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 ).

5. Make copies for each team member keep – this Booklet is something to be proud of and to share with others (family, friends, elders you work with, employers, etc)!

6. 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. I will bring your second copy back the night you are presenting and then keep it for Program Evaluation and so I can brag & show other students and faculty

7. Put both (previously returned) & the Group Summary Team Evaluations along with the SBC Grading

Rubric in the copy you want graded. I will return them at the last class. 8. 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 (points 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. ** 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. ** Have a friend proof-read your paper – they will see things you won’t! ** Cite all references. Your Self-Care Booklet must reflect all the sources – EB research & others!


http://www.csus.edu/gero


Individual ~ Health Challenge Self-Care Booklet & Presentation Team Learning Evaluation ~ #1~ Fill out Individually then discuss with group

(Scores for completing both #1 & #2 evaluations are included in SCB Grading Rubric)

This is a two (2) part evaluation exercise – Individual and Group – that you will do twice in the semester (see Week at a Glance for due dates). The third & final Team Evaluation will be done along with your Presentation.

Review the Group Process Work Sheet you completed in the 3rd class to remind you of your roles/commitments to your group.

Based on the Gerontology Program TEAMWORK Rubric (in Miscellaneous Section), use the scoring scale above the form, to individually rate the teamwork behaviors of each of your SBC/Presentation Team members, including yourself. This is a learning experience for all so be honest and constructive in your comments so that everyone can become more effective working in groups!! (It is expected that most of your scores will be 2’s & 3’s - especially the first time you do this). Of course, if there is an issue before you complete this form be sure you talk with your other team members so they can address the behavior(s).

First, complete your Contributor’s Documentation Sheet. (Use sample format below).

Second, complete your Team Learning Evaluation #1 form. Be sure to give examples of behaviors (good and not so good) so your observations are clearly described. Attach your Contributor Documentation Sheet to your Evaluation #1.

Third, during one of your group meetings (before each due date) discuss your observations/evaluations.

At this meeting, complete the Group Evaluation Summary Sheet.

Staple in this order: Group Evaluation Summary Sheet; Contributor’s Documentation Sheets & Individual Evaluations; Turn in, on due date.

Contributor’s Documentation Sheet Section(s) you collaborated on and/or wrote: SBC: Presentation: EB Research Articles and other references you used to support the Section(s) you collaborated on and wrote (minimum of 5/student)


Health Challenge Self-Care Booklet & Presentation

Team Learning Evaluation ~ #1 ~ Fill out Individually

Scores: 4 = Exceeds Expectations 3 = Meets Expectations 2 = Approaches Expectations 1 = Below Expectation

Individual ~ Health Challenge Self-Care Booklet & Presentation

Team Learning Evaluation ~ #1

Name of Learning Team Members Your Name Team Member Name Team Member Name

SCB Score

Present Score

SCB Score

Present Score

SCB Score

Present Score

1. Contributes to Team Meetings

Examples

2. Facilitates Team Members’ contributions

Examples

3. Contributes Individually Outside of Team Meetings (includes thorough preparation for Meetings like completing Research readings)

Examples

4. Fosters Constructive Team Climate includes being on-time & staying for all of meeting)

Examples

5. Responds to Conflict

Examples

Total Individual Score (out of 21)

Team Member Strengths You Have:

Behavior Changes You will Make:


Group Summary ~ Health Challenge Self-Care Booklet & Presentation Team Learning Evaluation ~ #1

Complete as a group and Sign at bottom of form Name of Learning Team Members

Name Name Name

Overall Average Contribution Score (Add the scores for each of the student members and divide by 5 to determine Overall Average Contribution Score)

List what each of you agree to do to add to the work of your Team to bring the project to completion? (list your strengths and the behaviors you are changing - include completion dates)

Name

Strengths:

Behavior Changes:

Name

Strengths:

Behavior Changes:

Name

Strengths:

Behavior Changes:

Signature: __________________________________ Date: ______ Signature: __________________________________ Date: ______ Signature: __________________________________ Date: ______


Health Challenge Self-Care Booklet & Presentation

Team Learning Evaluation ~ #2 ~ Fill out Individually then discuss with group

Scores: 4 = Exceeds Expectations 3 = Meets Expectations 2 = Approaches Expectations 1 = Below Expectation

Individual ~ Health Challenge Self-Care Booklet & Presentation

Team Learning Evaluation ~ #2

Name of Learning Team Members Your Name Team Member Name Team Member Name

SCB Score

Present Score

SCB Score

Present Score

SCB Score

Present Score


Examples

2. Facilitates Team Members’ contributions

Examples

3. Contributes Individually Outside of Team Meetings (includes thorough preparation for Meetings like completing Research readings)

Examples

4. Fosters Constructive Team Climate includes being on-time & staying for all of meeting)

Examples


Examples

Total Individual Score (out of 21)

Team Member Strengths You Have:

Behavior Changes You will Make:


Group Summary ~ Health Challenge Self-Care Booklet & Presentation Team Learning Evaluation ~ #2

Complete as a group and Sign at bottom of form

Name of Learning Team Members

Name Name Name

Overall Average Contribution Score (Add the scores for each of the student members and divide by 5 to determine Overall Average Contribution Score)

List what each of you agree to do to add to the work of your Team to bring the project to completion? (list your strengths and the behaviors you are changing - include completion dates)

Name

Strengths:

Behavior Changes:

Name

Strengths:

Behavior Changes:

Name

Strengths:

Behavior Changes:

Signature: __________________________________ Date: ______ Signature: __________________________________ Date: ______ Signature: __________________________________ Date: ______


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

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

4

3

2

1

Interventions – Identifies WHO does intervention 3 2 1

Community Agencies & Conclusion

Includes all (3) Community Service Agency

Resources & (2) 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


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 3 1

Includes 2 copies of SCB & Grading Rubric 3 1

Actively participated in Team (and includes both Team Summary Evaluations)

3

1

Assignment turned in, on time 3 1

Sub Totals /36 /57 /28 /19

Overall Total /66

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.


This Group Presentation serves as the course FINAL. It will demonstrate all you’ve learned throughout

the semester in class, readings, and assignments! There will be three nights for these presentations; you

will know your group presentation date by mid semester. Everyone is expected to attend all presentation

classes ~ points are included in your Final Presentation grade.

For this FINAL Presentation, you will provide a brief (13-15 slide) Summary PowerPoint presentation that

highlights your SCB and addresses all the areas on the Grading Rubric. The overall goal is to share your

SCB and highlight lessons learned about your Health Challenge Topic and Theory.

Each student group will have 20 minutes to present the information from your SBC. Attendance at all

presentations is required as it is part of your FINAL grade.

Bring a HANDOUT for your classmates. They can then use the information you learned in their own

practice! Each Groups’ HANDOUT SHOULD CONSIST of your PPT - put 3 slides to a page when you

print it out so everyone can read it … then copy back to back to save paper (check with Dr. O

if you aren’t sure how to do this)

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

Organize the Group Presentation Materials in the following order, in a paper folder with pockets:

Title page Presentation ppt Handout (includes citations from your Booklet)

Reference page (from SCB articles and any others you used for the presentation) Presentation Grading Rubric FINAL Team Evaluation Sheet (one (1) from each student)

Turn-in Presentation materials to Dr. O at the beginning of class on your presentation date (see Week-at-a-Glance and Sign-up Sheet)

Health Challenge SCB

Presentation ~ FINAL


Health Challenge Self-Care Presentation ~ Grading Rubric Student: ____________________________ Topic Focus: _____________________

Theory Focus: _________________________________

NOTE: ALL sections must include EB citations

4 Exceeds

Expectation

3 Meets

Expectation


1 Below

Expectation

Introduction (slide 1)

Title: Topic and Theory 3 2 1

Objectives of presentation 3 2 1

Self-Care Booklet Description (slides ~~ 2-15)

Introduces disease/disorder 4 3 2 1

Describes theory highlights & 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 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 – Includes a minimum of 3 for each of the 4 most common elder/family needs identified above

4

3

2

1

Discusses Assessment Tool(s): why those, how they could inform an assessment of this Health Challenge

4

3

2

1

Includes all (3) Community Service Agency Resources & (2) separate websites

4

3

2

1

Concludes with Care Booklet Conclusion/Summary 4 3 2 1


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

Assignment directions followed (materials in order, rubric) 3 2 1

Cites & Points out EB Sources from SCB (throughout presentation)

3 2 1

Citations correctly written (APA (Min. total based on class level) 3 2 1

Citations correctly referenced (APA) (Min. total based on class level)

3

2

1

All assignment components turned in, on time 3 1

Actively participated in (includes Team Learning Self Evaluation) 3 1

Attends all presentations 3 1

Sub Totals /40 /63 /42 /21

Overall Total /67

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.


Team Learning Self Evaluation (Score is included in SCB Presentation Rubric)

Student: _________________

Individual Questions for Reflection:

Describe how you collaborated with your team members to complete this assignment.

What will you do differently the next time you collaborate in a group?

What are the most important concepts you have learning from this Learning Team experience?

How will you use this learning to improve both personally & professionally?


Miscellaneous


Class #3 – Group Process Work Sheet – 20 minutes Break into your Topic/Theory Groups ~~~ Refer to pages 41-44 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)



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 behaviour (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.

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

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


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.

tuckman's forming storming norming performing four-stage model

The progression is:

1. forming

2. storming

3. norming

4. 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

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


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 -

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





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






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/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 – for ….. Falls/Exercise)

This is a SAMPLE of a completed Holistic Assessment. For this class you will leave the first column as is;

complete the second column AT HOME and the other columns we will complete in class. The Template is in SacCt

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.

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 Program WRITING Rubric Written Communication is the development and expression of ideas through writing for a particular audience and purpose. Gerontology students should be able to communicate effectively through

writing, about social phenomena from a social science perspective.

4 = Exceed Expectation 3 = Meet Expectation 2 = Approach Expectation 1 = Below Expectation

1. Purpose and Development

A strong sense of purpose controls the development of the presentation. The presentation is extremely focused even though it studies complex ideas. The student demonstrates mastery of the subject.

A clear purpose guides the development of the presentation. The presentation studies increasingly complex ideas and is adequately focused. Student demonstrates an adequate understanding of the subject.

The student generally stays on a fairly broad topic, but has not developed a clear theme. The presenter demonstrates some understanding of the subject, but has not yet focused the topic pass the obvious.

The presentation has no clear sense of purpose or central theme. The student has not yet decided the main idea of the paper or is still in search of a topic, thus demonstrated little understanding of the subject.

2. Overall Organization

The organization enhances and showcases the central theme. The order, structure or presentation of information is compelling and smoothly moves the reader through the text.

The organizational structures are strong enough to display a central theme and adequately move the reader through the text.

The organizational structures are not strong enough to display a central theme; therefore the reader is confused sometimes when listening to the presentation.

The presentation lacks a clear sense of direction and identifiable internal structures, which makes it hard for the reader to get a grip on the theme or the main idea.

3. Audience Engagement

The student meets the needs and captivates the interest of the audience throughout the presentation.

The student meets the needs and captivates the interest of the audience throughout most of the presentation.

Sometimes, the student holds the attention of the audience, but does not sustain it throughout.

The student neither meets the needs nor captures the interest of the audience.

4. Control of Syntax and Mechanics

The student demonstrates mastery of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) & uses these conventions to enhance present-ability.

The student demonstrates an adequate grasp of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) despite a few errors.

The student shows a reasonable control over limited range of standard writing & presentation conventions. Conventions are sometimes handled well; at other times, errors distract readability.

The student demonstrates little control of grammar, syntax, and presentation mechanics. The errors distract the reader and make the text hard to read.

5. Summary: Clarity and Revision

The whole presentation is extremely clear and easy to understand. It needs little or no revision.

The presentation is clear and easy to understand, but needs some revision.

Some parts of the presentation are clear, but others are hard to follow. The presentation needs a fair amount of revision.

The presentation is not clear, therefore difficult to follow. The presentation needs significant revision.

6. Citation of Sources (if applicable)

The student consistently cites all of the sources

The student consistently cites the majority of the sources

The student consistently cites some of the sources

Errors occur everywhere when citing the sources

7. Graphic Presentation (if applicable)

The student demonstrates an innovative use of graphic presentations to communicate a meaningful message

The student demonstrates an appropriate use of graphic presentations to communicate a meaningful message

The student used some graphic presentations to communicate a message

The student does not use graphic presentations where necessary


Gerontology Program PRESENTATION Rubric Oral Communication is the development and expression of ideas through presentation for a particular audience and purpose. Gerontology students should be able to communicate effectively orally about social phenomena from a social science perspective.

4 = Exceed Expectation 3 = Meet Expectation 2 = Approach Expectation 1 =Below Expectation

1. Purpose and Development

A strong sense of purpose controls the development of the presentation. The presentation is extremely focused even though it studies complex ideas. The student demonstrates mastery of the subject.

A clear purpose guides the development of the presentation. The presentation studies increasingly complex ideas and is adequately focused. Student demonstrates an adequate understanding of the subject.

The student generally stays on a fairly broad topic, but has not developed a clear theme. The presenter demonstrates some understanding of the subject, but has not yet focused the topic pass the obvious.

The presentation has no clear sense of purpose or central theme. The student has not yet decided the main idea of the paper or is still in search of a topic, thus demonstrated little understanding of the subject.

2. Overall Organization

The organization enhances and showcases the central theme. The order, structure or presentation of information is compelling and smoothly moves the reader through the text.

The organizational structures are strong enough to display a central theme and adequately move the reader through the text.

The organizational structures are not strong enough to display a central theme; therefore the reader is confused sometimes when listening to the presentation.

The presentation lacks a clear sense of direction and identifiable internal structures, which makes it hard for the reader to get a grip on the theme or the main idea.

3. Audience Engagement

The student meets the needs and captivates the interest of the audience throughout the presentation.

The student meets the needs and captivates the interest of the audience throughout most of the presentation.

Sometimes, the student holds the attention of the audience, but does not sustain it throughout.

The student neither meets the needs nor captures the interest of the audience.

4. Control of Syntax and Mechanics

The student demonstrates mastery of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) & uses these conventions to enhance present-ability.

The student demonstrates an adequate grasp of standard writing & presentation conventions (e.g. spelling, punctuation, capitalization, grammar, paragraphing, speech clarity) despite a few errors.

The student shows a reasonable control over limited range of standard writing & presentation conventions. Conventions are sometimes handled well; at other times, errors distract readability.

The student demonstrates little control of grammar, syntax, and presentation mechanics. The errors distract the reader and make the text hard to read.

5. Summary: Clarity and Revision

The whole presentation is extremely clear and easy to understand. It needs little or no revision.

The presentation is clear and easy to understand, but needs some revision.

Some parts of the presentation are clear, but others are hard to follow. The presentation needs a fair amount of revision.

The presentation is not clear, therefore difficult to follow. The presentation needs significant revision.

6. Citation of Sources (if applicable)

The student consistently cites all of the sources

The student consistently cites the majority of the sources

The student consistently cites some of the sources

Errors occur everywhere when citing the sources

7. Graphic Presentation (if applicable)

The student demonstrates an innovative use of graphic presentations to communicate a meaningful message

The student demonstrates an appropriate use of graphic presentations to communicate a meaningful message

The student used some graphic presentations to communicate a message

The student does not use graphic presentations where necessary


Gerontology Program 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 Program 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


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:






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 programs 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 gero 122.222... · pre requisites:...

Documents